cdsCode|lea|priorityNumber|summary1|summary2|summary3|countyPerformance|additionalInfo|meetingDate|year
01100170000000|Alameda County Office of Education|6|The Alameda County Office of Education Schools administers an annual Local Control and Accountability Plan survey which provides educational partners, inclusive of staff, students, parents, bargaining union members, SELPA plan admin, and the community at large as it is publicly available on our website. In an effort to consolidate the number of surveys throughout the year, the LCAP survey includes questions that allow for input on school safety, connectedness, and the overall school climate for students, staff, and other community partners. The Spring 2025 LCAP survey garnered 47 responses the following is a summary of the responses: Students 44.7% (21) Parent/guardians 4.3% (2) Certificated staff 34% (16) classified staff 12.8% (6) Partner/Other 4.2% (2)|Based on the Spring 2025 LCAP Survey, 90% of respondents either strongly agreed or agreed that they feel staff while on our school campuses. The data shows that 5% were neutral in this stance and 5% disagreed. Other data points to the need to ensure ACOE should continue providing security at select Community schools and continue with the site level focus on safety strategies for staff and students.|ACOE will continue working with the school safety manager and site administrators to ensure there are ongoing discussions with staff regarding safety concerns inclusive of training and opportunities for better safety strategies as part of continuous improvement .|Met||2025-06-10|2025
01100170112607|Envision Academy for Arts & Technology|6|Based on students' responses to our school climate survey, students show low concern about online bullying and demonstrate a positive growth mindset, reflecting successes in our student culture and students' well-being. 70% of students feel connected to adults and 73% feel a sense of belonging, representing strengths in our community while also raising a need to improve these even further. School safety practices and academic confidence remain areas for improvement. This suggests a need to address campus safety and belonging through restorative practices, and elevate student voice in shaping school culture.|Our data points to a need to increase a sense of connection and belonging through instruction, cultural events and acknowledgement, consistent policy enforcement, and increased rigor. Additionally, the school is evolving from a place of change to one that is fully transformed. The consistent leadership team has played a pivotal role in this shift, with 100% of teachers reporting their intent to return, reflecting a strong sense of stability and commitment. As a result, the school environment feels joyful and positive.|We will expand the role of the Attendance Task Force to include daily phone calls, accurate attendance reporting, and compliance with SARB (Student Attendance Review Board) procedures. Additionally, we will prioritize more frequent data analysis and reporting by the administrative and instructional teams to track progress and address areas of need promptly. To support student growth in English and Math, we will integrate accountability structures into instructional coaching, ensuring that teachers are effectively supported in improving student outcomes. Lastly, we will incorporate cultural acknowledgment days into the school calendar, aimed at fostering greater student and family engagement and celebrating the diverse backgrounds within the school community.|Met||2025-06-05|2025
01100170123968|Community School for Creative Education|6||||Not Met|||2025
01100170124172|Yu Ming Charter|6|Elementary School (Grades 3-5) Overall Scores:  ?	Climate of Support for Academic Learning: 73% ?	Growth Mindset: 67% ?	Knowledge and Fairness of Discipline, Rules and Norms: 77% ?	Safety: 55% ?	Self-Efficacy: 59% ?	Self-Management: 67% ?	Sense of Belonging (School Connectedness): 69% ?	Social Awareness: 65%  Secondary School (Grades 6-8) Overall Scores: ?	Climate of Support for Academic Learning: 70% ?	Growth Mindset: 68% ?	Knowledge and Fairness of Discipline, Rules and Norms: 64% ?	Safety: 56% ?	Self-Efficacy: 61% ?	Self-Management: 71% ?	Sense of Belonging (School Connectedness): 52% ?	Social Awareness: 63%   Elementary Students (Grades 3-5)  White students rated Safety 16 percentage points lower than the overall elementary average. In Sense of Belonging, Hispanic or Latino students rated Sense of Belonging 12 percentage points higher than the elementary average. Knowledge and Fairness of Discipline, Rules and Norms, Black or African American students rated this topic 2 percentage points lower than average.   Secondary Students (Grades 6-8):  Black or African American students rated Safety lower than the average. Hispanic students rated Sense of Belonging 14 percentage points higher than average.  Knowledge and Fairness of Discipline, Rules and Norms, Black or African American students rated this topic higher than the secondary average.|Areas of Strength: Students in both elementary and secondary grades reported relatively strong Self-Efficacy and Self-Management. Elementary Climate of Support for Academic Learning is also in the 80th-99th percentile, and family survey data shows high support for academic learning. Family survey data also shows a very high Sense of Belonging and relationships with staff.  Areas of Need: Student perceptions of Safety are an area of need for both Elementary (55%) and Secondary (56%) grades. Secondary students report significantly lower Sense of Belonging (School Connectedness) at 52% compared to Elementary students at 69%. Secondary student perceptions of Knowledge and Fairness of Discipline, Rules and Norms (64%) are also lower than elementary students (77%).  Sense of Belonging in Middle School remains a focus area overall, and specifically for Middle School Female, Middle School White/confidentiality protected, and Elementary Black/African American students. Self-Management scores are lower for Elementary Male, Elementary Black/African American, and Middle School Black/African American students. There is a need to address the lower scores reported by students identifying as Non-Binary, Gender-Fluid, and Agender across multiple climate domains in both elementary and middle school. Additionally, younger elementary students (3rd grade) and older middle school students (7th and 8th grade) generally report lower scores compared to their peers in other grades within their respective spans, indicating needs for targeted support for these age groups  Areas of strength include Filipino elementary students generally reporting higher scores across many topics. Hispanic elementary students reported notably higher Sense of Belonging. Black/African American middle school students reported higher Knowledge & Fairness and Social Awareness. Hispanic middle school students reported higher Growth Mindset, Self-Management, and Sense of Belonging.|Yu Ming has identified Middle School SEL as an area of focus. The school has created a new role to address this need and following a year of needs assessment, will implement new programs to support Middle School SEL. The school has also purchased additional curriculum and provides ongoing professional development for teachers on the topics of SEL and DEI.|Met||2025-06-16|2025
01100170125567|Urban Montessori Charter|6|UMCS uses Panorama to administer the CORE Climate and Culture survey to students multiple times per year in order to seek input from students. Our student survey results showed that students would like for their teacher to know even more about them, their interests, and their home life but do feel like their interests are reflected in their work at school. Students also expressed a desire for clarity regarding discipline, rules, and norms. Students also feel like their teacher knows how they learn best and can identify their general strengths, areas for growth, and learning style. The survey also showed that students recognize the efforts made by faculty and staff toward personalization. Students acknowledge having great flexibility in the outputs used to show their learning, and that once they master a skill, they can report to their teachers and move on to the next task.|The disaggregated data show that students in the 5th and 6th grades, in particular, struggled with both feelings of academic success and feelings of safety at school. In our general observations, we continue to see that older students experienced the most struggle in our return to in-person learning. While we originally anticipated that these struggles would be concentrated in younger students, we pivoted our support to our older students, supporting teachers with procedures, systems, and structures for older students. Our middle school students, in particular, experienced a much more stable year as evidenced by survey data and observational data.|Based on the survey data and our observations of classrooms, we offered different supports to classrooms with older students to support both staff and students. In middle school, we continued using Amplify to support Math, Science, and ELA instruction and created a more structured schedule for students that reduced the number of students in any given space and created clearer structures, procedures, and work expectations throughout the day. In all elementary classrooms, we clarified and standardized systems of follow-up and clarity around work expectations.|Met||2025-06-20|2025
01100170129403|Epic Charter|6||||Not Met For Two or More Years|||2025
01100170130625|Alternatives in Action|6|The school administers a Student Equity Survey and an LCAP Parent Survey each May to gather feedback on school climate and student support. According to 2024-25 results, 92.7% of students and 91% of parents reported that students feel safe on campus. Additionally, 86.8% of students said they have at least one adult they can talk to when facing a problem, and 91% of parents believe their child is well supported at the school. Notably, 91.2% of students also reported having opportunities to take on leadership roles. These results reflect a strong sense of safety, support, and connection within the school community.|Areas of strength based on survey feedback include a positive social environment. Students are appreciative of the activities and opportunities to interact amongst other students, highlighting a strength in student engagement and community building.  Students enjoy the retreat, field trips, college trips and community events. Students, however, shared they would like more activities, games, or events that encourage more student interaction and unity. Students would also like to have a voice in choosing these engagement activities. There were no negative comments or concerns about safety, bullying, or staff interactions. This implies that students generally feel safe and supported at school.|The school will continue to prioritize a positive school climate by strengthening relationships with students through retreats, school-wide community events, PBIS, and Restorative Justice practices. Teachers receive training in strength-based language and youth development to promote positive, respectful communication with students. A coaching model is used to ensure students feel heard, supported, and connected, and the school intentionally works to ensure every student can identify caring adults on campus.  The Restorative Justice Coordinator and staff have positively impacted school safety and culture. While suspensions and expulsions occurred this year, each was followed by a reintegration process that includes counseling and support services, helping to reduce repeated incidents and support a safe learning environment. The school also tracks behavioral patterns to identify when and where incidents occur in order to provide targeted interventions. To further support student engagement and reduce behavioral challenges, the school is enhancing Tier 1 classroom strategies by incorporating more hands-on projects, guest speakers, off-campus trips, and shared learning experiences that promote community and connection.|Met||2025-06-11|2025
01100170131581|Oakland Unity Middle|6|The implementation of our comprehensive school culture and climate actions has been largely successful, as evidenced by the substantial improvements across all measured metrics, with particularly notable achievements including a 55% reduction in suspension rates (from 1.67% to 0.75%), a 23% increase in staff agreement on positive school culture (from 77% to 100%), and meaningful gains in student emotional safety perceptions and extracurricular participation. Our SEL program integration and mental health services expansion have been implemented as planned, with strong teacher buy-in facilitated by targeted professional development that contributed to the unanimous staff agreement on our positive culture. Family and community engagement initiatives have shown steady progress, though building sustainable participation remains an ongoing focus area. Our proactive approach to creating safe learning environments through comprehensive anti-bullying measures and our systematic celebration of diversity have exceeded expectations, creating a campus culture where students demonstrate increased willingness to engage in both academic and social-emotional growth opportunities, as reflected in the improved participation rates and the remarkable 99% student retention rate maintained across both years.|Our strengths include:  Comprehensive Social-Emotional Learning (SEL) Programs: The integration of SEL curricula and associated professional development has been highly effective, directly contributing to the 6-percentage-point increase in students feeling emotionally safe and supported (from 90% to 96%) and helping achieve 100% staff agreement on positive school culture through enhanced teacher capacity and buy-in. Mental Health and Wellness Services: The expansion of counseling, therapy, and support services has proven effective in supporting student well-being, as evidenced by improved emotional safety perceptions and the maintained 99% student retention rate, indicating students feel adequately supported during challenging times. Family and Community Engagement: Strengthened partnerships and collaborative opportunities have contributed to the strong sense of belonging reflected in our exceptional 99% student retention rate, though building sustained participation remains an ongoing area for continued focus and development. Safe and Supportive Learning Environments: Our proactive prevention efforts and responsive interventions have been exceptionally effective, resulting in a dramatic 55% reduction in suspension rates (from 1.67% to 0.75%) and demonstrating improved conflict resolution and positive behavior support systems. Celebrate Diversity and Achievement: Recognition events and activities highlighting student accomplishments have effectively fostered inclusivity and belonging, contributing to increased student engagement as shown by the 7-percentage-point increase in extracurricular participation (from 30% to 37%). Reduction of Class Sizes: While maintaining staffing levels below district averages has presented implementation challenges, particularly in specialized subjects, this action has enhanced individualized attention and student-teacher relationships, contributing to the remarkable 23-percentage-point increase in staff agreement on positive school culture and supporting overall student success outcomes.|SEL Program Enhancement:  Building on the 6-percentage-point increase in emotional safety, the LEA will expand SEL integration across all subject areas and implement tiered intervention protocols to maintain momentum.  Family Engagement Sustainability: To address ongoing participation challenges while maintaining strong retention, the LEA will revise engagement policies to include multiple communication modalities, flexible meeting schedules, and culturally responsive outreach strategies. Implementation of family liaison positions to strengthen community connections. Extracurricular Access Expansion: To build upon the 7-percentage-point participation increase, the LEA will revise scheduling policies to eliminate barriers and create transportation solutions. Implementation of interest-based clubs and academic support programs during extended hours.|Met||2025-06-11|2025
01100170136101|Connecting Waters Charter - East Bay|6|Connecting Waters asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in grades 5, 8 and 11. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: Student Rating of School Environment, Engagement, Connectedness, Safety and Support, including If students feel they have a problem, they know who they can ask for help.|After careful analysis of the data overall students agree or strongly agree with positive outlooks of the school. Areas to concentrate on based on negative student outcomes included: Less than 2% of students feel they know who they can ask at CWCS for help if they need support with something impacting their life. Less than 2% of students feel the discipline policy is not fair and clear. Less than 7% of the students feel that CWCS bully and put each other down. Disaggregated student data will not be shared due to small group size.|At this time, no major policy changes have been made as a result of the data analysis.|Met||2025-06-10|2025
01100170136226|Opportunity Academy|6|"Opportunity Academy administered its annual Culture and Climate survey. The following is the information from the survey:  Basic Information Total Responses: 49 Survey Questions: 31 questions  Respondent Roles: School Staff Students (mostly 11th grade) Partnering Organizations (e.g., tutors, probation staff) Only 2 parent responses  Key Survey Topics: Respectful treatment of students Cultural representation in instructional materials Staff responsiveness to academic and emotional needs Safety, cleanliness, and facilities at school Opportunities for student involvement Comfort reporting safety concerns Family and student engagement  Highlights from initial responses: Respect: Most respondents agreed or strongly agreed that adults working at the school treat all students respectfully.  Cultural Inclusion: Most agreed that instructional materials reflect students' cultural backgrounds.  Support and Communication: Respondents reported that teachers are approachable and provide help when needed, although a few indicated ""Don't Know / N/A"" regarding community partner meetings.  Safety and Facilities: The majority agreed or strongly agreed that students feel safe at school and that the bathrooms and facilities are clean. However, there was notable dissatisfaction regarding the temperature inside school buildings (several “Disagree” or “Strongly Disagree” responses).  Student Belonging: Students generally feel like they belong, but some indicated uncertainty (selecting ""Don't Know / N/A"").  Opportunities for Student Involvement: Most participants agreed that there are plenty of opportunities for students to engage in school activities.  Emergency Preparedness: There were mixed responses regarding students’ knowledge of emergency procedures, with a few indicating ""Don't Know / N/A."""|Analysis of Educational Partner Feedback and Local Data:  Opportunity Academy (AOA) conducted its 2024–2025 School Culture and Climate Survey to engage educational partners in assessing the school’s strengths and areas for improvement. Survey responses were collected from students, school staff, and partnering organizations. The analysis of survey results, combined with local attendance and engagement data, highlights both significant areas of strength and areas requiring targeted improvement. Areas of Strength 1. Respectful and Inclusive School Climate Survey results demonstrate that a large majority of respondents agree that adults at AOA treat all students respectfully. The school's emphasis on fostering a safe, respectful environment is a critical foundation for building positive student-teacher relationships and supporting student success. 2. Cultural Responsiveness:Respondents reported that instructional materials reflect the diverse cultural backgrounds of AOA students. This alignment with the state priority on access to standards-aligned, culturally relevant curriculum reflects a commitment to inclusivity and supports a sense of belonging for all students. 3. Supportive and Accessible Staff: The survey revealed that school staff are approachable and supportive, with many respondents agreeing that teachers understand students' academic needs and are available to assist when needed. This accessibility supports student engagement, academic achievement, and emotional well-being. 4. Clean and Safe Facilities Families and students noted that school facilities are generally clean and well-maintained, reinforcing a physically safe and welcoming environment for learning 5. Opportunities for Student Engagement The survey indicated that students have ample opportunities to participate in school activities, supporting student connection to the school community and promoting a positive school climate. Areas for Growth 1. Physical Comfort in Facilities Although the facilities are clean, respondents expressed dissatisfaction with the temperature regulation within school buildings. This impacts overall comfort and learning conditions, suggesting a need for facility improvements related to heating and cooling. 2. Emergency Preparedness Communication: Survey results showed that some students and families were uncertain about emergency protocols. Improved communication and training are needed to ensure that students and families know how to respond in emergencies, aligning with safety priorities. 3. Strengthening Family and Student Engagement in Decision-Making While AOA maintains multiple engagement structures, there is a need to deepen opportunities for families and students to participate in decision-making about school programming. Increased accessibility through interpretation services, translated communications, and family-friendly scheduling of events is essential. 4. Addressing Chronic Absenteeism; 5. Expanded support for underrepresented families.|The analysis of educational partner feedback has directly informed the development of Opportunity Academy’s 2024–2027 LCAP goals and actions. Key initiatives include: Improve communication with community partners regarding shared facilities to address physical comfort. Strengthening emergency preparedness communication with education partners. Deepening family and student engagement practices by developing a family engagement plan. Implementing targeted interventions to reduce chronic absenteeism through the development of COST/MTSS, specifically designed to address adult-age students.  Expanding socio-emotional and basic needs supports for underrepresented student groups. Through these targeted strategies, AOA aims to ensure that all students have equitable access to a safe, inclusive, and supportive educational environment that fosters academic success and postsecondary readiness.|Met|The following is additional information for prompt 2 related to chronic absenteeism and expanded supports for underrepresented families: 4. Addressing Chronic Absenteeism Chronic absenteeism remains a major concern, despite improvements in short-term rete|2025-06-10|2025
01100170137448|Aurum Preparatory Academy|6|The LEA administered a local survey to evaluate school climate, engagement, safety, and student-adult relationships. A total of 80 responded across grade levels, offering critical insights into campus culture. While the survey did not include pre-coded demographic data, responses were reviewed using student identifiers and cross-referenced with known rosters to identify trends among underrepresented groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students. Key Survey Results: Academic Engagement: Over 70% of students indicated they were “often” or “always” challenged to think critically and engage deeply in class. Students generally appreciated structured lessons and relevant material, though a subset expressed concerns about inconsistent expectations across classrooms.   Adult Support and Connection: Approximately 82% of students reported having at least one adult on campus they could approach with a concern. Open-ended responses frequently mentioned advisory teachers and deans as trusted adults, though some students, particularly from multilingual backgrounds, indicated limited access to adult mentorship.   Safety and Peer Interactions: The majority of students felt “mostly” or “completely” safe on campus. However, 18% reported concerns about peer conflict, bullying, or a lack of clear consequences for disruptive behavior. These concerns were most prominent among students with IEPs and those from historically underserved populations.   Student Voice and Belonging: About 60% of students felt that their voices were heard and that they had opportunities to give feedback. Some students expressed a desire for more inclusive practices and increased recognition of cultural diversity, particularly those from bilingual or immigrant households.   Supplemental Data Collection: In addition to the survey, the school held student focus circles and collected anonymous comment box submissions to contextualize quantitative results. These tools helped confirm trends around emotional safety, the importance of consistent adult presence, and the need for clearer peer behavior expectations. Analysis and Action Steps: The survey revealed high student engagement and strong adult-student connections, while also highlighting specific areas needing growth—namely, inclusive practices, culturally responsive engagement, and consistent peer accountability. Based on these results, the LEA committed to enhancing restorative practices, expanding advisory support, and creating more intentional platforms for student voice. This climate data informed school site priorities and was incorporated into the development of actions and metrics under the Local Control and Accountability Plan (LCAP) to ensure equitable support and representation of all student groups.|Key Learnings from Climate Survey Data Analysis Analysis of the Student Feedback Survey revealed both strengths and needs in the school climate, based on student responses and limited subgroup identification through roster cross-referencing. The findings offered insight into students’ academic engagement, sense of belonging, and emotional safety. Areas of Strength: Positive Relationships with Adults:  A strong majority (82%) of students reported having at least one trusted adult at school. Advisory teachers and deans were frequently named as sources of support, indicating success in fostering meaningful adult-student relationships.   Academic Challenge and Engagement:  Over 70% of students reported being regularly challenged in class and encouraged to think deeply. Students appreciated structured lessons and instructional clarity, reflecting positively on teaching practices and schoolwide academic rigor.   Overall Sense of Safety:  Most students reported feeling “mostly” safe on campus. This reflected the impact of schoolwide behavioral norms and a consistent, structured environment.   Identified Needs: Inclusive Practices for Underrepresented Students:  Students from multilingual households and those with IEPs indicated less consistent inclusion in class discussions and fewer opportunities for leadership or recognition. The school identified the need to strengthen culturally responsive practices and ensure instructional accommodations were equitably implemented.   Peer Relationships and Behavior Consistency:  Approximately 18% of students raised concerns about bullying, peer conflict, or inconsistent disciplinary follow-through. Students expressed a desire for clearer behavioral expectations and stronger conflict resolution processes.   Student Voice and Feedback Opportunities:  While 60% of students felt their input was valued, many still sought more opportunities to share ideas and be part of decision-making. This was especially relevant for younger students and English Learners, who expressed lower levels of representation.   Summary of Key Learnings: The data confirmed that students valued strong adult relationships and rigorous academics. However, equity gaps persisted in how different student groups experienced inclusion, voice, and behavioral consistency. These learnings informed targeted school improvement actions, including enhancements to advisory programs, restorative behavior supports, and more structured student feedback loops. The results also guided planning to ensure that school conditions and climate strategies addressed the needs of all learners.|Changes to Plans, Policies, and Procedures Based on Local Data Analysis Following the analysis of the Student Feedback Survey and the identification of key themes across student engagement, safety, and inclusion, the LEA determined that several existing systems required revision to ensure equitable outcomes and a stronger school climate. These changes reflect a commitment to continuous improvement and responsive leadership. 1. Enhancement of Student Voice Systems  To address the limited sense of student agency expressed by several subgroups—particularly English Learners and younger students—the LEA revised its student engagement strategy. Advisory periods were restructured to include monthly  forums focused on campus issues and school improvement ideas. 2. Strengthening Behavior and Discipline Procedures  In response to feedback indicating inconsistent peer interactions and unclear behavioral expectations, the LEA updated its discipline matrix and restorative justice protocols. All staff received additional training on de-escalation, trauma-informed responses, and culturally sensitive classroom management. The LEA also created schoolwide “reset spaces” and reflection tools to support students in self-regulating behaviors and re-engaging with learning in a non-punitive manner. 3. Expansion of Inclusive and Culturally Responsive Practices  Students from multilingual backgrounds and students with disabilities expressed lower levels of inclusion in classroom participation and recognition. In response, the LEA embedded culturally relevant teaching practices into ongoing professional development cycles.  4. Improvements to Advisory and Social-Emotional Learning (SEL) Curriculum  To build on the strength of adult-student relationships while addressing social-emotional needs, the LEA revised its advisory curriculum to include structured  lessons, peer mentorship opportunities, and time for one-on-one check-ins with staff.  5. Monitoring and Continuous Improvement  The LEA implemented a  review cycle to monitor progress on climate-related initiatives.  These adjustments reflect the LEA’s commitment to fostering a safe, inclusive, and student-centered environment and ensuring that all learners—regardless of background—feel heard, supported, and engaged.|Met||2025-06-26|2025
01100170138867|Hayward Collegiate Charter|6|We have learned so much about our communication efforts during the Pandemic. Moving forward, we will make sure that we create priorities for when we need to send our voice-memos, personal phone calls, and when messaging is appropriate for disseminating information.|NA|We will continue to have monthly meetings with teachers and families in the form of a coffee with the principal and professional development for parent engagement.|Met||2025-06-09|2025
01100176001788|Cox Academy|6|To better understand the needs of students, parents, and staff, Cox administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Cox has been using it for multiple years. On a 5-point scale, Cox families rated 4.33 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Cox families rated 4.29 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Cox will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
01100176002000|Lazear Charter Academy|6|To better understand the needs of students, parents, and staff, Lazear administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Lazear has been using it for multiple years. On a 5-point scale, Lazear families rated 4.62 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Lazear families rated 4.67 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Lazear will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
01316090000000|California School for the Blind (State Special Schl)|6||||Not Met|||2025
01316170000000|California School for the Deaf-Fremont (State Special Schl)|6||||Not Met|||2025
01611190000000|Alameda Unified|6|Taking the average aggregate data from our Wellness Surveys: Answering “Yes, most of the time” and “Yes, all of the time” when asked “I like coming to school and feel safe here” (Elementary) or “Strongly Agree” and “Agree” when asked “I feel supported and socially connected at school” (Secondary). Elementary (Grades 3-5) 83% Secondary (Grades 6-12) 90%  Key learnings from the Wellness Survey data indicate that the Culture and Climate is positive for students and that there is a feeling of safety and acceptance at all our school sites, TK-12. Average Elementary (Grades 3-5) Wellness Survey completion rate is 69% of the district population Elementary students reporting that they did NOT feel safe at school on at least one of the surveys: Asian/Asian American - 3% Black/African American - 7% Hispanic or Latinx - 4% White - 3% 2 or more Races - 6% Average Secondary (Grades 6-12) Wellness Survey completion rate is 60% of the district population Secondary students reporting that they did NOT feel supported and socially connected at school on at least one of the surveys (by race/ethnicity): Asian/Asian American - 5% Black/African American - 10% Hispanic or Latinx -8 % White -6 2 or more races -6% 24-25 CHKS Survey data completion rate for Grade 5 is 92%. 24-25 CHKS survey data completion rates for secondary is: Grade 7 - 99% Grade 9 - 78% Grades 11: 57% Secondary students answering the CHKS survey reporting that they did NOT feel safe at school: (by race/ethnicity): Asian/Asian American - 27% Black/African American - 33% Hispanic or Latinx - 25% White - 22% Multiracial - 36% Elementary students (5th grade) answering the CHKS survey reporting that they did NOT feel safe at school: (by race/ethnicity): Asian/Asian American - 16% Black/African American - 32% Hispanic or Latinx - 19% White - 13% Multiracial - 12%|Survey results show the disparity in feelings of support and safety for our African American youth across all grade levels (elementary and secondary). This disparity of our Black/African American and Multiracial youth feeling safe or supported at our schools is an area of growth for AUSD. Possible internal causes could be: lack of clarity for school staff on what culturally inclusive classrooms look like, the need for additional training on culturally and linguistically responsive pedagogy, and a need to hire more BIPOC staff so that students see themselves reflected on our campuses. Challenges in this area also include the social and political climate outside of our school walls that have significant impact on our Black/African American youth. We know that there has been a dramatic increase of Black/African American youth experiencing mental health crises and suicidal ideation. They experience systemic racism, are grossly misrepresented in media coverage, and have to code switch between friend groups, work, family, etc. School should be the one place that they can be their authentic self, be loved and supported, and have an overall feeling of safety.|In response to this data, AUSD continues to establish and align supports for students. This includes reinforcing the need for culturally inclusive school communities, which can be created by full implementation of Tier 1 Restorative Practices TK-12, baseline small group social-emotional offerings using research-based curriculum with ongoing progress monitoring by COST teams, the continuing collection and reflection of Wellness survey data, and clear partnership with our families. The future data generated by our Culture & Climate (PBIS) and COST teams will allow us to monitor the progress of these efforts, specifically as it relates to students currently demonstrating a disparity in the data. Furthermore, through the Tiered Fidelity Inventory, we will be able to, in part, assess the consistency of these practices across all sites. That process allows us the opportunity to make revisions based on on-going student progress and expressed need. The district is also working to recruit more staff of color. A Management for Equity task force has been created and aims to increase the awareness of and strategies for more equitable recruitment and hiring practices. One example of how this work is coming to fruition is through a community-based Job Fair, meant to attract local and diverse community members to our school district’s current job openings. Additionally, all 9 elementary schools in AUSD will have received professional development with ongoing coaching around Culturally & Linguistically Responsive Teaching practices by June 2026. At the secondary level, we are in our 3rd year of district-wide rollout of equitable grading practices.|Met||2025-06-24|2025
01611190119222|Nea Community Learning Center|6|Nea surveys learners grades 3rd and up 3x per year. These surveys are based on the Healthy Kids Survey and are continuously revised by the admin team and the Nea staff. The learner survey focuses on a variety of items that impact their experience at the school from the content to their relationships with one another and staff.  The admin team reviews the survey annually and make changed so that we get the most informative and accurate responses. Surveys were created to emphasize equity and to provide feedback to staff about their learner's experience on campus. During the 2024/2025 School Year, 71.2% of 3rd -12th graders graders feel heard and respected by teachers, 90.5% of 3rd -12th graders believe that their culture, race, gender identity & religion are accepted at Nea, 80.5% of 3rd -12th graders graders feel safe at school and 88.6% 3rd-12th graders have 2 or more adults that they trust at school.|Survey results showed that the school received very high marks on portions including communication, safety, and relationship with adults on campus. Nea’s school culture has been consistently accepting. Learners have overwhelmingly felt accepted at Nea. Some of the highest marks on the survey were in the area of feeling accepted for who they are. The survey results did show that for some, there are times learners do not feel that their opinions are accepted or heard by staff. Nea will collect more qualitative and narrative data around to better understand what will support growth in this area. Staff will also participate in consistent professional development around believing and valuing learner experiences.|Nea will continue to survey learners 3x a year. We will also continue do more intentional professional development around supporting learners to feel both supported and held accountable.|Met||2025-06-12|2025
01611190122085|The Academy of Alameda|6|During the 2024-25 school year, The Academy of Alameda utilized two surveys to receive feedback from students and families in order to improve its program for the 25-26 school year. The family survey was to assess family/school relationships, while the student survey in grades 3–8 focused on school climate and social emotional supports. We used Panorama surveys, which are recognized by the CDE as a high-quality tool for gathering school climate data. Survey results showed that 80% of students responded favorably to questions about school safety, 74% to school climate, and 77% to their sense of belonging. For families, 94% responded favorably to school safety, 94% to school climate, and 83% to questions about school fit.|Survey results indicate that the school continues to provide a safe and supportive environment. The school was also rated highly in academic rigor, sense of belonging, and teacher-student relationships. The school will continue to foster a positive school environment to increase engagement amongst students. Overall, family survey results increased in the areas of school climate, school fit and school safety. AOA will continue to evaluate feedback from families in ways to engage both students and families with school connectedness.|Strategic next steps for the school will focus on strengthening the school-home connection by encouraging and supporting students in sharing their learning experiences with their families. Additionally, the school will continue exploring meaningful ways for parents to engage and participate that do not always require being physically present on campus, ensuring more inclusive and flexible opportunities for involvement.|Met||2025-05-22|2025
01611190130609|Alameda Community Learning Center|6|ACLC surveys learners 3x per year. These surveys are based on the Healthy Kids Survey and are continuously revised by the admin team and the ACLC staff. The learner survey focuses on a variety of items that impact their experience at the school from the content to their relationships with one another and staff.  The admin team reviews the survey annually and make changed so that we get the most informative and accurate responses. Surveys were created to emphasize equity and to provide feedback to staff about their learner's experience on campus. During the 2024/2025 School Year, 65.8% feel heard and respected by teachers, 85.5% believe that their culture, race, gender identity & religion are accepted at ACLC, 82.5% of learners feel safe at school and 92.3% have 2 or more adults that they trust at school.|Survey results showed that the school received very high marks on portions including communication, safety, and relationship with adults on campus. ACLC’s school culture has been consistently accepting. Learners have overwhelmingly felt accepted at ACLC. Some of the highest marks on the survey were in the area of feeling accepted for who they are. The survey results did show that for some, there are times learners do not feel that their opinions are accepted or heard by staff. ACLC will collect more qualitative and narrative data around to better understand what will support growth in this area. Staff will also participate in consistent professional development around believing and valuing learner experiences.|ACLC will continue to survey learners 3x a year. We will also continue do more intentional professional development around supporting learners to feel both supported and held accountable.|Met||2025-06-12|2025
01611270000000|Albany City Unified|6|The California Healthy Kids Survey was last administered in late Winter of the 2024-2025 school year to students in grades 5, 7, 9, and 11. Survey items included student perception of connectedness and safety at school. Numbers in parenthesis after student group represent the number of students responding. Numbers in parenthesis after the percentages represent the change in percentage points from the 2023-24 to 2024-25 school years. Data is suppressed if less than 10 respondents.  School Connectedness - average percent of respondents reporting “Yes, most of the time” or “Yes, all of the time” across survey questions that comprise the scale. Elementary - All students (187): 73%, decreased 1 percentage point from 2023-24 Asian (39): 77% (-2) Black/African American (6): Too few students to report >10 Hispanic/Latino (8): Too few students to report >10 White (24): 74% (-1) 2 or More Races (14): 73% (-7) Middle school - All students (267): 63%, decreased 1 percentage point from 2023-24 Asian (38): 64% (no change) Black/African American (6): Too few students to report >10 Hispanic/Latino (14): 57% (-6) White (20): 71% (+7) 2 or More Races (18): 59% (-10) English Learner (7): Too few students to report >10 Students with disabilities (8): Too few students to report >10 High school - All students (Grades 9 & 11 - 537): 65%, increased 4 percentage points from 2023-24 Asian (66): 62% (-1) Black/African American (6): Too few students to report >10 Hispanic/Latino (39): 61% (+12) White (46): 70% (+4) 2 or More Races (34): 71% (+6) English Learner (6): Too few students to report >10 Students with disabilities (21): 52% (-2) ------------------------------------------------------------------------------------------------------- Feeling safe at school - percent of respondents reporting “Yes, most of the time” or “Yes, all of the time” Elementary Schools - All students (187): 82%, increased 4 percentage points from 2023-24 Asian (39): 82% (+8) Black/African American (6): Too few students to report >10 Hispanic/Latino (8): Too few students to report >10 White (24): 84% (-6) 2 or More Races (14): 81% (-9) Middle School - All students (267): 66%, decreased 3 percentage points from 2023-24 Asian (38): 66% (-5) Black/African American (6): Too few students to report >10 Hispanic/Latino (14): 63% (-9) White (20): 68% (+3) 2 or More Races (18): 70% (-2) English Learner: 69% (no data previous year) Students with disabilities (8): Too few students to report >10 High School - All students (Grades 9 & 11: 537): 82%, increased 5 percentage points from 2023-24 Asian (66): 81% (+7) Black/African American (6): Too few students to report >10 Hispanic/Latino (39): 81% (+7) White (46): 86% (+3) 2 or More Races (34): 80% (-3) White (46): 86% (+3) 2 or More Races (34): 80% (-3) English Learner (6): Too few students to report >10 Students with disabilities (21): 67% (+4)|The California Healthy Kids Survey, administered in late winter of the 2024-2025 school year to students in grades 5, 7, 9, and 11, measured student perceptions of school connectedness and safety. Results show that elementary students reported 73% feeling connected to school most or all of the time, a slight decrease of 1 percentage point from the previous year. Middle school students reported 63% connectedness, also down 1 point, while high school students reported 65%, an increase of 4 points. Notably, high school Hispanic/Latino students saw a 12-point increase in connectedness, while students of two or more races in middle school experienced a 10-point decrease. Regarding perceptions of safety, 82% of elementary students felt their school was safe, with Asian students in this group reporting an 8-point increase. Middle school safety perceptions declined by 3 points to 66%, with Hispanic/Latino students experiencing a 9-point drop. High school students reported the highest sense of safety at 82%, up 5 points from last year, with both Asian and Hispanic/Latino students seeing a 7-point increase. Across all grade levels, data for some groups were not reported due to low response numbers.|To increase a sense of belonging, safety, and connectedness for Black and Latinx students, Albany Middle School has established Latinx and Black Alliance Clubs, which serve as affinity spaces where students can connect with peers and caring staff who support their social-emotional needs. At Albany High School, the Young Men and Women of Color Programs are designed to foster connectedness and promote a college-going culture among Hispanic/Latinx and Black/African American students. These initiatives provide safe environments for underserved students to build relationships and engage more fully in school. Additionally, a special resource program has been implemented for students in special education who are chronically absent due to school refusal behavior, indicating disconnection from the school community. IEP teams collaborate to create individualized accommodations and supplemental supports using a progressive reentry model to reduce distress from academic or interpersonal stressors. Counseling services are also available to help students develop coping skills, further supporting their successful reintegration and engagement in school.|Met||2025-06-17|2025
01611430000000|Berkeley Unified|6|California Healthy Kids Survey The Core Module consists of key questions that are considered most important for schools to guide improvement of academic, health, and prevention programs and promote student achievement, college and career readiness, positive development, and well-being. The majority of the questions are school-specific, including the following indicators:  student grades, truancy, boredom at school, attendance, academic motivation, and school connectedness, as indicators of engagement; developmental supports (protective factors) that promote positive academic, social, and emotional outcomes: experiences of caring adult relationships, high expectations, and opportunities for meaningful participation at school; perceived school safety, bullying, and victimization; and violence perpetration, substance use, and crime-related behavior (e.g., weapons possession). The Core Module also assesses indicators of student well-being in general, including the scope and nature of substance use and mental health and wellness (chronic sadness, social and emotional distress, life satisfaction, and contemplation of suicide). These questions provide insight into important barriers to learning and development.  A wide range of demographic questions help districts identify differences among student groups and to better address the needs of significant and vulnerable students, including those required to be included in LCAP efforts. These include differences in the results related to race/ethnicity, gender, sexual orientation, and socioeconomic status; homeless and foster status; and English language proficiency. The Social Emotional Health Module (SEHM) greatly enhances the value of the CHKS as a strength-based assessment of positive emotions, engagement, ability to build and maintain relationships, and other social-emotional capacities linked to student mental health and well-being and academic success. It includes 43 items that capture core adolescent psychological assets. The combination of the SEHM and Core Module yields a comprehensive set of data to inform decisions about mental health and social-emotional learning programs.  In 2025, the Berkeley Unified School District took the CHKS Corre Module, as well as the supplementary Social Emotional Health Module.  The surveys were completed by students in grades 5, 7, 9, 11, and students at BTA.  Participation rates for each group were: 62% for 5th grade, 98% for 7th grade, 91% for 9th grade, 76% for 11th grade, and 76% for BTA.  The overall participation rate for the district was 81%.  In all, 2,399 students participated in the CHKS. We are focusing on a set of questions from the CHKS survey including School Engagements and Supports, School Safety and Cyberbullying, and Social Emotional Health.|Key Climate Indicators from the CHKS include Supports and Engagement, Low Violence, and Other School Climate Indicators.   Elementary school exceeded state averages in all Supports and Engagement categories (6) and increased from 2024 to 2025 in all Supports and Engagement categories (School connectedness, Academic Motivation, Caring Relationships, High Expectations, Meaningful Participation, and Perceived School Safety).  Elementary schools exceeded state averages in Other School Climate Indicators categories (7) and increased from 2024 to 2025 in all Other School Climate Indicators categories (Fairness, Rule Clarity, SEL Supports, Anti-Bullying Climate, Positive Behavior, Parent Involvement in Schooling, and Facilities Upkeep.  Middle schools exceeded state averages in all Supports and Engagement categories (7), and increased from 2024 to 2025 in 6 of the 7 Supports and Engagement categories (School Connectedness, Academic Motivation, Caring Adult Relationship, High Expectation, Meaningful Participation, and Perceived School Safety.  Two or fewer Absences/Month decreased.  Low Violence indicators decreased in all four categories (Low Violence Victimization, No Harassment, No Mean Rumors, and No Fear of Getting Beat Up) and were below state averages for middle schools.  Middle schools exceed state average in Other School Climate Indicators categories and increased or state even in all Other School Climate Indicators categories (Promotion of Parental Involvement, No Substance Use at School, Facilities Upkeep).  High School improved or stayed even in 5 of 7  Supports and Engagement Indicator categories, declined in 3 of 4 Low Violence Indicator categories (exceeded state average in 1 of 4 categories), and improved all Other School Climate Indicator categories (3).  However, in categories No Substance Use at School and Facilities Upkeep exceed state average.|Welcoming Schools program was implemented at all middle schools.  Welcoming Schools Liaisons identified at each school site.  The District librarian has a collection of Welcoming School supplemental materials to support students, teachers, and families.    This year BUSD was identified for Differentiated Assistance.  One of the indicators was Chronic Absenteeism for students experiencing housing insecurity and students with IEPs.  There were district wide Chronic Absenteeism programs implemented at all BUSD schools which included the district participated in the annual September Awareness Month, 100th Day of the School Year celebrations, and the March Madness Attendance Challenge.  The district increased its communication with families of students who are chronically absent from school, or are at-risk of becoming chronically absent.  Through the first semester of 2024-25 school year, 3,912 BUSD families received personalized letters or text messages.  Additionally, the district sent out 5,400 mail messages and 17,508 text messages by December 2024.  For MKV students, additional supports included assistance with transportation, school supplies, food vouchers, hygiene and dental kits, as well as the aforementioned increased communication.  Mental health supports is a consistent theme on the 2025 Annual Planning survey and in conversations with various family advisory committees.  As part of this work, we are engaged with the City of Berkeley on a mental health grant that included a needs assessment and the development of a strategic plan.  There are some components of this work that we have continued this year, including partnerships with community agencies for mental health counselors to increase access for students at elementary schools and middle schools, and BTA.  This year we opened a Wellness Center at BTA, with planning for Wellness Centers at the middle schools underway.    BUSD was identified for Differentiated Assistance, and we conducted a data review with ACOE and a needs assessment to determine where to focus our improvement efforts and provide information to guide the use of the remaining Learning Recovery Block Grant funds.|Met||2025-06-18|2025
01611500000000|Castro Valley Unified|6|CVUSD conducts an annual climate survey each spring. Additionally, the CVUSD conducted a survey to garner input from families. Based on the results of these data, the need to continue to strengthen our social emotional support for students at all grade levels and provide focused support for students with pronounced needs continues. The data regarding addressing hate language has indicated a need for additional support for our African American students.|In response to these needs, CVUSD has continued its support for elementary counselors. Further, at the middle school level, CVUSD is strengthening its wellness services for students by expanding wellness center services at each site. At our alternative school, CVUSD expanded counseling support, as well as after school support by utilizing new grant funds. In response to these programs, CVUSD schools have seen increased access by students to counseling services alongside decreased suspensions and disciplinary infractions. Additionally, CVUSD has implemented a compact that all students sign on the first day of school as a commitment to refrain from using any hate language. Programming has been added to support African American students at the secondary level to improve connectedness, health, wellness, and more safe and humanizing spaces.|CVUSD is continuing to build on this success by providing certificated and classified staff members with training on restorative practices, compassionate dialogue, and recognizing/interrupting implicit bias. District-wide staff are also participating in professional development focused on improving racial equity for students and families.|Met||2025-06-25|2025
01611680000000|Emery Unified|6|The California Healthy Kids Survey provides key insights into students' perceptions of school climate, safety,  engagement, and social-emotional health. Emery Unified administered the CHKS across both middle and high  school levels, with a broad sample representing diverse student backgrounds.  Overall Scores and Key Indicators  At the secondary level, overall climate indicators suggest a need for continued attention to student well-being and  engagement:  School Connectedness: 51% of middle school students and 34% of high school students reported feeling connected  to their school.  Caring Adult Relationships: 52% of middle school students and 48% of high school students indicated they had a  caring adult at school.  School Safety: 61% of middle school students and 48% of high school students reported feeling safe at school.  Chronic Sadness or Hopelessness: 29% of middle school and 33% of high school students reported experiencing  chronic sadness or hopelessness in the past year.  Disaggregated Data by Student Groups  The survey provides detailed breakdowns by race/ethnicity, gender, parental education, English learner status, and  special education status. Key findings include:  Race/Ethnicity:  African American/Black and Hispanic/Latino students reported lower levels of school connectedness and perceived  safety compared to White and Asian students.  Disparities were evident in perceptions of bullying and peer relationships, with students of color reporting more  incidents of harassment based on race/ethnicity  Gender:  Female students and students identifying as nonbinary reported significantly higher rates of chronic sadness and  lower perceptions of safety.  Male students reported higher school connectedness and academic motivation  English Learners:  English Learner students reported lower school engagement and perceived fewer caring adult relationships  compared to their peers.  Long-Term English Learners (LTELs) were especially less likely to report a sense of belonging and confidence in  academic environments  Students with Disabilities:  Students in special education reported significantly lower levels of school connectedness and higher levels of  victimization and social-emotional distress.  .  These findings point to systemic disparities in student experience that impact school climate and well-being. These  results underscore the need for targeted interventions to support underrepresented and vulnerable student  populations.|Key Learnings:  Areas of Strength  Caring Adult Relationships at School  Over half (52%) of middle school students and nearly half (48%) of high school students report having a caring adult  at school, indicating moderate strength in adult-student connections across grade levels.  Academic Motivation (Middle School)  66% of students in grades 6–8 report being academically motivated, showing promise in early student engagement  and aspirations.  Perceived School Safety (Middle School)  61% of middle school students feel safe at school, which is notably higher than the high school group and indicates  strength at the middle grade level.  Identified Needs  School Connectedness and Engagement (High School)  Only 34% of high school students report feeling connected to their school, and just 15% report meaningful  participation. These figures point to a critical need to improve student belonging and involvement at the secondary  level.  Emotional Well-Being Across Grade Levels  High levels of chronic sadness or hopelessness were reported by 29% of middle school students and 33% of high  school students, indicating significant needs in mental health support.  Equity Gaps in School Climate Experience  Disaggregated data highlights several disparities:  Race/Ethnicity: African American/Black and Hispanic/Latino students reported lower levels of school safety and  connectedness, as well as higher rates of harassment based on race/ethnicity.  Gender: Female and nonbinary students experienced higher emotional distress and lower safety perceptions. English Learners: EL and Long-Term EL students reported fewer caring relationships and lower engagement.  Students with Disabilities: Students receiving special education services reported elevated levels of victimization and  lower emotional well-being.  Conclusion  The CHKS data reveal that while Emery Unified has strengths in staff-student relationships and middle school  engagement, significant needs remain in supporting student well-being, particularly among high school students and  underrepresented subgroups. These findings emphasize the importance of targeted social-emotional supports,  inclusive engagement practices, and culturally responsive school climates to ensure all students thrive.|Based on the data from CA Healthy Kids Survery, the district will set the following goals and accompany them with  the actions described below:  1. Strengthen Mental Health and Social-Emotional Support Services  Identified Need: High levels of reported chronic sadness and hopelessness—29% in middle school and 33% in high  school—indicate a critical need for expanded mental health support.  Actions:  Increase access to school-based mental health professionals and partner with local mental health agencies. Implement trauma-informed practices and professional development for all staff.  Expand social-emotional learning (SEL) curriculum across all grade levels, particularly in high school where  emotional distress is more acute.  2. Enhance School Connectedness and Meaningful Participation  Identified Need: Only 34% of high school students report feeling connected to their school, and just 15% feel they  participate meaningfully.  Actions:  Revise the LCAP to include targeted strategies for student voice and leadership opportunities at the secondary level. Create structured opportunities for students to participate in school decision-making, such as student-led committees  or councils.  Provide extracurricular and enrichment programs that reflect students’ interests and cultural identities.  3. Address Equity Gaps in Engagement and Safety  Identified Need: Disaggregated data show that African American/Black, Hispanic/Latino, ELs, LTELs, and students  with disabilities report lower engagement and higher rates of victimization or emotional distress. Actions:  Conduct an equity audit of discipline, engagement, and academic support practices to identify and address systemic  barriers.  Increase cultural responsiveness training for all staff and implement restorative justice practices. Develop community and student advisory panels that reflect the diversity of the student population to inform district  decisions.  4. Improve Family Engagement with Underserved Groups  Identified Need: English Learner and special education families are less engaged in decision-making and report  lower levels of connection to the school.  Actions:  Revise parent engagement policies to include personalized outreach (calls, home visits, multilingual  communications).  Provide more frequent and accessible updates on student progress, including workshops and family education  nights.  Embed family engagement metrics into school site plans and monitor participation data disaggregated by subgroup.  5. Continuous Monitoring and Feedback  Identified Need: Current practices may not systematically use climate data to drive policy adjustments. Actions:  Establish an annual review process using CHKS and additional local climate survey data to inform site and district  planning.  Use dashboards and data summaries to share progress transparently with stakeholders.  Incorporate student and family focus groups into the evaluation of new initiatives and revise policies accordingly.  These ch|Met||2025-06-25|2025
01611760000000|Fremont Unified|6|As part of the district’s continuing effort to foster a positive school climate, during the 2024-25 school year FUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Student responses to the CHKS provides the district with valuable information as to the perception of key indicators to a positive school climate. Response summaries are incorporated into individual school site’s School Plan for Student Achievement (SPSA) and into Local Indicator responses on the California School Dashboard.  Compared to the 2023-24 CHKS administration, the overall survey participation rate in 2024-25 decreased by 4% to 62% in Grade 5, remained unchanged at 90% in Grade 7, increased 13% to 92% in Grade 9, and decreased by 16% to 62% for Grade 11 students.  The CHKS main reports for both elementary and secondary grade levels provide key findings (e.g., safety, school connectedness, bullying and harassment, developmental supports). Information presented here represents overall student perception data. CHKS responses are also disaggregated by race/ethnicity and program student group within the main reports. The comprehensive 2024-25 CHKS main reports, including survey response disaggregated by student group, may be accessed at https://fremontunified.org/about/instructional-services/assessment-accountability/chks/. A public CHSK dashboard with comparison data and trends over multiple years of survey administration can be found at https://calschls.org/reports-data/public-dashboards/. Data are publicly released each December following the academic year that the surveys were administered.  Key Indicator Analysis:  • School Connectedness (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 77%, Middle School 61%, High School 54%. • Caring Adult Relationships (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 71%, Middle School 60%, High School 52%. • Perceived School Safety (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 86%, Middle School 64%, High School 65%. • Meaningful Participation (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 40%, Middle School 29%, High School 24%. • No Substance Use at School (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Middle School 98%, High School 97%.|Students at Elementary Schools within the district continue to report high levels of School Connectedness and Perceived School Safety; both of which Key Indicators had positive response rates above the state biennial average. An area of relative weakness continues to be the percentage of students reporting Meaningful Participation at school indicating the need to address areas of student involvement in decision making, problem solving strategies, and self-advocacy.  At the Middle School and High School levels, School Connectedness and Perceived School Safety is also reported at relatively high levels but with percentages that are generally lower than rates reported by elementary students. Students at the secondary grade levels have very promising responses as they relate to Tobacco-Use Prevention Education (TUPE), as less than one percent of all responses indicate active substance use while at school. Like elementary students, middle and high school students reported relatively low levels of meaningful participation indicating areas of improvement within this Key Indicator are consistent across all surveyed grade levels.  The comprehensive 2024-25 CHKS main reports available at https://fremontunified.org/about/instructional-services/assessment-accountability/chks/, provide insight as to how student perceptions different between various self-reported students groups. Across all grade levels, student who identify as Black or African American report lower levels of School Connectedness than the district average. This lower level of connection also was reported by high school students who identify as Hispanic or Latinx. Students who identify as an English Learners generally report a sense of connection to schools and the belief that adults at school care about them at levels equal to or higher that the districtwide average. This is also the case for students who identify as receiving Special Education Services, with the exception of students in early high school who reported a drop in these Key Indicators as they transitioned to high school.|The California Healthy Kids Survey (CHKS) results act as important metrics that help provide both formative data to the district in the ongoing development of a Multi-Tiered System of Supports (MTSS) as well as are used to measure the overall effectiveness of various strategies and actions the district implements to support the academic, behavioral, and emotional development of students. CHKS data is incorporated into the districts Local Control Accountability Plan (LCAP) in two areas:  • Goal 2: Expand an effective Multi-Tiered System of Supports (MTSS) to eliminate barriers to improve academic, behavioral, and emotional wellness outcomes for students. • Goal 4: Enhance student, family and staff connectedness by fostering and supporting an inclusive school culture.  Results from the annual administration of this school climate survey help define areas of focus for professional development on anti-bias and culturally responsive teaching. It also is a metric that is braided into the work of multiple school support personnel (e.g., school counselors, behaviorist for both General and Special Education program, teachers on special assignment, Marriage and Family Therapists, and Child Welfare Attendance staff).  Annually, principals are provided with CHKS survey results so that a review and analysis of data can take place with staff as well as with school community partner groups, such as the School Site Council (SSC) for the development of the site’s School Plan for Student Achievement (SPSA). The CHKS will again be administered in the 2025-26 school year to the same assigned grade levels (5, 7, 9, and 11).|Met||2025-06-25|2025
01611760130534|Circle of Independent Learning|6|Based on the local climate survey data, both students and parents reported high levels of satisfaction with the overall school climate. Students gave strong ratings for understanding their responsibilities, feeling safe, being respected, and receiving support, with an average score of 4.5 out of 5. Parents echoed this positive feedback, with an average rating of 4.8 out of 5 in similar categories. These scores were based on a scale of 1 to 5, with 1 indicating “strongly disagree” and 5 indicating “strongly agree.”  However, there has been a decline in the perception of the beneficial impact of onsite classes on overall curriculum understanding and education, with students rating this aspect at 4.1 and parents at 4.4. This shift may reflect growing concerns related to the increasing number of students experiencing anxiety and depression.  To address these challenges, COIL is working to make onsite labs more accessible by offering online access to teacher-led classes for students who are unable to attend in person. At the same time, efforts are underway to refine remote learning options to reduce distractions and enhance student engagement. These improvements aim to support meaningful participation from both in-person and online learners, ensuring that all students receive a high-quality, connected educational experience regardless of how they attend.|Through the analysis of data from the local climate survey, several key learnings have emerged about the perceptions and experiences of students and parents at COIL. Overall, both groups reported high levels of satisfaction in core areas of school climate. Students rated their understanding of responsibilities, sense of safety, respect, and support with an average score of 4.5 out of 5. Similarly, parents rated these areas even higher, with an average of 4.8 out of 5. These ratings—based on a scale where 1 indicates “strongly disagree” and 5 indicates “strongly agree”—reflect a strong foundation in building a safe, supportive, and respectful learning environment for students.  An area of concern that emerged from the data is the decline in perception regarding the effectiveness of onsite classes in supporting student understanding of the curriculum. Students rated the impact of onsite instruction at 4.1, while parents rated it at 4.4. This drop may be tied to the rising number of students experiencing anxiety and depression, as well as ongoing hesitation about returning to campus. Additionally, COIL continues to serve a growing population of students who are new to independent study, which may influence how families view the value of in-person instruction.  To address this need, COIL is implementing strategies to increase the accessibility and effectiveness of onsite learning by offering online access to teacher-led classes for students who cannot attend in person. These efforts are paired with ongoing refinements to remote learning options to reduce distractions and promote meaningful engagement for all students—whether learning online or onsite.  By maintaining open lines of communication with stakeholders and responding to student and family needs, COIL is committed to strengthening areas of growth while building on its core strengths to ensure an inclusive and flexible learning environment for all learners.|In response to the key learnings and areas of need identified through the analysis of local climate survey data, COIL has determined that several changes to existing plans, policies, and procedures are necessary to support continuous improvement and ensure student success.  One of the most significant changes includes expanding access to onsite teacher-led classes by incorporating virtual participation options for students who are unable to attend in person. This hybrid access model will allow students to join live, teacher-directed instruction remotely, ensuring they can benefit from real-time engagement, support, and structure regardless of their physical location. This change reflects COIL’s commitment to creating flexible learning environments that accommodate diverse student needs while maintaining instructional quality.  In addition, COIL is refining remote learning strategies to minimize distractions and increase student participation and accountability. These adjustments include clearer expectations for online engagement, increased use of interactive tools, and more frequent check-ins with advisory teachers to support student well-being and academic progress. These efforts are especially important as survey data suggests a growing number of students are experiencing heightened anxiety and depression, which may be impacting their perception of the effectiveness of onsite learning.  Furthermore, COIL will continue to build on previous initiatives, such as the implementation of new curriculum and the development of the student learning center staffed by a credentialed teacher. This center continues to serve as a valuable resource for students needing additional academic support, enrichment opportunities, and a structured environment for focused learning.|Met||2025-06-17|2025
01611920000000|Hayward Unified|6|The California Healthy Kids Survey was administered to HUSD students in grades 5, 7, 9 and 11 during the 2024-25 school year. The total number of surveyed students by grade level continued to remain very similar to previous years The number of students participating in the survey fluctuated by grade level. Over a three year time span all but one grade level has decreased in the number of participants. However in certain grade levels this may be consistent with a drop in the overall number of students. An example of this is in the 7th grade. In the 22-23 School year 1,137 or 86% of all HUSD 7th graders participated in the survey. Then in 2023-24 the total number of HUSD 7th grade students who participated was 1,077 or 85%. This is a drop in both the total number of and overall percentage of 7th graders. However this year (2024-25) the total number of 7th graders taking the survey increased to 1,171 which represented an increase to 90% of 7th grade students.   Over the past three school years, survey results from 5th, 7th, 9th, and 11th grade students have provided insights into their perceptions of safety and connectedness at school.  Perceptions of Safety: The percentage of students who reported feeling safe at school has remained relatively steady in the 5th and 7th grades, with 5th graders reporting a slight dip from 73% in 2022–23 to 72% in 2024–25. Seventh graders showed a modest improvement from 54% to 56% over the same period. In contrast, feelings of safety among high school students have declined. For 9th graders, the percentage fell slightly from 44% in 2022–23 to 42% in 2024–25, while 11th graders reported a drop from 46% to 40%.  Sense of Connectedness: Fifth grade students' sense of connectedness decreased from 71% in 2022–23 to 68% in 2024–25. Seventh grade students showed consistent levels, with a slight drop and rebound between 57% and 55%. Ninth grade students’ sense of connectedness increased modestly from 42% to 44% over the three years. Interestingly, 11th grade students maintained a consistent level of connectedness, with 44% reporting a sense of connection each year.  These trends suggest that while elementary and middle school students have shown some stability or slight improvements in feeling safe and connected, high school students—particularly in 11th grade—have experienced declining feelings of safety, highlighting an area for further attention and support.|This data shows a consistent decrease in both feeling safe and connected from 5th grade to 7th grade. This decrease in both areas continues to 9th grade where it levels off. The percentages of students feeling safe at school is within a few percentage points of the number of students feeling connected at school in all grade levels.  There has been a significant increase in social-emotional resources In HUSD over the past 5 years. However, the impact of these resources appears to make little change in the total number of students feeling connected and or safe at school. It is very concerning that the primary funding source of social emotional support ended last school year (2023-24). Further budget reductions may impact the way students feel about school.|Results will be shared with school leadership teams as they develop their School Plan for Student Achievement (SPSA) climate and engagement goals. The CHKS was administered in 2024-25 and will be administered in the 2025-26 school year. Results from the CHKS will be a guiding metric for our goal of Relationship-Centered Schools.|Met||2025-06-25|2025
01611920108670|Leadership Public Schools - Hayward|6|Based on Fall 2024 data, 67% of students responded positively across questions related to safety, value, and sense of belonging on the annual Panorama Student Survey. This is a 2% decrease from the Fall 2023 data.   Based on Fall 2024 data, 47% of students feel connected to at least one teacher, as reported in the annual Panorama Student Survey. This was a 4% increase from Fall 2023 data.   In the 2024-2025 Panorama Family Survey, 73% of families felt the campus was safe. There was no family survey in the Fall 2023.   In the 2024-2025 Panorama Family Survey, 84% of families feel that they have a sense of belonging in the school community. There was no family survey in the Fall 2023.   The anonymous nature of the survey does not allow for disaggregation by student groups|From analysis of the Panorama survey, a majority of students experienced positive connections with teachers and administrators on our campus, while a large percentage of students felt safe, valued and connected to their school as a whole, including relationships with classmates and school staff. Families also identified that their students are having a mostly positive experience at the school in their classes, and with their teachers.|The school is aiming to improve elective offerings for students that meet the students interest and need through a survey provided every December. Survey results identified that students were most interested in STEM electives such as AP Bio, Physiology and Anatomy and Digital Media Arts pathway. By offering these courses we hope that students perception of the school will continue to improve.|Met||2025-06-25|2025
01611920127696|Knowledge Enlightens You (KEY) Academy|6|86.5% of our students have expressed that they enjoy attending our school. Many students have highlighted that they particularly appreciate the fun events, celebrations, and traditions woven into our school calendar. These activities create a joyful and lively atmosphere, making school days more enjoyable. Additionally, students feel that our school environment fosters a sense of being valued and accepted. This inclusive and supportive atmosphere helps them feel secure and respected, contributing significantly to their overall positive experience at school.|Students have expressed appreciation for the small size of our school, which fosters a close-knit and supportive community. They value the easy communication with their teachers, finding it reassuring and encouraging to have approachable and accessible educators. This personalized interaction allows for more tailored and attentive support, helping students feel confident in their learning. The smaller school environment also enables students to form stronger connections with their peers, creating an atmosphere where everyone knows and looks out for one another like family. This sense of familiarity and connection enhances their overall school experience, making them feel comfortable and engaged.|Some of our students have shared that they’ve encountered instances of bullying, which is a serious issue that demands immediate and thoughtful action. In response, we are strengthening our commitment to creating a safe and supportive school environment through a multi-layered approach to bullying prevention and student support.  We plan to expand access to mental health resources, including increasing the availability of school counselors and creating peer-led support groups where students can connect, discuss openly, and receive help in a trusted and confidential setting.  Additionally, we will implement enhanced bullying prevention initiatives, including interactive workshops, classroom discussions, and school-wide assemblies that emphasize the importance of kindness, inclusion, and empathy. These programs will help students understand the lasting impact of bullying and encourage them to be upstanders within our school community.  All school staff will receive additional professional development focused on identifying, addressing, and preventing bullying behaviors. This training will ensure that every adult on campus is prepared to respond promptly and appropriately to reports of bullying, reinforcing our commitment to taking all concerns seriously.  To make it easier for students to seek help, we will implement transparent and anonymous reporting systems that allow students to share their experiences without fear of judgment or retaliation. These tools will empower students to speak up and trust that their voices will be heard.  By fostering a culture grounded in respect, accountability, and compassion, we strive to ensure that every student feels safe, valued, and supported. With the collective efforts of our students, families, and staff, we are committed to creating a school environment where bullying has no place and every child has the opportunity to thrive.|Met||2025-06-19|2025
01611920127944|Hayward Twin Oaks Montessori|6|The recent local climate survey data has provided a detailed snapshot of the perceptions and experiences of both students and families regarding school conditions and climate. This information is crucial in understanding the current environment and identifying areas for growth. Student Survey Insights Hayward Twin Oaks Montessori School (HTOMS) achieved a 45.6% student participation rate in the Local Control and Accountability Plan (LCAP) survey, representing a strong response for a voluntary, schoolwide effort. The data offers a reliable snapshot of student perspectives across grade levels. Survey results show that students perceive the school environment positively, with 85% reporting they feel safe at school (Agree or Strongly Agree). A strong sense of social connection is evident, with 94% indicating they have supportive peer relationships, and 83% expressing a sense of belonging within the school community. However, the data reveals an area for growth: 22% of students do not feel known well by at least one adult at school, indicating a need to strengthen personalized relationships and adult-student connections. In academics, 87% of students feel supported by their teachers, but only 64% report feeling challenged, suggesting an opportunity to enhance differentiation and academic rigor. Qualitative responses highlighted several recurring themes: A desire for greater student voice in school decision-making, Concerns about equitable access to resources, and Requests for improvements in recess equipment and school cleanliness. Family Survey Insights On the family side, 218 responses were collected, reflecting a 36.3% participation rate. While lower than the student response rate, this level of engagement provides meaningful insight into family perspectives and school-home partnerships. Families overwhelmingly view the school as a safe and supportive environment, with 91% affirming their child feels safe and 95% indicating their child has a strong sense of belonging. 90% of families believe their child has positive peer relationships, though 18% are unsure whether their child has a trusted adult at school, echoing the student survey's findings and underscoring a shared area for growth. Academically, 85% of families agree or strongly agree that their child is learning and growing, and 80% believe teachers provide appropriate support when their child struggles. However, only 69% feel fully informed about their child’s academic progress, suggesting a potential communication gap that could be addressed through more regular reporting and school-to-home updates. An important strength emerged around community connection, with 100% of families indicating they feel positively engaged with the school community (percentage taken from 2nd family survey with 78 participants). While this represents a significant strength, the lower overall response rate indicates that continued outreach to engage a broader base of families remains a priority.|Key Discrepancies and Areas for Improvement The survey data reveals key discrepancies between student and family perceptions that highlight targeted areas for improvement. While 94% of students feel socially connected, only 82% of families believe their child has a strong connection with an adult at school, and 18% are unsure—indicating a disconnect in how adult-student relationships are perceived and possibly experienced. Similarly, while 87% of students report receiving academic support, only 69% of families feel well-informed about academic progress, pointing to a communication gap between the school and home.  Another notable area is the perception of challenge: only 64% of students feel academically challenged, while families report high levels of satisfaction with academic growth (85%), suggesting that students may benefit from greater differentiation or rigor not fully recognized by parents. Both groups also highlighted a need for more visibility and access to mental health resources, with only 59% of students and an even smaller portion of families indicating awareness. These disparities emphasize the importance of improved two-way communication, stronger adult-student connections, and a more clearly articulated approach to academic challenge and wellness support.|Increasing Family Engagement: Develop strategies to involve more families in school activities to increase school-wide family engagement Improving communication between school and families to support collaborative decision-making Improve communication to ensure families feel connected and informed about school initiatives. Establish a Student Advisory Committee that meets monthly with school leadership to share feedback and ideas.  Academic Challenge & Enrichment:  Hire Instructional Specialists to support faculty and conduct grade-level curriculum reviews to ensure appropriate rigor and differentiation. Develop enrichment clusters or electives that offer enrichment in arts, sciences, leadership, and other interest areas. Identify students needing additional challenge and include differentiation strategies in lesson planning expectations. Offer family workshops on how to interpret academic data and support learning at home.  Maintaining a Sense of Belonging: Continue fostering an inclusive environment for students. Continue to provide robust mental health services for all students in addition to social-emotional learning lessons within the classroom Create more opportunities for families to feel a sense of belonging through events and support networks.   By focusing on these key areas, the school can address the identified gaps but can also build on strengths in community engagement, belonging, and academic support while continuing to create and maintain a safer, more inclusive, and engaging environment for both students and families. This will not only improve overall satisfaction but also support better educational outcomes, ensuring that the school remains a place where everyone feels valued and secure.|Met||2025-06-02|2025
01611920137646|Impact Academy of Arts & Technology|6|Impact Academy administers the Student Culture Survey twice a year to all students in grades 6–12. This survey measures students’ sense of belonging within the school environment using a Likert scale ranging from “Almost Never” to “Extremely.”  Survey results are analyzed at multiple levels—by administrators, grade-level teams, and the whole school community. Based on this analysis, staff identify areas for growth and determine both school-wide initiatives and classroom-based supports.  As part of the Envision Education network, Impact Academy is unapologetically anti-racist and pro-Black. With this lens, we pay particular attention to the responses of students who identify as Black or bi-racial. Ensuring that our Black students feel connected to their peers, trusted adults, and the overall school environment is essential to the success and well-being of all students.  Overall, students report getting along well, and there is a strong sense of safety across campuses, as evidenced by the lack of fights and the absence of metal detectors or security personnel. Trusted staff members, such as our two administrative assistants, further contribute to a welcoming and supportive atmosphere for all students and families. At IAMG, a specific issue with substance use has been addressed proactively through communication with families and the implementation of random backpack checks, which received family support. These observations reflect a strong foundation of safety and community trust.|At Impact Academy Middle Grades, we identified a significant gap in the sense of belonging reported by our Black students.|At Impact Academy Middle Grades, we identified a significant gap in the sense of belonging reported by our Black students. In response, we launched an after-school Black Affinity Group designed specifically to support and empower our Black student community.  This group is facilitated by our Dean of Students, who identifies as Afro-Caribbean, and is supported by additional Black staff members. Together, they lead students in reflection discussions, healing circles, and empowerment activities that create space for connection, celebration, and identity affirmation.  In the classroom, we uplift Black Excellence by integrating culturally relevant texts, research topics, and student-led learning, and we honor Black culture through school-wide celebrations and events.  These efforts have led to an increased sense of connection between Black students and adults on campus. However, we continue to see challenges in how Black students experience peer relationships across lines of difference. This remains a key area for growth. To address this, we are expanding our advisory program in partnership with Valor Compass, adopting a holistic curriculum centered on talking circles, identity exploration, and inclusive community-building. Through this school- wide initiative, we aim to ensure that all students—especially our Black students—feel more connected, valued, and seen by their peers.  Beyond improving Black students’ sense of belonging, student attendance at IAHS has also been a key focus. One of the Vice Principals has been actively working with both students and their families to address and reduce chronic absenteeism through direct outreach and support. Additionally, to enhance campus safety, IAHS has moved to a closed campus model.|Met||2025-06-05|2025
01612000000000|Livermore Valley Joint Unified|6|Twice per year LVJUSD administers the CORE SEL survey to students. In addition, every two years LVJUSD administers the California Healthy Kids Survey in grades 5, 7, 9, and 11 and results are shared with the Board of Education. Within CORE, students report relatively high levels of Self-Management, Growth Mindset, and Emotion Regulation. Elementary and secondary students also report relatively favorable ratings for teacher-student relationships and sense of belonging, and the results of this for our secondary students increased greatly within the past year. Within the CHKS, students report generally high feelings of high expectations, caring adult relationships, school connectedness and academic motivation. There is a relatively high amount (80 percent) of students that feel safe at school. At the elementary level large gaps between ethnic groups are not present in the section on School Boredom, Caring Adults in School, and High Expectations, which is good news. However, there are gaps at the secondary level for those same areas, especially for our African American students, of 15-20 percentage points.|Areas of strength include the high levels of students who feel safe at school and who report feelings of high academic expectation across all ethnic groups. We highly value Teacher/Student relationships in this district, and we have seen growth at all levels in this metric over the past year. Perhaps the most concerning area of identified need comes from some of the middle school data on the CHKS, where just over 40 percent of students report being insulted and made fun of because of how they look at least one time over the past 12 months. Across all secondary levels, we also have 30-40 percent of female students reporting they have experienced chronic sadness/hopelessness, and about 20 percent of males reporting the same thing.|"As a result of the survey, LVJUSD has recommitted to expanding groups such as ELAC. LVJUSD has also shifted maintaining all surveys, including our SEL surveys, under a central platform so that we can better track and support individual students who indicate they need help. We have expanded middle school counseling services and our elementary school ""Kid Connection"" program that helps students better manage social play."|Met||2025-06-17|2025
01612180000000|Mountain House Elementary|6|Our school is situated in a rural ranching and farming community covering about 30 square miles. There is only one school in this unique small district, and the school building has been here for over 125 years. The school was first founded in 1893. The Mountain House School staff is composed of a Board of Trustees, two full-time teachers, one School Administrator, 1.5 FTE instructional aides and .5 FTE cafeteria staff. During the 2023-24 school year, the school served 14 students in grades K-8. 70.59% of our students are socioeconomically disadvantaged and 12% of our students are English Learners. As MHESD is a very small school, serving 17 K-8 grade students, we have created our own survey to administer to our 6-8 grade students each year in regards to their input and feelings about school. We administer the survey during school time so that we can have 95-100% of our students participate. In our most recent survey, 100% of our students reported that they feel safe at school. In regards to students' feelings of being connected to the school, 100% responded that they did feel connected or a strong connection to school. This is also demonstrated by our attendance rate - we had 94.83% average daily attendance and 5.88% of chronic absenteeism.|In order to close the achievement gap for our Unduplicated and other under-performing student groups, one of our most notable actions was the implementation of the Extended Learning Opportunities Program. Our Head Teacher was available to students fro 2 hours each school day; 30 minutes before start of school and 1.5 hours after school. Students were encouraged to take advantage of this opportunity. Experience teaches us that once students fall behind, they have lower chances of successfully catching up and progressing in their classes. Our goal was to help all students reach grade-level goals. Tutoring was curriculum-specific, and the support itself focused on the most critical skills and knowledge students needed to master by the end of the school year. Students were provided intensive, personalized support to address educational learning and achievement gaps. Our experience has indicated the need to provide supplemental instructional materials as means to aid student learning in identified areas of need, identify areas for targeted tutoring and, provide insightful data on student learning. All of our activities in this are have yielded desired results. Our students have demonstrated high achievement in english and continue to make gains in math.|Having given careful thought and consideration to our successes and areas that could use improvement, we have built a plan that provides equitable access to universal instruction and strategic and intensive interventions to students in both academics and socio-emotional wellbeing. Our students have thrived during the 2024-25 school year. However, we feel that additional interventions could help them achieve even greater successes. As such we plan on making the following additions to our planned actions for 2025-26: 1) Add 1.0 FTE Teaching Assistant to provide math interventions for our lowest achieving students and our EL students. This is in direct response to the continued low achievement of our students on the math protion of the CAASPP test. 2) Provide access to AI tools for all of our students. Early exposure to AI tools plays a transformative role in student achievement and better prepares them for the future. 3) Provide an after-school program for all students below grade level in ELA that focuses on advancing literacy skills and English language development and proficiency based on student need, prioritizing services for students who are English Learners. 4) Provide an after-school program for all students below grade level in ELA that focuses on advancing literacy skills and English language development and proficiency based on student need, prioritizing services for students who are English Learners We believe these focused interventions will play a positive role in student achievement particularly our Low Income and EL students.|Met||2025-07-01|2025
01612340000000|Newark Unified|6|"Newark Unified School District administers the California Healthy Kid Survey to all students in grades 5th, 7th, 9th, 11th and (NT) non-traditional students at Bridgepoint and Crossroads. The most recent data available was collected during the Spring 2025 survey administration. The most recent survey produced reliable results based on the high completion rate among students at all grade levels with the exception of non-traditional students. While we increased our completion rate district wide, we will continue to promote 100% completion rate at all grade levels.   The 2024 - 2025 CHKS Survey Data:   % reporting ""Yes, most of the time or Yes, all of the time""  to the survey topic.  5th Grade Sample size: 167 (47%)  School connectedness: 72%  Academic motivation: 81%  Caring adults in school: 72%  High expectations adults in school: 82%  Meaningful participation: 42%  Social-emotional learning supports: 74%  7th; 9th; 11th; NT (Non-traditional) Relative Sample Size:  281 (90%); 295 (82%); 258 (79%)  9 (17%)  *Note West Ed has indicated that NT will not be included in below data as there were less than 10 respondents.  School connectedness: 43%; 50%; 49%;   Academic motivation: 57%; 62%; 60%;   Caring adults relationships: 52%; 49%; 54%  High expectations: 62%; 59%; 64%  Meaningful participation: 15%; 19%; 24%  Facilities upkeep: 9%, 26%; 20%"|Overall, we observed positive trends in the data. One reason for these increases can be attributed to the increased response of students at all levels. The data indicates an increase in student connectedness, motivation, trusting relationships and meaningful participation for all students. These areas continue to be identified as needing additional resources and support through wellness, mental health and restorative practices.|NUSD has implemented PBIS at school sites and these tools and strategies to support school connectedness and academic motivation. Through our partnership with the East Bay Agency of Children (EBAC) and with identified resources in our LCAP for each school site in NUSD we will take a closer look at meaningful participation across all schools to ensure our students feel as though they have a voice and an opportunity to have input into part of the processes of the school they attend. At the secondary level, we are continuing to develop meaningful teacher-student relationships and connections between adults and students on campus.|Met||2025-06-25|2025
01612420000000|New Haven Unified|6|Students surveys were collected between Dec of 2024 to January of 2025 between the grades of 5-12.  We received 3951 responses.  Survey questions related to school safety and connectedness were drawn from and based on similar questions from the California Healthy Kids Survey (CHKS). The survey indicated that students generally feel safe. School Climate Student Survey Results indicate relative areas of strength where students “Agree” or “Strongly Agree”to the following:  I feel safe in my learning environment - 91% There is an adult at this school who believes that I will be a success - 88% I share ideas during class discussions - 73% I have the opportunity to be creative at school - 85%  School Climate Student Survey Results indicate relative areas of growth where students “Agree” or “Strongly Agree” to the following: My classes make me want to come to school regularly - 61% I like attending school - 58% The adults at the school create a positive learning environment where I feel like I belong - 85%|Based on the data, our students tend to feel safe at both school and in the community. These findings are consistent over the last couple of years. An area of growth for us, will be in our school climate as it relates to student engagement and school environment. The numbers on both of these indicators went down compared to last year, and indicate that a little more than half of our students believe that their classes make them want to attend school or that their school environment makes them want to come to school regularly.|We will use this data to inform our LCAP actions that address supporting staff in student engagement.  We will continue to collect student data in order to measure progress.|Met||2025-06-17|2025
01612590000000|Oakland Unified|6|We annually administer the California Healthy Kids Survey (CHKS) to all students in grades 5-12, including questions on school connectedness, health and safety, and participation in different programs. Our district-wide student participation rate in 2023-24, the most recent year for which this data is available, was 66.1%, with 77 schools achieving participation rates of 70% or higher.  Across all students surveyed, 59.1% felt connected. Students in elementary schools more frequently felt connected than Middle School Network students (70.7% vs. 50.6%, respectively), followed by High School Network students (48.7%).  Student positive responses to connectedness questions across all surveyed grades: 56.4% of students felt close to people at their school. 51.5% felt happy to be at their school. 50.5% felt like part of their school. 57% reported that teachers at their school treat students fairly. 51.4% felt safe in their school.  Across all students surveyed, 51.4% felt safe in their schools. Elementary Networks reported feeling safe at a rate of 69.3%, versus rates of 50% and 48.6% for middle and high school networks, respectively.  With respect to both overall school connectedness and safety, there was some variation in ratings across students by race/ethnicity. The highest overall connectedness and safety ratings were seen for White students (63% for school connectedness and 58.5% for safety). The lowest ratings for school connectedness were seen for American Indian or Alaska Native (43% for school connectedness and 36.7% for safety).|Our survey results show that we still have work to do in terms of fostering students’ feelings of school connectedness and safety, especially as students move to middle school or high school, with multiple teachers and greater sense of anonymity. Our middle schools are paying more attention to welcoming sixth graders, and some have Advisory classes designed to connect a small cohort of students with a caring teacher. Our large high schools are similarly creating ninth grade houses or families. One large high school is organized into five pathways of 300+ students in grades 9-12 with a dedicated assistant principal, counselor, and teacher team who know the students well and who tie classroom learning to real world internships and career themes.|We continue to focus on conditions for learning and to invest in sustaining culturally responsive Restorative Justice and Positive Behavior Intervention and Supports at all schools, with a special focus on reducing disproportionate suspensions of African American students and students with disabilities. We continue to embed social and emotional learning in academic instruction, as teachers consider the academic, social and emotional demands of the tasks, from kindergarten all the way to the Graduate Capstone project. We are integrating training for teachers in culturally responsive classroom management, and training in trauma-informed practices for school safety officers, teachers, and other staff. We expect that these system-wide universal and targeted approaches, professional development, and programmatic investments will contribute to increased positive responses related to school connectedness and safety, especially at the secondary level.|Met||2025-06-15|2025
01612590100065|Oakland Unity High|6|"In our local climate surveys students consistently give high rankings to school safety and connectedness.   Oakland Unity High School administers a general student survey twice per year, once each semester, which captures student perceptions of school safety and connectedness. In addition, the school administers a survey for each Advisory. The students respond on a scale 1-5, strongly disagree to strongly agree. The survey includes open-ended questions, such as “Complete the following sentence as if you were describing Unity to someone who hasn't been to the school: Unity High School is a school that...” and “Describe something that you think needs to be improved at Unity and ideas for improving it.”  Participation rates for both surveys are very high, for 2024-25, 85% of students participated in the general survey. Since the Advisory survey is administered during the Advisory period, the participation of those present is usually 100%. Participation rates tend to go down in the second semester. The surveys consistently show students’ highly rating (i.e.,  4 and 5) the school for college preparation, academic and emotional support of student growth, and a positive school culture.   The specific items that measure student perceptions of school safety and connectedness consistently indicate that most of students strongly agree (i.e.,respond 4 and 5) that they ""feel physically safe on the Unity Campus,"" ""feel emotionally safe and supported on the Unity Campus,"" feel ""if I have a problem, I can get help from one of the school staff.""  The Advisory class meets weekly and the same Advisor follows the students for four years. Again, the ratings for the specific items related to safety and connectedness are very high: 75-90% select 4 or 5.  My advisor offers me support when I'm struggling emotionally. I feel connected to the other students in my advisory. If I were having a problem at school, I would ask my advisor for help. My advisory is a place where I feel safe. I feel supported by other students in my advisory."|Since many of our students live in and/or travel through unsafe neighborhoods in Oakland on the way to school, the school is a dependable refuge. The school is designed to foster a positive school culture and sense of safety and belonging by holding high behavior expectations and providing high levels of academic and emotional support. In the words of one student: Unity high is “a strict school but with a beautiful community.”  Our teachers and administrators respond to misbehavior swiftly and with clear consequences, called “natural consequences” where students must sit apart in silence in the auditorium and do homework for a designated period under close supervision.    Students perceive the school discipline process as fair and positive. The majority of students confirm: The discipline at Unity gives me the chance to learn how to become a positive member of this community.  Our school culture reinforces positive behavior, using the Habits of Mind and Positive Behavioral Interventions and Supports and also imposes natural consequences for misbehavior. We cultivate a culture of caring and emotional safety through our Advisory System. The surveys themselves contribute to our school culture by clarifying our values and showing our students that we care about what they think.   Our practices and approaches have evolved over time in response to the needs of our students. We take specific actions to create and sustain our school culture. To ensure our school culture is understood and accepted with each generation of new students and new teachers, we offer summer school for incoming 9th graders, orientation for new teachers, and supportive coaching of new teachers. Continuity in our culture of caring and emotional safety is also preserved through our Advisory system. Every student is assigned an Advisor who stays with the same group of students for four years. Advisory takes place weekly.|A specific area we would like to see improvement is for more of our students to know the Habits of Heart and Mind and confirm that their teachers have spoken about them.  We would like to see an increase in the number of students who strongly agree:  “I know what Unity’s Habits of Heart and Mind are.”  “My teacher talks about Unity’s Habits of Heart and Mind.”|Met||2025-06-11|2025
01612590106906|Bay Area Technology|6|100% of students feel connected to the school community based on responses to the 2024-25 student survey.|During school hours, safety is controlled by the school's contracted security team. Access to all gates and doors is monitored by security patrol. Gates and doors are locked with visitors escorted to the front office by security staff.  Keys are limited to security and administrative staff. School security as well as school administration abide by a rotating supervision schedule to ensure student safety. Students are required to wear a BayTech shirt, lanyard, and ID badge at all times. In addition, students are only allowed to leave class with a hall pass that was provided by a BayTech staff member. This allows for easy recognition of movement throughout the campus. BayTech now uses a bell system that is unique to the BayTech daily class schedule. The expectation is that students will be on time and accountable in their assigned classroom. When staff members arrive at school, they are officially announced over the loudspeaker, so everyone knows who is on-campus.  Visitor sign-in and sign-out logs are reviewed by security and BayTech administration on an ongoing basis.   Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include a Daily Anchoring Program, the BayTech Bridge Program, Social Emotional Support, and Behavioral Support.|The new campus will allow the school to further cultivate students sense of safety and belonging.  The campus is a newly renovated building with new furniture and space that is not shared with other schools.  The school plans to begin hosting school dances to further student sense of connection to the school community.  To support the specific needs of middle school students, the school plans to hire a middle school counselor to provide additional opportunities to foster students' sense of belonging.  Also, middle school students will utilize Zymbolic for social emotional learning resources.|Met||2025-06-02|2025
01612590108944|Lighthouse Community Charter High|6|This year, LCPS gave the  California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|This year, LCPS gave the  California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data.|Met||2025-06-04|2025
01612590109819|Aspire Berkley Maynard Academy|6|Based on the Winter 2025 Panorama survey results for Aspire Berkley Maynard Academy (Grades 3–5), the local climate data highlights significant challenges in student perceptions of school climate, safety, and belonging. The survey, completed by 114 students, assessed four domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—and revealed notably lower scores than district averages across all areas. The report does not include disaggregated data by student group, but the trends suggest equity-related implications that warrant attention for historically underserved populations. The overall favorable scores were: School Climate: 37% (14 points below the Aspire average), School Safety: 41% (11 points below the district average), Sense of Belonging: 43% (15 points below), Teacher-Student Relationships: 61% (10 points below). In School Climate, students reported low peer rule-following (16% favorable), cleanliness (26%), and positivity of the environment. Only 38% felt rules were “very” or “extremely” fair, indicating breakdowns in behavioral expectations and physical environment maintenance. Safety surfaced as a major concern: 57% said peer disrespect occurs frequently or always; nearly half reported frequent fights; and 45% said getting help from adults when bullied would be difficult—highlighting gaps in intervention and trust. For Belonging, only 43% felt connected to the school. Just 42% felt they belonged “most” or “all” of the time, and 42% said others understood them. Only 25% felt respected by peers “a lot” or “a huge amount.” The strongest area was Teacher-Student Relationships, with 61% favorable—still below the 71% district average. Most students felt teachers were respectful (76%), and 53% said teachers genuinely wanted to know how they were doing. These strengths suggest a foundation to build broader culture and trust improvements. Though group-specific data was not available, findings point to a need for more culturally responsive engagement, trauma-informed practices, and inclusive structures—particularly for English Learners, students of color, and students with disabilities. In summary, local survey data for Aspire Berkley Maynard Academy reveals that students experience adult respect, but peer relationships, safety, fairness, and belonging are significantly lacking. Addressing these gaps is essential for improving outcomes and ensuring equitable, supportive school conditions for all students.|Based on the Winter 2025 Panorama climate survey data for Aspire Berkley Maynard Academy, several key learnings highlight both areas of strength and significant areas for growth in school climate and student experience. While the report does not include data disaggregated by student group, overall trends likely have differential impacts, particularly for historically underserved students. A primary strength lies within the Teacher-Student Relationships domain, which received the highest favorable rating at 61%. Although this is 10 points below the Aspire Public Schools average, a majority of students feel respected by their teachers. Specifically, 76% reported being treated with respect, and 53% felt their teachers genuinely want to know how they are doing. Additionally, 55% said they would be excited to have the same teachers next year, underscoring strong adult-student connections that can serve as a foundation for broader improvements. However, urgent needs emerged in school climate, safety, and belonging, all of which scored significantly below district averages. School Climate received a 37% favorable rating—14 points below Aspire’s average and a 10-point drop from the previous year. Only 16% of students felt their peers follow school rules, and fewer than 30% viewed the school as clean, suggesting weak structure and shared accountability. Just 38% believed the rules were “very” or “extremely” fair. The School Safety domain received a 41% favorable rating. More than half of students reported frequent peer disrespect, and nearly half said fights happen regularly. Only 45% believed it would be easy to get help from an adult if bullied, indicating limited trust in adult intervention. The Sense of Belonging domain was similarly low at 43%. While 64% said they receive “a lot” or “a huge amount” of support from adults, only 42% felt they truly belonged, and just 25% reported feeling respected by peers. These findings reveal a gap between adult support and peer relationships, with students feeling isolated despite positive adult connections. Taken together, the data underscore a critical need for schoolwide efforts to strengthen behavior expectations, improve peer culture, and build a more inclusive and emotionally safe environment. While teacher-student relationships are a strength, broader student experiences—particularly around safety, fairness, and belonging—require immediate and sustained attention. Although student subgroup data was not available, the issues raised likely disproportionately affect students of color, English Learners, and students with disabilities, emphasizing the urgency of equity-centered action.|Based on the analysis of the Winter 2025 Panorama climate survey results for Aspire Berkley Maynard Academy, the LEA has determined that several changes to existing plans, policies, and procedures are necessary to address key areas of need, particularly around student behavior, safety, belonging, and peer relationships. These adjustments are aligned with the school’s commitment to continuous improvement and educational equity.  To address the significantly low scores in school climate (37% favorable), the LEA will revise the school’s behavior expectations and discipline framework to emphasize consistency, clarity, and student ownership. A new behavior matrix will be co-developed with student and staff input, clearly defining expected behaviors and consequences. The school will also relaunch its PBIS (Positive Behavioral Interventions and Supports) system with schoolwide visibility campaigns, incentives for positive behavior, and regular classroom reinforcement strategies. Staff will receive additional training to ensure consistent implementation and culturally responsive behavior management practices.  In response to the critical findings regarding school safety—particularly the high frequency of reported disrespect and physical altercations—the LEA will implement increased supervision in common areas, including hallways, recess, and lunch. Staff schedules will be adjusted to ensure a strong adult presence during key transition times. In addition, a new conflict resolution and peer mediation program will be introduced, supported by staff training in restorative practices. This approach will promote more constructive peer interactions and provide alternatives to punitive discipline.  To improve students’ sense of belonging and peer respect, the school will expand its focus on community-building through structured classroom circles, weekly social-emotional learning (SEL) lessons, and student voice activities.The school will also implement student surveys and focus groups to elevate marginalized voices and inform culturally responsive practices that better reflect students’ diverse identities and experiences.  Recognizing that teacher-student relationships are a relative strength, the school will formalize strategies that deepen adult-student connections. Teachers will integrate regular one-on-one check-ins, empathy interviews, and goal-setting conferences to support students not only academically but socially and emotionally. These actions will be tracked through coaching and classroom observation cycles to ensure follow-through and identify impact.  All of these changes will be embedded into the school’s site plan for continuous improvement and regularly monitored through updated Panorama data, discipline records, and stakeholder feedback. Through these systemic shifts, the LEA aims to create a more safe, equitable, and inclusive school environment where all students can thrive.|Met||2025-06-18|2025
01612590111476|Achieve Academy|6|To better understand the needs of students, parents, and staff, Achieve administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Achieve has been using it for multiple years. On a 5-point scale, Achieve families rated 4.45 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve families rated 4.49 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
01612590111856|AIMS College Prep High|6|We used the California Healthy Kids Survey. We looked at questions regarding engagement and school safety.|Key Learnings and Areas of Strength High Expectations and Adult Relationships: A majority of students across all grade levels reported perceiving that adults at school hold them to high expectations (ranging from 65% to 70%) and offer caring relationships (49% in 9th to 68% in 11th grade). Academic Motivation: Students report strong academic motivation, with 59–63% agreeing they try hard to succeed in school. Improved Emotional Safety in Upper Grades: Emotional safety at school increases from 40% in 9th grade to 66% in 11th, suggesting a stronger sense of belonging and support over time. Low Levels of Violence and Weapon Exposure: Reports of physical fights and weapon sightings on campus remain low across all grades, contributing to overall safety.  Identified Needs School Connectedness: Less than 50% of students in any grade reported feeling connected to school, with the lowest at 37% in 10th grade. Mental Health and Counseling Access: Only 6% of students reported receiving social-emotional counseling, while 10–15% indicated wanting mental health services, pointing to a gap in access or stigma in seeking support. Harassment and Bullying: Although overall bullying rates are relatively low, up to 35% of 9th graders experienced some form of harassment or bullying, and 25% of 10th graders experienced cyberbullying. LGBTQ+ and Disability Support Gaps: Students identifying as LGBTQ or those with disabilities reported feeling less supported and emotionally safe, highlighting equity gaps in school climate. Participation and Engagement: Meaningful participation in school activities is low (only 18–28% across grades), and boredom is high (reported by up to 53% of 10th graders).   Conclusion The CHKS data for AIMS College Prep High indicate strong academic motivation and a culture of high expectations. However, students continue to feel only moderately connected to school, with mental health and social-emotional supports not reaching all who may benefit. The disparities in student experience—particularly among marginalized groups such as LGBTQ+ students and those with disabilities—underscore the need for more inclusive support systems, increased counseling availability, and targeted engagement strategies to improve overall student well-being and connection to the school community.|Based on the data we have created additional actions in our LCAP to address student connectedness as well as working towards making students feel safe. We also increased professional development for staff to improve school climate.  Based on the analysis of CHKS and local data, the LEA has implemented the following changes to support continuous improvement:  Strengthening Student Connectedness: Additional actions have been added to the LCAP to improve school connectedness, particularly a Community School Manager.  Enhancing School Safety: In response to disparities in perceived safety, especially among LGBTQ+ students and foster/homeless youth, we have revised our school safety procedures and are increasing student access to trauma-informed supports. Improving School Climate through PD: Targeted professional development has been expanded for all staff, with a focus on culturally responsive practices, social-emotional learning, and bias-based harassment prevention. Mental Health Supports: We are increasing visibility and availability of school-based mental health services. Bullying and Harassment Prevention Measures Student Engagement and Boredom Reduction   These actions reflect our commitment to using data to inform meaningful change and ensure that every student feels safe, supported, and connected at school.|Met||2025-06-16|2025
01612590114363|American Indian Public Charter School II|6|We used the California Healthy Kids Survey and the questions regarding school engagement and supports, and school safety.|Key Learnings and Areas of Strength Academic Motivation remains strong among students. For example, 65% of non-English learner 7th graders and 64% of 8th graders reported trying hard to do well in school. High Expectations and Caring Adults: Black/African American students in Grade 8 reported 85% agreement that adults have high expectations for them and 64% reported caring relationships, showing strong adult-student connections. Parental Involvement is a noted strength in the elementary school. 85% of Black students reported high levels of parental involvement, compared to 54% of Asian students.  Identified Needs Student Connectedness and School Climate: Only 41% of Grade 7 and 43% of Grade 8 non-English learners felt connected to their school, indicating a need for stronger community-building and engagement strategies. Emotional Well-being: 32% of 8th graders reported chronic feelings of sadness or hopelessness, and 13% seriously considered suicide, highlighting urgent mental health needs. Equity in School Safety: African American students report lower feelings of safety (40% in Grade 7) compared to their peers and experience more harassment and negative school facility perceptions. Vaping Awareness: 9% of non-English learner students in Grades 6–7 reported vaping in the past 30 days, signaling the need for increased health education efforts.  Conclusion Analysis of the CHKS data reveals that while students demonstrate academic motivation and benefit from caring adults and parental support, there are significant disparities in school connectedness, emotional well-being, and safety—particularly for African American students and English learners. These findings will inform the development of inclusive, targeted supports to promote a safer and more engaging learning environment for all students.|Based on the data we have created additional actions in our LCAP to address student connectedness as well as working towards making students feel safe. We also increased professional development for staff to improve school climate. Based on the analysis of CHKS and local data, the LEA has implemented the following changes to support continuous improvement: Strengthening Student Connectedness: Additional actions have been added to the LCAP to improve school connectedness, particularly for students with IEPs, and English learners.  Enhancing School Safety: In response to disparities in perceived safety, especially among LGBTQ+ students and foster/homeless youth, we have revised our school safety procedures and are increasing student access to trauma-informed supports. Improving School Climate through PD: Targeted professional development has been expanded for all staff, with a focus on culturally responsive practices, social-emotional learning, and bias-based harassment prevention. Mental Health Supports: We are increasing visibility and availability of school-based mental health services. Health & Wellness Education: To respond to early signs of vaping and substance use, the LEA is implementing age-appropriate, evidence-based health education across all grade levels, with a focus on peer resistance strategies and health risks. These actions reflect our commitment to using data to inform meaningful change and ensure that every student feels safe, supported, and connected at school.|Met||2025-06-16|2025
01612590114868|Oakland Charter High|6||||Not Met|||2025
01612590115014|KIPP Bridge Academy|6|79% of KIPP families (TK-4: 77%, 5-8: 72%) have a positive experience with the school. 81% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
01612590115238|ARISE High|6|We utilized YouthTruth to measure student perceptions of school climate.  Responses showed that the degree to which students believe that their school fosters a culture of respect and fairness was 3.63 and the degree to which students feel welcome at their school and have collaborative relationships with their classmates was 3.47.|In response to the results, ARISE will focus on improving our Advisory program.  We will continue to have two advisors per advisory.  We will continue to prioritize cohesion and engage more family and students in events.  Another focus is Academic Mentors, as the program has been very successful.  Students now understand College and Career better and we will continue to invest in that.  Students have highly rated enrichment opportunities on Wednesdays.|Not applicable|Met||2025-06-10|2025
01612590115592|Learning Without Limits|6|To better understand the needs of students, parents, and staff, LWL administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and LWL has been using it for multiple years. On a 5-point scale, LWL families rated 3.98 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. LWL families rated 3.93 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, LWL will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
01612590118224|Aspire Golden State College Preparatory Academy|6|Based on the Winter 2025 Panorama climate survey results for Aspire Golden State College Preparatory Academy Grades 6–12, the data shows progress and ongoing challenges in school culture, safety, belonging, and adult relationships. The survey included 308 students and assessed four domains School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships with district comparisons. While subgroup data is not provided, trends likely affect English Learners, students of color, and underserved groups. Favorable scores were School Climate 36 percent, School Safety 56 percent, Sense of Belonging 40 percent, and Teacher-Student Relationships 45 percent. Only 23 percent of students felt peers followed rules very or extremely well and 35 percent rated building cleanliness positively. Forty-two percent reported peer disrespect sometimes or more often. About half said it would be hard for bullied students to get adult help. Less than one-third felt mostly understood by others and only 41 percent felt they belonged at school mostly or completely. Teacher respect was rated 75 percent, but only 33 percent felt teachers cared when upset. These results show progress in physical safety but ongoing needs in emotional support, consistent behavior, and belonging. Equity-focused efforts are critical as marginalized students may be disproportionately affected.|Based on the Winter 2025 Panorama climate survey results for Aspire Golden State College Preparatory Academy Grades 6–12, key learnings reveal a complex student experience with both progress and ongoing inequities. The survey of 308 students measured School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships compared to district averages. While subgroup data is not included, trends likely impact English Learners, students of color, and low-income students disproportionately. School Safety was a relative strength at 56 percent favorable, four points above district average, with 68 percent reporting fights happen almost never or once in a while. Nearly half said online bullying was not likely. However, School Climate scored 36 percent favorable, below district average, with only 23 percent saying peers follow rules well and 35 percent rating the campus very or extremely clean. Sense of Belonging was low at 40 percent, with less than one-third feeling mostly or completely understood or that they truly belonged. Peer respect was modest at 41 percent. Teacher-Student Relationships scored 45 percent favorable; although 75 percent felt respected by teachers, only 33 percent believed teachers would be concerned if upset, and 36 percent felt teachers genuinely cared. These results highlight progress in physical safety but ongoing needs in emotional connection, behavior consistency, and inclusion. Equity-focused actions are essential to support marginalized students and improve the school culture.|Based on the analysis of the Winter 2025 Panorama climate survey results for Aspire Golden State College Preparatory Academy, the LEA has identified key revisions to plans, policies, and practices to address school climate, belonging, peer culture, and adult-student relationships. These adjustments aim to strengthen social-emotional and behavioral conditions while building on gains in physical safety. To address low school climate scores 36 percent favorable and inconsistent behavior norms, the LEA will revise and relaunch its behavior expectations framework with a restorative focus. This includes a schoolwide behavior matrix with student-friendly language, community agreements in classrooms, and consistent positive recognition. Expectations will be explicitly taught, reinforced visually, and reviewed in advisory sessions. Student voice surveys and walkthroughs will monitor perceptions and guide support. To improve peer behavior and emotional safety, the school will expand peer accountability and social-emotional learning. Weekly SEL lessons will focus on empathy, respect, and conflict resolution to foster inclusive peer culture. To boost belonging 40 percent favorable, identity-affirming initiatives like affinity groups, student clubs, inclusion events, community circles, and identity mapping will be introduced. Advisory curriculum will include belonging lessons encouraging student self-reflection. While teacher respect is strong 75 percent, emotional connection is weak only 33 percent feel teachers would be concerned if upset. Teachers will be trained in empathy interviews, one-on-one check-ins, and goal-setting conferences supported by coaching and professional learning communities. All initiatives will be part of the continuous improvement plan aligned with LEA priorities on equity, safety, and engagement. Progress will be tracked through follow-up surveys, discipline data, staff reflections, and student focus groups.|Met||2025-06-18|2025
01612590126748|LPS Oakland R & D Campus|6|Every year the school administers a Panorama Survey.  The survey was administered to students in October 2024 and we had 95% completion rate with 162 students responding. The key indicators for the survey are as follows: *58% of students felt that the school provided resources necessary to achieve.  *95% responded favorably to a question related to supports provided in student advisory.  *77% of students responded favorably to a question related to school connectedness in comparison to their previous school year.  *56% of students responded favorably to questions related to a positive school climate, with 50% reporting that teachers seem excited to teach their classes. *34% of students responded favorably to questions related to school engagement, with 30% excited to participate in class. *50% of students responded favorably to questions related to school learning strategies, with 50% reporting they are confident that they can choose an effective strategy to complete school work. *58% of students responded favorably to questions about school safety, including 73% of students reporting that students almost never or once in a while get into physical fights at the school. *52% of students responded favorably to questions about school teacher relationships, with 74% of students reporting that teachers are extremely or very respectful towards them at school.|The analysis of the Panorama Survey reveals multiple areas of strength, particularly in terms of teacher support during core instruction, and school safety. A critical area of need is related to school engagement (34%). Looking deeper into this data, students report a lack of excitement in going to classes (25%) and excitement to participate in class (30%). In addition, an increased focus on school teacher-student relationships is an area of need with 60% of students reporting that if they came into class upset, their teacher would be a little or not concerned at all, while 46% reported being extremely or very excited to have the same teachers in the next grade. These responses indicate a need for increased strategies to build trusting relationships between students and staff.|Based on the actions within our LCAP Goal 3, we will  *Collaborate with experts in trauma-informed education to develop  comprehensive training modules that cover a variety of topics and incorporate SEL interventions in Advisory, incorporate student learning about skills to improve overall well-being and  readiness to learn. *Incorporate SEL interventions in Advisory to address social, emotional, and behavioral barriers to learning. Teaching skills such as self-regulation,  empathy, and problem-solving to improve students' overall well-being and readiness to learn.|Met||2025-06-25|2025
01612590128413|Aspire College Academy|6|Based on the Winter 2025 Panorama climate survey for Aspire College Academy (Grades 3–5), data from 103 students reveals strengths and areas needing improvement in School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. School Climate scored 53% favorable, 2 points above Aspire’s average, with 67% describing school mood as positive. However, only 22% said peers follow rules well, and 59% viewed rules as fair, indicating need for clearer expectations and peer accountability. School Safety scored 51% favorable, just below district average. While 75% said online bullying is unlikely, 41% reported frequent peer disrespect, 27% frequent fights, and only 60% felt it easy for bullied peers to get adult help, showing gaps in trust and responsiveness. Sense of Belonging was strong at 61% favorable, above Aspire average; 78% reported high adult support and 64% felt they mostly or completely belong, though peer respect was lower at 44%. Teacher-Student Relationships scored 68%, with 85% saying teachers are respectful, 60% feeling teachers would be very concerned if upset, and 67% excited to have same teachers again. These relationships are a key asset to build upon. Though data isn’t disaggregated, issues with peer behavior and safety likely affect underserved groups more. Future data should be disaggregated to ensure equitable planning.|Based on the Winter 2025 Panorama climate survey data for Aspire College Academy (Grades 3–5), key learnings highlight strong student-staff relationships alongside challenges in peer behavior, discipline consistency, and safety perceptions. With 103 students surveyed, results show notable strengths and clear areas for growth. Though no disaggregated data was provided, trends suggest issues may disproportionately affect underserved groups such as English Learners, students with disabilities, and students of color. Teacher-Student Relationships scored 68% favorable, with 85% of students feeling respected by teachers and 60% believing teachers would be concerned if upset. Additionally, 67% expressed excitement about having the same teachers again, indicating strong relational trust. Sense of Belonging scored 61% favorable, above the Aspire average; 78% reported high adult support, and 64% felt they mostly or completely belong, despite ongoing peer dynamic challenges. School Safety scored 51% favorable but raised concerns: over 40% reported frequent peer disrespect, 27% frequent fights, and only 60% felt bullied students would easily get adult help, indicating gaps between adult support and student perceptions. School Climate was 53% favorable, slightly above district average, yet only 22% felt peers follow rules well, and 59% rated rule fairness positively, suggesting inconsistent enforcement and unclear expectations. Cleanliness was rated high at 65%, signaling a well-maintained environment. Without subgroup data, these behavior, fairness, and safety challenges likely impact vulnerable populations more. Future disaggregated data will be essential for targeted equity-focused supports. In sum, Aspire College Academy shows strong adult-student bonds and growing belonging but must continue improving peer culture, rule consistency, and safety perceptions to support all learners.|In response to the Winter 2025 Panorama climate survey at Aspire College Academy, the LEA will revise plans, policies, and procedures to improve peer behavior, student safety, and consistency in behavioral expectations. While teacher-student relationships and belonging show strength, challenges remain in school climate, rule-following, and trust in adult response—especially concerning physical and emotional safety. To address peer disrespect and fights reported by 41% and 27% of students respectively, the school will relaunch restorative practices with regular community-building circles and conflict mediation by trained staff, plus a peer leadership program for modeling respectful behavior. To improve low confidence in rule-following (22%), behavior expectations and discipline protocols will be revised for clarity, equity, and developmental appropriateness, with staff training on positive reinforcement, culturally responsive discipline, and trauma-informed responses. Expectations will be co-created with students, posted schoolwide, and reviewed routinely. Given only 60% feel bullied students can easily get help, bullying prevention and reporting will be enhanced through anonymous tools, trusted adult visibility, clear response procedures, and student education on help-seeking, empathy, and digital citizenship. Building on belonging (61%) and teacher-student relationships (68%), the school will expand emotional check-ins, goal-setting, and identity-affirming activities, with teachers conducting regular one-on-ones. Staff training will include SEL integration and culturally sustaining pedagogy to deepen relational practices. These actions will be part of the school’s continuous improvement plan, monitored via follow-up surveys, behavior data, and student focus groups, aiming to create a safe, respectful, and inclusive culture supporting all students—especially those most impacted by inconsistent peer behavior and discipline.|Met||2025-06-18|2025
01612590129635|Downtown Charter Academy|6|Annually, the school administers an anonymous school climate survey. This year, we continue to use the Youth Truth Survey to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement.|Survey results indicate that there is a strong sense of safety. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community.|To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff.|Met||2025-06-30|2025
01612590129932|East Bay Innovation Academy|6|EBIA uses the Panorama Core Student Culture and Climate Survey to assess local climate. This survey is given to all students in 6-12 grades.   9-12 grades (50.2% response rate +3%) Climate of Support for Academic Learning: 75% favorable (-9%) Knowledge and Fairness of Discipline, Rules, and Norms: 63% favorable (-13%) Safety: 72% favorable (+2%) Sense of Belonging: 58% favorable (-1%) In general, older students and students who are higher performing had more favorable responses. Hispanic/Latino students have a lower sense of belonging than other student groups.  6-8 grades (74% response rate +8%) Climate of Support for Academic Learning: 78% favorable (+8%) Knowledge and Fairness of Discipline, Rules, and Norms: 67% favorable (+5%) Safety: 52% favorable (+4%) Sense of Belonging: 57% favorable (+4%) In general there were few discrepancies between student groups in the responses. Students who are higher performing tended to have slightly more favorable responses.|We were pleased to see an increase in sense of safety amongst all students, which was an area of growth from the 23-24 school year. We attribute this to greater consistency with school policies and restorative justice-based responses. We were also pleased to see that there were generally no major discrepancies between student groups, however, Hispanic/Latino students in 9-12 grades continue to have a lower sense of belonging, though the percentage has increased from the prior year and the gap is smaller. There was a significant decline in knowledge and fairness of discipline, rules, and norms in 9-12 grades, which we will address in the coming year.|EBIA will continue to focus on school culture in the 25-26 school year but building on the foundation that was created in the 24-25 school year, in particular the addition of a House/PBIS structure, as well as updates to our advisory program. We saw a decrease in suspensions and an increase in sense of safety, which is promising, and we will continue to build consistency with behavior norms and responses. We will also focus on classroom culture and management to increase consistency for students to work on increasing student perception of a climate of support for academic learning. We will continue to implement our annual calendar of events of celebrations of multiple identities to help increase the sense of belonging amongst all groups and to ensure that one group does not feel left out. We will also continue to maintain our additional mental health position.|Met||2025-06-11|2025
01612590130617|Oakland Military Institute, College Preparatory Academy|6|At the Middle School level, 6th grade students generally scored in the positive range when compared to the 7th and 8th grade. In the category of School Connectedness, 6th grade scored 20 points higher than the other grades, 48 and 51 respectively as compared to 71. While in Social Emotional Distress, 7th and 8th scored at 36 and 20 with 6th graders were at 14.    At the High School level, 12th grade students generally scored higher in the positive range leading in categories such as “School is really boring” and “Cyberbullying.” As an entire school, OMI scored high in the two-thirds range in categories such as “Current alcohol or drug use,” “Academic motivation” and “School perceived as very safe or safe.”|Even with disaggregated data, the very clear low or negative data of the upper grades as compared to the 6th grade informs us that there is a need to continue to build relationships with upper grade level students in order to support their needs and provide interventions.|Three areas of improvement have been brought to bear on improving indicators for the Middle School.   -The further implementation of the OMI literacy program  -The re-focus on Cadet Code of Conduct  -Channel cadets to access the wellness center to obtain needed emotional or social conflict support.    Three areas of improvement have been brought to bear on improving indicators for the High School.   -Advance ASG processes to connect parents and teachers  -Development of MTSS systems to monitor academics and behavior  -Provide more options in college and career pathways  -Channel cadets to access the wellness center to obtain needed emotional or social conflict support.|Met||2025-06-25|2025
01612590130633|Lighthouse Community Charter|6|This year, LCPS gave the  California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|This year, LCPS gave the  California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data.|Met||2025-06-04|2025
01612590130666|Aspire Lionel Wilson College Preparatory Academy|6|"""Aspire Lionel Wilson College Preparatory Academy administered the Panorama student climate and culture survey in Winter 2025 to students in grades 6–12. The survey gathered student perceptions across four key domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. A total of 394 student responses were collected and analyzed. The survey does not provide disaggregated data by student group in the summary provided, but the overall data points serve as a critical lens through which to assess student experience and guide improvement.  The overall results reveal several areas of concern. School Climate received a 42% favorable rating, which, while higher than the Aspire Public Schools district average of 37%, still reflects low levels of student satisfaction. Only 50% of students viewed the overall mood of the school positively, and just 25% believed that their peers follow school rules well. Perceptions of fairness were also low, with only 33% of students indicating that school rules are fair. These indicators suggest ongoing challenges with consistency in behavioral expectations and general school culture.  In the School Safety domain, the favorable rating was 51%, slightly below the district average of 52%. Students reported frequent incidents of disrespect (with 37% noting frequent or near-constant peer disrespect) and a high frequency of physical altercations. Additionally, 43% of students said it was somewhat to extremely difficult for a bullied student to get adult help, pointing to a critical gap in student trust and support systems related to safety and bullying response.  The Sense of Belonging domain also yielded low scores, with only 43% of students responding favorably. While some students (53%) reported receiving significant support from adults, a much smaller number (33%) felt understood by others at the school, and just 43% expressed a clear sense of belonging. These results suggest that students, particularly those who may be marginalized or underrepresented, may struggle to feel connected to the school community.  The Teacher-Student Relationships domain received the highest rating at 50% favorable—on par with the district average. A majority of students (79%) indicated that teachers treat them with respect. However, just 38% felt their teachers would show concern if they were upset, and only 44% believed their teachers genuinely cared about their well-being when checking in. These figures indicate that while basic respect is present, deeper relational trust and emotional responsiveness could be further developed.  Overall, the data reflects a need for systemic improvements in student culture, behavior norms, safety practices, and adult-student relational depth. Although district-level comparisons show that Lionel Wilson is performing near or above average in some areas, the absolute levels of student satisfaction point to a pressing need for continued investment in school climate transformation"|Analysis of the Winter 2025 Panorama survey data for Aspire Lionel Wilson College Preparatory Academy reveals key insights into students’ experiences. With nearly 400 responses from grades 6–12, the data surfaces persistent challenges around engagement, belonging, fairness, and safety. While disaggregated subgroup data was not available, overall trends point to areas of both strength and growth.  Teacher-Student Relationships emerged as a relative strength, with a 50% favorable rating—on par with the Aspire network average. Notably, 79% of students agreed their teachers treat them with respect, suggesting a strong baseline of professionalism and regard. However, only 38% of students believed teachers would be concerned if they were upset, and just 44% felt that teachers genuinely cared during check-ins. These results suggest that while mutual respect exists, there’s room to deepen emotional connections and responsiveness through more intentional relationship-building.  Sense of Belonging stands out as a significant area for growth, with only 43% of students responding favorably. Just over one-third felt understood by others at school, and fewer than half reported feeling a sense of belonging. Although 53% of students reported that adults offer support, this support does not yet seem to translate into students feeling fully seen or valued within the school community.  School Climate received a 42% favorable rating, reflecting mixed perceptions of fairness and culture. Only 25% of students felt that peers follow school rules well, and just 33% agreed that school rules are fair. This suggests inconsistencies in rule enforcement and a lack of shared accountability, which may undermine trust and cohesion. Nonetheless, the school outperformed the Aspire average by five points in this domain, signaling potential momentum toward improvement.  School Safety earned a 51% favorable rating, slightly below the Aspire average. While concerns about online bullying were relatively lower, over 40% of students believed it would be difficult for a bullied peer to get help from an adult. This highlights communication and trust gaps that affect students' sense of both physical and emotional safety.  Taken together, these findings underscore the need to build stronger norms around inclusion and respect, deepen social-emotional connections between students and staff, and ensure more consistent, transparent practices in discipline and safety. While there are positive indicators of adult-student rapport, students continue to report challenges with peer relationships, systemic trust, and overall belonging—areas critical to student well-being and academic success.|Based on the Winter 2025 Panorama survey results from Aspire Lionel Wilson College Preparatory Academy, the LEA has identified several key areas requiring targeted improvements in order to enhance school climate, student belonging, and perceptions of fairness and safety. As a result, the LEA will implement a series of revisions to existing plans, policies, and procedures to address the specific needs revealed through the local data.  To strengthen student sense of belonging and inclusion, the school will revise its advisory and mentorship programs to ensure every student has a consistent adult advocate on campus. These advisories will include structured weekly activities designed to build identity, community, and connection. In addition, the school will launch a student voice council composed of diverse student representatives from grades 6–12. The council will meet regularly with school leadership to provide direct feedback on climate issues and participate in co-designing schoolwide initiatives, such as spirit events, student recognition systems, and peer support campaigns.  In response to concerns about rule-following and fairness, the school will revise its behavior expectations framework and discipline procedures to emphasize transparency, clarity, and restorative approaches. The updated behavior matrix will be co-created with students and families to reflect shared values and include clearer consequences and supports. All staff will receive training on consistent, equitable behavior management and culturally responsive discipline practices. To support accountability, the school will implement a common classroom management system across grade levels and regularly monitor discipline data for disproportionality.  Given the survey results indicating that many students find it difficult to seek help from adults in bullying or safety situations, the school will increase visibility and accessibility of adult support systems. This will include designated safe spaces on campus, clear signage identifying trusted staff, and peer ambassador programs to support conflict resolution and mediation. Staff schedules will be adjusted to ensure increased adult presence during high-traffic times such as lunch and dismissal.  To enhance teacher-student relationships beyond the classroom, professional development will focus on strengthening social-emotional learning (SEL) competencies and trauma-informed practices. Teachers will engage in coaching cycles to incorporate relationship-building routines, regular check-ins, and authentic student voice practices into daily instruction.  These actions reflect the LEA’s commitment to continuous improvement and to ensuring that every student at Aspire Lionel Wilson feels safe, respected, and valued. All changes will be monitored through follow-up surveys, site walk-throughs, and student focus groups to assess impact and guide further refinement.|Met||2025-06-18|2025
01612590130732|Aspire Triumph Technology Academy|6|Based on the Winter 2025 Panorama climate survey data for Aspire Triumph Technology Academy Grades 3–5, the results highlight progress and challenges in students’ views of school climate, safety, belonging, and teacher-student relationships. A total of 100 students responded. Overall favorable scores were School Climate 39 percent, 12 points below the Aspire average; School Safety 38 percent, 14 points below district average; Sense of Belonging 58 percent, equal to district average; and Teacher-Student Relationships 62 percent, 9 points below district average. Only 16 percent felt peers follow rules very or extremely well and 35 percent viewed rules as fair. Building cleanliness was rated very or extremely clean by 35 percent, while 35 percent rated it a little or not clean. School Safety was a concern with 63 percent reporting peer disrespect frequently or almost always and 56 percent reporting frequent fights. Only 45 percent said it was easy to get adult help if bullied. Sense of Belonging was stronger at 58 percent favorable with 77 percent feeling adults provide a lot or huge support and 59 percent feeling they mostly or completely belong. Peer respect was lower at 41 percent. Teacher-Student Relationships scored 62 percent favorable, with 71 percent saying teachers are respectful and 58 percent feeling teachers genuinely care. Sixty-one percent looked forward to having the same teachers. These findings show teacher connections are a strength but more emotional engagement is needed. Without subgroup data, challenges likely impact marginalized students more, highlighting the need for future disaggregation to address inequities.|Based on the Winter 2025 Panorama climate survey data for Aspire Triumph Technology Academy, key learnings show strengths and needs in school climate and student experience. One hundred students in Grades 3–5 responded across School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. While subgroup data is not provided, patterns reveal areas for improvement and strengths to build on. Sense of Belonging scored 58 percent favorable, equal to Aspire’s average. Seventy-seven percent felt adults provide strong support, and 59 percent felt they mostly or completely belong, up 11 points from before. Teacher-Student Relationships scored 62 percent favorable, with 71 percent saying teachers are respectful and over half feeling teachers genuinely care. Sixty-one percent looked forward to having the same teachers again. However, School Safety scored 38 percent favorable, 14 points below district average. Sixty-three percent reported frequent peer disrespect and 56 percent frequent fights. Less than half felt bullied students could easily get adult help. School Climate scored 39 percent favorable, below the Aspire average of 51 percent, with only 16 percent saying peers follow rules well and 35 percent viewing rules as fair. Only 35 percent rated the building very or extremely clean. These indicate inconsistent behavior expectations and supervision. Though subgroup data is missing, trends suggest historically underserved students face greater challenges. The school must focus on equity while addressing behavior norms, peer culture, and safety to build on strong adult relationships and belonging.|Based on the Winter 2025 Panorama climate survey results for Aspire Triumph Technology Academy, the LEA has identified key changes to plans, policies, and procedures to address needs in school safety, climate, and peer behavior. While adult support and teacher-student relationships are strengths, concerns remain around peer disrespect, physical fights, inconsistent rule enforcement, and student trust in adult responsiveness. To improve safety (38% favorable), the school will increase staff supervision in high-traffic areas, adjust schedules for better adult presence, and clarify protocols for de-escalating conflicts. A confidential bullying reporting system will be launched. To address high rates of disrespect and fights, the school will implement restorative practices focused on repairing harm, building empathy, and promoting accountability, with staff training and weekly community-building circles in classrooms. To improve rule-following and fairness (16% favorable), behavior expectations will be co-developed with students and staff, posted in classrooms, and regularly reviewed. Behavior data will be tracked for targeted interventions. To build on belonging (58%) and teacher relationships (62%), teachers will conduct quarterly one-on-one check-ins, goal-setting, and reflection activities. Staff training will continue in trauma-informed care, culturally responsive teaching, and SEL. All actions will be part of the continuous improvement plan and monitored through surveys, behavior data, and student feedback. The LEA is committed to ensuring all students, especially marginalized groups, feel safe, supported, and respected.|Met||2025-06-18|2025
01612590132514|Francophone Charter School of Oakland|6|Student survey results: How many times were you harassed or bullied this year? 11% There is a teacher or adult at school who really cares about me: 69%|We will continue to implement Social and Cultural Competence and School Culture Practices actions as described in the LCAP to ensure the school fosters a warm, welcoming school culture and safe school climate that promotes the values of accountability and responsibility.  The Social and Cultural Competence and School Culture Practices actions have been effective as evidenced by the 0% suspension and expulsion rates. The student survey results indicate an area of growth with 69% of students agreeing that there is a teacher or adult at school who really cares about me.|There are no changes planned to the school climate initiatives for next year.|Met||2025-06-12|2025
01612590134015|Lodestar: A Lighthouse Community Charter Public|6|This year, LCPS gave the  California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|This year, LCPS gave the  California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Lodestar has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data.|Met||2025-06-04|2025
01612593030772|Oakland School for the Arts|6||||Not Met|||2025
01612596111660|Oakland Charter Academy|6|Annually, the school administers an anonymous school climate survey. This year, we continue to use the Youth Truth Survey to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement.|Survey results indicate that there is a strong sense of safety. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community.|To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff.|Met||2025-06-30|2025
01612596113807|AIMS College Prep Middle|6|We used the California Healthy Kids Survey and we used the data regarding school engagement and supports, and school safety.|Key Learnings and Areas of Strength Academic Motivation and School Engagement Overall, students reported relatively high levels of academic motivation, especially in Grade 6. However, motivation declined in higher grades.  Students without IEPs reported higher levels of school connectedness and meaningful participation than those who were unsure of their IEP status, suggesting a need for better outreach or clarity regarding support services.  Developmental Supports Students identifying as having no IEP consistently reported more favorable experiences in caring adult relationships (64% vs. 50%) and high expectations (74% vs. 62%) than their peers who were unsure of their IEP status. Youth from higher parental education backgrounds also tended to report greater connectedness and support, indicating that family background may correlate with perceived school experience.  Social-Emotional Well-Being The majority of students reported not receiving social-emotional counseling or support (93% overall), highlighting a need for increased visibility or access to these services. Students who experienced any form of harassment were approximately twice as likely to experience chronic sadness or hopelessness. This trend was more pronounced among LGBTQ+ youth and those who identified as unhoused or in foster care.  School Climate and Safety Students without IEPs felt significantly safer (49%) compared to peers who were unsure of their IEP status (23%). Rates of harassment and fear of physical harm were highest among students who were unaware of their IEP status—highlighting a critical need for trauma-informed safety supports and IEP communication clarity.   Identified Needs Equity Gaps by Subgroup: White and Asian students reported more positive perceptions of safety, support, and engagement compared to African American and Latino students. These within-school gaps suggest a need for culturally responsive teaching and targeted student engagement strategies. Mental Health: Students experiencing chronic sadness often lacked access to support systems and experienced high rates of absenteeism due to emotional distress. Bias-based harassment, especially related to disability and sexual orientation, remains a significant predictor of poor mental health outcomes. Foster and Homeless Youth: These students face significantly higher risks across all domains—safety, attendance, academic support, and emotional well-being—indicating a strong need for wraparound services and individualized interventions.   Conclusion The CHKS data underscores the importance of differentiated support strategies across student subgroups. While many students report a positive school climate, disparities remain—especially for students with uncertain IEP status, LGBTQ+ youth, and those facing housing insecurity or foster placement. Increasing equitable access to mental health services, promoting developmental supports, and enhancing school connectedness should remain central priorities in the LCAP|Based on the data we have created additional actions in our LCAP to address student connectedness as well as working towards making students feel safe. We also increased professional development for staff to improve school climate. Based on the analysis of CHKS and local data, the LEA has implemented the following changes to support continuous improvement: Strengthening Student Connectedness: Additional actions have been added to the LCAP to improve school connectedness, particularly for students with IEPs, English learners, and those experiencing housing instability or trauma. Enhancing School Safety: In response to disparities in perceived safety, especially among LGBTQ+ students and foster/homeless youth, we have revised our school safety procedures and are increasing student access to trauma-informed supports. Improving School Climate through PD: Targeted professional development has been expanded for all staff, with a focus on culturally responsive practices, social-emotional learning, and bias-based harassment prevention. Mental Health Supports: Given that 93% of students reported not receiving emotional support, we are increasing visibility and availability of school-based mental health services. These actions reflect our commitment to using data to inform meaningful change and ensure that every student feels safe, supported, and connected at school.|Met||2025-06-16|2025
01612596117568|Aspire Monarch Academy|6|"The Winter 2025 Panorama Education survey results for Aspire Monarch Academy offer key insights into student perceptions of school climate, safety, belonging, and teacher-student relationships. With 171 student responses, the data is benchmarked against Aspire Public Schools district averages and reflects shifts since the previous administration.  Teacher-Student Relationships 72% of students responded favorably. This represents a 7-point increase since the previous survey and places the school above the Aspire Public Schools average (71%).  Students reported high levels of teacher respect (81% favorable), concern when students are upset (71%), and a sense that teachers genuinely care when asking, ""How are you?"" (60%). These responses reflect strong relational trust between staff and students.  Sense of Belonging 57% of students responded favorably. This is a 1-point decline from the last survey and slightly below the district average of 58%. While 76% of students feel supported by adults, fewer feel understood by peers (52%) or respected by classmates (43%). Only 56% reported feeling a strong sense of belonging, suggesting continued need for inclusive community-building.  School Safety 52% of students reported favorable perceptions of safety—a 5-point increase since the last survey, now equal to the district average. Highlights include low concern for cyberbullying (80% not concerned) and a decline in worries about physical violence. However, only 28% of students said peers are respectful to each other, and 43% expressed concern about the fairness and consistency of discipline, suggesting opportunities to strengthen peer norms and restorative practices.  School Climate 47% of students responded favorably, reflecting a 3-point decrease from the previous survey and below the district average of 51%. While 64% of students view the school’s mood as generally positive, perceptions of rule-following (19%) and building cleanliness (43%) were lower. These data suggest that while there is a foundation of positivity, consistent behavioral expectations and school environment conditions may need attention."|The Winter 2025 Panorama student climate and culture survey for Aspire Monarch Academy (Grades 3–5) revealed several important insights into students’ perceptions of their school experience. Across four core domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—the data presents a mixed picture of strengths and areas in need of targeted support.  One clear area of strength lies in the domain of Teacher-Student Relationships, where 72% of students responded favorably. This score not only reflects strong student-teacher rapport but also exceeds the Aspire Public Schools district average. A large majority of students reported feeling respected by their teachers and indicated that teachers show genuine concern for their well-being. These results suggest that students experience meaningful, supportive interactions with adults on campus, which is essential for fostering trust, engagement, and academic success.  The Sense of Belonging domain showed moderate strength, with 57% of students responding favorably. While this figure is close to the district average, it indicates that nearly half of students may feel only a limited sense of inclusion in the school community. Although 76% of students reported that adults at school provide substantial support, only 52% felt well understood by others, and just 56% felt a strong sense of belonging. This highlights an opportunity to deepen inclusive practices, especially peer-to-peer respect and student voice initiatives.  Areas of need emerged most prominently in the domains of School Climate and School Safety. School Climate received only a 47% favorable rating, a 3-point drop from the prior survey. Student responses suggested inconsistent rule-following and concerns about fairness, cleanliness, and overall morale. For instance, only 19% of students felt that school rules were followed “very well” or “extremely well,” and just 43% rated the school environment as very clean. These findings suggest a need to reinforce behavioral expectations, elevate student ownership of school culture, and improve the physical environment.  In terms of School Safety, the overall favorable rating was 52%, reflecting a 5-point gain, but still indicating that nearly half of students do not feel consistently safe. While some improvement is evident—such as reduced concerns about online bullying—other indicators, including worries about violence and peer disrespect, remain elevated. These results underscore the importance of trauma-informed practices, consistent adult supervision, and student-led initiatives focused on empathy and accountability.  In summary, while students at Aspire Monarch Academy report strong relationships with teachers and recognize the support provided by adults, there are notable challenges related to school climate, peer dynamics, and students’ perceptions of fairness and safety. These findings provide a clear direction for ongoing professional development, student leadersh|Based on the findings from the Winter 2025 Panorama survey at Aspire Monarch Academy, the LEA recognizes the need to revise certain practices and enhance systems to address key areas of concern—particularly around school climate, student belonging, and perceptions of safety and fairness. While strong teacher-student relationships were affirmed in the data, persistent concerns about rule enforcement, peer respect, and inconsistent perceptions of safety signal that modifications to policies and procedures are essential to support more equitable and inclusive student experiences.  To address these challenges, the LEA will revise its school climate action plan to include a stronger focus on peer-to-peer dynamics and community-building practices. Specifically, it will expand the implementation of restorative practices beyond staff training to include structured, student-led restorative circles, with a goal of improving conflict resolution, peer accountability, and respect among students. These circles will be embedded into classroom routines, allowing students to regularly reflect on their behaviors, voice concerns, and build empathy.  In response to low student ratings regarding rule-following and fairness, the LEA will also update the school’s behavior matrix and discipline procedures to ensure greater clarity, consistency, and visibility across classrooms. Teachers and support staff will participate in professional development sessions on culturally responsive classroom management and equitable discipline, supported by coaching cycles to reinforce practice. The revised procedures will include student-friendly language and be co-developed with student input, ensuring transparency and shared ownership of expectations.  To improve students’ sense of belonging—particularly for those who expressed feeling misunderstood or marginalized—the LEA will establish a student leadership council. This group will meet monthly with school leadership to provide direct feedback on climate issues, recommend initiatives, and participate in schoolwide planning. The council’s input will inform decisions on school events, policies, and instructional practices that impact culture.  Lastly, while physical safety ratings improved slightly, continued student anxiety around violence and bullying points to the need for enhanced adult presence during unstructured times and increased access to supportive services. The LEA will adjust staffing schedules to provide greater supervision during lunch and recess and expand partnerships with mental health providers to offer small-group SEL support focused on emotional regulation and peer interaction.  Together, these adjustments reflect a commitment to continuous improvement grounded in local data, student voice, and a focus on equity and well-being for all learners.|Met||2025-06-18|2025
01612596118608|ASCEND|6|To better understand the needs of students, parents, and staff, ASCEND administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and ASCEND has been using it for multiple years. On a 5-point scale, ASCEND families rated 4.32 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. ASCEND families rated 4.38 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, ASCEND will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
01612750000000|Piedmont City Unified|6|Schools administered the California Healthy Kids Survey modules in February 2025. Surveys were given to students in 5th grade and to all 6th-12th graders. In addition, the district utilized the Staff and Parent modules across the district. Compiled results were returned to the district/schools in late April 2025. Several indicators in the California Healthy Kids Survey are used as metrics in the LCAP. Here are the results for those indicators from the 2025 Climate survey and the delta from the 2024 results: 2024-25 Elementary 86% School Connectedness +1 93% Feel Safe at School + 4 78% Caring Adults at School +3 PMS 80% School Connectedness -4 83% Feel Safe at School -7 78% Caring Adults at School +2 PHS 83% School Connectedness +7 94% Feel Safe at School +10 81% Caring Adults at School +4 85% students report no Harassment (race, ethnicity, religion, gender, sexuality, disability, immigrant...) Climate Indicator +11 MHS 69% School Connectedness+2 84% Feel Safe at School +13 81% Caring Adults at School -2 Source: CA Healthy Kids Survey  In addition the district administered a belonging survey as part of its SEL screener.  From that data we were able to better disaggregate student group data. Here are the Fall results on our local Belonging survey: Overall, how much do you feel like you belong at this school? Belonging - September 2024 3rd-12th Asian 66% -1 Hispanic/Latino 64% -4 Two or More Races 62%-5 White 64% -12 *Black/African American 51% -10 Source: Panorama SEL survey|"The CHKS results have been monitored for several years, as our focus on student well-being and belonging were accentuated during the pandemic. We have surpassed the positive markers of the pre COVID-19 administration in February 2020 - the ""old normal."" The adoption of Educational Equity and Racial Equity board policies, extensive belonging work, curricular reviews and engagement strategies have yielded improved climate perceptions for students overall. Metrics in our LCAP utilize the Fall SEL data, but that measures how students perceive their belonging at the very beginning of the school year.  Future reflections will pull the Winter administration as a better ""baseline""."|"Key findings show growth school connectedness and safety at the high school level. There has been a focus on the 9th and 10th grade experience the last two years to increase school connectedness at PHS. Additionally a change in bell schedule for 6-12 grade schools created a twice a week ""Academy"" period used for SEL lessons, community building, and academic support. This work continues as a major component of our LCAP, especially Goal 1."|Met||2025-06-25|2025
01612910000000|San Leandro Unified|6|The CHKS responses from SLUSD students revealed a greater sense of school safety, academic motivation and school connectedness at the elementary level than secondary. Of the 5th graders responding, 77% agree with indicators of school connectedness (an increase of 1% from the previous year), and 83% agree with feeling safe at school ( a 2% increase from 2024). School connectedness drops sharply through middle school with 60%, 51%, and 47% agreement in 6th, 7th, and 8th grade respectively (up 1%, 4%, and 7% from 2024). High school exhibits similar responses with 45% agreement across 9th, 10th, and 11th grade. Similarly, school safety feelings are highest at elementary and drop across secondary (6th grade, 60%; 7th grade, 51%; 8th grade, 48%, 9th grade, 48%; 10th grade 45%; and 11th grade, 45%).   Across all grades, the majority of student respondents report feeling motivated academically (ranging from 51% at 11th grade to 81% at 5th grade) and having adults with high expectations (66% at 8th and 9th grade to 85% at 5th grade).|Analysis of the California Healthy Kids Survey (CHKS) responses from SLUSD students highlights several important trends regarding school climate, student connectedness, and academic motivation.   Areas of Strength: Elementary School Connectedness and Safety: A significant strength is evident at the elementary level, where 77% of 5th-grade students reported feeling connected to their school—an increase of 1% from the previous year—and 83% reported feeling safe, reflecting a 2% increase. These findings suggest that younger students experience a strong sense of belonging and emotional safety at school.   Academic Motivation and High Expectations: Across all grade levels, most students report feeling academically motivated and perceive that adults have high expectations for them. Motivation ranges from 81% at 5th grade to 51% at 11th grade, while perceptions of high expectations remain relatively strong, with 66% to 85% agreement across grades.     Identified Needs: Decline in School Connectedness and Safety in Secondary Grades: A sharp decline in school connectedness begins in middle school and continues through high school. By 8th grade, only 47% of students report feeling connected to school, compared to 77% in 5th grade. High school connectedness remains flat at 45% from 9th through 11th grade. Similarly, perceived safety decreases steadily, from 60% in 6th grade to 45% by 11th grade.   Targeted Secondary Supports: These patterns indicate a need for targeted interventions at the middle and high school levels to improve students' sense of belonging, connectedness, and safety. This includes expanding social-emotional learning supports, improving school climate through relationship-centered practices, and creating more opportunities for student voice and meaningful engagement.   Overall, while elementary students demonstrate strong feelings of connection and support, the data reveal a critical need to strengthen the secondary school climate through intentional, equity-centered strategies that foster positive relationships and safe, inclusive environments.|We will continue to strengthen reciprocal relationships between families and our community that enhance our students’ positive social, emotional, and academic development. Upon receiving the Community School Partnership Program Grant for eight schools, SLUSD successfully implemented a framework of integrated student supports, high-quality family and community engagements, extended learning time and collaborative leadership practices for educators and administrators district wide. SLUSD Community Schools leaders identified approaches to strengthen these supports in subsequent years. We actively built and continue to build strong community partnerships with organizations that are vital to the success of our vision for community schools. We have built critical partnerships with the East Bay Agency for Children and Wellness Together to provide mental health counseling for students and staff to facilitate day-to-day operations at our school sites and at our district Family Resource Center (a place where families can receive support accessing a variety of social services and programs including food, clothing, shelter, insurance, and child care). We have strengthened connections to Cal State East Bay by innovating a school counselor residency program and a K-16 collaborative pathway program. In addition, we have a strong partnership with the Native American Health Clinic to provide free, comprehensive medical services for students and families at the Barbara Lee Center (BLC). In 2025-26, dental health services will be provided through expanded partnerships, such as Big Smiles. Additional partnerships with Blaze and Lead by Learning will continue to provide leadership and staff engagement workshops around SEL, Mental Health and Wellness, Cultural Responsiveness, Restorative Practices, and Racial Equity. At San Leandro High School, we have expanded work-based learning, dual enrollment for early college credit, internships, and certification programs in pre-apprenticeships to provide students with a leg up in preparing for careers. SLUSD will create an additional CTE pathway, Early Education, through the support of the Golden State Pathways grant.  In elementary schools, Soul Shoppe workshops supported sites efforts on building a positive school climate. All elementary schools utilize the social-emotional learning (SEL) curriculum (Toolbox). As a result, elementary school leaders have reported stronger student connections to school and a noticeable decrease in bullying behaviors. Elementary schools launched a student-led peacemaker program that gave students more agency over managing peer conflict during the school day. Elementary schools provide STEAM-based expanded learning programs after school, monthly cultural assemblies, and mindfulness spaces.  Response truncated due to character limit. Full text available at slusd.us.|Met||2025-06-17|2025
01613090000000|San Lorenzo Unified|6|Each school year San Lorenzo USD administers the Cal-SCHLS’ Student, Staff and Parent surveys. In addition to all staff and parents being invited to participate, the (CHKS) survey is administered to all students in grades 5, 7, 9 and 11. Continued, persistent and deep analysis by the Data and Assessment Department, our Educational Leadership Team and the Superintendent’s Cabinet, allows key findings to be presented to site principals, assistant principals and the school board. Much of these findings remain somewhat consistent each year, with some of the key findings from the 2024-25 data noted below: The percentage of students who perceive that their school sites have caring adults varies, with 67% of grade 5 students indicating this statement is very much or pretty much true, with 60% of grade 11 students stating such. 51% of grade 7 students and 41% of grade 9 students reported that there are caring adults in their schools. Student perception of school connectedness also varies by grade level, with 70% of grade 5 students strongly agreeing or agreeing, while just 47% of grade 7 students, 41% of grade 9 students and 45% of grade 11 students reporting feelings of school connectedness. Another metric from the survey we monitor is the opportunities for meaningful participation. These remain relatively low with 5th grade students reporting 46% agreement with the idea of meaningful participation opportunities. There is a considerable drop in the percentages for secondary schools with 27% for 7th grade, 16% for 9th grade, and 29% for 11th grade students.|As we continue to engage in dialogue in order to effectively respond to these results, we are committed to continuing to implement programs and curriculum based on the Cal-SCHLS data, including socio-emotional learning (e.g. Soul Shoppe, Playworx), restorative practices, racial equity and ethnic studies, and our anti-bias framework. We also continue to explore methods to build schools’ community, while we ensure students have reliable adults and support available on campus. In analyzing the data, there are a few areas of strength that demonstrate some positive growth and there are a few areas that indicate stagnation and areas of need. The areas of strength are primarily reflected in the 5th-grade data. There were also some increases in the data for 11th-grade students. However, these metrics still represent areas of focus because of the low baseline percentages for our secondary students.|The Cal-SCHLS and California Healthy Kids Survey continue to be an important activity to measure school climate for our district and individual school sites. The data from these surveys is utilized in the district LCAP as well as individual school sites in the School Plan for Student Achievement. For 2024-25, we modified our LCAP goals to reflect the Aspirational Goals from the District Strategic Plan. These new goals are  1. Ensure that each and every student completes high school and is ready for college, career, and life success. 2. Develop students' understanding of civic responsibility and support their engagement in activities that advance social justice. 3. Cultivate social-emotional and environmental wellness as a foundation for high performance of both students and school employees. 4. Ensure an excellent, effective, and supportive learning and working environment for all students, families, and employees. The Cal-SCHLS and CHKS surveys are important metrics in the LCAP to measure specific actions in both goal 3 and goal 4.|Met||2025-06-17|2025
01613090101212|KIPP Summit Academy|6|83% of KIPP families have a positive experience with the school.  94% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
01613090114421|KIPP King Collegiate High|6|76% of KIPP families have a positive experience with the school. 84% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
01750930000000|Dublin Unified|6|In Spring 2025, DUSD administered the Panorama Climate Survey to all staff groups, replacing the California Healthy Kids Survey (CHKS) to improve data responsiveness and inclusivity. Key findings include: Family Engagement received high favorability scores: 95% (certificated), 86% (classified/certificated).   Resources for Student Support ranged from 82% to 90%.   School Climate was favorable at 79%–90% across groups.   Belonging scored between 67%–70%, showing moderate but consistent staff perceptions of inclusion.   Supportive Relationships with District Leadership was an area of concern, with only 33%–48% of staff reporting that their input is considered in district decisions.   Cultural Awareness and Action (Adult Focus) scored low (47% DO staff, 59% certificated), signaling the need for more equity-focused professional learning.   These results, paired with CA Dashboard data and educational partner input, inform key LCAP actions such as investment in restorative practices, CharacterStrong SEL curriculum, and deeper training for staff on culturally responsive engagement. The climate survey results will continue to guide districtwide planning on equity, safety, wellness, and parent engagement.|Dublin Unified School District (DUSD) has demonstrated clear strengths in building positive relationships between school staff and families. According to the Spring 2025 Panorama surveys, Family Engagement received high marks across all staff groups, with favorable responses at 95% from certificated staff, 86% from classified/certificated staff, and positive open-ended feedback affirming the effectiveness of communication tools. A majority of respondents reported that their communication tools with families were effective and accessible, indicating that foundational channels for connection are functioning well. The overall sense of belonging was notably strong: 70% among general staff, 67% among certificated staff, and 65% among district office staff, suggesting consistent experiences of inclusion and connection across roles. This relational foundation is critical to building trust with families and reflects the LEA’s intentionality around culture and climate.  Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) of improvement in Building Relationships between schools and families.|Despite the strengths, staff perceptions of support from district leaders remain a key area for improvement. Only 33% of certificated staff and 48% of classified/certificated staff felt that district leaders seek their input in decisions impacting their work. These results suggest a broader issue in communication loops between leadership and front-line educators, which may mirror the experience of families who feel underrepresented or unheard in district-level engagement processes. Cultural awareness and adult action remains a challenge, with just 47% of DO staff and 59% of classified/certificated staff responding favorably. This limits the relational trust that can be built between diverse families and school staff, particularly when it comes to discussing issues of race, equity, and belonging. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in Building Relationships between school staff and families|Met||2025-06-10|2025
01751010000000|Pleasanton Unified|6|Every year Pleasanton Unified School District administers the California Healthy Kids Survey (CHKS) toall students in grades 5, 7, 9, 10, 11, and 12 including questions on School Engagement and Supports,School Safety and Cyberbullying, Substance Use, and Social and Emotional Health. Our most recent student participation rate was 74%. School Engagement and Supports: Finding: Students report highlevels of School Engagement and Support. Elementary (5th grade): 89% responded “Yes, most of thetime” or “Yes, all of the time” regarding Academic Motivation 79% of students responded “Yes, mostof the time” or “Yes, all of the time” regarding School Connectedness 74% of students responded“Pretty much true” or “Very much true” regarding Caring Adult Relationships Secondary (7th, 9th,10th, 11th, and 12th): 73% (7th), 69% (9th), 67% (10th), 66% (11th), 68% (12th) responded “Yes, mostof the time” or “Yes, all of the time” regarding Academic Motivation and 80% (7th), 65% (9th), 69%(10th), 69% (11th), 78% (12th) regarding High Expectations 73% (7th), 66% (9th), 64% (10th), 63%(11th), 70% (12th) of students attending report a sense of School Connectedness 69% (7th), 55% (9th),61% (10th), 62% (11th), 71% (12th) of students responded “Pretty much true” or “Very much true”regarding Caring Adult Relationships School Safety Finding: Students report feeling safe at school.88% of Elementary students reported feeling safe at school and 93% reported feeling safe on way toand from school. 75% (7th), 69% (9th), 71% (10th), 72% (11th), 82% (12th) of students reported thatthey feel safe/very safe at school Substance Use and Behavioral Health Finding: Substance use hasincreased across all grade levels, and the number of students experiencing feelings of frequentsadness, chronic sadness and thoughts of suicide have increased. Substance Use Elementary (5th): Nouse (0) of cigarettes, vaping or marijuana, 13% tried alcohol at least once Secondary: 1% (7th), 4%(9th), 8% (10th), 12% (11th), 16% (12th) reported current use of alcohol/drugs. Secondary: 0% (7th), 1-4% (9th), 2-3% (10th), 3-7% (11th), 4-8% (12th) reported current use of binge drinking, cigarettesmoking, vaping, or marijuana. Mental Health Elementary: 11% experience frequent sadness (“Yes,most of the time” or “Yes, all of the time”). Secondary: 19% (7th), 22% (9th), 25% (10th), 25% (11th),and 19% (12th) students reported chronic sadness (during the past 12 months)|In response to the data represented here, Pleasanton Unified School District has identified thefollowing priorities: - Restorative and Trauma Informed Practices - Positive Behavior and Interventionand Support (PBIS) - Social and Emotional Learning (SEL) The following resources address studentneeds identified through this survey: - District Social Workers - Child Welfare and AttendanceSpecialists - District Parent Liaisons In addition, Safety and Wellness Supports include: -Comprehensive School Safety Plans - Mandated Safety Drills - High School Wellness Centers|PUSD plans to increase supports for student Social and Emotional Learning (SEL)|Met||2025-06-26|2025
01751190000000|Sunol Glen Unified|6|Sunol Glen Unified School District, a single-school-site district, was established in 1925 as an elementary district and became a unified school district through special legislation in 1987. Sunol Glen School serves students in Pre-K through 8th grade on a modified-traditional calendar.  2024–2025 School Year Data:  Enrollment: 240 students  Student Demographics: -37.5% Asian -32.5% White -15.8% Hispanic/Latino -12.1% Two or more races -Less than 1%: African American, Pacific Islander, and Filipino  Language Proficiency: -5.0% English Learners (EL) -11.7% Reclassified Fluent English Proficient (RFEP) -9.6% Initially Fluent English Proficient (IFEP)  Chronic Absenteeism (2023–2024): 12.5%  2024–2025 Parent/Guardian Annual Survey Results: -71.4% of parents/guardians are very satisfied with the level of communication between school and home -88.6% feel the school keeps families informed about their child’s academic progress and school events -74.3% believe their child has access to the resources and support needed to succeed academically -100% report their child feels safe at school -54.3% rated the overall school climate (safety, respect, and inclusivity) as excellent or good -88.3% rated the school’s efforts in addressing bullying and promoting positive behavior as good or excellent -88.6% feel the school is inclusive and welcoming to students from diverse backgrounds -48.5% are not sure if there is adequate mental health and emotional support -85.7% rated the school’s efforts to engage parents and the community as good or excellent  Sunol Glen continues to prioritize strong relationships, academic achievement, and inclusive practices that support all students in a small, community-centered environment.|From the survey and supporting attendance data, several strengths and needs emerged:  Strengths: -High levels of parent satisfaction with communication and school climate. -Strong student perceptions of safety and connectedness, aligning with family feedback. -Families feel informed and welcomed, and many report engaging regularly with the school. -Translation and flexible meeting times are already being used to help reach multilingual and working families.  Areas of Need: -Despite positive perceptions, the chronic absenteeism rate (12.5%) suggests a growing challenge in consistent student attendance. -Underrepresented families continue to face engagement barriers due to work schedules and time constraints. -Some families are unaware of the mental health and emotional support services currently available, while others have expressed a need for greater support in this area.|To address areas of need identified in the survey and student data, the school is taking several steps to improve outcomes and engagement:  -Strengthening the Multi-Tiered System of Supports (MTSS) to better identify and support students showing early signs of attendance concerns, including more structured interventions and follow-up with families. -Adding a full-time school counselor to provide consistent mental health, behavioral, and emotional support for all students. -Expanding efforts to engage underrepresented families by offering flexible meeting times, virtual participation options, translated communication, and direct outreach.  These actions reflect the school’s continued commitment to building strong family partnerships and supporting all students through a safe, inclusive, and responsive learning environment.|Met||2025-06-24|2025
01771800000000|SBE - Latitude 37.8 High|6|Latitude has historically administered a variety of surveys, including the SCAI and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 3.91 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
01771800138289|Latitude 37.8 High|6|Latitude has historically administered a variety of surveys, including the SCAI and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 3.91 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2025-06-10|2025
02100250000000|Alpine County Office of Education|6|ACUSD administered the CHKS to all middle school students to understand school conditions and climate in 2023- 2024. 19% of students participated in the survey, but not enough in number for ACUSD to receive a results report and maintain student anonymity.|Due to small student population and low rate of participation, disaggregated student data is not available.|ACUSD will attempt to broaden the scope of administration for CHKS. ACUSD will also utilize other survey instruments, such as Kelvin, to collect school conditions and climate data.|Met||2025-06-26|2025
02613330000000|Alpine County Unified|6|ACUSD administered the CHKS to all middle school students to understand school conditions and climate in 2023- 2024. 19% of students participated in the survey, but not enough in number for ACUSD to receive a results report and maintain student anonymity.|Due to small student population and low rate of participation, disaggregated student data is not available.|ACUSD will attempt to broaden the scope of administration for CHKS. ACUSD will also utilize other survey instruments, such as Kelvin, to collect school conditions and climate data.|Met||2025-06-26|2025
03100330000000|Amador County Office of Education|6|For the 2025 LCAP Local Performance Indicator Self-Reflection, Amador County Unified School District conducted a comprehensive local climate survey to assess various aspects of school climate and conditions. The survey collected data from students, staff, and parents to gather insights into perceptions, experiences, and needs related to the learning environment.  The local climate survey provided valuable information on several key areas, including safety, inclusivity, support systems, and overall satisfaction. Responses were disaggregated by student groups to identify any disparities or areas of concern among different demographics.  The overall scores for the 23-24 school year are as follows: 2023-2024:  5th Grade School Connectedness - 70% Students motivated academically - 73% Caring adults at school - 67% Feel safe at school - 74%  7th Grade School Connectedness - 44% Students motivated academically - 53% Caring adults at school - 61% Feel safe at school  (School perceived as Safe/Very Safe) - 42%  9th Grade School Connectedness - 48% Students motivated academically - 49% Caring adults at school - 58% Feel safe at school (School perceived as Safe/Very Safe) - 53%  11th Grade School Connectedness - 52% Students motivated academically-54% Caring adults at school - 62% Feel safe at school  (School perceived as Safe/Very Safe) - 64%  One of the primary data points analyzed was the overall score from the survey, which provides a comprehensive snapshot of the school climate for all students. Additionally, student group scores were examined to identify any variations in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status.  In addition to the overall score, specific items on the survey were analyzed to gain deeper insights into particular aspects of school climate. For example, responses to questions related to safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers were scrutinized to identify strengths and areas for improvement.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools that are particularly relevant to school conditions and climate. This could include data from student discipline records, attendance rates, behavioral incidents, and academic performance indicators.  Overall, the analysis of local climate survey data provided valuable insights into the current state of school climate within Amador County Unified School District. By examining responses disaggregated by student groups and focusing on specific areas of concern, the district can better understand the needs of its diverse student population and develop targeted strategies to foster a positive and inclusive learning environment for all students.|In analyzing the 2023-2024 local climate survey data for Amador County Unified School District, several key learnings have emerged regarding the school climate across different student groups.  Firstly, the overall scores for school connectedness, academic motivation, presence of caring adults, and feelings of safety at school varied across grade levels, indicating differing perceptions and experiences among students at different stages of their education. For example, while 5th-grade students generally reported higher levels of school connectedness and safety, 7th-grade students showed lower scores in these areas, highlighting a potential transition period where additional support may be needed.  Secondly, disaggregating the data by student groups revealed disparities in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. For instance, certain student groups may have reported lower feelings of safety or less academic motivation compared to their peers, indicating a need for targeted interventions and support to address these disparities and ensure equitable experiences for all students.  Additionally, analyzing specific items on the survey provided insights into particular aspects of school climate that may require attention. Issues such as safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers emerged as areas of strength or concern, informing the development of targeted strategies to enhance the overall school climate.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools, such as student discipline records, attendance rates, behavioral incidents, and academic performance indicators, to gain a more comprehensive understanding of school conditions and climate.  Overall, the analysis of local climate survey data has provided valuable insights into the current state of school climate within the district. By identifying areas of strength and areas for improvement across different student groups, the district can tailor interventions and initiatives to foster a positive and inclusive learning environment for all students.|In response to the analysis of local climate survey data and the identification of key learnings, Amador County Unified has made significant changes to existing plans, policies, and procedures to address areas of need and promote continuous improvement.  To enhance social-emotional learning (SEL) and support student well-being, the district has implemented Sami's Circuit SEL curriculums and established site Wellness centers. Additionally, counselors have been equipped with training in the Zones of Regulation curriculum to better address the emotional needs of students.  Recognizing the importance of character development, Character Strong curriculum has been introduced at the junior highs and high school level to promote positive character traits and social skills among students.  Looking ahead, the district is planning to pilot and adopt a district-wide SEL curriculum in the 2025-2026 school year, further embedding SEL practices into the educational experience of all students.  To better support students with diverse needs, the district has created and defined tiers within an updated Multi-Tiered System of Support (MTSS) triangle. A district MTSS leadership team has been established to oversee the implementation of MTSS practices district-wide, ensuring that all students receive the support they need to succeed.  At the site level, Coordination of Services Teams (COST) have been formed to streamline support services and interventions for students, promoting collaboration among staff members and enhancing the effectiveness of support systems.  These revisions, decisions, and actions reflect the district's commitment to continuous improvement and the holistic development of all students within the Amador County Unified School District.|Met||2025-06-18|2025
03739810000000|Amador County Unified|6|For the 2025 LCAP Local Performance Indicator Self-Reflection, Amador County Unified School District conducted a comprehensive local climate survey to assess various aspects of school climate and conditions. The survey collected data from students, staff, and parents to gather insights into perceptions, experiences, and needs related to the learning environment.  The local climate survey provided valuable information on several key areas, including safety, inclusivity, support systems, and overall satisfaction. Responses were disaggregated by student groups to identify any disparities or areas of concern among different demographics.  The overall scores for the 23-24 school year are as follows: 2023-2024:  5th Grade School Connectedness - 70% Students motivated academically - 73% Caring adults at school - 67% Feel safe at school - 74%  7th Grade School Connectedness - 44% Students motivated academically - 53% Caring adults at school - 61% Feel safe at school  (School perceived as Safe/Very Safe) - 42%  9th Grade School Connectedness - 48% Students motivated academically - 49% Caring adults at school - 58% Feel safe at school (School perceived as Safe/Very Safe) - 53%  11th Grade School Connectedness - 52% Students motivated academically-54% Caring adults at school - 62% Feel safe at school  (School perceived as Safe/Very Safe) - 64%  One of the primary data points analyzed was the overall score from the survey, which provides a comprehensive snapshot of the school climate for all students. Additionally, student group scores were examined to identify any variations in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status.  In addition to the overall score, specific items on the survey were analyzed to gain deeper insights into particular aspects of school climate. For example, responses to questions related to safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers were scrutinized to identify strengths and areas for improvement.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools that are particularly relevant to school conditions and climate. This could include data from student discipline records, attendance rates, behavioral incidents, and academic performance indicators.  Overall, the analysis of local climate survey data provided valuable insights into the current state of school climate within Amador County Unified School District. By examining responses disaggregated by student groups and focusing on specific areas of concern, the district can better understand the needs of its diverse student population and develop targeted strategies to foster a positive and inclusive learning environment for all students.|In analyzing the 2023-2024 local climate survey data for Amador County Unified School District, several key learnings have emerged regarding the school climate across different student groups.  Firstly, the overall scores for school connectedness, academic motivation, presence of caring adults, and feelings of safety at school varied across grade levels, indicating differing perceptions and experiences among students at different stages of their education. For example, while 5th-grade students generally reported higher levels of school connectedness and safety, 7th-grade students showed lower scores in these areas, highlighting a potential transition period where additional support may be needed.  Secondly, disaggregating the data by student groups revealed disparities in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. For instance, certain student groups may have reported lower feelings of safety or less academic motivation compared to their peers, indicating a need for targeted interventions and support to address these disparities and ensure equitable experiences for all students.  Additionally, analyzing specific items on the survey provided insights into particular aspects of school climate that may require attention. Issues such as safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers emerged as areas of strength or concern, informing the development of targeted strategies to enhance the overall school climate.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools, such as student discipline records, attendance rates, behavioral incidents, and academic performance indicators, to gain a more comprehensive understanding of school conditions and climate.  Overall, the analysis of local climate survey data has provided valuable insights into the current state of school climate within the district. By identifying areas of strength and areas for improvement across different student groups, the district can tailor interventions and initiatives to foster a positive and inclusive learning environment for all students.|In response to the analysis of local climate survey data and the identification of key learnings, Amador County Unified has made significant changes to existing plans, policies, and procedures to address areas of need and promote continuous improvement.  To enhance social-emotional learning (SEL) and support student well-being, the district has implemented Sami's Circuit SEL curriculums and established site Wellness centers. Additionally, counselors have been equipped with training in the Zones of Regulation curriculum to better address the emotional needs of students.  Recognizing the importance of character development, Character Strong curriculum has been introduced at the junior highs and high school level to promote positive character traits and social skills among students.  Looking ahead, the district is planning to pilot and adopt a district-wide SEL curriculum in the 2025-2026 school year, further embedding SEL practices into the educational experience of all students.  To better support students with diverse needs, the district has created and defined tiers within an updated Multi-Tiered System of Support (MTSS) triangle. A district MTSS leadership team has been established to oversee the implementation of MTSS practices district-wide, ensuring that all students receive the support they need to succeed.  At the site level, Coordination of Services Teams (COST) have been formed to streamline support services and interventions for students, promoting collaboration among staff members and enhancing the effectiveness of support systems.  These revisions, decisions, and actions reflect the district's commitment to continuous improvement and the holistic development of all students within the Amador County Unified School District.|Met||2025-06-18|2025
04100410000000|Butte County Office of Education|6|BCOE schools use a research based PBIS School Climate Student Survey. The goal for all BCOE schools is to maintain an average overall climate survey rating of at least 85%.  Winter 2024 Overall Scores by School:  BCCS Middle/High School: 79% (+1%)  Special Education/Mesa Vista: 85% (+85%) student responses were not collected in previous year. Table Mountain School: 78% (-3%)  BASES Learning Center: student responses were not collected in Winter 2024.|The Winter 2024 PBIS student climate survey presents a mixed picture across BCOE’s alternative programs. Butte County Community School posted a 79 % overall rating, up 1 point from last year but still shy of the 85 % target. Table Mountain School slipped to 78 %, 3 points lower than the previous winter. In contrast, the Special Education elementary program at Mesa Vista met the goal on its first administration with an 85 % score. No data were collected at BASES Learning Center, and subgroup results are unavailable because the small student population did not meet reporting thresholds. Two notable strengths emerged. First, students’ sense of safety is solid, with both secondary sites reporting at least 81 % agreement that they feel safe at school. Second, recognition for positive behavior is improving: at BCCS, 81 % of students now feel acknowledged for good conduct, a 12 point increase. The survey also highlights three clear needs. Only about 60 % of secondary students say they like school or feel academically successful, indicating disengagement and low academic confidence. Classroom conduct remains a concern, with roughly 70 % agreeing that behavior allows teachers to teach. Finally, the data reveal a need to explore alternate methods for surveying cognitively impacted students at our special education sites.|BCOE added an action in the 2024 LCAP to boost engagement and academic support for students in grades 9–12 by narrowing grade level spans, giving teachers more contact time and opportunities for direct instruction. BCOE is also working to improve climate survey participation among special education students by exploring alternative survey formats.|Met||2025-06-16|2025
04100410114991|CORE Butte Charter|6|"CORE Butte surveys its students, parents, and staff over the course of the academic year. For the purposes of evaluation local measures, CORE Butte has chosen to review our student and parent survey data collected over the 24-25 school year. 1. CORE Butte's survey shows that a majority of stakeholders truly feel that family, leaders at the school and school staff continue to collaborate on decisions that affect students and families to help create policies and procedures that support that mission and vision of CORE Butte while addressing the individual needs of the students and families. 2. CORE Butte works closely with its stakeholders to implement and evaluate decisions and to continually meet the needs of its community. CORE continues to strive for 100% parent participation on the Charter Advisory Council and Board of Directors. 3. The survey also indicates that approximately 94% of our stakeholders feel that they can directly advocate and make change on a per student level, which is in direct alignment with our model as a personalized learning school while receiving meaningful feedback from staff. 4. 96%of families who responded to the survey stated that they view CORE Butte as a good or excellent school 5. 99% of survey respondents felt that CORE Butte provided a safe and healthy environment and focuses on establishing student safety, connectedness to the school community, and positive school culture. CORE Butte worked very hard to create an environment this school year that was more ""normal"" and accepting.  7. The staff identified clear emphasis on the importance of showing measurable academic progress and working together to gain greater buy-in from all stakeholders. 8. 98% of the respondents stated the school was consistently and generally supportive of all students."|CORE Butte continually strives to provide an environment for students and families that is safe, inviting, and in which students thrive as individuals. The data collected over the past year shows that CORE Butte continues to thrive in this area and that culture is a priority at the school.The school works incredibly hard too include stakeholders in decision making for the school through various means. Through the Charter Advisory Council and the Board of Directors, CORE Butte parents and community have a large place on the decision making bodies, along with the fact that parents are engaged in regular decision making with students on a day to day basis and work 1-1with personalized learning teachers to share feedback. The school also hosts town hall meetings at which students, staff, and stakeholders have opportunities to ask questions and seek clarification directly from the leadership team members including live polls.|An area that CORE Butte would like to see strengthened is to increase the number of students and families who engage in the survey process of other means of giving feedback. CORE Butte continues to work on communicating the roles of its Governing Board as well as disseminating information to the greater community. Better communication leads to better academic achievement and a healthier community, the two areas we are focusing on in the LCAP.|Met||2025-06-13|2025
04100410134213|Come Back Butte Charter|6|Come Back administered its local student climate survey in Winter 2024 to students in the middle-high school grade span. The survey is conducted every other year and measures students' perceptions of school safety, connectedness, and overall climate. The LEA uses a four-point scale, with results translated into percentages to gauge overall satisfaction and identify areas for improvement. The minimum standard is set at 85%.  In the most recent survey, the average overall score was 92%, which exceeds the minimum standard. This reflects strong perceptions of safety and connectedness across the school. However, one of the lowest scoring items was “I like school,” at 84%, which, while just below the threshold, still represents a 4% increase from the prior survey—indicating growth in student satisfaction.  Disaggregated results showed consistent scores across most student groups, with no significant gaps in responses from English Learners, students with disabilities, or socioeconomically disadvantaged students. This suggests that students across groups generally feel safe and connected at school.  Survey results were presented to the governing board in a regularly scheduled meeting and shared with educational partners through school communications. The data continues to inform schoolwide practices aimed at improving student engagement, belonging, and connectedness.|The analysis of the Winter 2024 Student Climate Survey revealed several key learnings about Come Back’s school environment. Overall, students reported strong feelings of safety and connectedness, with an average rating of 92%, exceeding the LEA’s minimum standard of 85%. This reflects a school culture that prioritizes student well-being and positive relationships. The statement “I like school” received the lowest score at 84%, but still showed a +4% improvement from the previous survey cycle, indicating growth in student satisfaction.  Disaggregated data showed no significant disparities in perceptions of safety and connectedness across major student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students. This suggests that Come Back’s efforts to build an inclusive and supportive school climate have been effective across diverse populations.  A key area of strength is the consistent adult-student relationships fostered through regular check-ins, advisory structures, and family engagement events such as Come Back Connection. These structures appear to contribute to the high levels of perceived safety and belonging.  Identified needs include increasing student engagement and improving overall school satisfaction, as reflected in the slightly lower rating for student enjoyment of school. This will be addressed through targeted strategies such as expanding enrichment opportunities, increasing student voice in school planning, and continuing to develop culturally responsive supports.  These findings reinforce the importance of maintaining a strong, inclusive school climate while remaining responsive to areas where students signal a need for deeper engagement and connection.|Based on the analysis of local climate survey data and key learnings, Come Back has identified the need to deepen student engagement and improve overall school satisfaction, particularly for students who reported lower enjoyment of school. In response, the LEA will revise and expand its enrichment offerings to include more student driven and culturally relevant activities that promote connection, interest, and real world learning. These efforts aim to strengthen student voice and increase feelings of purpose and belonging.  To support continuous improvement, Come Back will enhance its use of student input in school planning by creating more structured opportunities for feedback, such as student focus groups and advisory input on programs and supports. This feedback will directly inform program design and revisions to current supports.  Additionally, professional development for staff will be revised to include a stronger focus on culturally responsive practices, trauma informed care, and strategies for building engagement with historically underrepresented student groups. These changes are designed to further improve the inclusivity and responsiveness of the school environment.  The LEA will also refine its data collection procedures to better track changes in student engagement and connectedness over time, including supplemental empathy interviews and post graduation follow up data. These revisions reflect Come Back’s commitment to using data to inform decisions and support meaningful, long term student success.|Met||2025-06-16|2025
04100410136820|Achieve Charter High|6||||Not Met For Two or More Years|||2025
04100410430090|Hearthstone|6|Local PBIS Survey % of student climate satisfaction rate Winter 2024 Elementary: 89% (+4%) (minimum standard is 85%) Middle-High: 77% (-2%) Secondary Overall: 77% (-2%)|Our latest climate survey provides a clear picture of where we excel and where we still have room for improvement. First, adult student relationships remain a point of pride. Eighty-four percent of students report that their teachers treat them with respect, and 81 percent can name an adult who will help them when needed. At the secondary level, that figure rises to 100 percent, confirming that caring connections are firmly woven into our district culture. At the elementary level, the overall story is one of steady growth. Satisfaction climbed to 89 percent, four points higher than last year and comfortably above our 85 percent benchmark. The standout item, “My school wants me to do well,” scored an impressive 94 percent, suggesting that younger students genuinely feel supported and encouraged. For secondary grades, the data show both progress and persistent gaps. On the positive side, 86 percent of middle and high school students agree that their school sets clear rules for behavior, and perceptions of orderly classrooms increased from 69 percent to 80 percent in just one year. Yet, engagement remains a challenge: only 70 percent of students report that they like school, and just 75 percent feel that their good behavior is noticed. Academic confidence mirrors this pattern: 73 percent feel successful at school, and 75 percent believe high standards are set, leaving room to strengthen both rigor and recognition. Overall satisfaction at the secondary level stands at 77 percent.  These findings affirm the power of our adult student relationships and the momentum of our elementary programs, while underscoring the need to boost engagement and academic confidence, especially among our middle and high school learners.|All staff will participate in professional development centered on inclusive, restorative practices and strategies that enhance classroom engagement.|Met||2025-06-16|2025
04613820000000|Bangor Union Elementary|6|This year for our Student Feedback Survey, we were able to disaggregate data only by Ethnicity. Next year we can report based on SES Levels. The overall aggregate score that measures belonging, safety, relationships, engagement, overall satisfaction and student efficacy was 66.34. The overall max score is 85. Students of White ethnicity scored a 62.83. Students of Latino ethnicity scored a 69.26. Students of Black ethnicity scored a 72.75. Students of Asian ethnicity scored an 80.5.|BUESD enjoys strong overall student trust, satisfaction and belonging. This is testament to a small school with low transiency and healthy long-term relationships. The data shows that our ethnically White students claimed the lowest overall satisfaction compared to Latino, Black and Asian students. White students are the only disaggregated group that is lower than the aggregated.|Next school year 2024-2025, we will be increasing our counseling services from 9 hours a week to 14 hours a week. It is believed that this will assist all of our students.|Met||2025-06-17|2025
04614080000000|Biggs Unified|6|During the 2024-25 school year, BUSD undertook the California Healthy Kids Survey, targeting all students.  75% acknowledged feeling support and welcomed within the school environment.  78% expressed a senses of well-being, safely and comfort in their school surrounding.|These insights provide a comprehensive understanding of student’s perspectives and experiences within BUSD, guiding targeted interventions to enhance overall satisfaction and well-being across the community|Through ongoing collaboration and proactive initiatives, we are committed to fostering a supportive and enriching educational environment for all students in the district.|Met||2025-06-25|2025
04614240000000|Chico Unified|6|The Chico Unified Climate Survey is administered three times yearly to all parents, staff, and secondary students. Students in grades 3-5 completed the survey four times. It provides feedback to the district regarding school climate and culture, including relationships, educational opportunities, safety, etc. Results are reviewed by district staff, site leaders, and School Site Councils. An overview of the results of the survey is included in the Chico Unified Local Control and Accountability Plan (LCAP) for 2025-26. In the 2024-25 school year, we saw 82.2% of students report favorable social-emotional well-being. This is a decline from 88.7% in the previous school year. All student groups showed a similar decrease. In the 2024-25 school year, we saw 84.8% of students report favorable feelings of physical and emotional safety. This is a very slight decline from 85.4% in the previous school year. There was very little discrepancy between student groups.|On survey results for both social-emotional well-being and feelings of physical and emotional safety, all student groups showed similar declines to the All Students student group. Both areas have been identified as areas of need.|For the 2024-25 school year, Chico Unified had a Coordinator dedicated to safety and the physical and social-emotional well-being of our students. In collaboration with previously existing staff, this Coordinator made great strides toward better systemization of student mental health services. This includes a continued focus on Positive Behavior Interventions and Supports, which is an educational approach designed to foster positive school climate.|Met||2025-06-25|2025
04614240110551|Nord Country|6|Based on the analysis of local climate survey data collected in Spring 2025, Nord School demonstrates several key  strengths in fostering a positive and supportive environment for students and families. Parent feedback reflected high  levels of satisfaction with the school’s welcoming culture, with over 86% of respondents agreeing that they feel  welcomed on campus. A strong majority also reported that their child feels safe at school and experiences a sense of  belonging. Similarly, many parents expressed appreciation for the dedication of the teaching and administrative staff,  highlighting the individualized attention students receive and the overall positive direction of the school. Student responses echoed these sentiments, with many indicating that they feel safe at school and supported by  adults on campus. A majority of students reported having someone they trust to talk to and expressed that their  teachers care about them. Students also appreciated opportunities for connection through friendships,  extracurriculars, and the sense of belonging they feel at Nord. Despite these strengths, the survey data also revealed areas for improvement. A significant concern among parents  centered on the middle school math curriculum, with many indicating that it lacks rigor and does not adequately  prepare students. Requests for academic interventions, advanced coursework, and more structured elective options  were common. Students, particularly in the upper grades, also shared concerns about fairness, inconsistent rule  enforcement, and challenges in communication with staff. Some students expressed feeling judged or not heard  when trying to voice concerns, and a few noted a perception of bias in how different students are treated.|While disaggregated survey data by specific student groups was not provided, the qualitative feedback—especially  from students—suggests that underrepresented voices may be experiencing school differently. Issues around equity,  discipline, and communication point to a need for further examination and intentional outreach to ensure all student  groups feel supported and heard.|In response to these findings, Nord is committed to building on its strengths while addressing identified challenges.  Efforts will focus on improving the academic experience, especially in middle school; strengthening staff capacity for  equitable and responsive communication; and expanding engagement strategies to ensure all families—including  those who may feel marginalized—have meaningful opportunities to provide input and advocate for their children.|Met||2025-06-17|2025
04614240118042|Forest Ranch Charter|6|Typically, students take our detailed climate survey every year in the spring by logging in to an anonymous survey during class. This is proctored by the school Director, rather than the classroom teacher, as some students don’t feel comfortable expressing concerns with their teacher present. They also spend time talking with School Director about concerns and areas needed for improvement. This Comprehensive Student Survey was delivered in February, 2025 to all 3-8th grade classrooms. Approximately 88% of the students participated in the survey. Overall 50% of students were very satisfied with the school with 42% satisfied and 8% of students reporting that they were unsatisfied.|What we learned was that in Middle School all 6-8th grade students were very satisfied(77%) or satisfied (23%) with their primary teachers and school director (45%; 55%) ; felt their input was valued; felt their class was a healthy place for learning and felt positive about their learning. Most students in Middle School felt they had made adequate progress, felt campus had a positive atmosphere and were generally positive about their overall experience. Greatest areas of concern for middle schoolers were: personal progress, challenges in math, science, equipment and homework (only a few in each area). For the Elementary Survey all students were happy with electives, most were happy with school director, campus atmosphere, electives and the after care program, Most also felt they knew their class objectives, teachers valued their input and class was a healthy place for learning and were happy with Homework Club and Afterschool Sports. Areas that were of concern to a few elementary students were their teacher, aide, learning Life Skills and feeling welcome in class their individual needs being met and history lessons. A couple of students mentioned needing more support dealing with anxiety or being strained about the school workload.Although scores in surrounding campus atmosphere and bullying were better than before and not an issue for most students there were still a few that marked they didn't feel safe or welcome at school, were unsatisfied with campus atmosphere and reported feeling like people needed to be more kind (It was less than 4 in each area in elementary and Middle School so not significant but we are striving for 100% in this area as we want all students to feel safe and welcome. Another area that students felt needed work was equipment, particularly playground equipment.|Multiple actions have been taken to address student concerns in our goals and on going school plans. These include Town Hall meetings to discuss student concerns and issues; faculty training and support in History, Science and Outdoor Education; purchase of and training in various Math Intervention/Support materials, more frequent coaching/support for yard staff and aides in SEL and PBIS; continued emphasis on SEL, MTSS, and other CCSS training for faculty in our LCAP action items. Additionally, students and I have talked about maybe having personal classroom equipment to increase student responsibility for taking care of equipment as the issue is primarily keeping equipment from getting lost or in good shape. A plan will be developed with students at the beginning of the year and student leaders will be assigned duties to support follow through.|Met||2025-06-24|2025
04614240120394|Inspire School of Arts and Sciences|6|Each year, Inspire conducts our Education for the Future school climate survey. The survey gathers feedback from parents, students, and staff, and is results are analyzed by consultants at CSU, Chico. Student results are disaggregated by grade level, ethnicity, gender, future plans, and extracurricular interests. The results also show year-over-year outcomes that allow staff to see areas of improvement or decreased effectiveness over time. This year, the overall score was 3.8/5, with no responses dipping below a 3.|The areas of strength indicated on student responses included: -Students feel treated fairly by teachers and administrators -Teachers have high expectations of their students -Students feel well-prepared in the area of literacy The identified needs indicated by student surveys included: -Students don't always feel in charge of what they learn -Students don't always feel that class time is spent doing work that they find meaningful  As in past years, the results show lower rates of dissatisfaction from African-American students across the board. The gap was particularly profound with African-American students reporting that they do not always get individualized attention from teachers when they need it. Responses were fairly aligned across genders, with non-binary students reported slightly lower levels of feeling that their teachers knew them well.  The narrative portion of the survey revealed high student levels of satisfaction with the care and compassion shown by their teachers, as well as appreciation for the broad elective coursework in the arts and sciences. Multiple students expressed dissatisfaction with bathrooms being used for vaping.|Inspire continues to work toward including all students in making the decisions that affect them. This year, we put in place a Student Equity Council that aims to give all students leadership opportunities as representatives of their Advisories engaging with school staff and Board. Our Equity Coordinator has developed an affinity group for students of color, and administrators have reached out to this group for recommendations on school change.  Inspire is also working with Chico Unified School District to construct a new school campus with completion projected in fall of 2026. The transition to a new school will allow us to put in place our own lunch program and give us more autonomy in how we provide nutrition services to our students.|Met||2025-06-09|2025
04614240121475|Sherwood Montessori|6|"The local climate survy data shows that younger students (grades 1-3) report more satisfaction with school than do older students (grades 4-8). The greatest decrease was seen in response to the statement ""I am happy to be a student at this school"" with the upper elementary students (grades4-6) expressing the greatest dissatisfaction."|"The generally higher level of satisfaction among younger students is likely a product of developmental tendencies of children. Pre-adolescent and adolescent children typically begin to separate from adults in their formation of their self-identity. There were increases in the percent of students who agreed or strongly agreed with the statements: ""The aides and other adults at school treat me with kindness and respect"", ""The students at school treat me with kindness and respect"", ""The school rules are fair and easy to understand"" and ""I feel I am part of the school community."""|There was emphasis on systemic social-emotional learning (SEL) in the 2024-2025 school year, with opportunities to build community among the children and skills that lead to stronger friendships. We will continue these efforts in the 2025-2026 school year.|Met||2025-06-19|2025
04614240123810|Wildflower Open Classroom|6|Wildflower administered several school climate surveys during the 2024-2025 school year. The results of the surveys were collected and reported to the Board of Directors at a regularly scheduled board meeting. The results of the surveys were utilized to create school goals and inform our Local Control Accountability Plan.  Results for the Spring 2025 Parents Survey •	Participation Rate: 49% •	Overall Favorability Rating: 89% •	Relationships: 96% •	Instructional Environment:  91% •	Cultural & Linguistic Competency:  87% •	Climate for Academic Learning: 86% •	Social & Emotional Learning:  65%|School staff has determined that the participation rate and social emotional learning needs to be addressed and improved upon at our school.|LCAP goals were created to improve participation rate and social and emotional learning at our school.|Met||2025-06-16|2025
04614240137828|Pivot Charter School North Valley II|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 77% of students indicating they felt connected and included at Pivot, 65% of students indicating that their teachers and other adults at Pivot know and understand them, and 86.9% of students indicated that they feel successful at Pivot.    Unduplicated students 76.1% indicated that they feel connected and included at Pivot  66.7% indicated that their teachers or other adults at Pivot know/understand them  86.2% indicated that they feel successful at Pivot    Special education students  76.2% indicated that they feel connected and included at Pivot  66.7% indicated that their teachers or other adults at Pivot know/understand them  90.5% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 76.5% indicated that they feel connected and included at Pivot  73.5% indicated that their teachers or other adults at Pivot know/understand them  91.2% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the special education subgroups: 81.1% indicated that they feel connected and included at Pivot  64.9% indicated that their teachers or other adults at Pivot know/understand them  89.2% indicated that they feel successful at Pivot    Parents and guardians were also surveyed, with 95.2% indicating that they were satisfied with Pivot Charter School and 95.2% indicating that they were satisfied with the curriculum.    Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 87.5% indicated that they were satisfied with Pivot Charter School 87.5% indicated that they were satisfied with the curriculum|Overall, the data shows that families and students are satisfied with their experience at Pivot Charter School. One area of need is for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. Another area of need is overall participation in the survey. This year, we moved the form to ParentSquare and saw improvement over previous surveys. We hope to send the survey a few months earlier to collect more input. We also hope to see increased participation in our Family Homerooms next year, which started for the first year.|The 23-24 school year was the first year of implementation of  Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events.|Met||2025-06-16|2025
04614240141085|Achieve Charter School of Chico|6|In partnership with the Butte County Office of Education, Achieve administered the Kelvin Education Student Wellness Plus to all 4th-8th graders in the fall and spring. The following data, meaning, and use are below:  Data: Overall Survey Participation  81% Overall favorable 69% Cultural Competence 81% Relationships 74% Climate of Support - Academic 69% Sense of Belonging/ Connectedness 64% Self-Awareness/Management 63%|We saw slight growthin all areas expcet for a decrease in climate of support from 70% to 69% and no change in sense of belonging. Overall, growth was shown in students' having many ways to calm themselves down and coming up with multiple ways to solve problems. While there was growth in these areas, the lowest ratings continued to be in self-management/Self-Awareness. When interviewed, 4th—8th grade students responded that they would like more training on ways to calm themselves down and solve problems.|In response to this data, we are continuing to refine our Positive Behavior Intervention System as part of our Multi-Tiered System of Support and Social-Emotional Learning Curriculum component. In addition, we are embedding instructional practices in our core curriculum and instruction to foster the whole student outcomes of resilience, curiosity, agency, self-direction, and purpose. We are also formalizing our student leadership program and implementing a peer counseling program.|Met||2025-06-25|2025
04614246113773|Chico Country Day|6|Parent and staff feedback remained overall positive throughout the year regarding building a sense of belonging. A significant majority of parents responded positively that Chico Country Day School (CCDS) maintains high academic expectations, fosters safe learning environments, and ensures regular communication from teachers and school leaders.  To monitor school climate and collect student input, CCDS utilizes the CalHope Student Survey. The most recent results highlight varied levels of favorable student perceptions across five key dimensions:  Experiences with Culturally/Linguistically Responsive Environments: 78% favorable  Resources for Coping: 77% favorable  Emotional Experiences: 69% favorable  Opportunities for Student Voice and Leadership: 67% favorable  Safety and Connection: 64% favorable|"These results indicate that students feel most positively about culturally responsive environments and coping resources, while areas like emotional experiences, leadership opportunities, and feelings of safety and connection reveal room for growth. Notably, CCDS’s African American student group reported low favorability in the ""Safety and Connection"" domain. The school is taking specific actions to address these concerns and better support this group. All other student subgroups indicated generally positive responses to this item. In addition to survey insights, chronic absenteeism rose notably among socioeconomically disadvantaged students (from 15.8% to 26.1%), further underscoring the need for targeted support to strengthen connection and belonging across the student body."|In response to the analysis of CalHope Survey data and identified LCAP needs, Chico Country Day School is continuing work to improve in the area of Safety and Connection, but our focus this year is to improve the chronic absenteeism percentages.  Chico Country Day has developed an attendance team and joined the RAISE network. RAISE (Raising Attendance and Improving Student Engagement) is a California networked improvement community that helps schools reduce chronic absenteeism by uniting students, families, educators, and experts to co-design solutions that foster belonging and engagement.|Met||2025-06-11|2025
04614246119523|Blue Oak Charter|6|The Community School Partnership Advisory student representatives received input and engaged in a needs assessment on school climate. The Leadership and Behavior Team engaged in data reviews to determine the areas in need of effective change.|Overall the majority of students feel safe and accepted on campus, though a significant minority does not. Students are not necessarily sure of who to speak to when a problem arises. Most feel there is at least one adult on campus who feels safe to them. They don't however like the lunch offerings.|Blue Oak will increase students feeling safe and able to bring problems to teachers and administrators by improving further implementing community building and restorative circles. Voice will become a measurable part of decision making. REstorative Practices will be the focus on staff training and implementation this year.|Met||2025-06-17|2025
04614320000000|Durham Unified|6|The district's biggest concern with the CHKS data is the lack of participation in the survey. For example, in 11th grade less thatn 10 students completed the survey. Only 3rd grade (53) 6th grade (51), 7th grade (69), 8th grade (53), 9th grade (69) and 10th grade (70) had a majority of students complete the survey. Four of the grade levels surveyed had far less than half of its students complete the survey. Here is the data from those that did complete the survey:  School Connectedness: 39% low (seniors), 86% high (4th grade), average 62.5% Caring Adults in school: 56% low (Sophomores), 88% high (4th grade), average 62.3%  High expectations: 63% low (7th/12th), 92% high (4th), average 70% Meaningful participation: 24% low (7th), 45% high (6th), average 32%  Participation among DUSD parents was far worse than of that of the students. So few parents responded that the data is not usable.|The first thing learned is that the district needs to make a more concerted effort to get a march larger percentage of participation from students and parents. The district will work with site principals and teachers to plan strategies for increasing participation. Looking at the student data, the district also needs to better understand how students define meaningful participation. Like last year, the students feeling connected to school drops as the students get older and older within Durham Unified.|The district will find strategies to encourage participation in the survey. At the site level, principals will work with teachers to find more ways to communicate with students about why they don't feel connected to school and how to make their particiption more meaningful. School sites will development more communication strategies with students to encourage more feedback and develop strategies to utilize that feedback.|Met||2025-06-18|2025
04614570000000|Golden Feather Union Elementary|6|According to our annual LCAP survey, student responses reveal positive sentiments regarding safety and support at school. Specifically, 86% of students feel safe on campus, with 93% indicating they have a trusted adult at school. Additionally, 86% report having friends who offer support and care, while 97% feel their teachers genuinely care about them.|While the overall results of the student LCAP survey were positive, there are areas identified for growth which is the percentage of students who feel safe on campus, however it did improve from last year. 52% of students stated that they do not enjoy attending school which appears to be an area of need. An area of strength is the percentage of students who feel that their teachers genuinely care about them.|In response to the findings of the LCAP survey, we are reinstating regular meetings with the PBIS Team, with a significant leadership role assigned to the Wellness Coach from the Community Schools Grant. Additionally, we will introduce a Social Emotional Learning curriculum spanning all grade levels. To enhance our support efforts, we will utilize SEL screeners to identify students who may be experiencing a lack of belonging at school. Our aim is to improve the percentage of students who enjoy attending school based on the end of year student survey.|Met||2025-06-25|2025
04614990000000|Manzanita Elementary|6|According to our annual LCAP survey, student responses reveal positive sentiments regarding safety and support at school. Specifically, 68-83% of students feel safe on campus, 65-76% indicating they have a trusted adult at school. Additionally, 74-83% identify with adults being caring, and 83-96% indicate a supportive and caring environment.|Key learnings from the analysis indicate that most students feel safe and supported at school, with high percentages reporting positive relationships with trusted and caring adults. These strengths highlight a strong school climate. Identified needs include continuing to strengthen connections with all student groups to ensure equitable support and sustained positive experiences across the entire student population.|Based on the analysis of local data and key learnings, the LEA will continue to refine and implement goals and actions outlined in the LCAP, with a focus on strengthening school climate, enhancing student support systems, and increasing engagement of all student groups to ensure continuous improvement.|Met||2025-06-26|2025
04615070000000|Oroville City Elementary|6|"On the OCESD School Climate Survey, 2025, Elementary (TK-5) Aged students report Overall and by Subgroups: Overall Scores: 73% of the school buildings are clean most or all of the time. 87% Like their school 95% report high or moderated on school connectedness. 85% high or moderate academic motivations.  Hispanic: 82% of the school buildings are clean most or all of the time. 90% Like their school 93% report high or moderated on school connectedness. 88% high or moderate academic motivations.  Asian: 90% of the school buildings are clean most or all of the time. 91% Like their school 93% report high or moderated on school connectedness. 88% high or moderate academic motivations.  African American: 81% of the school buildings are clean most or all of the time. 82% Like their school 90% report high or moderated on school connectedness. 89% high or moderate academic motivations.  White: 88% of the school buildings are clean most or all of the time. 88% Like their school 92% report high or moderated on school connectedness. 88% high or moderate academic motivations.  On the OCESD School Climate Survey, 2025, Middle School (6-8) Aged students report:  Overall Scores: 82% of the school buildings are clean most or all of the time. 85% Like their school 82% report high or moderated on school connectedness. 80% high or moderate academic motivations.  Hispanic: 85% of the school buildings are clean most or all of the time. 93% Like their school 95% report high or moderated on school connectedness. 91% high or moderate academic motivations.  Asian: 90% of the school buildings are clean most or all of the time. 92% Like their school 95% report high or moderated on school connectedness. 89% high or moderate academic motivations. African American: 78% of the school buildings are clean most or all of the time. 86% Like their school 89% report high or moderated on school connectedness. 90% high or moderate academic motivations.  White: 89% of the school buildings are clean most or all of the time. 88% Like their school 94% report high or moderated on school connectedness. 93% high or moderate academic motivations.  OCESD's local School Climate Survey's (Created by PBISassessment.org) provides a snapshot of each areas of school climate. School Facilities, Overall Satisfaction with School, School Connectedness and Academic Motivators.  This survey is broken down by subgroups (CA. Ed.code, 52052) and presented in a overall percentage for our two ""School Aged Groups"" in OCESD (TK-5 and 6-8).  We utilize this date when review our goals in the LCAP, as well as in our planning, implementation and support for our PBIS Districtwide/Site Level Programs. Each site utilizes the data to inform our Mental Health Professionals and Site Administrators, when decisions and direction needs to be completed. Having this data creates a focused direction that is based in current data and input from our student groups."|OCESD School Climate Survey Summary: 2024–2025 Comparison  The OCESD School Climate Survey provides critical insights into students’ perceptions of school facilities, satisfaction, connectedness, and academic motivation. The survey, administered to both elementary (TK-5) and middle school (6-8) students, includes subgroup data to ensure equitable analysis across diverse student populations. Comparing 2024 and 2025 data highlights meaningful progress and areas for ongoing focus.  Elementary School (TK-5) Findings: Overall perceptions of school building cleanliness remained steady at 73% in both years, though African American students reported an 11-point increase (from 70% to 81%) in facility cleanliness. Students’ liking of their school held stable at 87%. Notably, school connectedness increased by 5 percentage points, reaching 95%, with gains across all subgroups. Academic motivation also improved slightly, rising from 83% to 85%. Subgroups such as African American and White students showed measurable improvements in connectedness and academic motivation, indicating positive shifts in engagement and belonging.  Middle School (6-8) Findings: Middle school students reported significant improvements in perceptions of school cleanliness, increasing from 75% in 2024 to 82% in 2025, with consistent gains across Hispanic, Asian, African American, and White subgroups. Overall satisfaction with school increased by 5 points to 85%. School connectedness showed a modest rise to 82%, while academic motivation improved to 80%. Subgroups reported notable progress: African American students increased their connectedness by 4 points and academic motivation by 9 points, and White students showed similar gains.  Key Strengths:  Increased school connectedness across nearly all subgroups and grade levels supports positive student engagement and well-being.  Substantial facility cleanliness improvements at the middle school level enhance the learning environment, particularly benefiting African American and White students.  Academic motivation continues to grow, especially among underrepresented subgroups, reflecting effective academic and social-emotional supports.  Consistent high ratings from Hispanic and Asian students indicate sustained engagement and satisfaction.  Areas for Improvement:  Facility cleanliness perceptions at the elementary level remain flat overall, indicating a need to address maintenance equity across sites.  Although school connectedness improved, middle school gains are modest, suggesting opportunities to deepen relationships and student voice in shaping school culture.  Efforts to engage underrepresented families more effectively remain essential to align family input with student connectedness and support inclusive decision-making.  Implications for LCAP and Future Planning: OCESD will continue leveraging this data to refine goals, strengthen PBIS and mental health supports, and prioritize equity driven outreach to our families.|Changes to Plans, Policies, and Procedures for Continuous Improvement  Based on the analysis of local data, including the 2024–2025 School Climate Survey and educational partner input, OCESD has identified key areas needing improvement: equitable facility conditions, student connectedness, academic motivation, and engagement of underrepresented families. To address these needs and promote continuous improvement, the LEA is implementing targeted revisions and actions across existing plans, policies, and procedures.  Facility Maintenance and Equity Enhancements OCESD is revising maintenance protocols to ensure consistent, equitable facility upkeep across all schools, especially at the elementary level where perceptions of cleanliness have remained static. The district will implement regular facility audits incorporating student and family feedback to promptly identify and address concerns, improving the learning environment for all students.  Culturally Responsive Family Engagement To better engage underrepresented families, OCESD is updating its family engagement policies to include expanded outreach methods such as multilingual communications, flexible meeting times and formats (virtual/in-person), and partnerships with trusted community organizations. Staff will receive training in culturally responsive engagement to build trust and ensure families’ voices are authentically included in decision-making processes.  Strengthening Student Voice and Connectedness Building on improvements in school connectedness, OCESD is integrating more formal roles for student participation in site councils and district committees. Schools will implement regular student focus groups to provide continuous input on school climate and academic supports, fostering stronger relationships and a greater sense of belonging.  Improved Communication and Feedback Loops To increase transparency and accountability, the district will formalize procedures that close the feedback loop with families, staff, and students. Regular updates on how community input shapes LCAP goals and school initiatives will be shared through newsletters, websites, and meetings to reinforce stakeholder trust and involvement.  Integrated Academic and Mental Health Supports In response to trends in academic motivation, OCESD is refining intervention procedures to better integrate PBIS, social-emotional learning, and mental health services. Early identification and coordinated support efforts between educators, counselors, and families will be prioritized to enhance student engagement and success.  These changes demonstrate OCESD’s commitment to a data-driven and equity-focused approach, ensuring ongoing refinement of practices that support positive outcomes for all students and meaningful family partnerships.|Met|OCESD has made meaningful progress in enhancing school climate by using data-driven approaches like the School Climate Survey to inform decisions and guide improvements. The district’s commitment to Positive Behavioral Interventions and Supports (PBIS) ha|2025-06-25|2025
04615070121509|Ipakanni Early College Charter|6|Based on educational partner input and local survey data, Ipakanni School is widely recognized by both students and parents as a safe and welcoming environment. Families consistently express strong satisfaction with the school climate, highlighting that students feel secure and supported while on campus.  Survey results show high levels of agreement that bullying or inappropriate behavior is promptly and effectively addressed by staff. Parents appreciate the school’s proactive approach to maintaining a positive, respectful atmosphere, which contributes to students’ sense of well-being and readiness to learn.  Additional data collection tools, including focus groups and incident reports, confirm that the school’s small size fosters close relationships where concerns are quickly identified and resolved. This responsive environment encourages open communication between students, families, and staff, reinforcing trust and a shared commitment to student safety and success.|Across all student groups, families and students report feeling that Ipakanni is a safe and nurturing place. The school’s quick and effective response to behavioral issues, including bullying, is consistently recognized as a significant strength.  The small school size enables personalized interactions, fostering close connections between staff, students, and families that contribute to a positive school climate.  Local survey results show high satisfaction with communication and responsiveness, particularly in relation to student safety and well-being. Families across diverse backgrounds expressed a desire for clearer, more accessible communication about academic expectations, behavior policies, and ways to support students at home.|The school will revise family engagement protocols to include more structured outreach to underrepresented families. Ipakanni will implement culturally responsive training for staff to better support diverse student populations. Additionally, policies will be updated to ensure equitable access to academic interventions and enrichment opportunities, with targeted outreach to families of students who have historically been underserved.|Met||2025-06-23|2025
04615070129577|STREAM Charter|6|Student survey results indicate that 80% of students responded positively to questions about school safety and connectedness.|The LEA will continue to implement the Renaissance Fundamentals Survey, once in the Fall and once in the Spring.  We will utilize the survey’s school toolbox to address SEL needs throughout the school year.  We will continue our Student Leadership Team where we will be able to garner more feedback.|Not applicable|Met||2025-06-25|2025
04615150000000|Oroville Union High|6|OUHSD administered the Fundamentals of School Climate (FSC) Screener to assess students’ experiences with safety, connectedness, and adult-student relationships across the district. The screener was conducted districtwide and provided disaggregated data for key student groups, including English learners, socioeconomically disadvantaged students, foster youth, students with disabilities, and various racial and ethnic subgroups. Overall, results indicated a generally positive perception of school climate among most students. Sense of belonging and adult support emerged as the strongest areas, with over 70% of students reporting that they feel there are adults at school who care about them and believe in their potential to succeed. Responses related to safety and respect were moderately positive, with students feeling physically safe on campus but identifying opportunities for improvement in peer behavior and overall campus culture. When examining student group data more closely, certain trends emerged that warrant continued attention. Foster youth and students with disabilities reported lower levels of school connectedness and perceived adult support compared to the general student population. These groups were also more likely to express concerns about feeling heard or valued by staff. English learners shared relatively high ratings for adult support but indicated less confidence in navigating resources and opportunities to participate in school leadership or decision-making. Socioeconomically disadvantaged students showed similar overall trends to the general population but were more likely to report discomfort in unstructured settings such as hallways and lunch areas. Students identifying as Black or African American and Native American reported lower levels of satisfaction across most survey domains, pointing to a need for more culturally responsive practices and stronger relationship-building efforts. A closer look at individual item responses revealed that students highly value opportunities to connect with trusted adults and express a desire for greater involvement in school leadership and decision-making. Many students also reported uncertainty about how to access emotional or academic support when needed, highlighting a communication gap around available resources and supports. OUHSD is using this data to guide both districtwide and site-level strategies aimed at improving school climate. The insights gained are informing professional development, student support programming, and equity-focused engagement efforts designed to ensure that all students feel safe, supported, and connected within their school communities.|Analysis of the Fundamentals of School Climate (FSC) Screener data has led to several key learnings for OUHSD in understanding student experience and guiding school improvement efforts. One of the most consistent strengths across school sites is the positive relationship between students and adults on campus. A majority of students reported feeling that at least one adult at school believes in their success and genuinely cares about them. This strong sense of adult support serves as a protective factor that contributes to student well-being and engagement. Additionally, many students expressed a solid sense of belonging within their school communities, with positive perceptions of school culture being most prevalent among students who are actively involved in extracurricular activities, athletics, or student leadership. At the same time, the data revealed critical areas of need that require focused attention. Disaggregated responses showed that certain student groups—particularly foster youth, students with disabilities, and English learners—experience school differently from their peers. These students were more likely to report lower levels of connectedness, less clarity around available supports, and more limited participation in school decision-making or leadership opportunities. Students identifying as Black or African American and Native American also reported lower satisfaction in domains related to school safety, peer respect, and feeling valued by staff. Another important finding from item-level analysis was that students across all groups expressed a desire for clearer information about how to access emotional, academic, and behavioral support services. Many students indicated they were unsure where to turn when struggling, suggesting a need to strengthen visibility and communication around the district’s support structures. These findings affirm the importance of maintaining strong adult-student relationships while also highlighting the need to improve access, representation, and clarity for underrepresented student groups. The data make clear that a more equitable and inclusive approach to communication, student leadership, and school support systems is essential to ensuring that all students feel heard, supported, and empowered within OUHSD schools.|Based on the analysis of the Fundamentals of School Climate (FSC) Screener and the identified areas of need, OUHSD is implementing several key changes to strengthen school climate and ensure more equitable student experiences across all campuses. First, the district is revising its site-based school climate planning process to require explicit inclusion of strategies that address the needs of underrepresented student groups. Schools will use disaggregated climate data to guide the development of targeted actions, with particular attention to increasing student connectedness, improving awareness of support services, and ensuring cultural responsiveness. These expectations are now being embedded into the Single Plan for Student Achievement (SPSA) template and coaching process for school leaders. To improve communication and access to support services, OUHSD is updating outreach procedures and materials related to academic counseling, mental health services, and behavioral supports. Each site will implement more visible and student-friendly communication tools—such as classroom posters, advisory slides, and website content—outlining how and where students can access help. The district is also reviewing and updating protocols for staff response when students express needs related to safety, belonging, or well-being, to ensure timely and supportive follow-through. In response to feedback from foster youth, students with disabilities, and English learners, the district is enhancing staff development in culturally responsive practices, relationship-building, and trauma-informed care. These professional learning sessions will be tailored to specific school roles—including teachers, counselors, and classified staff—to improve consistency in how students experience support across campus. Additionally, OUHSD is making procedural improvements to student leadership and engagement structures. Sites are being encouraged to expand student voice opportunities beyond traditional leadership classes, ensuring that diverse student perspectives—including those from marginalized groups—are represented in school climate conversations and decision-making processes. Finally, the district will monitor the effectiveness of these changes through annual survey data, site-level implementation reviews, and feedback loops with advisory committees and student focus groups. This cycle of inquiry and refinement will help ensure that OUHSD’s plans remain responsive to student experiences and support ongoing progress toward more inclusive, supportive school environments.|Met||2025-06-18|2025
04615230000000|Palermo Union Elementary|6|"In Spring 2025, the LEA administered student and parent climate surveys at all school sites to assess perceptions of school safety, connectedness, and support. The data were disaggregated by site to identify strengths and areas for improvement.  Student Climate Survey Results ""I like school"": HW 77%, GH 81%, PS 55% ""I feel safe at school"": HW 80%, GH 82%, PS 73% ""I feel like I do well in school"": HW 84%, GH 81%, PS 69%  Parent Climate Survey Results ""I feel welcome at school"": HW 97%, GH 97%, PS 88% ""My student feels safe at school"": HW 94%, GH 92%, PS 86% ""My student feels successful at school"": HW 93%, GH 90%, PS 84% ""Students treat each other well"": HW 74%, GH 56%, PS 40% ""My student has an adult at school who helps them"": HW 91%, GH 90%, PS 76%  Analysis: The data indicate generally strong perceptions of school climate at Helen Wilcox (HW) and Golden Hills (GH), with Palermo School (PS) consistently reporting lower levels of student engagement and connectedness. Across all sites, the perception of safety remains high among both students and parents, though slightly lower at PS. The lowest-rated item districtwide was “Students treat each other well,” with PS reporting only 40%, indicating a potential need for increased focus on peer relationships, SEL, and positive behavior supports.  While parent perceptions are largely positive across all sites, student responses—particularly at Palermo School—suggest a need for targeted strategies to increase school connectedness and perceptions of success. These data will inform site-level and districtwide climate improvement plans, including staff training, student supports, and monitoring progress through follow-up surveys."|Analysis of the Spring 2025 student and parent climate survey data revealed several key insights regarding school conditions and climate across school sites.  Areas of Strength: Positive School Climate at HW and GH: Both Helen Wilcox (HW) and Golden Hills (GH) demonstrated strong student and parent perceptions related to feeling safe, successful, and welcomed. For example, over 90% of parents at both schools agreed that they feel welcome and that their child has an adult on campus who supports them.  Parent Engagement: Across all sites, parents reported strong perceptions of support and connection, with particularly high ratings in the areas of feeling welcome and student safety. These results reflect the district’s continued efforts to foster welcoming school environments and maintain consistent home-school communication.  Identified Needs: Student Connectedness at Palermo School (PS): Student responses at Palermo School were consistently lower than those at other sites, especially in areas related to liking school (55%), feeling successful (69%), and having supportive adults on campus (76%). This indicates a need for targeted supports to improve student connectedness, engagement, and adult-student relationships at this site.  Peer Relationships: Across all sites, but especially at Palermo School (40%), the item “Students treat each other well” received the lowest ratings. This highlights a need for more intentional efforts to strengthen school culture and peer interactions through social-emotional learning (SEL), peer mentoring, and positive behavior interventions.  Consistency Across Sites: The variation in responses across sites suggests the need for districtwide alignment in how school climate strategies are implemented, monitored, and evaluated. These findings will guide efforts to expand student support systems, enhance site-level culture-building practices, and develop consistent structures to improve student belonging and well-being, especially at sites with lower student-reported outcomes.|In response to the analysis of local climate survey data and identified areas of need, the LEA will implement several key changes to existing plans and practices to support continuous improvement across all school sites:  1. Strengthening Student Connectedness at Palermo School: Palermo School demonstrated lower student perceptions of school engagement, safety, and support. In response, site leadership will revise its site plan to include targeted strategies such as: Increasing adult-student mentoring and relationship-building opportunities. Implementing peer support programs and SEL curriculum to strengthen student connection and well-being. Expanding access to student voice opportunities, including site-based student forums or advisory groups.  2. Enhancing Positive Peer Relationships: Given the low scores on the item “Students treat each other well,” especially at PS (40%), the district will: Provide additional staff training on trauma-informed practices, restorative approaches, and positive behavior interventions. Revise PBIS implementation plans to include more explicit instruction and modeling of respectful peer interactions. Increase opportunities for structured peer collaboration and inclusive school culture events.  3. Expanding Climate and Engagement Monitoring: To ensure more consistent implementation and feedback collection across sites, the district will: Standardize the administration of climate surveys and disaggregate data by site and student groups for targeted follow-up. Incorporate climate data review into School Site Council and LCAP stakeholder processes. Use ParentSquare more strategically to collect and respond to feedback, especially from underrepresented families.|Met||2025-06-25|2025
04615310000000|Paradise Unified|6|Students were asked in Spring 2025 how strongly they agree or disagree with the following statements... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. The averages below reflect students reporting “Agree” or “Strongly Agree” to the above statements: Grade Response Grade 7- 44% Grade 8- 42% Grade 9- 36% Grade 10- 38% Grade 11- 39% Grade 12- 44%|Analysis of the Spring 2024 and 2025 Healthy Kids Surveys shows a decline in school connectedness as students progress into secondary grades. From 2024 to 2025, connectedness scores dropped across most grade levels: Grade 7 fell from 55% to 44%, Grade 8 from 43% to 42%, Grade 9 from 37% to 36%, and Grade 10 from 44% to 38%. Grades 11 and 12 remained low, with slight fluctuations (Grade 11 at 39%, Grade 12 at 44% in 2025).  These results indicate a need for stronger supports during middle and early high school years.|To address this, PUSD will continue to expand social-emotional learning through RULER, strengthen transitions between grade levels, and enhance student-adult relationships. Focused efforts will also be made to increase student voice and belonging as part of the district’s MTSS framework.  As part of these efforts, PUSD plans to revise site-level engagement strategies to include more consistent check-ins with secondary students, expand advisory and mentorship programs, and provide staff with additional training on inclusive practices and relationship-building. The district will also review and adjust transition supports for students moving from elementary to middle school and middle to high school, ensuring smoother academic and social-emotional adjustments. These actions are designed to address the decline in school connectedness observed in local data and reflect PUSD’s commitment to ongoing improvement.|Met||2025-06-24|2025
04615310110338|Achieve Charter School of Paradise Inc.|6|In partnership with the Butte County Office of Education, Achieve administered the Kelvin Education Student Wellness Plus to all 4th-6th graders in the fall and spring. The following data, meaning, and use are below:  Data: Overall Survey Favorability 66% Cultural Competence 80% Relationships 69% Climate of Support - Academic 73% Sense of Belonging/ Connectedness 60% Self-Awareness/Management 53%|Our strengths are in: Cultural Competency (80% favorable) Building Relationships (69% favorable) Climate of Support for Academic Learning (increasing from 70-73 % favorable)  We continue to focus on increasing a Sense of Belonging/Connectedness (this decreased from 64% to 60% favorable) and  Self-awareness & Self-management & Positive Affect (decreasing from 57% to 53% favorable)  Overall, growth was shown in students' having many ways to calm themselves down and coming up with multiple ways to solve problems. While there was growth in these areas, the lowest ratings continued to be in self-management/Self-Awareness. When interviewed, 4th—6th grade students responded that they would like more training on ways to calm themselves down and solve problems.|In response to this data and the work of our CEI team, we are formalizing our student leadership program and piloting a peer counseling program this coming year. We are also improving our personalized learning plan process and strengthening our mentorship program.|Met||2025-06-25|2025
04615316112585|HomeTech Charter|6|HomeTech Charter School administers an annual survey that validly measures student perception of school safety and connectedness for all grades 3-12.  HomeTech maintains a data file that tracks annual survey results.  Student group data is not available. HomeTech's expected outcome is maintaining a minimum score of 85% overall and by survey item. Each spring, HomeTech educational partners review survey data to identify areas of need and, as necessary, adjust actions in site plans.   Although the survey is designed to capture a valid measure of student perception, participation rates remain low, which impacts data validity.  HomeTech continues to employ new strategies to increase participation rates.   In 2024-2025, the overall satisfaction with HomeTech was 90%, +5% from the previous year.  Student participation was 70%, +2% from the previous year.  Overall scores by strand include:  - Climate and Culture: 92% (+5%) - Safety & Connectedness: 90% (+6%) - Behavior & Expectations: 89% (+4%)|Based on the data available, HomeTech has identified the following needs:  1. Increase the annual participation rate to improve data validity (24-25: 70%). 2. Continue to implement associated LCAP goals/actions with fidelity.|Continue to implement existing strategies and administer the climate survey in a specified class to ensure at least 85% of students grades 3-12 complete it.|Met||2025-06-17|2025
04615316112999|Paradise Charter Middle|6|Over all the survey results are much more positive than in recent years. 93.8% of survey respondents are very or extremely satisfied with the school and 95.9% of respondents agree that their child is safe at PCMS. PCMS has worked diligently to ensure a safe and supportive environment for students that focuses on social growth and academic achievement. The survey data shows that 100% of the respondents feel the school has high academic standards for achievement. A majority of the respondents state that their child feels connected to the school and that they have a friend and trusted adult at the school. The survey data also shared comments that allowed parents the opportunity to give personal feedback that will lead to some changes at the school.|The survey data showed some areas that the school could continue to work on. The areas identified as top priorities for future planning included continuing to work on building a positive school climate, continuing to provided expanded learning opportunities, and addressing students' social and emotional learning needs. Areas of strength continue to be the focus on academic achievement and preparedness for high school. Also highlighted was the exceptional staff and administration and the school's opening communication and welcoming environment.|Through the survey analysis, stakeholder feedback, PAC and Board meetings, it is clear that the school is making great progress in both academics and social emotional learning. The climate of the school has drastically changed this year for the better and students and staff are very engaged. Moving forward, the school plans to continue to build on student centered learning and focus on adding activities for students to be more engaged in community such as clubs and field trips. The school also plans to implement several academic supports to ensure students are learning and growing and properly prepared for HS.|Met||2025-06-12|2025
04615316113765|Children's Community Charter|6|CCCS is committed to a continuous cycle of improvement. We know we can improve by offering intentional opportunities for educational partner feedback and analyzing the results and putting systems in place to address the gaps. Throughout the year, there are multiple opportunities for educational partner engagement which helps to finalize the LCAP. Twice a year students, staff, and families have an opportunity to provide feedback via an electronic survey. To increase participation, CCCS offers a raffle incentive to complete the survey. A raffle prize is given to one staff, one student, and one family in a random drawing. We have found that an incentive increases participation as we had a significant increase in survey responses. Beyond the two surveys throughout the year, educational partner input is sought after through monthly meetings with the leadership team, the PBIS team, the finance committee, and the Board of Directors. Every month we seek student input as to how our PBIS system is going and there is an open door policy where students have taken advantage of that to communicate with the administration about some changes they would like to see. CCCS has a student leadership committee that consists of 3 students from grades three through eight. Students meet once a week and offer input on our school. Leadership traits are taught and students work events that they put on in an effort to create a positive culture. The first Friday of each month is the CCCS Parent Involvement Committee (PIC) where parent input is received, data is shared, and where parents have the opportunity to shape our program. During the finance committee meetings, which consist of educational partners from the parent category, the teacher category, and the community category, as well as the administrator - feedback about how we are spending our money according to the current LCAP takes place and drives the future spending of the school. On a more intimate level, teachers meet with parents regularly where input is given and reported at staff meetings and leadership meetings. The administrator makes it a point to be available to families before and after school where families will often share input. On the community level, CCCS partners with the Paradise Rotary Club as well as the Paradise Parks and Recreation Department where input on our school is given and where opportunities to share our school are given. The CCCS monthly School Board meetings encourage staff, student, and family input to help guide the school. A summary of the feedback provided by specific educational partners. According to the December 2023 Family Survey Data: Some quantitative data: *A mix of agree/somewhat agree shows: * 100% of families believe teachers promote academic success for all students * 95% of families believe CCCS teachers provide timely feedback * 97%t of families believe their child is learning to the highest extent possible * 100% of families believe the school sets expectations|The reflection showed that families overall are happy with CCCS. Data trends with staff would say the staff is overall pleased with CCCS. A baseline of 80% satisfaction is the criteria for success. An area to improve is the perception that students do not think other students are well behaved. We will work with our student leadership team to help solve this puzzle. A description of the aspects of the LCAP that were influenced by specific input from educational partners. The aspects of the LCAP that were influenced by specific educational partner input: Culture: CCCS will continue to move forward with PBIS and MTSS as a school-wide program that focuses on positive culture and behavior. CCCS will continue to foster a sense of belonging. In order to foster a sense of belonging and help students to feel safe, extra layers of support will be put in action. For example, a health teacher will continue to push into classes in the K-5 grade levels to deliver SEL lessons with fidelity. Staff will continue with professional development in the areas of MTSS and PBIS. Staff will also continue to utilize effective PLCs (Professional Learning Communities) to examine student social/emotional and behavioral data to implement change. CCCS also has a full-time counselor - we partner with Butte County Office of Education and our counselor is funded by a grant. Academics: Staff will continue to move forward with a vision of moving our students towards college or career readiness. Staff will continue to utilize effective PLCs to examine student academic data and adjust instruction based on evidence. CCCS will continue to offer a robust Intervention department to work with students who fall one or two grade levels below standards. On the flip side, teachers will provide opportunities for students to excel and enrich beyond the grade-level standards. Partnerships: CCCS will continue with a Charter Advisory Group that will meet four times a year. This committee will consist of parents, teachers, and the administrator. The families have an opportunity to provide specific feedback about our LCAP goals and metrics. Family engagement is a priority and to respond to that - CCCS will be hosting more activities on campus in order to bring our families together in meaningful ways. Adding to our yearly calendar, Family Movie Night, and STEAM Night have been added to increase family participation. Finally, CCCS will continue to hold monthly Parent Involvement Committee meetings to gather family input, plan events, and create a sense of belonging for all. Students: Students provided input into our LCAP goals and offered suggestions for improvement. SELPA: CCCS met with the BCOE SELPA to analyze how the LCAP serves SWDs. Staff: Staff analyzes data throughout the year to increase student outcomes in academics, behavior, and social-emotional learning as well as how to increase a positive culture at CCCS.|CCCS has board adopted a character builiding/mental wellness curriculum. All students will be exposed to weekly Tier one lessons on topics such as (respect, team building, responding to challenges, friendship, etc.). If students need more support - they will participate in Tier 2 targeted lessons to learn how to respond differently.|Met||2025-06-30|2025
04615490000000|Thermalito Union Elementary|6|Nelson Middle School Healthy Kids Survey (CHKS) Grade 7 Spring 2024-25 and local survey results have shown: 45% of our students reported they feel safe at school.which is a decrease from the previous 60%  59% responded they feel cared about all or most of the time. Which is lower than previous results but above the state average.  Elementary Student Safety Survey Spring 2025 survey results from 3rd-5th grade students improved since the last 2024 student safety survey:   85% of these students feel safe or very safe at school. Which was an improvement from the 81% the previous year.|MEANING: Data shows, particularly at Nelson Middle School that students are not feeling safe at school. There is a need to survey students on a more regular basis and to implement Social Emotional Learning and opportunities for school connectedness.|The focus for growth will be to continue increasing school connectedness and engagement through student advocate teams, school clubs and SEL curriculum with a focus on strengthening positive relationships.|Not Met|||2025
04733790000000|Pioneer Union Elementary|6|In spring 2025, Pioneer Union Elementary School District administered its annual local climate survey to students in grades 4 through 8, with the purpose of gathering valid and reliable data on students’ perceptions of school safety, connectedness, and overall well-being. This data plays a critical role in informing our ongoing commitment to fostering a positive, inclusive, and supportive learning environment for all students.  Survey results indicate that the majority of students report feeling safe and supported at school. Specifically, 89% of respondents stated they feel safe on campus, 86% agreed that school staff care about them, and 84% indicated they have at least one trusted adult at school to whom they can turn when needed. These results affirm the positive impact of our PBIS practices, counseling services, and schoolwide SEL supports.  Disaggregated data by student group revealed important insights:  Students with disabilities and foster youth reported slightly lower levels of school connectedness (approximately 75%) when compared to their peers.  English Learner students indicated high levels of trust in staff, but reported slightly lower levels of comfort in peer interactions.  Socioeconomically disadvantaged students expressed similar feelings of physical safety compared to the overall student body, but reported elevated levels of academic stress and home-related pressures.  This data was shared with stakeholders, including staff, advisory committees, and families, and used to inform revisions to key LCAP actions. These included enhancements to our PBIS framework (Action 1.5), expanded mental health counseling supports (Action 1.11), and intentional efforts to increase student voice and engagement. Additional follow-up with underrepresented student groups is being conducted to gain deeper understanding and develop more targeted supports moving forward.  The climate survey and resulting data serve as essential tools in our district’s continuous improvement cycle, ensuring that all students—regardless of background—are learning in environments that are safe, inclusive, and conducive to their academic and social-emotional success.|Analysis of the 2025 student climate survey data revealed several key strengths across our district, as well as specific areas requiring focused attention. Overall, the data reflect a strong school culture in which the majority of students feel physically safe, emotionally supported, and positively connected to staff. High percentages of students—ranging from 84% to 89%—reported positive perceptions of school safety and adult support, which is a testament to the district’s sustained investment in PBIS structures, counseling services, and staff training in social-emotional learning.  These findings affirm that our district-wide strategies are creating a positive baseline experience for most students. Students regularly cited feeling respected by staff and acknowledged for positive behavior, which aligns with the goals outlined in our LCAP under Goal 1 and related actions supporting school climate and student wellness.  At the same time, disaggregated data surfaced areas of need that require further action. Students with disabilities and foster youth reported lower levels of school connectedness, highlighting a need for more individualized support and deeper relationship-building opportunities with staff. Additionally, English Learner students expressed lower levels of peer connection, indicating the importance of targeted efforts to build inclusive classroom and peer group practices. Socioeconomically disadvantaged students, while expressing comparable feelings of physical safety, reported higher levels of stress and anxiety, pointing to the need for increased access to mental health supports and academic intervention resources.  These insights underscore the need to:  Expand student-centered mental health and wellness supports.  Strengthen inclusive peer engagement and restorative practices.  Provide staff with ongoing professional development to better serve the needs of historically underrepresented student groups.  As a result of these findings, the district is reviewing its engagement and support strategies for these student groups and incorporating targeted interventions into the LCAP’s action planning process. This data-driven approach will ensure that we continue to elevate student voice, address disparities, and sustain a safe and supportive climate for all learners.|Based on the analysis of school climate survey data and stakeholder input, Pioneer Union Elementary School District has identified several areas where adjustments to current practices are necessary to better support student well-being and equity. These changes have been incorporated into the 2025–26 LCAP and will guide the district’s continuous improvement work moving forward.  To address lower levels of connectedness among students with disabilities and foster youth, the district will strengthen its implementation of relationship-building strategies through targeted staff development and expanded student support services. This includes increasing access to school counseling (Action 1.11), refining our PBIS systems to ensure all students feel seen and valued (Action 1.5), and integrating restorative practices to foster a more inclusive school environment.  In response to feedback from English Learner students regarding peer relationships, the district is placing a greater emphasis on inclusive practices and classroom community-building. Staff will receive additional training in culturally responsive teaching and engagement strategies to ensure every student feels a sense of belonging.  To address elevated stress levels reported by socioeconomically disadvantaged students, PUESD will expand access to social-emotional supports and proactively monitor academic progress to ensure early intervention. The district will also increase communication with families about available support services through translated materials and expanded use of Catapult Connect.  Additionally, PUESD is developing new strategies to involve underrepresented student groups in decision-making, including through student interviews, focus groups, and advisory participation. The district is also exploring new structures for ongoing data review, including site-level reflection meetings, to ensure school climate remains a standing priority throughout the year.  These refinements represent the district’s commitment to using local data not only to assess conditions for learning but to take meaningful, responsive action that improves outcomes for all students—particularly those who have been historically underserved.|Met||2025-06-18|2025
04755070000000|Gridley Unified|6|Gridley Unified School District continued its annual administration of the California Healthy Kids Survey (CHKS) to students in grades 5 (elementary), 7 (middle), 9, and 11 (high school) in spring 2024-25. Results are summarized below by level, with observations on key indicators and, where possible, disaggregation by student group. Elementary (Grade 5): Student perceptions in “Supports and Engagement”—including school connectedness, academic motivation, relationships with adults, high expectations, meaningful participation, and feeling safe—remained below prepandemic levels, with most indicators showing either stability or slight continued decline. Feelings of being connected to school and positive adult relationships are lowest among English learners and students with disabilities. Reports of fairness, clarity of rules, support for social-emotional wellness, antibullying efforts, and campus cleanliness also remained low or declined, though marginal improvement was noted in perceptions of positive behavioral support. Perceived parent involvement continued to lag, with only minor change from last year. Middle School (Grade 7): Middle school students reported slight declines in “Supports and Engagement” measures, with meaningful participation the only area showing a small increase. In “Low Violence” indicators, most measures (e.g., harassment, fear of harm, victimization) declined further, while the “no mean rumors” sub-indicator remained unchanged. Reports of parent involvement and perceptions of a clean, safe campus decreased. Notably, perceptions of safety and support were lowest among Latino students and those identifying as English learners, continuing a trend of disparities by student group. High School (Grades 9 & 11): At the high school level, “Supports and Engagement” scores generally held steady or declined slightly, with school safety ratings stable at 70%—the highest among all levels. Experiences of victimization (harassment, rumors, violence) improved compared to last year, though fear of being beaten up increased (from 6% to 10% of students expressing some fear). Parental involvement and perceptions of campus cleanliness changed little, while reports of substance use at school improved marginally. Disaggregated data show that students with disabilities report lower levels of connectedness and safety, though overall differences between demographic groups at the high school level are smaller than at lower grades.|Elementary (Grade 5): The 2024-25 CHKS shows elementary students continue to report relatively high academic motivation (85%), strong perceptions of high expectations from adults (90%), and meaningful participation (39%). However, school connectedness (72%) and perceptions of caring adults (72%) remain below pre-pandemic levels. Notably, socialemotional learning supports (75%) and antibullying climate (62%) are strengths, but fewer students report feeling safe at school (84%) or seeing campus as clean (55%). Disaggregated data reveal that Hispanic/Latino students and English learners report slightly lower connectedness and participation, indicating a need for targeted support for these groups. Middle School (Grade 7): At the middle level, academic motivation (59%) and connectedness (46%) are lower than elementary, with only 53% reporting strong relationships with adults and just 26% reporting meaningful participation. Safety perceptions and the percentage of students reporting no harassment or fear of being hurt have declined relative to previous years, and parent involvement is also lower (49%). Disparities persist, with English learners and students with disabilities reporting the lowest levels of support and highest rates of feeling unsafe or excluded. High School (Grades 9 & 11): High school students report modestly improved perceptions of school safety (58% feel safe), with harassment and victimization indicators showing slight improvement over the prior year. Academic motivation (62% in grade 9, 63% in grade 11) and connectedness (58% in grade 9, 61% in grade 11) are stable, but below elementary levels. Reports of meaningful participation (22% in grade 11) and parental involvement (49%) are lower. Gaps between demographic groups persist but are narrower than at lower grades. Key Learnings: Student engagement and perceptions of support decline as students progress through grades. Social-emotional and antibullying supports remain strengths at elementary, but decline in middle and high school. Safety, school connectedness, and facility perceptions are persistent needs across all levels. English learners, Hispanic/Latino students, and students with disabilities consistently report lower engagement and feelings of safety, especially in middle school.|Elementary (Grade 5): To address continued declines in student connectedness, school climate, and perceptions of safety, the district will accelerate the implementation of Positive Behavior Intervention and Supports (PBIS) at all elementary sites, with a focus on relationship-building and proactive schoolwide expectations. Training for teachers and support staff will emphasize trauma-informed practices and culturally responsive strategies, particularly for English learners and students with disabilities, who continue to report lower engagement. The district will also increase opportunities for student voice through regular climate check-ins and classroom discussions, and will involve parents more directly in campus activities and safety planning. Middle School (Grade 7): Given downward trends in connectedness, engagement, and safety, the district will implement continued PBIS supports and launch a pilot targeted mentoring or tutoring program for at-risk students. Middle school staff will receive professional development on supporting social-emotional wellness, de-escalation, and inclusive practices. The district will also expand opportunities for students to participate in meaningful school activities and leadership roles. Staff and administration will increase communication with families—particularly Latino and English learner families—about available supports and opportunities for involvement, using multiple languages and formats. High School (Grades 9 & 11): While high school climate and safety indicators remain the strongest in the district, continued attention will be given to supporting students who feel disconnected or unsafe, with additional support opportunities. Actions will include maintaining a focus on campus supervision, facilities improvements, and student input in planning school events and safety strategies. The district will also work to sustain improvements in substance use prevention and campus cleanliness, while monitoring the impact of these efforts on student perceptions. Districtwide: The GUSD Governing Board will continue to prioritize a safe, supportive school environment through expanded PBIS implementation, increased staff training, and facilities upgrades. The district will use ongoing student and parent survey data to monitor progress and adjust strategies, with particular attention to underrepresented groups. Additional efforts will include regular communication of survey results to students and families, inviting their input on school improvement plans, and ensuring all students have access to a welcoming, engaging, and safe learning environment.|Met||2025-06-25|2025
05100580000000|Calaveras County Office of Education|6|There were not enough enrolled students to receive data from the CA Healthy Kids Survey, so an alternative survey was conducted. 62.5% of students reported feeling safe or very safe at school. The remainder of students reported feeling neither safe nor unsafe. No students reported feeling unsafe or very unsafe. 37.5% reported a strong sense of belonging while 25% expressed some sense of belonging. 12.5% reported feeling no sense of belonging. 75% of students expressed that there are adults at the school that really care about them. We are unable to disaggregate the data by particular student groups due to the overall low number of students enrolled.|We learned that we need to continue to focus on strengthening a sense of belonging and connectedness on campus. Too many students expressed not having an adult they feel comfortable going to when they need help.|We are addressing the need for increased connectedness and engagement by continuing to implement SEL curriculum and PBIS practices. Additionally, we are moving towards implementing Project-Based Learning, which will provide more engaging learning opportunities and provide many opportunities for modeling and practicing SEL skills.|Met||2025-06-23|2025
05100580530154|Mountain Oaks|6|"In the January 2025 Program Survey for Parents, 97% of parents understood the academic goals, and 90% felt the program met their family's needs, with 8% saying it was ""somewhat"" meeting those needs. The most common suggestion was to offer more science curriculum options. Ninety-five percent of parents felt that Mountain Oaks offered a safe learning environment and a positive school culture. The main concern was balancing the social needs of older and younger students on campus, though issues were promptly addressed. Additionally, 90% of families understood the grading and assessments, and 97.5% clearly grasped the academic goals for their children. Parents of white and Hispanic students reported similar satisfaction levels with the school program, at 86% and 85%, respectively. Parents of white and Hispanic students reported similar satisfaction levels with the school program, at 86% and 85%, respectively. However, parents of low-income students and those with Individualized Education Programs (IEPs) were underrepresented in the survey, which is concerning given that over 50% of Mountain Oaks' students are low income and 27% have IEPs. Two factors could explain the underrepresentation: first, parents may not have been sure if they qualified or were hesitant to self-identify. Second, parents of low-income students and those with IEPs might have been less engaged and chose not to respond.   In the January 2025 Program Survey for High School Students, 95% of respondents felt supported by their mentor teacher, and 76% were comfortable seeking help from other school staff. Regarding special events, 54.8% felt they matched their interests, while 24% said they ""somewhat"" matched. For workshops, 67.7% found them aligned with their interests, with 32% responding ""somewhat."" The primary improvement suggestion was more support in core classes and hands-on learning opportunities. While 64.5% of students felt part of the Mountain Oaks community, 35.4% reported being ""somewhat"" connected. In terms of safety, 93.5% felt safe on campus, and 95% felt comfortable speaking to an adult about bullying. For social and emotional needs, 77.4% felt met, and 85% felt their academic needs were satisfied. Additionally, 85% felt prepared for college or career goals, although 14% considered themselves ""somewhat"" prepared. Overall satisfaction was consistent across student groups, but low-income students and those with IEPs were underrepresented, potentially due to self-identification requirements or lack of engagement."|"Parents state that they understand the academic goals for their students and feel the school could meet the needs of their families. Additionally, parents and students have expressed that Mountain Oaks provides a secure learning environment and fosters a positive school culture. High school students have reported feeling supported by their mentor teachers. However, the most common request for improvement pertains to the need for more support in core courses. It has been identified that there is a need to address the representation gap for low-income families and students. Furthermore, there is a need to analyze student performance data concerning the claim that the program meets students' academic needs, as there appears to be a disconnect between satisfaction with the school program and its impact on student performance. There is also a disparity between the reported high satisfaction level with the school program by parents and the lower overall satisfaction reported by high school students. Lastly, despite claiming that their academic needs are being met, a significant percentage of high school students only rate themselves as ""somewhat"" prepared for college or career."|Mountain Oaks recognizes the need to conduct a root cause analysis to identify any gaps in academic instruction and strategies that may impact student achievement. The next step is to review and refine data gathering and analysis practices to address any gaps in representation.  Additionally, the school plans to create more opportunities for family engagement through regular communication, workshops, and events to help parents support their student's education. Mountain Oaks will continue to collaborate with educational partners to provide additional resources and support for students and families. Mountain Oaks will continue to involve all educational partners in the continuous improvement process to ensure a comprehensive and inclusive approach.|Met||2025-06-11|2025
05615560000000|Bret Harte Union High|6|The 2024/25 California Health Kids Survey (CHKS) results indicate that while students generally feel supported, engaged, and connected at school, there has been an increase in reported chronic sadness/hopelessness and suicidal thoughts. Furthermore, the data reveal a worryingly high rate of electronic cigarette use among students.|Bret Harte High School prioritizes student well-being by providing a School Resource Officer for support regarding smoking, alcohol, and drug use. The school also offers Diversion and Tobacco Cessation groups to help students address these issues.|Bret Harte High School prioritizes student well-being through a multi-faceted approach. A full-time School Resource Officer supports students with substance use and campus safety. Diversion and Tobacco Cessation groups are led by the School Nurse, Counselor, Drug & Alcohol Counselor, and SRO. Vaping is addressed with detection devices in restrooms. The Wellness room, staffed by a Coordinator, supports students' social-emotional needs. A weekly Wellness Team addresses school issues and plans events. School Connectivity initiatives focus on mental health for students and the community.|Met||2025-06-09|2025
05615640000000|Calaveras Unified|6|CUSD administers the California Healthy Kids Survey (CHKS) annually to students in grades 5, 7, 9, and 11. The survey captures student perceptions of school safety, connectedness, caring adult relationships, and engagement. In the most recent administration, over 80% of students across grade spans participated. The CHKS data is disaggregated by student groups, including race/ethnicity, gender, English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Overall, many students reported feeling safe at school and connected to at least one caring adult on campus. For example, in grades 5th grade- 70%, 7th grade - 44%, 9th grade - 41%, 11th grade - 35% of students indicated a high level of school connectedness.|Analysis of CHKS data revealed key strengths in student connectedness and adult-student relationships across most school sites. Many students report feeling supported by teachers and other adults, contributing to a positive school culture. These trends were consistent across several student groups, especially in elementary grades. However, areas of need include improving perceptions of physical and emotional safety among middle and high school students. These students were more likely to report feeling isolated, unsupported, or concerned about bullying. Additionally, responses from older students suggest a decline in connectedness as grade levels increase, signaling the need for sustained engagement strategies in secondary schools.|In response to identified needs, CUSD has begun implementing several actions to improve school climate. These include expanding Positive Behavioral Interventions and Supports (PBIS) across all sites, increasing staff training in trauma-informed practices, and strengthening partnerships with mental health providers. The district is also reviewing discipline practices to ensure greater equity and implementing more proactive strategies for behavior intervention. Going forward, CUSD will monitor climate data annually, adjust supports as needed, and increase student voice opportunities—particularly for underrepresented groups—to ensure all students feel safe, connected, and valued on campus.|Met||2025-06-26|2025
05615720000000|Mark Twain Union Elementary|6|"The California Health Kids Survey was administered to students in grades 5, 6, 7, 8.  Please note in order to participate in this survey families must now ""Opt-in""  which has decreased the sample size. As a note, with a small sample size there can be large swings in our data. As a small district student group analysis is not available due to the low number of students. -5th: 54 respondents in 2024 and 29 respondents in 2025 -6th: 55 respondents in 2024 and 35 respondents in 2025 -7th: 83 respondents in 2024 and 7 respondents in 2025 -8th: 56 respondents in 2024 and 42 respondents in 2025  School Connectedness Survey Questions: ""Are you happy to be at/with this school?"" OR "" I am happy with/to be at this school."" -5th: 97% (Increased 6% compared to 2024 data) -6th: 85% (Increased 7% compared to 2024 data) -7th: N/A Low # of responses  -8th: 42%  (Decreased 3% compared to 2024 data)  ""Do the teachers and other grown-ups at school care about you?""  OR ""There is a teacher or some other adult from my school who really cares about me""  -5th: 97% (Increased 7% compared to 2024 data) -6th: 97% (Increased 8% compared to 2024 data) -7th: N/A Low # of responses  -8th: 65%   (Increased 1% compared to 2024 data)  School Safety Survey Questions ”Do you feel safe during school” or "" I feel safe in my school.""  -5th: 93% (Increased 6% compared to 2024 data) -6th: 85% (Increased 15% compared to 2024 data) -7th: N/A Low # of responses  -8th: 45%  (Decreased 5% compared to 2024 data)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.  Survey data indicate that students and parents continue to have concerns around school connectedness and safety and is area of continued need."|The following LCAP Action aims to address school climate and improving survey data, Chronic Absenteeism Rate and Suspension Rate  LCAP Action 2.2 Engagement, Connectedness, Safety, Health, and Wellness Ensure students feel engaged, safe and connected on campus. -In School Activities: Offer activities that are based on student interests and preferences (assemblies, recess activities, recess equipment, and opportunities for staff to build relationships with students outside of the classroom). -Out of School Activities:  Provide experiences to students that foster curiosity, appreciation, and hands-on learning (such as Science Camp, Field Trips) -Improve Attendance: Recognize exemplary and improved attendance, provide attendance incentives, and ensure families are contacted regarding student absences. Offer additional ways to address the needs of students with attendance concerns, coordination of services, and improvement plans. Utilize Infinite Campus to support communication needs -Supervision: Implement improved student supervision measures, including but not limited to, additional training for supervisory staff, providing supervisory staff, improving accessibility and visibility of supervisory staff, and using supervision technology (such as cameras, vape sensors), and communication devices (radios). -Positive Behavior Interventions & Supports (PBIS): Implement Positive Behavior Interventions and Supports (PBIS) to improve student behavior, including but not limited to: recognizing exemplary and good behavior, self-management program, peer mediators, and behavior incentives. -Character Development: implement a Character Development program (such as Character Strong funded by the Calaveras County Office of Education) -Mental Health Services: Provide opportunities to support students' mental health (internally or through outside agencies) through mental health professionals, RTI counseling or psychologists. -Health: Support overall student health through nursing services|Met||2025-06-26|2025
05615800000000|Vallecito Union|6|Vallecito Union School District administers the California Healthy Kids Survey (CHKS) annually. For Secondary Level (Grades 7-8) Summary Key Indicators Include: School Connectedness: Grade 7 - 76%, Grade 8 - 68% Academic motivation: Grade 7 - 72%, Grade 8 - 60% Caring Adult Relationships: Grade 7 - 78%, Grade 8 - 62% Meaningful Participation: Grade 7 - 36%, Grade 8 - 22% School Perceived as Safe: Grade 7 - 73%, Grade 8 - 77% Eating of Breakfast: Grade 7 - 72%, Grade 8 - 80% Social Emotional Distress: Grade 7 - 24%, Grade 8 - 60%  For Elementary Level (Grades 5-6) Summary Key Indicators Include: School Connectedness: Grade 5 - 78%, Grade 6 - 73% Academic Motivation: Grade 5 - 87%, Grade 6 - 86% Caring Adults in School: Grade 5 - 73%, Grade 6 - 71% Meaningful Participation: Grade 5 - 40%, Grade 6 - 36% Feel safe at school: Grade 5 - 91%, Grade 6 - 77% Eating of Breakfast: Grade 5 - 86%, Grade 6 - 67% Frequent Sadness: Grade 5 - 9%, Grade 6 - 33%|School Connectedness is highest in the early grades and trends downward through to 8th grade. Academic motivation remains at or above 60% for all grades survey - reflective of high expectations placed on academics throughout the district. Positive adult relationships fall between the 60 -70% range. This is an area for potential improvement. Meaningful participation is low across all grade levels - an area of focus for the future as a means to increase engagement. Eating of breakfast is high overall - reflective of universal meals for all students. Social emotional distress increases at the middle school level - an area to focus SEL supports.|The LCAP includes additional food service workers to maintain universal meal service providing nutritious healthy menu options. The LCAP includes focus on SEL support including materials and professional development. The LCAP includes continuing school counseling support at all three school sites to support student mental wellbeing. SEL support requires a three tiered approach that involves all staff to support all students (Tier 1 - Universal settings, Tier 2 - Targeted settings, Tier 3 Intensive settings).|Met||2025-06-18|2025
06100660000000|Colusa County Office of Education|6|S. William Abel Academy has established a local survey as our consistent survey platform to measure of perceptions of school safety and connectedness.    The classrooms at my school are clean and well maintained (FIT Results).  96.02%   Discipline at school is fair and consistent.  100%   My teachers set high standards for my student.  50%    School is a safe place for my student.  81%   The facilities at school are well maintained.  100%%    At school, there is a teacher or some other adult who really cares about me.  70%   I feel close to people at this school – school connectedness.  70%    As a parent of a student, I am satisfied with the number of meaningful opportunities for participation provided by the school.  68%    My school encourages and promotes parent involvement.  60%    I often go to bed at 12am or later (grades 7, 9, 11).  34%   I have experienced frequent sadness or hopelessness.  52%|School climate survey results show that students discomfort and anxiety largely impacted by COVID-19 have declined. Students are feeling more connected at school. The percentage of students experiencing sadness has decreased. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose|Improving school climates will continue to be an area of focus.  SWAA will continue to improve school climate.  Professional learning opportunities throughout the school year will include formative data related to attendance and suspension.|Met||2025-06-18|2025
06615980000000|Colusa Unified|6|Colusa Unified School District has established Healthy Kids as our consistent survey platform to measure of perceptions of school safety and connectedness. Burchfield Primary School (BPS), Egling Middle School (EMS), Colusa High School (CHS)/Colusa Alternative High School (CAHS) utilize Healthy Kids as a platform to survey students, parents/guardians, and staff member.  The classrooms at my school are clean and well maintained (FIT Results). BPS 88.91% EMS 90.58% CHS 90.49%  CAHS 100%  Discipline at school is fair and consistent.  BPS 42% EMS 42% CHS/CAHS 55%  My teachers set high standards. BPS 81% EMS 69% CHS/CAHS 67%  School is a safe place. BPS 83% EMS 53% CHS/CAHS 57.5%  The facilities at school are well maintained. BPS 75% EMS 34.5% CHS/CAHS 44%  At school, there is a teacher or some other adult who really cares about me. BPS 71% EMS 49.5% CHS/CAHS 55%  I feel close to people at this school – school connectedness. BPS 77% EMS 49.5% CHS/CAHS 52%  I am satisfied with the number of meaningful opportunities for participation provided by the school. BPS 48% EMS 23.5% CHS/CAHS 26%  My school encourages and promotes parent involvement. BPS 76% EMS 54% CHS/CAHS 42%  I often go to bed at 10pm or later (grades 3, 5). I often go to bed at 12am or later (grades 7, 9, 11). BPS/EMS 24% EMS 28.5% CHS/CAHS 26%  I have experienced frequent sadness or hopelessness. BPS 22% EMS 24% CHS/CAHS 27%|School climate survey results show that students discomfort and anxiety largely impacted by COVID-19 have declined. Students are feeling more connected at school. The percentage of students experiencing sadness has decreased. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. CUSD placed an emphasis on RTI trauma informed practices. An area of focus and emphasis is increasing school connectedness for our students. The District’s increase to Enrichment offerings and field trips were noted areas of strength in our District survey. CUSD transitioned our student information system returning to Aeries, and Parent Square proved to be a positive communication tool linked to our Aeries system. The District’s launch of a student survey administered twice a year will provide the opportunity to evaluate school culture for continuous improvement efforts throughout the year.|Improving school climates will continue to be an area of focus across the Colusa Unified School District.  Our CUSD District leadership team will be working closely with principals, school counselors, and school staff to continue improving school climates on each campus.  Professional learning opportunities throughout the school year will include formative data related to attendance and suspension, and schools will be sharing practices that they identify through the school leadership team process for improving social-emotional outcomes for students.  Sites will collectively develop a site-based PDSA (Plan, Do, Study, Act) plan based on their site student survey results.|Met||2025-06-23|2025
06616060000000|Maxwell Unified|6|Domain	                                                  American Indian	    White	             Socioeconomically Disadvantaged Coping Resources	                                            85%                 79%	                         56% Safety and Connection	                               84%	                     73%	                                     56% Culturally/Linguistically Responsive Practices	       80%                 78%	                                     59% Opportunities for Student Leadership	                       73%	           66%                                 43% Emotional Experiences	                                               71%	            74%	                           4%|American Indian students consistently reported the highest favorable responses in all domains. Notably, 85% felt supported by coping resources and 84% reported a strong sense of safety and connection to school.  Emotional well-being was a strong point across student groups, with 74% of White students and 71% of American Indian students reporting positive emotional experiences.  Culturally and linguistically responsive education was perceived positively, particularly by American Indian (80%) and White (78%) students.  Among all students, the Student Wellness Index improved year over year, and Grade 11 suicide consideration dropped to 0% in 2025, indicating the positive impact of expanded mental health and SEL supports.  Grade 11 students also showed higher engagement, with 35% falling into the optimal School Boredom Profile (high value/low boredom), suggesting strong relevance and connection to their learning.   Identified Needs: Socioeconomically disadvantaged students reported the lowest favorable responses across all domains:  Only 43% reported access to meaningful leadership opportunities.  Just 56% felt safe and connected to their school community.  Culturally responsive experiences (59%) and coping support (56%) were also reported lower than their peers.  White students also showed room for growth in “opportunities for student leadership” (66%) and “safety and connection” (73%), indicating that even students with relatively high emotional well-being may benefit from greater engagement and inclusion.  Despite gains in climate and wellness metrics, leadership access and school connectedness emerged as universal themes for further development across subgroups.  These insights are informing the district’s improvement strategies, which include expanding leadership opportunities, fostering culturally inclusive environments, and strengthening targeted SEL supports for underrepresented student groups.|1. Expand Mental Health and Coping Supports Launch targeted mental health initiatives, including peer support groups, SEL lessons during advisory, and wellness workshops.  Increase availability of counseling and mental health staff, leveraging the community schools program.  Integrate peer conflict facilitation and “check-in” protocols for students with identified social-emotional needs.  2. Increase Access to Leadership and Engagement Opportunities Develop new student leadership clubs and advisory panels to ensure equitable participation, particularly for socioeconomically disadvantaged students.  Launch the “Welcome Wagon” peer mentorship program, pairing new and disengaged students with trained peers.  Offer stipends or incentives for students who participate in school leadership roles or student advisory boards.  3. Enhance School Connection and Safety Increase implementation of school-wide community-building events and classroom-based team-building activities.  Launch “Connection Circles” led by staff or older students to foster inclusion and trust among peers.  Improve communication of safety procedures and ensure student voice is incorporated into campus safety planning.  4. Culturally Responsive Practices and Belonging Expand staff professional development on cultural humility, trauma-informed care, and equity in discipline.  Continue disaggregating CHKS and local data by subgroup to refine targeted interventions.  Regularly evaluate curriculum and school events for inclusive representation and relevance to all student groups.  5. Ongoing Data Review and Student Voice Integration Implement short student check-ins/surveys each semester to monitor climate, connection, and engagement.  Use these data alongside CHKS to adjust strategies and inform LCAP goals.  These changes reflect the district’s commitment to equitable climate improvements and student-centered continuous improvement.|Met||2025-07-30|2025
06616140000000|Pierce Joint Unified|6|"2024/25 CHKS Data for LCAP Local Indicators School Connectedness: Grade 5 72% Grade 6 59% Grade 7 51% Grade 8 62% Grade 9 56% Grade 10 54% Grade 11 52% Grade 12 49% Feel close to people at school: Grade 5 56% Grade 6 54% Grade 7 63% Grade 8 65% Grade 9 72% Grade 10 54% Grade 11 57% Grade 12 52% Am happy to be at school: Grade 5 77% Grade 6 54% Grade 7 52% Grade 8 71% Grade 9 55% Grade 10 52% Grade 11 46% Grade 12 44% I feel part of this school: Grade 5 71% Grade 6 65% Grade 7 46% Grade 8 54% Grade 9 50% Grade 10 49% Grade 11 49% Grade 12 43% Teachers treat students fairly: Grade 5 82% Grade 6 56% Grade 7 42% Grade 8 57% Grade 9 50% Grade 10 52% Grade 11 50% Grade 12 50% I feel safe at school: Grade 5 69% 2025-26 Local Performance Indicator Self-Reflection for Pierce Joint Unified School District Page 14 of 16 Grade 6 65% Grade 7 51% Grade 8 61% Grade 9 53% Grade 10 64% Grade 11 61% Grade 12 48% School Safety How safe do you feel at school: Grade 5 66% Grade 6 53% Grade 7 57% Grade 8 62% Grade 9 66% Grade 10 61% Grade 11 59% Grade 12 46% Experienced harassment (Secondary): Grade 6 32% Grade 7 29% Grade 8 20% Grade 9 17% Grade 10 15% Grade 11 16% Grade 12 15% Anti-bully climate (ELEM): Grade 5 74% Caring Adult Relationships: Grade 5 66% Grade 6 58% Grade 7 50% Grade 8 59% Grade 9 58% Grade 10 64% Grade 11 65% Grade 12 67% Teacher or adult cares about me: Grade 5 78% Grade 6 52% Grade 7 46% Grade 8 57% Grade 9 63% Grade 10 61% Grade 11 67% Grade 12 72% Teacher or adult notices when I am gone: Grade 6 56% Grade 7 51% Grade 8 60% Grade 9 54% 2025-26 Local Performance Indicator Self-Reflection for Pierce Joint Unified School District Page 15 of 16 Grade 10 64% Grade 11 61% Grade 12 67% Teacher or adult listens to what I say: Grade 5 63% Grade 6 66% Grade 7 52% Grade 8 61% Grade 9 57% Grade 10 67% Grade 11 67% Grade 12 64% *Data represents the percentage of students responding ""agree"" or ""strongly agree"" (grades 6-12) OR ""Yes, all of the time"" or ""Yes, most of the time"" (grade 5)"|The analysis of the 2024 and 2025 CHKS data reveals several important insights into the strengths and areas of need within the district. One of the most notable strengths is the improvement in school connectedness across several grade levels, with more students reporting that they feel close to people at school. This positive trend suggests that efforts to build inclusive and welcoming school communities are making a difference. Perceptions of school safety also improved, reflecting positively on recent district initiatives focused on creating safe learning environments. Additionally, the data indicates that students continue to experience strong relationships with caring adults at school, a foundational element of student engagement and well-being. However, the data also identifies key areas for growth. Some grade levels, particularly in upper secondary grades, continue to report lower levels of school connectedness and adult support. These inconsistencies point to the need for a more uniform application of relationship-building practices across all schools and grade spans. Furthermore, the relatively lower responses in items related to feeling safe and having adults who listen suggest a need for deeper engagement strategies and more frequent, meaningful student-adult interactions. Collectively, these findings emphasize the importance of targeted efforts to strengthen connections with older students and ensure that all youth feel supported, safe, and heard in their school communities.|To address inconsistencies in student connectedness and support across grade levels, particularly in upper grades, the LEA should implement targeted relationship-building strategies at the middle and high school levels. This may include structured advisory periods and regular check-ins between students and staff. Ensure inclusive classroom routines and trauma-informed approaches—are consistently applied across all grade spans and campuses.|Met||2025-06-20|2025
06616220000000|Williams Unified|6|WUSD has purchased a research based social-emotional screening tool, Satchel Pulse, that is given to all students two times a year. Satchel Pulse combines efficient and effective screening with targeted interventions for all students to ensure no one falls between the cracks. Satchel Pulse puts a focus on maintaining  self-awareness, self-management, social awareness, relationship skills, and responsible decision making in all three tiers. Ideally students should fall into the following: tier one at 80%, tier two at 15%, and tier 3 at 5%, as determined in the Satchel Pulse screener. Data from Satchel Pulse: Grade Specific Observations: WES (Grades 2–3): Tier 1 participation remained nearly consistent: 79.2% in Year One compared to 79% at baseline, just below the 80% target. Tier 2 and Tier 3 levels also remained closely aligned with goals, showing 15.7% and 5.1% respectively, both within expected ranges. WUES (Grades 4–6): Demonstrated strong improvement, especially in Tier 1, increasing from 76% to 86.1%, exceeding the 80% goal. Tier 2 decreased to 11% (better than the 15% target), and Tier 3 dropped to 2.9%, also exceeding expectations WJSHS (Grades 7–12): Tier 1 increased modestly from 74% to 78%, narrowing the gap to the 80% target. Tier 2 saw a slight decrease from 21.1% to 20%, still above the 15% target. Tier 3 rose slightly from 4.9% to 6.5%, exceeding the 5% benchmark. Students also participate through a survey and Focus Groups each year when developing the LCAP goals and actions.  This year the following numbers represent the student participation for the development of the 25-26 school year LCAP Data from LCAP Survey: 3-6 (286) The students agree or neither agree or disagree that the school district prepares students for college or a career. The students agree or strongly agree that the school district helps students succeed at school. The students agree or strongly agree that the school district creates a safe & welcoming environment for learning 7-8 (97) The students agree or neither agree or disagree that the school district prepares students for college or a career. The students agree that the school district helps students succeed at school The students agree or neither agree or disagree that the school district creates a safe and welcoming environment for learning. 9-12 (253) The students agree or neither agree, or agree that the school district is preparing them to be ready for college or a career. The students agree that the school district helps students succeed at school. The students agree or neither agree or disagree that the school district creates a safe & welcoming environment for learning.|In summary, while WJSHS remains slightly above target in Tiers 2 and 3, the overall trend across schools reflects positive growth in Tier 1 participation, especially at WUES. These results indicate ongoing improvement in meaningful participation, with targeted attention needed at the secondary level to reduce higher-tier interventions. Identified Needs: Enhanced Support for Tier 2 and Tier 3 Students: The data reveals a consistent need for more support for students in Tiers 2 and 3 across all grade levels. Interventions should be tailored to address the specific risk factors identified in these groups. Targeted Interventions in Middle and High School: With higher percentages of students in Tiers 2 and 3, WUES and WJSHS require specific strategies to handle the increasing social-emotional demands as students progress through school. Early Intervention and Continuous Monitoring: Given that younger students (WES) are closer to the ideal distribution, it’s important to maintain and strengthen early intervention programs to prevent escalation of issues as students age.|Recommendations: Strengthen Tier 2 Interventions: Implement more robust and diverse intervention programs to support students with some risk factors, aiming to transition them back to Tier 1. Focus on Adolescent Support: Develop specialized programs for middle and high school students, addressing the unique challenges they face during adolescence. Monitor and Adjust Interventions Regularly: Continuous assessment and adjustment of the intervention strategies based on periodic screening results to ensure effectiveness and responsiveness to student needs. By addressing these identified needs and leveraging the strengths, WUSD can improve the social-emotional well-being of its students and ensure they are better supported throughout their educational journey.|Met|WUSD's commitment to improving school climate and social-emotional health is reflected in its use of the Satchel Pulse screening tool and the subsequent analysis of data. This data-driven approach enables the district to identify areas of need and strengt|2025-06-12|2025
07100740000000|Contra Costa County Office of Education|6|Data - According to the 2025 California Healthy Kids Survey:  - 59% of students indicated that they felt safe at school  - 48% of students indicated that they felt connected to the school - 33% of students agreed that the school promotes parental involvement - 64% of students reported having a caring relationship with at least one adult in school - 22% of students reported social emotional distress - 54% of students expressed satisfaction with their school experience - 69% of students reported school boredom  Challenges - Due to the nature of the facility, it can be difficult to distinguish students' feelings about their incarceration from their perceptions of the school environment.|Strengths - Mt. McKinley is making a meaningful impact on students who have historically struggled in traditional academic settings. While most arrive feeling disconnected and discouraged, 54% now report satisfaction with their school experience. Furthermore, 64% of students say they have supportive relationships with adults, and 59% feel safe on campus. These outcomes highlight the school’s success in creating a caring and secure environment that fosters a renewed sense of trust and belonging among students.|Mt.McKinley will continue to utilize the MTSS framework to develop Specific, Measurable, Attainable, Relevant, amd Time-bound (SMART) goals (with an attached method of accountability) around the topics of safety, connectedness, and social-emotional learning. In addition, after reflecting on data, prior practices, and engaging educational partner meetings, Mt. McKinley created a targeted Social-Emotional Learning goal [GOAL 3: Fully implement a tiered integrated social-emotional program to support the well-being of all students by promoting prosocial behavior, teaching coping and decision-making skills, and modeling positive relationships] and a targeted culture/climate goal [GOAL 2: Establish safe, secure, inclusive, and inviting learning environments that foster increased student engagement and connection to to school] that can be found in the new 2024-27 LCAP.|Met||2025-06-11|2025
07100740114470|Making Waves Academy|6|The February 2025 California Healthy Kids Survey (CHKS) was administered schoolwide, 788 students participated.   Race/Ethnic Breakdowns: American Indian or Alaska Native - 6 Asian or Asian American - 30  Black or African American - 33 Hispanic or Latino/a - 603 Native Hawaiian or Pacific Islander - <10 not reported White - 10 Mutiracial - 11 Something else - 33  Note: The total does not add up to 788 because the race/ethnicity question allows students to select all that apply, meaning a single student may be counted under multiple categories. Additionally, some students may have selected “Not stated” or “Prefer not to say.”   Student Results  School Connectedness 51% Whole School / 51% Middle School / 51% Upper School  Academic Motivation 66% Whole School / 67% Middle School / 64% Upper School  Caring Adult Relationships 58% Whole School / 56% Middle School / 61% Upper School  High Expectations 72% Whole School / 71% Middle School / 73% Upper School  School Safety 56% Whole School / 56% Middle School / 56% Upper School   The February 2025 MWA Climate Survey was given to parents and guardians. We received 72 parent responses, representing parents of 101 students.  5th Grade- 16 parents 6th Grade- 11 parents 7th Grade- 12 parents 8th Grade- 17 parents 9th Grade- 16 parents 10th Grade- 13 parents 11th Grade- 9 parents 12th Grade- 10 parents  Parent Responses: 43.1% of parents strongly agree that their child is safe at MWA 54.1% of parents agree that their child is safe at MWA 2.8% of parents disagree that their child is safe at MWA 36.1% of parents strongly agree that MWA is responsive to their needs 51.4% of parents agree that MWA is responsive to their needs 11.1% of parents disagree that MWA is responsive to their needs 1.4% of parents strongly disagree that MWA is responsive to their needs|Key learnings include: The importance of coherence and alignment of staff in terms of actions we can take to help improve a sense of connectedness and safety for students, but our level of increased communication with parents may be leading them to feel that school is safe for their children.  Another key learning is that our current engagement with MWA parents is not leaqding to a high attendance rate to parent education opportunities. Another key learning is that putting attention towards more proactive interventions such as student contracts, 1:1 students check-ins, and meetings with parents is likely contributing to a decrease in overall suspensions.  Identified Needs include: More strategies to try to reduce suspensions for the SWD group, more strategies to help students feel more connected and safe on campus, and more ways to address and combat chronic absenteeism for some groups.   Areas of Strength include: Increased overall communication with families, an increase in communication to families regarding absences and patterns of failing grades, and largely a team that will return in attendance and the student support team, which will help facilitate building on successes this year to refine systems and processes versus starting brand new ones.|In an effort to address caring adult relationships and high expectations concerns, includes fostering open communication, providing PD and class lessons on relationship-building skills, and creating a supportive environment where both students and adults feel valued and respected. Continue to collaborate with stakeholders to work together to find solutions that prioritize the well-being of everyone involved. MWA will be adding an associate dean and 504 Coordinator and will prioritize the hiring of key staff. Consistently applying disciplinary actions with fidelity schoolwide while also examining ways to reduce overall suspensions, particularly those subgroups whose suspension rates are higher than the school average.. Implementing structures with more intensive classroom supports, and professional development in the area of positive behavior interventions.  Reinforcing the role of Advisors to monitor progress of their students and proactively communicate with families, the deans, and instructional leaders.|Met||2025-06-16|2025
07100740129528|Caliber: Beta Academy|6|In the 24-25 school year, Caliber Beta Academy administered two rounds of SEL/Culture & Climate Surveys to students in grades 4-8 in the Fall and the Spring. Our goal was to have 90% of students participate in the surveys.  Below shows the % Favorable by domain. Diversity and Inclusion:  82% (0% improvement from 23-24)  Rigorous Expectations: 76% (5% improvement from 23-24) Learning Strategies: 62% (1% decrease from 23-24) Fairness: 59% (3% decrease from 23-24) Teacher-Student Relationships: 60% (0% improvement from 23-24) Sense of Belonging: 60% (3% increase from 23-24 Cultural Awareness & Action: 53% (0% improvement from 23-24)  School Safety: 55% (7% improvement from 23-24) Engagement: 40% (7% decrease from 23-24)|Mixed results characterized our culture and climate in 24-25, as we made key improvements in our area of focus from 23-24 of school safety. At the same time, student engagement dropped significantly and was a focus in the 24-25 school year.|As a result of these results, we will continue our school safety actions, particularly around predictable learning environments. In 25-26, we are focusing on improving Tier 1 Lesson Design and Execution to enhance student engagement.|Met||2025-06-18|2025
07100740129684|Summit Public School K2|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 81% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 84% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 94%"|Summit K2 believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit K2 take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2025-06-17|2025
07100740134114|Contra Costa School of Performing Arts|6||||Not Met|||2025
07100740137026|Invictus Academy of Richmond|6|"From 24-25 Student Survey: 76% of students agree with the statement: ""I feel like I belong at this school."" 74% of students agree with the statement: ""My classes are safe and under control."" Data Year: 202024-25 Data Source: Student Survey"|Success:  Students are held to high expectations and feel that their teachers are effective. We see strong improvement from prior year in student sense of belonging. We made efforts to promote student wellness and student awareness of how their decisions impact their involvement in school. Areas of growth: We are pleased to see the growth in the indicator of student sense of belonging.  We plan to continue our initiatives aimed at strengthening the school culture and community.|Grade level teams work together on areas of improvement after the surveys. Examples:  We plan to continue our PBIS implementation and initiatives aimed at promoting student wellness.|Met||2025-06-04|2025
07100740730614|Golden Gate Community|6|According to the 2025 California Healthy Kids Survey:  - 67% of students reported that they felt safe at school  - 59% of students reported that they felt connected to the school - 60% of students agreed that the school promotes parental involvement - 62% of students reported having a caring relationship with at least one adult in school - 20% of students reported social emotional distress - 39% of students expressed satisfaction with their school experience - 88% of students reported school boredom - 46% of students reported that they expect more good things to happen to them than bad  The challenge is providing all of the services that are available to in-person students to independent study students alike. Likewise, parent engagement is a challenge and thus the LEA continuously explores diverse ways to engage parents. The LEA is committed to create an environment where all students feel connected and safe. Likewise, the LEA will continue to help teachers develop skills to support their students academically and socially.|Strengths - By utilizing staff, an Social Emotional Learning (SEL) curriculum, and the MTSS framework, the LEA was able to decrease the number of students who reported social emotional distress from 20% (down from 23%). By leveraging the restorative practices and social-emotional support services, the LEA was able to decrease the number of students who reported sad, or hopeless feelings in the past 12 months to 21% (down from 30%). As a result, the LEA will continue to utilize both supports.   By leveraging culturally relevant curriculum in all core subjects, 62% of students reported having a caring relationship with at least on adult on campus.  This is significant progress and can be celebrated.|After reflecting on data, prior practices, and engaging educational partner feedback, the LEA created a more targeted culture/climate goal [GOAL 2: Establish secure, inclusive, and inviting learning environments that foster increased student engagement and connection to to school]; a parent/community engagement goal [GOAL 4: Engage parents/guardians, families and community partners through education, communication, and collaboration to promote student success], and a Social-Emotional Learning goal [GOAL 3: Fully implement a tiered integrated social-emotional program to support the well-being of all students by promoting prosocial behavior, teaching coping and decision-making skills, and modeling positive relationships]; all of which can be found in the new 2024-27 LCAP. The LEA developed this goal because throughout the educational partner feedback process, school climate and culture was identified as one of the areas in which the LEA should provide additional support.   Specifically, the LEA will continue to do the following in the upcoming years: expand opportunities for parents/guardians to be actively engaged both on and off campus; develop an attendance improvement plan with attached goals, actions, and metrics; implement more student celebrations/recognitions; hold monthly cultural celebrations, and utilize the MTSS framework to develop Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) goals (with an attached method of accountability) around the topics of student safety and connectedness.|Met||2025-06-11|2025
07100740731380|Clayton Valley Charter High|6|"In a student survey sent sent out in 2024-25 school year, several climate/support-oriented questions were included: 94% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 88% of students reported “I feel safe in my school” What is/are something(s) you wish teachers knew about being a student doing distance learning?(multiple answers, open-ended response opportunity) These highlights from surveys helped guide decisions and policies relating to school climate. Generally speaking, some other indicators of a positive student climate as it relates to our site include: The 97%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. A strong character-education program is delivered to all students across grade levels to promote positive behavior and good choices. Over 50% of student involvement in an athletic activity Over 20 student - led clubs"|The key learning and identified area of need from this data is the need to : conduct more frequent formative surveys to measure climate in real-time and enact measures to respond to needs in a timely manner. As well, increase use of disaggregated data to identify and nuance needs for our diverse learners.|The Charter is exploring data analytics programs to bolster the schools ability to assess, review and respond to a variety of needs. This includes a variety of stakeholders, disaggregated student groups, information regarding climate and academics.|Met||2025-06-11|2025
07100746118368|Manzanita Middle|6|At Manzanita, we prioritize school connectedness by administering surveys to teachers, families, and students twice a year—once in the winter and again in the spring. These surveys ask stakeholders to rate their experiences on a six-point scale, ranging from 1 (Strongly Disagree) to 6 (Strongly Agree).  This year, our overall average score across all stakeholder groups was 5 out of 6, indicating strong positive perceptions of school connectedness. We also saw a 17% increase in family participation, with 100% of staff and 85% of students completing the survey.  Notably, the student survey results showed a 3% (76% to 79%) increase in students reporting that they feel safe and part of a school community. Family responses reflected a 2% (85% to 87%) increase in their confidence that their children are safe and feel connected at school. Teacher surveys revealed a significant 10% increase (80% to 90%) in staff feeling connected to their colleagues and identifying as part of a cohesive school community.  The student and family surveys revealed consistent feedback in key areas such as curriculum, academic support, and teacher communication. When asked about trusted relationships on campus, 70% of students reported that they have at least one adult at school they trust and can turn to for support. Similarly, 82% of families said they feel comfortable reaching out to at least one staff member with questions or concerns.  In terms of academic support, 65% of students somewhat agreed that they receive the help they need from all of their teachers, while 61% of families agreed that their children are getting adequate academic support. Additionally, 68% of students felt they are being academically challenged by the curriculum, and 72% of families shared the same belief regarding the rigor of their child's academic experience.|Survey responses highlighted several areas of strength at Manzanita. The majority of families, staff, and students reported feeling safe and a strong sense of community on campus. Most students shared that they have at least one trusted adult at school they can turn to for support. Additionally, both students and families indicated that the academic curriculum is appropriately challenging and is helping prepare students for high school.  However, the survey also revealed areas for growth. Some families and students expressed concerns about inconsistent academic support from certain teachers. Furthermore, approximately 30% of both families and students felt that students could be more challenged and better prepared for high school through stronger academic programs and supports.|Manzanita will prioritize one-on-one coaching and targeted professional development for all staff members. The administrative team will conduct both formal and informal classroom observations two to three times per week, using a newly implemented “Teaching for Excellence” rubric. These observations will be followed by individualized debrief sessions during weekly one-on-one meetings, where staff will work collaboratively with administrators to set personalized growth goals.  Teachers will also be asked to bring student work and data to these meetings, allowing goals to be informed not only by instructional practices but also by student misconceptions and learning needs. In addition, Manzanita will continue to hold weekly staff meetings dedicated to data analysis and professional development; focusing on both academic achievement and strengthening school culture.  Additionally, staff will begin to hold office hours for students to receive individualized or small group support in both English and Math two days a week during our whole school intensive period.|Met||2025-06-25|2025
07616300000000|Acalanes Union High|6|"AUHSD administers the California Healthy Kids Survey (CHKS) every other year to all students in grades 9 and 11. In the fall of 2023, the District administered the following CHKS modules to all students in grades 9 and 11: Core; Behavioral Health; Social-Emotional Health; and Resilience and Youth Development. Results of the CHKS are reported to the Governing Board, staff, and parent organizations. This review of CHKS data is based on the 2023-2024 administration, in which 95% of 9th graders and 83% of 11th graders completed the survey. The next CHKS administration to AUHSD students will be in November 2025.  School Safety High numbers of AUHSD students feel safe at their schools; however, perceptions about school safety vary among student groups.  % of Students Perceiving Their School as ""Safe"" or ""Very Safe"" from the CHKS - Overall: 75% (9th) and 77% (11th) - Asian or Asian American: 80% (9th) and 80% (11th) - Black or African American: 74% (9th) and (Grade 11 number of responses too few to report) - Hispanic or Latino/a/x: 69% (9th) and 66% (11th) - White: 77% (9th) and 80% (11th) - Multiracial: 73% (9th) and 81% (11th) The most significant gap in perceived school safety is among students identifying as Hispanic or Latino/a/x: 6 percentage points below the overall average for 9th-grade students and 11 percentage points below the overall average for 11th-grade students.  Connectedness The CHKS uses a series of questions to measure school connectedness. Disaggregated data about school connectedness follows:  Average Number of Students Reporting “Agree” or “Strongly Agree” on Five “School Connectedness” Items from the CHKS - Overall: 68% (9th) and 66% (11th) - Asian or Asian American: 70% (9th) and 68% (11th) - Black or African American: 57% (9th) and (Grade 11 number of responses too few to report) - Hispanic or Latino/a/x: 63% (9th) and 57% (11th) - White: 70% (9th) and 70% (11th) - Multiracial: 66% (9th) and 69% (11th)  Belonging The District administers the local “Pulse Survey” twice a year to gauge students’ sense of belonging and connection to school. Reflecting an increase of 14 percentage points from the spring 2024 Pulse Survey, 86% of AUHSD students “Agreed” or “Strongly Agreed” with the following statement from the spring 2025 Pulse Survey: “I feel like I belong at this school.” However, perceptions about belonging vary among student groups.  % of Students Selecting ""Agree"" or ""Strongly Agree"" to Pulse Survey Question: “I feel like I belong at this school.” - Overall: 86% - Low-Income Students: 78% - English Language Learners: 82%  All AUHSD students took the Stanford Survey of School Experiences in April 2024. A key survey module is ""Support at School,"" and it addresses student-staff connections. According to the survey, 76% of AUHSD students feel they have an adult on campus they can go to if they have a personal problem, up from 75% in 2022. AUHSD will next administer this survey in April 2026."|The California Healthy Kids Survey (CHKS) data shows that students generally perceive school to be safe; however, Hispanic students indicated the lowest level of perceived safety at school. The CHKS survey data also highlights that Black / African American students and Hispanic students do not have the same level of connectedness at school as their peers from other racial/ethnic groups. The percentage of English language learners indicating a sense of belonging at school via the Pulse Survey was 82%, 4 percentage points lower than the overall percentage. The District is committed to both the academic and social-emotional growth of every student. This growth will accelerate when all students feel safe, engaged, and connected at their schools.|To help foster strong connections for students at school, all sites are investing resources into their Grade 9 orientation programs. The District is strengthening support for Wellness Centers at each site, as well as providing teachers with strategies to implement social-emotional learning in the classroom. District and site leaders will also work with student leaders to facilitate student summits focused on diversity, equity, inclusion, and belonging. A Teacher on Special Assignment (TOSA) will help coordinate this important work.|Met||2025-06-04|2025
07616480000000|Antioch Unified|6|California Healthy Kids Survey (CHKS) secondary data is collected using the CORE module which assesses student learning engagement, student social-emotional and physical well-being, and school climate conditions feedback. The response rate for grades 7th, 9th and 11th ranged between 17 and 47th % with 9th grade being the largest sample size. An average of 46% of all students' survey relay school connectedness with 47.6% also relaying experiencing a caring adult relationship in school and 60.6% stating the adults have high expectations of them. Students sharing the school is perceived as very safe or safe was equal to 47.7%.  California Healthy Kids Survey (CHKS) secondary data is collected using the CORE module which assesses student learning engagement, student social-emotional and physical well-being, and school climate conditions feedback. The response rate for grades 7th, 9th and 11th ranged between 17 and 47th % with 9th grade being the largest sample size. An average of 46% of all students' survey relay school connectedness with 47.6% also relaying experiencing a caring adult relationship in school and 60.6% stating the adults have high expectations of them. Students sharing the school is perceived as very safe or safe was equal to 47.7%.  LCAP Accountability Survey results were parents, staff, and students during the 24-25 school year. We reviewed and analyzed the results of the survey and compiled the top 3 priority responses from each category. Standards Mastery Learning the top responses showed that mathematics instruction and support (25%, literacy instruction and support (24%), supports for student s with disabilities (11%) and Science instruction (11%). Top 3 priorities for Resilient Centered Practices: Social Emotional Learning programs (23%), Food/Nutritional Services programs (17%), Parent and Community outreach (15%). Top 3 Priorities for Culturally Relevant and Inclusive School Communities: Classroom engagement strategies (20%), College and Career support services programs (18%), Visual and Performing Arts (17%). Top Recommendations for Continuation/Expansion (almost equal in number of responses/preferences): K-12 Sports, K-12 After School Programming, SEL/Mindfulness/Restorative Practices. Top Recommendations to Stop Doing Now: Alternative means to discipline, Serving poor quality food.  Top Recommendations to Start Doing Now in order of top preferences: After school tutoring at all schools, Increased trade programs/CTE programs, More opportunities for arts and music at all levels, Increased access to technology in classrooms.|Some key learnings include 21.6% of student report being afraid of being beat up on campus; 17% of students report having seen a weapon on campus; and 31% of students report experiencing cyberbullying.  Another area of learning is that 17.3% of students report not feeling that teachers check up on how they are feeling. Additionally, there is also an area of concern that only 20.6% of students surveyed relay that they feel their school campus is clean or tidy.|Based on data collected from both the CA Healthy Kids Survey as well as the AUSD LCAP Survey, the following are planned to address improvement areas of concern around school climate: We will promote emotional health through counseling and mental health services, wellness centers at each school site, restorative practice continuation and expansion, and support through PBIS. We will be expanding our Alternative to Suspension program to assist students academically and to correct negative behavior and prevent future negative occurrences. To address maintenance concerns, we will address facilities improvement including creating school learning commons at various locations, and all school renovations through an approved bond for the 2024-28 school years. We will also implement site admin PD to review CHKS and school climate data to reinforce awareness and school level concerns.|Met||2025-06-25|2025
07616480115063|Antioch Charter Academy II|6|First through eighth-grade students participated in a student survey in spring 2025. The survey for 4th to 8th grade included 48 scale response questions and two open-ended response questions to measure student opinion about the school climate.  The survey for 1st to 3rd included 8 scale response questions.  Spring 2025 survey data shows 71% of students 1st to 8th grade feel safe or very safe at the school.  84% of 1st to 8th grade students feel their teachers care about them. 77% of 4th - 8th grade students think the school is a good school or very good school. Although 84% of students feel the teachers care about them, only 66% feel their teachers know them well.  43% of intermediate and middle school students report they are not treated with respect by other students, although 93% claim to treat other students with respect.|Overall, the data shows the students feel that the school’s climate is positive.  In the open-ended response questions, many students replied that what they like best about the school is their friends, the help they get from their teachers, the small school size, the elective program, and the after school program.    There is a need for teachers to find a way to get to know more students well.  Another area for continued growth is the number of students that feel they are not treated with respect by other students at the school. There's a need for programs or initiatives to improve peer relationships and build a culture of mutual respect.  There is a need to improve student perception of safety.   Survey results are not disaggregated by student subgroup for 2 reasons.  One, the survey our school uses does not collect student demographic information, and thus the data is not available.  It would be very tedious to enter each result by hand to disaggregate the results by subgroup.  Two, the small school size means small sample sizes.  Often the  subgroup numbers create results that widely fluctuate over time because the size of a subgroup is between 10 - 20 students.|"One of the action item goals is to use a survey to find out more about student culture and traditions.  During the 2024-2025 school year, the survey was created mid-year with input from the ELAC committee, but there were few responses.  Putting it into the beginning of the year process will hopefully get more respondents. The school will continue to implement a social emotional curriculum for all students and with the support of the school counselor work to improve understanding of what respect for others looks like and sounds like.  Additionally, the school needs to explore what ""feeling safe"" means to students—physically, emotionally, socially—and to identify where gaps exist."|Met||2025-06-19|2025
07616480137430|Rocketship Delta Prep|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are overall satisfied with the school, with 67% of respondents reporting that they were satisfied or very satisfied. Satisfaction was being driven by families feeling teachers had built strong relationships with their students, reported by 78% of families and 84% of families feeling they are treated with warmth and respect by teachers. While 73% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
07616486115703|Antioch Charter Academy|6|Second through sixth-grade students participated in a student survey in May and June of 2025.  The survey included 20 scale response questions.  Students in grades seven and eight took the California Healthy Kids Survey.  All survey questions were given to students in a Google Form format.  The responses were not labeled with the students' names or emails.  All responses are anonymous.|92% of students feel that ACA is a place where they belong.  94% of students feel that the teachers encourage them.  89% of students report feeling treated with respect by their classroom teachers.  85% of students feel treated with respect by their Wednesday instructors.  92% of the students feel respected by other students at their school.  Overall, the data shows that the students feel that the climate of the school is positive.|"ACA will explore the students' interpretation of respect. Additionally, the school needs to explore what ""feeling safe"" means to students—physically, emotionally, and socially—and to identify where gaps exist."|Met||2025-06-26|2025
07616550000000|Brentwood Union|6|"BUSD chose to use the CA Healthy Kids Survey (CHKS) to report on Priority 6. The 2023-2024 CHKS results indicate that 84% of 5th graders and 56% of 7th graders feel safe most or all of the time. For 5th grade, data is not available by disaggregated student groups. For 7th grade, data is available for disaggregated student groups. A review of this data related to school engagement shows a range of percentages. It should be noted that the 'White"" and ""Hispanic/LatinX' groups are most likely to be represented with lower percentages of students."|A data review indicates that 84% of students in grade 5 and 56% in grade 7 feel safe most or all the time at school. These numbers indicate a significant percentage of students (with a lower rate for elementary school) who do not feel safe. Also, the data clearly shows a disproportionate range across student groups.|BUSD has implemented the Say Something App (an anonymous reporting system), increased counseling support groups, provided PD on Equity, Inclusion, & Belonging, PD on Trauma-Informed Practice, restorative practices, and Site Leadership focused on character education and advisory programs (based on data analysis).|Met||2025-06-18|2025
07616630000000|Byron Union Elementary|6|We administered the California Healthy Kids Survey to Grades 4 through 8 in March 2025.  KEY LEARNINGS: In Elementary, grade 5 students feel connected to their schools and teachers (70% feel connected to school, 70% felt there were caring adults in schools; 80% reported adults held high expectations; 84% are academically motivated) and  64% feel safe at school. These students reported no incidence of smoking or vaping. Because of the small number (65) of students participating in the survey, we do not have disaggregated data by student groups.  In Secondary, our grade 7 students had slightly lower positive feelings about school (51% felt connected to school; 69% reported adults held high expectations; 62% felt academically motivated) with 49% perceiving school as safe or very safe. Because of the small number (72) of students participating in the survey, we do not have disaggregated data by student groups.|In Elementary, our data is similar to the previous year, with just slightly less than 4% changes, which is often related to the different students surveyed. Our data could not be disaggregated by race/ethnicity due to the number of respondents. Gender breakdowns were similar to the overall results, such as caring adults (girls - 69% compared to 70% overall) and safe at school (girls - 68% compared to 64% overall). In Secondary, our 7th grade data is similar to the previous year, with most changes within 5% of the previous year, which is often related to the different students surveyed. A noticeable change was academic motivation increasing from 54% to 62%. When reviewing disaggregated data, key outliers are Whites are most likely to feel connected to school, academically motivated, and focused on school work. Students of Hispanic or Latinx descent tended to report these about ten percentage points lower. Students of color and mult-races experience more harassment or bullying. Middle school girls report less harassment and safety issues at school. We have no disaggregated data for other student groups, including students with disabilities and English Learners).|We are taking the following actions: 1) Continue access to a campus wellness/cool down space, staffed by counselor and other staff for student support and intervention, 2) Continue PBIS and SEL curriculums, 3) Work with staff to address the safety concerns, and 4) Host parent education nights.|Met||2025-06-12|2025
07616630130930|Vista Oaks Charter|6|Vista Oaks is committed to the ongoing development of a positive school climate and culture, where all students are able to thrive and succeed. The school worked diligently to implement the goals and actions that are outlined in the 2024-2025 LCAP and have used various forms of data and feedback to assess progress. Results from the schoolwide survey that 4th through 12th grade students responded to include: • 40% of students strongly agree and 56% agree that Vista Oaks is supportive and an inviting place for students to learn. • 92% of students report that adults at the school treat all students with respect. • 85% of students report that they have high goals and expectations for themselves. • 92% of high school students report that teachers or staff have discussed their postsecondary plans for college and career with them. • 93% of students report feeling safe on campus.  Note: Vista Oaks uses an anonymous schoolwide survey and does not give the California Healthy Kids Survey.|Based on our climate survey results, Vista Oaks will continue to provide a warm and welcoming school environment where students feel safe to grow and learn. Advisors and teachers will foster strong relationships with their students and families where communication and meeting the needs of all students in emphasized. Social emotional learning is also an area of focus. 35% of students report that they would like more resources on stress and anxiety with 32% social skills as another area of focus. The school will continue to provide our students with access to mental health professionals. Vista Oaks will also continue the development of social emotional learning resources that are readily available for students, parents, and staff. Professional development opportunities will be provided to equip staff in the various areas of social emotional learning and mental health.  Additionally, Vista Oaks has made college and career readiness a priority based on survey results and input meetings. 66% of high school students reported that they were are enrolled in a class that helps them explore different career paths. The school has increased the number of electives available for high school students through Edgenuity and other online platforms. 27% of students also stated that they have not worked on developing their Five Year Plan. Thus, professional development and allotted time will be provided to staff to continue the full implementation of this resource.|During the 2024-2025 school year, academic counselors have maintained time allotted to provide one-on-one guidance, which was well-received and utilized by students, families and staff. Academic counselors coordinated 10 events and provided 5 additional hours per week of time set aside for academic counseling. In addition, students had the opportunity to take San Joaquin Delta College's Criminal Justice, Child Development, and Economics of Business onsite at Vista Oaks. The school will focus on maintaining these services and programs available to all students. Vista Oaks will continue to offer onsite college courses along with college and career support to ensure each student has a postsecondary plan.  In addition, Vista Oaks is partnering with the Brilliance Project to support staff and parent-educators so that we can better support our students with stress, anxiety, motivation, and student outcomes.|Met||2025-05-19|2025
07616710000000|Canyon Elementary|6|92% of respondents on our school culture and climate survey felt that LCAP Goal 2:  Provide a safe environment for our students rooted in equity and inclusion, where all people feel confident and are connected to caring adults, who can challenge them with clear and high expectations to maximize their learning potential, was implemented or fully implemented. 91% of respondents felt their child had a sense of belonging; 90% said their child was comfortable asking an adult for help at the school; 95% said they enjoyed going to school; 94% said kids respected staff; 94% said staff respected kids|Our PBIS, RJ and Second Step programming is having a positive and measurable effect on student, staff, and parent perceptions of school climate at Canyon School. The items on our survey were given to all staff and parents K-8 and to students 3-8 and are derived from the Panorama Education Survey.|We added second step this year to supplement our PBIS work, and had classwide behavior recognitions, Canyon Coins, and attendance recognitions this year|Met||2025-06-20|2025
07616970000000|John Swett Unified|6|"JSUSD administered the California Healthy Kids Survey to students in grades 3rd through 12th during the month of February. This survey captures a valid measure of student perceptions of school safety and connectedness. We are still waiting to receive the results from this Survey. Survey responses from the  2023-2024 school year are these: Response rates ranged from 27% of possible respondents in grade 5, to 82% in grade 7, 73% in grade 9, and 74% in grade 11. Response rates at the middle school and high school were high enough to produce results in a School Climate Report Card.   The middle school’s School Climate Index (SCI) for school connectedness is 36% (This measures the degree to which students feel a sense of belonging, support, and positive relationships with adults and peers at school) , and its overall SCI for feelings about school safety is 27% (this encompasses students' perceptions of safety from violence, bullying, and harassment at school). The high school’s school connectedness rating is 55%, while perceived school safety shows an 58%.. While the elementary school responses were not great enough (50% of possible respondents is required) to produce a School Climate Report Card, we can look at scores as reported by those students who did respond. At Rodeo Hills, on questions related to school connectedness, 78% of 4th grade students, and 69% of 5th grade students responded “Yes, most of the time” or “Yes, all of the time"". On safety related questions, under ""Feel safe at School"", 83% of 4th graders and 58% of 5th graders responded feeling safe at school most or all of the time.."|"Bullying and harassment by students has become more of an issue over the past three years at both the high school and middle school, as reported in our last School Climate Report Card from 2021-2022. Data from this last report was as followed:  The middle school’s ""Harassed or bullied at school"" indicator shows a 50% (+17 from last report). The high school’s ""Harassed or bullied at school"" indicator shows a 31%. It is evident to the District that improvements are needed. At the District’s administrative retreat held prior to the start of school, these findings were shared with the administrative team. Each school’s report was made available to the administrators to be used with each staff. Discussions have been held about what kinds of programs, services, teacher training, and supports will make a difference to improve conditions for students, and changes are being made."|The District has provided professional development for all staff on becoming trauma-informed  and on learning to use strategies that will provide support and education for students. All District staff members received training on the implementation of restorative practices, including community circles to help bring about positive changes in students’ thinking and actions. Professional development cycles focusing on school climate occurred at each site, and the Parent Advisory Council is bringing parent voices into the work. Programs such as Leader in Me, at Rodeo Hills, and AVID (Advancement Via Individual Determination) at all District sites are being implemented to help bring about positive actions and mindset shifts among students.|Met||2025-06-11|2025
07617050000000|Knightsen Elementary|6|The Knightsen Elementary School District is using the 2025 California Healthy Kids Survey Data to address school climate. Fifth graders across the district were surveyed on topics such as Healthy Routines, School Performance and Engagement, Supports for Learning, Fairness and Rule Clarity, School Violence and Victimization, Home Supports, Alcohol and other Drug Use, Tobacco and Vaping, and Other Physical Risks. Section 14 of the CHKS indicated answers from the Hispanic/Latino/a and White subgroups. Other groups lacked the respondents necessary to report data.|While both demographic groups indicated high rates of Academic Motivation (86% of Hispanic and 82% of White students),  36% of Hispanic and 53% or White students reported experiencing boredom while at school. Similarly, 56% of Hispanic and 35% of White students reported having meaningful participation at school. In the section asking about rumors spread at school, 50% of Hispanic and 57% of white students reported that they have had rumors spread about them at least some of the time.  When breaking down the data between female and male respondents, 48% of female respondents reported that students were well behaved compared to 82% of males.|I believe the focus on our Professional Learning Community (PLC) lesson planning, coupled with student engagement strategies, will help address the boredom and meaningful participation data given in the CHKS. Providing students with alternate ways of proving mastery of concepts is critical to meeting them with their particular learning style and preference for demonstrating mastery. Continuing with our advisory program to focus on danger and damages caused by rumors will be an important topic to cover as an entire class several times this school year in advisory.|Met|Additionally, students who are reported to be spreading rumors and those who are the victims of rumors will benefit from counseling by our school counselor. With respect to the discrepancy between female 48% and male 82% answers about students being well-|2025-06-11|2025
07617130000000|Lafayette Elementary|6|The Lafayette School District continues to administer both the California Healthy Kids Survey (CHKS) and Kelvin Pulse surveys to gather student perceptions of school climate and connectedness. These tools provide a comprehensive snapshot of student experiences and allow for disaggregated analysis across student groups. The CHKS was administered to students in grades 5 through 8, and the results from the 2023–24 administration were publicly presented during a Governing Board meeting on October 23, 2024. The 2024–25 CHKS was recently administered, and results are pending. Kelvin Pulse surveys, conducted with students in grades 3–8, offered more frequent, real-time feedback on key dimensions of climate, including sense of belonging, perceptions of school safety, and relationships with adults. Recent results showed strong overall performance, including a 5% increase in connectedness among 5th grade students and notable subgroup growth. For example, socioeconomically disadvantaged students reported an increase in sense of belonging from 77% to 91%, and students with disabilities improved from 73% to 87%. These data sources continue to inform the district’s planning for school climate and wellness supports|The Lafayette School District continues to use both the California Healthy Kids Survey (CHKS) and Kelvin Pulse surveys to assess school climate. While CHKS for the 2024–25 school year was recently administered, results have not yet been received or analyzed. The most recent available CHKS data from 2023–24 indicated high levels of safety and connectedness across grades 5–8, with particularly strong responses around school relationships and student well-being. Kelvin Pulse data from 2024–25 continues to show improvement in key areas, including sense of belonging, positive school climate, and caring adult relationships. Notable gains were observed across several student groups. For example, socioeconomically disadvantaged students reported an increase in belonging from 77% to 91%, and students with disabilities increased from 73% to 87%. These trends suggest that wellness supports and inclusive practices are positively impacting student experience. Areas identified for continued attention include ensuring consistent delivery of digital citizenship instruction, particularly in middle school, and strengthening behavioral supports to respond to a modest increase in suspension rates. Additionally, improvements in attendance and reductions in chronic absenteeism indicate progress in student engagement and school connection.|The Lafayette School District continues to use school climate data to inform planning and refine support systems across all sites. Based on the most recent CHKS (2023–24) and Kelvin Pulse survey data (2024–25), the district is making several targeted refinements to address identified needs while reinforcing strengths. To ensure consistent access to digital citizenship instruction, the district is working to expand lesson delivery at the middle school level and update instructional content to address topics such as responsible AI use. School teams will also continue reviewing behavior and suspension trends, with a focus on reinforcing proactive, tiered supports through MTSS structures. The modest increase in suspensions this year has prompted renewed emphasis on behavior intervention practices and early support for students with more intensive needs. The district is also analyzing the impact of its wellness centers and SEL programming, both of which contribute to high levels of student belonging and caring adult relationships. As part of continuous improvement, site leadership teams will use the full 2024–25 CHKS data, once received, to identify patterns and develop responsive actions for the coming year.|Met||2025-06-11|2025
07617210000000|Liberty Union High|6|(LUHSD) utilizes multiple local climate surveys, including the California Healthy Kids Survey (CHKS) and annual parent surveys, to assess school conditions and climate. The data is disaggregated by student groups and reveals both overall trends and group-specific insights:  California Healthy Kids Survey (CHKS) – 2023–24 Highlights: School Connectedness: 52% of 9th graders and 50% of 11th graders reported feeling connected to school. Perceived Safety: 56% of 9th graders and 55% of 11th graders reported feeling “Safe” or “Very Safe” on campus. Parent Survey Data (Spring 2024):  Communication with School Staff: 81% of all parents reported they could communicate with school staff. Disaggregated responses: English Learner families: 70% Students with Disabilities: 85.3% Socioeconomically Disadvantaged (SED): 72% Homeless/Foster families: 47%  Familiarity with College Entrance Requirements (A–G): 56.05% of all parents reported being moderately to extremely familiar. Disaggregated responses: English Learner families: 7% Students with Disabilities: 41.31% SED: 27% Homeless/Foster: 19%  Participation in School Activities: 64.52% of parents reported attending a school activity in the past year. Disaggregated responses: English Learner families: 57.14% Students with Disabilities: 61.29%  These findings highlight both the overall climate and disparities in engagement and perceptions among underrepresented groups. LUHSD uses this data to inform targeted strategies for improving school connectedness, safety, and family engagement.|Key Learnings from Local Climate Survey Data  Areas of Strength: Improved Student Perceptions of Safety and Connectedness: According to the California Healthy Kids Survey (CHKS), student perceptions of school safety and connectedness improved, particularly among 9th and 11th graders. This reflects the positive impact of climate-focused initiatives such as student meetings and inclusive programming. Low Expulsion Rates: Expulsion rates remained below 1%, suggesting that LUHSD’s preventative and restorative discipline strategies are effective. Effective Counselor Support: Students expressed appreciation for the support provided by counselors, indicating strong relationships between students and school staff.  Identified Needs: Campus Safety and Facilities: Students raised concerns about campus cleanliness, behavior in shared spaces, and access to bathrooms during school hours. Culturally Relevant Curriculum: There is a strong call for more culturally focused lessons and activities that promote school connectedness and reflect student diversity. Mental Health and Wellness: Students and staff emphasized the need for increased mental health supports, including more Marriage and Family Therapists (MFTs), crisis counselors, and the development of Wellness Centers on campuses. Academic Support and Differentiation: Feedback highlighted the need for more tutoring across grade levels, increased after-school math support, and differentiated instructional strategies to meet diverse learning needs. College and Career Readiness: Students requested more support for the college application process, including summer workshops, advisory periods, and field trips to junior colleges. Extracurricular Access and Equity: There is a desire to increase awareness and access to extracurricular activities, promote underrepresented sports, and provide more funding for clubs, music programs, and multicultural field trips. These insights, drawn from disaggregated student and parent survey data, are guiding   LUHSD’s efforts to enhance school climate, equity, and student engagement across all campuses.|Based on the analysis of local data and key learnings documented, LUHSD has made or plans to make several changes to its existing plans, policies, and procedures to support continuous improvement:  1. Action Revisions Based on Effectiveness LUHSD has committed to revising or discontinuing actions that have not proven effective over a three-year period. For any such actions, the district identifies the reasons for ineffectiveness and outlines how changes will result in a new or strengthened approach.  2. Math Action Plan In response to SBAC and district assessment data, LUHSD developed a district-wide Math Action Plan. This includes: Specific interventions for qualifying students. Use of disaggregated data from Aeries and quarterly site-level reports. Adjustments to instructional strategies and staff development based on formative and summative assessment results.  3. Instructional Adjustments and Professional Development Teachers and administrators use assessment data to: Inform instruction. Plan targeted lessons. Adjust instructional strategies. Develop curriculum knowledge. This process is supported through regular professional development and department meetings.  4. Stakeholder Engagement and Feedback Loops LUHSD holds monthly parent meetings (e.g., Coffee with the Principal, ELAC, DELAC, Title I meetings) to share data and gather feedback. This input is used to refine strategies and ensure alignment with student needs and school goals.  These changes reflect LUHSD’s commitment to data-driven decision-making and continuous improvement, ensuring that resources and strategies are responsive to evolving student and community needs.|Met||2025-06-18|2025
07617390000000|Martinez Unified|6|The survey used for the 2024/2025 climate survey was the CA Healthy Kids Survey.  Elementary: For the elementary report, 67% of students participated; of those, 4 were on remote learning, and the other 189 were in school learning.  Eighty percent of students shared they felt connected to the school.  Seventy-seven percent of students in the 5th grade reported that there are caring adults at school.  Other areas rated highly, such as academic motivation-87%, High expectations from the adults in school-90% and parent involvement-81%.  In the area of School Safety and Cyberbullying, 83% of students feel safe at school, and in the area of School Disciplinary Environment, 93% of students reported they are treated with respect.  Secondary: For the secondary district report, 95% of seventh graders responded, 95% of ninth graders responded, and 84% of eleventh graders responded.  From those three grade levels, 19 students are in remote learning.  In the area of School Connectedness, 60% of seventh graders felt connected, 50% of 9th graders responded positively, and 48% of 11th graders.  Academic Motivation was 65% from 7th graders, 58% from 9th graders, and 55% from 11th graders.  Promotion of parental involvement saw a decline to 34% among 11th graders.  In the area of School Safety and Cyberbullying, 56% of seventh graders, 52% of 9th graders, and 50% of 11th graders felt very safe or safe at school.  From the three grade levels, 7th graders experienced any harassment or bullying (44%) or cyberbullying (33%) more than 9th or 11th graders.|The key learnings from the data is that MUSD continues to have work to in the area of school connectedness and safety.  A goal was developed for the 2024-2027 LCAP that includes metrics and actions to support an increase in both of these areas.  Parent involvement is also not as high as one would expect at the elementary levels so ensuring parents also have a sense of belonging at the school site and a sense of connectedness.|MUSD has contracted with a new company that will support the communication between students and families, and the District. ParentSquare was implemented during the 2023/2024 school year.  Having a specific focus on parent education nights across the district and offering them in multiple ways (in-person, recordings).  Refining how we communicate with parents about attendance to support positive interactions with families.  Working a Multi-Tiered System of Support to support students academically, behaviorally, and social-emotionally.  Focusing on school connectedness and sense of safety and belonging through identified needs from our LCAP EAC, CAC, and DEI Committees.|Met||2025-06-23|2025
07617470000000|Moraga Elementary|6|During the 2024-2025 school year, we administered a local climate survey through the Panorama platform to students in grades 3-8 and their families. This survey aimed to gather insights into school belonging and connectedness. We are pleased to report that 89% of students responded favorably to questions in this area. When examining the data by ethnicity, favorable responses consistently ranged from 82% to 100% across various student groups. We also noted that 83% of students with disabilities reported a favorable sense of belonging and connectedness, compared to 90% of students without an identified disability. The family survey also asked questions about safety. 90% responded to this question favorably. Student group data was not collected as part of this survey.|A significant key learning from the student data is the generally high sense of belonging and connectedness, with 89% of students reporting favorably in this area. This broad positive response suggests a strong overall positive school climate. Digging deeper, we observed remarkable consistency across ethnic groups, where favorable responses for belonging and connectedness ranged from 82% to a perfect 100%. This indicates that the feeling of belonging is widespread and not confined to specific demographics, which is a significant strength. However, the data also highlighted a slight disparity concerning students with disabilities, with 83% reporting favorably on belonging and connectedness compared to 90% of their peers without an identified disability. This finding points to a clear area for continued focus and potential targeted support to ensure all students feel equally connected. Additionally, the family survey provided positive feedback regarding safety, with 90% of families responding favorably to questions about this crucial aspect of our school. While student group data was not collected for the family safety questions, this high overall favorability suggests that our families generally perceive our schools as safe environments. These key learnings will inform our ongoing efforts to nurture an inclusive and secure school community for all.|The Moraga School District’s 2025-2026 LCAP includes a goal to “...provide a safe environment that meets the social, emotional, and physical needs of all students.” The district will continue its robust data based counseling program. Schools will continue to implement positive behavior interventions and supports with a focus on restorative practices.|Met|The Moraga School District uses a social emotional learning survey focusing on the four domains of self management, social awareness, self efficacy, and emotion regulation. This survey was given to 3rd through 8th graders twice over the course of the year|2025-06-03|2025
07617540000000|Mt. Diablo Unified|6|In Fall 2024, a sampling of MDUSD students in grades 5, 7, 9, and 11 participated in the California Healthy Kids Survey (CAHKS). A total of 1,825 5th graders, 2,057 7th graders, 1,473 9th graders, and 1,264 11th graders took the survey. According to the CAHKS. data, 83% of 5th graders surveyed agreed with the statement that they felt safe all or most of the time at school when they are on campus. At the secondary level, 55% of 7th graders, 54% of 9th graders, and 56% of 11th graders felt safe or very safe at school. When disaggregated for student groups, in 5th grade, Black or African American (71%) and Hispanic or Latino/a (79%) responded lower than the overall % of students who agreed that they felt safe all or most of the time at school. All other student groups responded at rates above the 83% average. For secondary students, in 7th grade, Black or African American (53%), Hispanic or Latino/a (51%), Multiracial (53%), and students who identified as Something Else (54%) responded lower than the overall % of students who agreed that their school was safe or very safe. For 9th grade, Black or African American (50%) and Hispanic or Latino/a (49%) responded lower than the average percentage. For 11th grade, Hispanic or Latino/a students (50%) and students who identified as Something Else (52%) responded lower than the average percentage.  When asked about school connectedness, 79% of the 5th grade students and 55% of 7th, 53% of 9th, and 49% of 11th grade students surveyed agreed that they felt like they were a part of their school. When disaggregated by student group, for 5th graders, Asian, Black or African American, and Hispanic or Latino/a students responded at a % lower than the grade level average. For 7th graders, Hispanic of Latino/a and students who identified as Something Else responded at a lower % than the grade level average. For 9th graders, Black or African American and Hispanic or Latino/a responded at a lower percentage for this indicator, and for 11th graders, Black or African American and students who identified as Something Else responded at a lower percentage than grade level average for this indicator.|Overall, the percentage of students who feel safe and connected at school declines significantly from 5th grade to middle school and high school. In our secondary grades, our responses agreeing that students feel safe and connected at school hover around 50%. In addition, disaggregation of the CHKS data shows clear gaps in feelings of school safety and school connectedness, in particular for our Black or African American and Hispanic or Latino/a students. This underscores our need for continued efforts to create safe and welcoming school environments for all learners and families, and the need for continued focus on safety, supervision, and student physical and mental health.|Each school site received and reviewed school climate information from the CAHKS data for their own school and incorporated actions and services into their School Plan for Student Achievement and Comprehensive School Safety Plan to target the areas of students feeling safe at school, student harassment, and students feeling connected to their school. The 25-26 LCAP continues to identify student wellness and safety, including physical and mental health, supervision, and safe and welcoming environments, as priorities and funds actions to support these priorities. The 25-26 LCAP also continues a focus on underserved student groups with outcome equity gaps, outlining specific support services, especially those in Goals 4 and 5.|Met||2025-06-25|2025
07617540134072|Rocketship Futuro Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 84% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 86% of families and 79% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 81% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
07617546118087|Eagle Peak Montessori|6|Eagle Peak Montessori School has sent out a survey to parents on an annual basis since the school's inception in 2001.  This year we surveyed students in both elementary and middle school in addition to our parents. The questions for all levels of surveys included inquiries about school safety, teachers, programs, and asking for input on LPAC goals.  91.5% of our 7th and 8th grade students reported feeling safe at school and 98% felt the school as a whole is peaceful. 72% of these same students felt that their teacher cared a lot about them. The survey of the younger students showed that 100% of them feel safe at school and 77% of them feel that their teachers care a lot of about them. The parent survey reported 96% of parents feel their children are safe at school and 95.2% felt that the teachers want their children to be successful.|These surveys demonstrated trust and support from our stakeholders. The narratives of the student responses showed a send of depth of understanding for the philosophy and mission that Eagle Peak Montessori promotes.|A few students commented on the student dress code and the administrator will take these comments under consideration.|Met||2025-06-17|2025
07617620000000|Oakley Union Elementary|6|OUESD administers climate surveys to capture student, parent, & staff perspectives on school safety, connectedness, & engagement. These include the CHKS for students & staff, & the CSPS. The 2025 CHKS results demonstrate significant year-over-year gains in students’ sense of safety & connection at the elementary level & modest improvements at the middle school level, particularly in the 6th & 7th grades. Feeling Safe at School: 5th: 78% to 80%; 6th:46% to 53%; 7th: 30% to 40%; 8th: 31% to 37%; Feeling Safe To & From School: 5th: 83% to 88%; Feeling Connected to School: 5th: 75% to 73%; 6th: 49% to 53%; 7th: 37% to 42%; 8th: 36% to 36%; Younger students continue to report higher levels of school safety & connection; however, perceptions among 8th graders remain stagnant, highlighting an ongoing need to strengthen engagement & support in upper middle grades. Across all grades, perceived safety shows more consistent improvement than connectedness, suggesting climate investments are having more visible impacts on physical safety than on relational connection. Although overall parent participation in the survey declined from 14% in 2024 to 10% in 2025, reported perceptions improved in all major indicators: School is a Safe Place for My Child: 75% to  84%; Adults Care About My Child: 81% to 83%; High Expectations for All Students: 74% to 77%; Parents Feel Welcome to Participate at School: 77% to 82%. Despite lower participation, parents expressed stronger confidence in school safety & adult-student relationships. The most significant increase (+9%) was in the perception that school is a safe place for their child, aligning with improved attendance, reduced chronic absenteeism, & visible site safety investments. Staff perceptions declined slightly in several areas compared to the previous year. Participation also dropped from 78.6% in 2024 to 58% in 2025. School is a Safe Place for Staff: 84% to 78%; School is a Safe Place for Students: 85% to 78%; Adults Really Care About Every Student: 93% to 90%; Adults Want Every Student to Do Their Best: 98% to 96%. Staff feedback remains generally positive but reflects strain due to increased behavioral incidents & Tier 3 needs. While staff continue to report strong belief in student potential & care, declining perceptions of safety parallel the rise in expulsions & subgroup suspensions. The lower response rate suggests a need for improved outreach & trust-building to ensure future participation is more representative. Supporting Metrics: Attendance, Suspension, & Expulsion: Chronic Absenteeism decreased from 25.1% to 17.9% overall. Significant subgroup gains include: Students w/Disabilities: –10.6%, Foster Youth: –9.3%, English Learners: –9.1%. Suspension Rate remained steady at 5.4%, though subgroup increases were noted: Foster Youth: +4.2%, Students w/ Disabilities: +0.6%, Expulsions increased from 1 to 7. OUESD will continue to use these survey results to drive equity-centered planning & resource allocation.|Strengths Strong School Climate at Elementary Level: Safety & Connection: 80% of 5th graders reported feeling safe at school & 73% felt connected. Positive Relationships: Students in grades 5–6 reported improved perceptions of adult care & expectations, reinforcing the success of Tier 1 SEL implementation & supervision strategies. Improved Engagement Among Targeted Student Groups: Chronic absenteeism declined districtwide from 25.1% to 17.9%, with improvements for: Students w/ Disabilities (–10.6%); English Learners (–9.1%); Foster Youth (–9.3%) This reflects the effectiveness of attendance campaigns & personalized outreach systems. Positive Parent Perception Trends: Parents reporting schools as safe increased from 75% to 84%. Agreement that schools welcome parent participation grew to 82%. These gains are attributed to increased site visibility, communication, & climate investments, especially at elementary sites. Consistent Middle School Retention: Middle school dropout rate was maintained at 0% for a 2nd consecutive year, reflecting successful implementation of engagement & support structures for at-risk students.  Needs & Identified Gaps Middle School Climate & Student Connection: Despite improvements, only 36–42% of 6th–8th graders reported feeling connected, & just 37–53% reported feeling safe. These rates remain substantially lower than those of elementary students, indicating a persistent engagement gap among adolescents—particularly for students of color & low-income backgrounds. Tier 3 Behavior Support & Crisis Response: Suspension rates remained at 5.4%, with increases for: Foster Youth: +4.2%, Students w/ Disabilities: +0.6%. Expulsions rose from 1 to 7, highlighting limitations in proactive behavioral supports & a need to expanded capacity for intensive interventions. Staff Well-Being & Climate Perception: Staff perceptions of student safety declined from 85% to 78%, & overall survey participation dropped by 20%. This suggests increased strain on staff, a need for follow-up coaching after PD, & deeper investment in systems that support adult climate as well as student behavior. Survey Participation & Data Reliability: Parent response rates dropped from 14% to 10%, & staff from 78.6% to 58%. Limited participation may mask subgroup-specific trends & reduce the district’s ability to respond equitably. Improved survey outreach & translation/accessibility strategies are needed.  Conclusion: OUESD’s climate & engagement efforts have shown measurable success at the elementary level & among key student groups such as English Learners & Students w/ Disabilities. However, middle-grade engagement, Tier 3 behavior infrastructure, & adult climate perceptions require strategic attention. Going forward, a differentiated & tiered approach—paired with improved data collection systems—will be essential.|In response to findings from the 2025 analysis of climate surveys, as well as disaggregated data, OUESD is refining its plans, policies, & procedures to address areas of persistent need & to build on demonstrated strengths. These refinements prioritize middle school engagement, Tier 3 behavioral support, staff wellness, & equitable participation in district feedback. Behavioral Health & Tier 3 Supports: Expanded Mental Health Staffing & Case Management; Increase capacity of social work & counseling services through additional staffing or external partnerships; Implement site-based behavioral response teams to support Tier 3 interventions & reduce reliance on exclusionary discipline. Crisis Response System Refinement: Revise protocols for behavioral escalation & integrate de-escalation practices into campus supervision roles; Expand training in trauma-informed practices for staff with follow-up coaching; Middle School Climate & Engagement Strategy: Targeted Middle School SEL & Climate Planning; Revise SEL curriculum to be developmentally appropriate for middle-grades; Pilot student advisory models & peer-led activities to strengthen connection & voice among 6th–8th gr. Expanded Extracurricular/Engagement Opportunities: Dedicate site-based supplemental funds (Action 3.16) to after-school programs, mentorship initiatives,& middle school clubs to improve connection & attendance. Staff Well-Being & Feedback Response: Reinstate regular listening sessions & focus groups to better understand staff challenges; Create a task force to recommend improvements to staff-student safety systems & job satisfaction. Reinforced Professional Learning Supports: Strengthen follow-up coaching for PBIS, SEL,& de-escalation training to ensure implementation fidelity; Integrate climate & wellness indicators into site improvement planning & leadership coaching; Family Engagement & Survey Participation: Improved Access & Outreach for Surveys; Redesign outreach strategies to increase CSPS & CSSS participation, particularly among underrepresented families & staff; Offer translated surveys, mobile-friendly formats, & targeted reminders. Community-Led Review & Feedback: Launch family focus groups to review climate data & provide qualitative insights on school connectedness, discipline,& safety; Re-engage advisory committees (e.g., DELAC, parent advisory councils) with data-to-action workshops to co-design climate strategies; Continuous Improvement Infrastructure; Refined Data Monitoring & Site Accountability; Embed climate & engagement metrics into site-level review cycles & administrator goal-setting. Use dashboards that disaggregate survey&discipline data by student group to ensure equity-centered reflection. Climate & Culture Monitoring: Implement biannual check-ins using pulse surveys & staff feedback tools to assess midyear progress on climate goals; Increase site autonomy over Action 3.16 funds with accountability measures tied to student outcomes.|Met||2025-06-25|2025
07617700000000|Orinda Union|6|Orinda USD has administered climate surveys since 2009. The California Healthy Kids Survey (CHKS) is a school climate survey administered every other year. For a period of time, Orinda USD had selected to administer the survey annually recently moving to the every-other-year administration. CHKS was most recently administered during the 2023-2024 school year. The CHKS was administered to 95% of 7th graders and 87% of 5th graders. The key indicators that are examined in the survey are School Engagement and Supports, School Safety, School Disciplinary Environment, Substance Abuse, Routines, Learning from Home, Peer Relationships, and Social Emotional Health. Below is a 2023-2024 summary of the results in key indicators:  School Engagement & Supports 5th graders report: 85% of students feel connected to their school. 80% of students report have a caring adult at school. 89% of students report adults having high expectations of them. 93% of students report being highly academically motivated. 78% report learning about social-emotional supports 78% report learning about an anti-bullying climate  7th graders report: 73% of students feel connected to their school. 69% of students report have a caring adult at school. 78% of students report adults having high expectations of them. 68% of students report being highly academically motivated.   School Safety 5th graders report: 89% reported feeling safe at school 22% shared they had been called bad names or the target of mean jokes. 33% reported they had mean rumors spread about them. 13% reported being cyberbullied.  7th graders report: 81% perceived the school as safe or very safe 34% reported experiencing harassment/bullying 40% reported having mean rumors/ lies spread about them 24% reported being cyberbullied.  Social and Emotional Health  5th graders report: 9% reported frequent sadness.  7th graders report: 15% reported that they experienced social-emotional distress 11% reported experiencing feelings of chronic sadness/ hopelessness. 5% reported considering suicide During the years when the CHKS is not administered, school sites are administered site-based surveys designed assess similar indicators. Data is analyzed by school and district staff.|2023-24 CHKS data reflects improvements in virtually all indicators across the schools, student subgroups, and grade levels from the previous two survey administrations. Negative behaviors such as cyberbullying, negative interactions on campus have decreased based on the 2023 CHKS data. Students report improved sense of connectedness, engagement and well being.  All school mental health indicators demonstrate improvement. Social-emotional support systems are being used at higher levels.  While the data has improved over the last two survey administrations, the data indicators are not where they have been prior to the COVID-19 pandemic and the need for social-emotional support continues|The implemented action steps have demonstrated positive effects based on the CHKS data; therefore, many of the implemented action steps will be continued in an effort to continue the improvement and mental health support. Additionally, expansion of middle school counseling and support systems is necessary to address the ongoing needs.|Met||2025-06-09|2025
07617880000000|Pittsburg Unified|6|In 2024-25 due to a reduction/change in personnel for budget reasons PUSD was not able to administer a districtwide CHKS climate survey.  And, in truth, participation in surveys has ebbed since the pandemic; we are working to increase participation moving forward. However, this year and in recent years, PUSD leaders have engaged in an increased number of Empathy Interviews with diverse stakeholders to capture a more qualitative understanding of the experiences and issues of diverse, traditionally underserved scholars and their families in PUSD.  In the absence of new CHKS survey data we do review the 2023-24 survey data below.  Additionally, we engage diverse stakeholders throughout the year through our Empathy Interviews, through Equity Walkthroughs of schools, through nascent Community Schools planning and implementation, and in technical assistance meetings with outside facilitators around increasing equity for identified underserved learners in PUSD.   PUSD administered the CHK Survey in 2023-24, though with limited participation. Two of our 8 elementary schools had sufficient 5th Grade participation to be included in the CHKS School Climate Report Card; all three of our Junior High Schools and our Continuation HS had sufficient participation for the Report Card; overall, 4 Elementary Schools, all three Junior High Schools, our High School; and our Continuation High School have reportable data (though, as mentioned, not all with enough participation to be in the CHKS Report Card). Here are highlighted results, with the caveat of data limitations. School Connectedness, feeling connected most or all of the time (2024/2023): Elementary, 5th - 58%/57%; JHS, 7th - 40%/41%; HS, 9th - 45%/46%; HS, 11th - 45%/39%; and Continuation HS, all grades - 57%/43%. Regarding feeling safe, most or all of the time (2024/2023): Elem, 5th - 58%/56%; JHS, 7th - 40%/37%; HS, 9th - 45%/47%; HS, 11th - 44%/38%; and Continuation HS, all grades - 65%/56%. Connectedness: while scholars in Grades 5, 7, and 9 remained fairly level in their rating, scholars in 11th and the Continuation HS showed a few percentage points increase in their reported feeling of connectedness. Safety: all grade levels and the Continuation high school show slight to significant upticks in feelings of Safety, with the exception of a two percentage point decline for 9th graders responding.   These CHKS data are not provided in disaggregated form in the CHKS reports we received. However, in reviewing the demographics of participation these data are strongly based on the views of traditionally underserved learners, e.g., African American scholars in 5th grade are slightly overrepresented in survey respondents and LatinX scholars are significantly represented (54%), though below being 63% of scholars, other racial/ethnic groups are proportionally represented.  Secondary surveys are mostly representative, though with some under-representation of African American scholars, e.g., 14% vs. 16% at Gr 7.|Reviewing these results and other data points, engaging in root causes analyses, and being aware of the lingering effects of stressors due to COVID, has helped guide district planning and implementation efforts. PUSD, as other districts have done, has engaged in significantly increasing its attention to Social-Emotional Learning as core to scholar and family well-being and engagement, through a variety of strategies, programs and both in-person and virtual events. Further, we have an intentional focus in the district currently, with grant and district funding to strengthen and grow Community Schools strategies in PUSD, kicking off a newly funded districtwide Community Schools Initiative in 2024-25, to make all PUSD schools Community Schools. The data above and significant other data have been and will continue to be reviewed in addressing issues of school climate and culture. We continue to focus our equity work where needed, and particularly with regard to African American scholars, English Learners, and scholars identified for Special Education. Based on equity initiatives in the district as well as our identification for SPED significant disproportionality of African American scholars being identified in two SPED categories, we engaged in extensive deliberation around data, including extensive qualitative data gathering via Empathy Interviews and Focus Groups over the past three years. The district also successfully remedied the issues of disproportionality.|We embarked in 2024-25 on a newly-funded districtwide Community Schools Initiative, to make all district schools Community Schools. This effort builds significantly on recent equity work done in the district, including relevant districtwide PD around multicultural/anti-racist strategies and practices; strengthening academics; implementation of a newly designed equity walk-through tool, so observe and think critically about the lived experiences in classrooms of PUSD scholars; prior Community Schools work at two site; strategies to strengthen the instructional Tier 1; continuously improving work of COST/CARE Teams at schools; expanded implementation of Restorative Practices; an increased and intentional focus on social-emotional learning strategies; and reductions in suspensions in favor of preventive and alternative methods of scholar support and engagement. In all of these areas we have also created opportunities to amplify the voices of our scholars and families in LCAP community meetings, empathy interviews, focus groups, and new outreach and group activities, such as with our Families of African American Scholars (FAAS). Based on equity initiatives in the district as well as our identification for SPED significant disproportionality of African American scholars being identified in two SPED categories, we engaged in extensive deliberation around data, including extensive qualitative data gathering via Empathy Interviews and Focus Groups over the past three years. The district also successfully remedied the issues of disproportionality.|Met||2025-06-11|2025
07617960000000|West Contra Costa Unified|6|We are proud to see growth in several areas of our California Healthy Kids Survey (CHKS) results. The data for the 2023–24, particularly in elementary students’ sense of safety and connectedness, as well as improved engagement practices at some secondary sites, as evidenced by students feeling that they have a trusted adult on campus. However, the data also make clear that there is still significant work ahead—especially in the areas of school connectedness, emotional well-being, and meaningful student participation.   In elementary school, 72% of 5th graders reported feeling safe at school and 65% reported feeling connected. However, only 22% felt they had meaningful participation—opportunities to contribute to decision-making or school activities. In middle school, perceptions of safety drop to 55% in 7th grade, and only 48% of 8th graders report feeling connected. Just 17% of students feel they have meaningful participation in their school environment. At the high school level, the downward trend continues: 49% of 9th graders and only 42% of 11th graders feel connected to school, while 32% of all high school students report chronic sadness or hopelessness. Only 14% of high school   students report meaningful participation, and just 53% say there is a caring adult at school—figures that drop even lower for African American and LGBTQ+ students. These data reflect a concerning decline in school climate and engagement indicators as students advance in grade level.|Disaggregated data highlights equity gaps, particularly among African American and LGBTQ+ students, who report lower rates of feeling safe, supported, or connected to school. A troubling trend emerges across grade spans, where students report fewer meaningful relationships with adults and decreasing emotional well-being as they progress through school. While elementary students report relatively high levels of optimism, gratitude, and perceived adult support, these indicators sharply decline in secondary grades. The low levels of meaningful participation—22% in elementary, 17% in middle school, and 14% in high school underscore a broader pattern: most students do not feel their voices are reflected in school decision-making or culture. These findings point to an urgent need to improve student-adult relationships and expand authentic student engagement opportunities.|In response to these findings, we are prioritizing relationship-centered initiatives, including the expansion of student social emotional learning opportunities, campus climate coaching, and targeted interventions for at-risk student groups. We are also fully implementing a multi-tiered approach to intervention, where school sites will receive targeted support to build systems that engage students at all levels. We are training staff on trauma-informed and culturally responsive practices, while emphasizing restorative approaches, which will increase student voice opportunities to co-design school climate strategies. In addition, we are strengthening our Tier 2 wellness referrals, and using Tier 3 supports to follow up on students reporting emotional distress. Using local data, we were able to strategically place schools in professional learning communities for the 25-26 school year.  Each school is also building a site-specific climate action plan that includes goals to improve safety, student connection, and trusted adult relationships. Special attention is being given to increasing meaningful participation so students feel valued not just as learners, but as contributors to the school climate and decision-making of their schools.|Met||2025-06-25|2025
07617960101477|Leadership Public Schools: Richmond|6|The LEA uses the Panorama Survey is a research-based tool that collects data from students, staff, and students regarding achievement, classroom belonging, classroom expectations, educating all students, and pedagogical effectiveness. This survey measures student responses on a 1-5 Likert Scale, comparing their responses to other high school students across the nation who are taking the same survey. The survey received 468 responses from 9th-12th grade students.   DATA  *56% of students felt that the school provided resources necessary to achieve.  *95% responded favorably to a question related to supports provided in student advisory.  *66% of students responded favorably to a question related to school connectedness in comparison to their previous school year.  *53% of students responded favorably to questions related to a positive school climate, with 56% reporting that teachers seem excited to teach their classes. *31% of students responded favorably to questions related to school engagement, with 22% excited to participate in class. *50% of students responded favorably to questions related to school learning strategies, with 46% reporting they are confident that they can choose an effective strategy to complete school work. *59% of students responded favorably to questions about school safety, including 76% of students reporting that students almost never or once in a while get into physical fights at the school. *47% of students responded favorably to questions about school teacher relationships, with 71% of students reporting that teachers are extremely or very respectful towards them at school.|The analysis of the Panorama Survey reveals multiple areas of strength, particularly in terms of teacher support during core instruction, and school safety. A critical area of need is related to school engagement (31%). Looking deeper into this data, students report a lack of excitement in going to classes (21%) and excitement to participate in class (22%). In addition, an increased focus on school teacher-student relationships is an area of need with 61% of students reporting that if they came into class upset, their teacher would be a little or not concerned at all, while 37% reported being extremely or very excited to have the same teachers in the next grade. These responses indicate a need for increased strategies to build trusting relationships between students and staff.|Moving forward, LPS Richmond will increase the quality and quantity of multi-day orientations to students/transfer students and families  upon enrollment, after registration, and in the Spring semester that review  culture and climate, the school’s restorative approach to teaching and  learning, and school goals for equitable student outcomes. Culture building includes academic recognition, Advisory and/or social-emotional programming, restorative justice programming and partnerships. The LCAP allocates funding for three Wellness Counselors who provide comprehensive mental health program that includes regular workshops, individual sessions, group sessions, and family sessions. Wellness Counselors will establish a referral network with local mental health services to provide students with access to additional support resources outside of school.|Met||2025-06-25|2025
07617960110973|Richmond College Preparatory|6|In the 2024–25 school year, Richmond College Prep administered a comprehensive school climate survey to students in grades 3–8, with additional feedback gathered from staff and families via Google Forms, family engagement events, and stakeholder meetings. The surveys focused on school safety, student-teacher relationships, and belonging. Results were disaggregated by race and grade level band.  Schoolwide Student Survey Results (Grades 3–8):  72% of students reported feeling safe at school. 68% agreed that adults at school care about them. 65% said they feel like they belong at school.  Disaggregated by Race:  Black students reported significantly lower perceptions of safety and belonging: 52% reported feeling safe at school. 48% said they feel like they belong. 50% said they have a strong relationship with at least one adult on campus.  Latinx students reported: 76% felt safe at school. 72% felt like they belonged. 73% reported having a trusted adult at school.  By Grade Band: Middle School (Grades 6–8): 61% of students reported feeling safe at school. 58% felt like they belonged.  Black middle school students were the least likely to report feeling connected or supported.  Upper Elementary (Grades 3–5): 78% of students felt safe. 73% felt like they belonged.  Relationships with teachers and staff were reported to be stronger in these grades.  Family and Staff Feedback: Through surveys, meetings, and open forums, families and staff expressed appreciation for existing programs—especially the Mindful Life SEL classes, family engagement events, and after-school academic supports. Stakeholders also voiced a strong desire for:  -More transparency in decision-making -Increased access to mental health and SEL support -Additional enrichment, including field trips and one-on-one academic supports  This feedback led to several school wide initiatives: -A listening tour with Black students and families to better understand school climate experiences. -A stakeholder-created language policy that reflects inclusive, respectful communication expectations. -Implementation of a Multi-Tiered System of Supports (MTSS), co-designed with staff and families. -Hiring of a full-time ELD coordinator to support teachers in meeting the needs of multilingual learners. -Continued investment in Mindful Life, with exploration of additional SEL curriculum to better meet student needs. -Increased use of online programs that offer one-to-one reading and math support. -A new website to support with communication -Expansion of field trip opportunities to strengthen real-world learning and student engagement.  These efforts demonstrate how Richmond College Prep uses school climate data not only to identify areas of need, but to drive concrete, collaborative changes that support student well-being and equity.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.  The analysis of 2024–25 student, family, and staff climate data revealed several important insights:  Strengths:  The majority of students in grades 3–5 reported feeling safe and connected at school, with 78% feeling safe and 73% reporting a sense of belonging.  Family survey results showed high levels of appreciation for existing supports, including the Mindful Life SEL program, after-school programming, and consistent communication via ClassDojo and engagement events.  Stakeholders appreciated being invited to provide input on key initiatives, including the language policy, literacy vision, and MTSS, and felt those ideas were reflected in schoolwide actions.  The launch of a listening tour for Black students and families created new space for student voice and highlighted a community-driven commitment to improvement.  Identified Needs:  Black students, particularly in middle school, reported significantly lower levels of safety, belonging, and connection to adults. Only 52% of Black students felt safe, and just 48% felt like they belonged at school.  Many students, across demographics, expressed the need for greater access to social-emotional support, requesting a full-time counselor and more consistent adult availability for check-ins.  Families of students experiencing chronic absenteeism or behavior challenges indicated that follow-up and family-school communication need to be more transparent and proactive.  Staff identified a need for additional training in restorative practices, bias awareness, and classroom management to better meet the needs of students with behavioral and emotional challenges.  These findings have helped the school refine its approach to behavior, SEL, family partnerships, and instructional supports going into 2025–26|"Based on key findings from the 2024–25 school climate data and stakeholder feedback, Richmond College Prep is implementing the following changes in 2025–26 to address identified needs and improve school climate:  Full-Time Counselor: The school will maintain a full-time counselor to lead individual and group sessions, support crisis intervention, facilitate Affinity Groups, and increase consistency in SEL access.  Restorative Systems Leadership: A newly hired Dean of Students will oversee behavior systems, model restorative conversations, and work closely with families and staff to reduce exclusionary discipline practices.  Staff Training: All teachers, instructional aides, and leaders will receive ongoing professional development on restorative practices, culturally responsive teaching, and bias awareness to support a more inclusive and responsive climate.  Expanded SEL Curriculum: In addition to continuing Mindful Life, the school will pilot and evaluate supplemental SEL resources for middle school students, addressing the specific needs of students who reported lower belonging and safety.  Targeted Supports for Black Students: Based on the listening tour, staff will implement specific relationship-building strategies with Black students and ensure student voice is reflected in behavior systems, classroom routines, and advisory activities.  Improved Communication and Transparency: RCP will use ""You said, we did"" summaries and regular updates through newsletters, ClassDojo, and family meetings to communicate how input is being used to drive improvements.  Academic and Enrichment Supports: To strengthen engagement and motivation, the school will continue to expand field trips across grade levels and increase access to online programs offering personalized, one-on-one support in reading and math.  MTSS Implementation: The stakeholder-informed MTSS framework will be fully rolled out to ensure coordinated academic, behavioral, and SEL support with transparent tiered interventions and family involvement at every level.  These actions demonstrate RCP’s commitment to equity, transparency, and partnership as essential components of a healthy school climate and a thriving student experience."|Met||2025-06-26|2025
07617960126805|Richmond Charter Academy|6|Annually, the school administers an anonymous school climate survey. This year, we continue to use the Youth Truth Survey to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement.|Survey results indicate that there is a strong sense of safety. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community.|To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff.|Met||2025-06-30|2025
07617960129643|Richmond Charter Elementary-Benito Juarez|6|Annually, the school administers an anonymous school climate survey. This year, we continue to use the Youth Truth Survey to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement.|Survey results indicate that there is a strong sense of safety. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community.|To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff.|Met||2025-06-30|2025
07617960132100|Aspire Richmond Ca. College Preparatory Academy|6|Based on the Winter 2025 Panorama climate survey results for Aspire Richmond California College Preparatory Academy Grades 6–12, the data highlights concerns in school climate, safety, and student belonging, along with opportunities for improvement grounded in teacher-student relationships. A total of 493 students responded to the survey, which assessed four domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships, with comparisons to district averages. While disaggregated subgroup data is not included, the trends suggest systemic issues likely to impact historically underserved students most significantly. Overall favorable scores were as follows, School Climate 34 percent, 3 points below the Aspire average of 37 percent, School Safety 48 percent, 4 points below the average of 52 percent, Sense of Belonging 38 percent, 3 points below the average of 41 percent, and Teacher-Student Relationships 50 percent, equal to the district average. In the School Climate domain, only 34 percent of students viewed the environment favorably. Although half rated the school’s overall mood as positive, only 16 percent felt peers followed rules well, and 25 percent felt rules were fair. Building cleanliness also rated poorly, with just 39 percent saying the school was very or extremely clean. In School Safety, 41 percent of students reported frequent peer disrespect and one-third said fights occurred regularly. While only 15 percent worried almost always about violence, nearly half expressed concern, and 49 percent said it was at least somewhat difficult for bullied students to get adult help. These results show a gap in trust and adult responsiveness. In the Sense of Belonging domain, only 38 percent reported a favorable experience. Just 31 percent felt understood by others, and only 37 percent said they felt they belonged mostly or completely. These low ratings are concerning for middle and high school students, for whom belonging is linked to academic engagement and emotional well-being. The strongest results were in Teacher-Student Relationships, with 81 percent of students saying teachers are respectful. However, emotional connection lagged behind, as only 31 percent felt teachers would be concerned if they were upset, and just 41 percent believed teachers genuinely cared when asking how they were. While mutual respect exists, stronger emotional support and connection are needed. Although subgroup data was not provided, the overall results reflect patterns of disparity that often impact English Learners, students of color, and students from low-income families. In conclusion, Aspire Richmond CA College Prep’s survey results reveal challenges in behavioral consistency, peer dynamics, safety, and student inclusion. Respectful teacher-student relationships provide a strong foundation, but addressing broader climate concerns will require intentional schoolwide action to ensure all students feel safe, valued, and supported.|Based on the Winter 2025 Panorama climate survey for Aspire Richmond California College Preparatory Academy, the data shows a mix of strengths and challenges. Teacher-student relationships scored 50% favorable, matching the district average, with 81% of students saying teachers are respectful. However, emotional connection needs growth, with only 31% feeling teachers would be concerned if upset. School climate scored 34% favorable; many students don’t see peers following rules and question fairness. Cleanliness and campus atmosphere received low ratings. Safety concerns include frequent peer disrespect (41%) and regular fights (32%). Nearly half said it would be hard for bullied students to get adult help. Sense of belonging scored 38%, with many students feeling only somewhat understood and over 20% feeling they do not belong. These results highlight the need for improvements in behavior expectations, adult responsiveness, and student inclusion. While respectful teacher relationships provide a foundation, deeper work is needed to ensure all students feel safe, supported, and valued. Equity-focused strategies are critical given the likely impact on underserved groups.|Based on the analysis of the Winter 2025 Panorama climate survey results for Aspire Richmond California College Preparatory Academy, the LEA has identified several critical changes needed to address persistent concerns around student safety, school climate, and sense of belonging. While the school demonstrates a strength in teacher-student respect, the broader findings indicate systemic issues that require coordinated, equity-centered responses as part of a continuous improvement strategy. To address the low ratings in school climate 34 percent favorable, the LEA will revise its schoolwide behavior expectations to ensure they are clearly defined, consistently enforced, and developed with student voice. A revised behavior matrix will be created in collaboration with students and staff and implemented across classrooms, hallways, and shared spaces. This will be accompanied by a relaunch of the school's PBIS Positive Behavioral Interventions and Supports framework, including visual reminders, consistent positive reinforcement strategies, and classroom-based check-ins. Training in culturally responsive behavior management will be required for all staff. In response to the high levels of reported peer disrespect and physical altercations, which negatively impacted both the school climate and safety domains, the LEA will introduce structured peer mediation and restorative justice practices. Staff will receive professional development in de-escalation, relationship-building, and trauma-informed responses to student behavior. In addition, the school will expand adult supervision during key times of day such as passing periods and lunch and establish clear confidential systems for reporting bullying or misconduct. Given the low scores in student belonging 38 percent favorable and indicators of emotional disconnection, the school will implement initiatives designed to strengthen identity-affirming practices and inclusion. These include classroom community circles, student-led equity teams, and schoolwide activities that elevate student voice and celebrate cultural diversity. The advisory period will be restructured to include weekly lessons focused on social-emotional learning, empathy, and relationship-building. Recognizing the relatively stronger ratings in teacher-student respect, the LEA will invest in deepening those relationships by embedding regular one-on-one student check-ins and goal-setting conferences. Teachers will also be trained to use student empathy interviews and reflection tools to better understand individual student experiences and improve classroom culture. All of these changes will be integrated into the site’s annual school plan and monitored through quarterly student surveys, discipline data reviews, and qualitative feedback from student focus groups. The LEA’s goal is to ensure that every student especially those from historically underserved groups feels safe, supported, and connected to their school community.|Met||2025-06-18|2025
07617960132118|Aspire Richmond Technology Academy|6|Based on the Winter 2025 Panorama climate survey results for Aspire Richmond Technology Academy (Grades 3–5), the school shows strengths in teacher-student relationships and student belonging, alongside challenges in peer respect, behavioral consistency, and safety perceptions. Among 254 students surveyed across School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships domains, results suggest the need for future subgroup analysis to ensure equity. Favorable scores were: School Climate 51% (equal to Aspire average), School Safety 49% (3 points below average), Sense of Belonging 61% (3 points above average), and Teacher-Student Relationships 73% (2 points above average). Teacher-Student Relationships were strongest, with 83% reporting respectful teachers, 70% believing teachers would be concerned if upset, and 75% excited to have the same teachers next year, indicating strong adult-student trust. Sense of Belonging showed 61% favorable; 64% feel they belong, and 70% report high adult support, but only 50% feel highly respected by peers, pointing to a need for improved peer relationships and social-emotional learning. School Safety was more concerning, with 44% reporting frequent peer disrespect and 35% physical fights; only 47% felt confident getting adult help if bullied, showing a trust gap in adult intervention. School Climate was mixed: 74% report positive mood, but only 27% say students follow rules well; 50% rate building cleanliness high, while fairness of rules was 42%, suggesting inconsistent enforcement. Without subgroup data, it’s unclear how these issues affect underserved groups, but future disaggregation is vital for equity-focused improvements.|Based on the Winter 2025 Panorama climate survey data for Aspire Richmond Technology Academy (Grades 3–5), key insights show strengths in teacher-student relationships and belonging alongside challenges in peer respect, fairness, and safety. With 254 student responses, the data reveal important trends that may disproportionately affect underserved groups such as English Learners, students of color, and students with disabilities. Teacher-Student Relationships scored 73% favorable, above the Aspire average. Most students (83%) said teachers are respectful, 70% felt teachers would be concerned if upset, and 75% look forward to having the same teachers next year. This indicates strong adult-student trust as a foundation for improvement. Sense of Belonging was also positive at 61%, with 64% feeling they belong and 70% receiving strong adult support. However, only 50% felt high peer respect, highlighting room to improve student interactions. School Safety scored 49%, below the district average, with 44% reporting frequent peer disrespect and 35% noting fights at least sometimes. Just 47% felt confident getting adult help if bullied, suggesting a trust gap in adult intervention. School Climate had mixed results, with 74% reporting a positive mood but only 27% believing peers follow rules well and 42% rating rules as fair. These gaps suggest inconsistent enforcement and unclear expectations. Though subgroup data is not included, such issues often impact marginalized students more. Disaggregating future data will be critical for equity-focused strategies. In summary, Aspire Richmond Technology Academy has strong adult relationships and belonging but must improve peer culture, safety, and fairness to create a supportive school climate for all.|Based on the Winter 2025 Panorama climate survey for Aspire Richmond Technology Academy, the LEA has identified key updates to schoolwide plans, policies, and procedures to address needs around peer behavior, fairness, and student safety. While strengths in teacher-student relationships (73% favorable) and student belonging (61%) provide a solid foundation, concerns remain in rule-following, peer respect, and trust in adult intervention.  To improve perceptions of fairness (currently 42% favorable), the school will revise and reintroduce its behavior expectations and discipline framework. Student-friendly norms will be co-developed with input from students and staff, reinforced through lessons, visuals, and community-building. Staff will receive training in culturally responsive and trauma-informed practices to ensure consistent, equitable enforcement.  In response to high reports of peer disrespect (44%) and physical altercations (35%), the school will expand restorative practices and peer mediation. Restorative circles will be implemented in classrooms, and staff and student leaders will be trained to facilitate conflict resolution and community-building.  To address the low percentage of students who feel they can get adult help when bullied (47%), a new student safety reporting system will be launched, including anonymous digital and in-person tools. Staff will be trained to respond with urgency and care, and students will be guided on how to seek support.  To build on strong teacher-student relationships and belonging, teachers will continue one-on-one check-ins and embed community-building into weekly routines. Morning meetings will include identity-affirming SEL content focused on empathy, respect, and inclusion—especially important given only 50% of students report high peer respect.  These changes will be integrated into the school’s continuous improvement plan and monitored through behavior data, follow-up surveys, and student feedback.|Met||2025-06-18|2025
07617960133637|Summit Public School: Tamalpais|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 76% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 87% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 80%"|Summit Tam believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices to build and maintain peace in the community.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Tam take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to promptly address student concerns as they arise. We proactively tailor our habits-based curriculum, mentoring and community experience to ensure multiple touchpoints for mentors to be made aware of student needs.  We train our mentors to identify student needs and to respond with broad support structures.|Met||2025-06-17|2025
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|6|On the 24-25 Spring Panorama Survey, 85% of students in fourth and fifth grade indicated a positive response towards having Supportive Relationships with a teacher or other adult on campus. Similarly, 85% of sixth through eighth graders reported having Supportive Relationships with a teacher or other adult on campus. Only 50% of fourth and fifth graders indicated they were successfully able to navigate challenging feelings at school and only 55% of sixth through eighth graders reported they were successfully able to navigate challenging feelings. Additionally, 59% of students in fourth and fifth responded favorably to having a sense of belonging while only 46% of sixth through eighth graders responded favorably to having a sense of belonging on campus.|Based on the Panorama survey, it is evident that students feel they have strong relationships with the adults on campus and are still working to develop socioemotional skills that will support them in navigating challenging feelings and increasing self-efficacy in the school environment.  As we continue to grow our Upper Elementary and Middle School structures these trends suggest this should continue to be an area of focus for the coming school year with additional PD for teachers and staff as well as intentional work for our students during homeroom and advisory.  					|In the 25-26 school year, Voices WCC will continue to utilize our school counselor as well as our outside community mental-health partner to support students with lessons on social skills, conflict resolution, and offer 1-1 and group counseling to supplement socioemotional learning for students with a higher level of need. Additionally, Voices WCC will continue working towards adding student-lead clubs that promote interest and foster inclusivity as well as continue our advisory programs where students can discuss issues and build a supportive community.  Voices WCC will conduct a deeper analysis of student responses by sharing survey results with students, staff and our parent community to gain additional insights on student responses.   While the survey provides baseline data, more work is needed to get student free responses.  With this information, we can take intentional steps to improve student wellbeing at Voices WCC.					|Met||2025-06-24|2025
07618040000000|San Ramon Valley Unified|6|SRVUSD administers the California Healthy Kids Survey (CHKS) annually to monitor student perceptions of school safety and connectedness, in accordance with LCAP requirements. The CHKS is administered in 5th, 7th, 9th, and 11th grades to ensure coverage across grade spans.  The survey provides a reliable measure of school climate through student-reported levels of connectedness and safety.  2024–25 Results:  5th Grade  School Connectedness: 82%  Perceived School Safety: 89%  7th Grade  School Connectedness: 72%  Perceived School Safety: 76%  9th Grade  School Connectedness: 68%  Perceived School Safety: 78%  11th Grade  School Connectedness: 68%  Perceived School Safety: 80%  These data reflect that younger students report higher levels of both connectedness and safety compared to secondary students. Notably, a drop in school connectedness is seen between 5th grade (82%) and 11th grade (68%). Safety perceptions, while still relatively high across all grade levels, show a decrease from 5th grade (89%) to 7th grade (76%), with a slight increase in the high school grades.|SRVUSD's analysis of 2024–25 California Healthy Kids Survey data reveals important trends in student perceptions of school climate. One notable finding is a gradual decline in students’ sense of connectedness and feelings of safety as they progress from elementary to high school. While 5th-grade students consistently report strong feelings of belonging and campus safety (82% and 89%, respectively), middle and high school students report lower percentages in both areas. This developmental shift underscores the need for targeted strategies to maintain a supportive environment across all grade spans.  CHKS Self-Reported Data (Connectedness / Safety): 2023–24:  5th Grade: 82% / 89%  7th Grade: 67% / 73%  9th Grade: 67% / 76%  11th Grade: 59% / 75%  2024–25:  5th Grade: 82% / 89% (no change)  7th Grade: 72% / 76% (+5%, +3%)  9th Grade: 68% / 78% (+1%, +2%)  11th Grade: 68% / 80% (+9%, +5%)  The most notable improvements are in 7th and 11th grade, where both connectedness and safety scores increased significantly. These gains suggest that districtwide efforts to center student voice and enhance social-emotional support structures are beginning to yield measurable benefits.  Maintaining high connectedness and safety in elementary schools remains a district strength. Practices such as classroom community building, consistent adult relationships, and embedded social-emotional learning (SEL) are positively impacting students’ sense of belonging. Additionally, across all grade levels, perceptions of physical safety remain high, highlighting the effectiveness of safety protocols, supervision, and efforts to nurture respectful, inclusive school cultures.  However, the data also reveals a need for greater focus on student connectedness in secondary grades. As students enter adolescence, they often face increased academic and social pressures, contributing to feelings of isolation or detachment. To address this, SRVUSD is expanding its work in relationship-building, advisory systems, peer mentorship, inclusive enrichment programs, and opportunities that amplify student voice and choice.  Conclusion: The overall improvements in student-reported connectedness and safety—especially in middle and high school—indicate that SRVUSD’s investment in emotional well-being, campus climate, and inclusive practices is having a meaningful impact. The district remains committed to further strengthening these efforts to ensure every student feels safe, seen, and supported throughout their educational journey.|Recognizing changes in site-level personnel, SRVUSD is providing professional development for principals to help them sustain and expand efforts around social-emotional well-being. This support equips school leaders with strategies to maintain continuity in wellness practices and ensure new staff are aligned with districtwide goals for student connectedness and mental health.  Additionally, the district is updating the social-emotional screener used across all grade levels to ensure it reflects the most relevant indicators of student well-being. The updated screener will serve as a key data source to identify students in need of support and inform more targeted, timely interventions. Enhanced data collection and site-level analysis cycles will help schools respond more effectively to emerging needs and measure the impact of wellness initiatives over time.|Met||2025-06-17|2025
07618120000000|Walnut Creek Elementary|6|WCSD administered the California Healthy Kids Survey (CHKS) in November 2023 to 5th and 7th-grade students. The Student Youth Truth Survey (SYTS) was also administered to all middle school students in February 2025. Based on student responses, the key learnings from the survey results are as follows:   a. CHKS: 88% of 5th-grade and 67% of 7th-grade students report feeling safe at school.  	b. CHKS: 79% of 5th-grade students and 61% of 7th-grade students gave a                          “high” rating to school connectedness.            c. SYTS: 48% of middle school students report enjoying coming to school                 most of the time. (5% higher than reported by typical schools surveyed in CA) d. SYTS: 64% report feeling that most adults in the school treat students with     respect. (1% higher than reported by typical schools surveyed in CA)              WCSD will continue implementing a comprehensive Wellness Program in the 2025-26 school year. This plan is also a district focus in the 2024-27 LCAP to ensure that all WCSD schools have environments filled with safety and belonging, so that all students can thrive.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group  Areas of Strength: School safety, as shown by CHKS: 65% of our 7th-grade students report feeling safe at school (28% neither disagree nor agree, and 7% disagree). Student group perception of safety: Asian: 59%, Black: 50%, Hispanic: 64%, White: 76%, Multiracial: 62%, English Learner: 66%, Students with Disabilities: 75%  Identified needs: School attendance as shown by CHKS: Based on our high chronic absenteeism data, it is essential to look at the student group data for students reporting being absent three or more times: Asian: 5%, Black: 7%, Hispanic: 16%, White: 3%, Multiracial: 8%, English Learner: 17%, Students with Disabilities: 5%|WCSD will continue to focus on the positive attendance campaign through our comprehensive Wellness Program, with a particular emphasis on designing systems to improve support for student groups whose attendance is of concern.|Met||2025-06-02|2025
07773540000000|SBE - John Henry High|6||||Not Met|||2025
07773540132233|John Henry High|6|Annually, the school administers an anonymous school climate survey. This year, we continue to use the Youth Truth Survey to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement.|Survey results indicate that there is a strong sense of safety. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community.|To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff.|Met||2025-06-30|2025
08100820000000|Del Norte County Office of Education|6|Community School did not survey students, staff, or family members in 2024/25. Community school plans on surveying staff, students, and parents/families in the fall of 2025.|Community School did not survey students, staff, or family members in 2024/25. Community school plans on surveying staff, students, and parents/families in the fall of 2024.|Upon surveying staff, students, and parents/family members in the fall 2025, staff plans on using that data to facilitate the areas most needed for continuous improvement. However, we do already know that the school community still needs to place a significant focus on reduction of chronic absenteeism, as 91.7 % of students at Community School were chronically absent in 2023/24. Furthermore, in 2023/24, 17% of the student population were suspended. This will continue to be an area of focus for the next school year.|Met|Del Norte Community school is the only non-charter school served by the Del Norte County Office of Education. The school is an alternative education setting, (primarily) for students in grades 9-12 who have had significant challenges (behaviorally or acad|2025-06-30|2025
08100820830059|Castle Rock|6|Castle Rock Charter School uses School Effectiveness survey data to assess student perceptions of school safety and overall campus climate. Based on the most recent survey results, Castle Rock has gained valuable insights into how students experience their learning environment. Notably, over 85% of students reported that they do not worry about violence at school, indicating a strong sense of physical security on campus. Additionally, 89% of students stated that they feel safe at Castle Rock, reflecting a positive and supportive school culture.  While the survey did not include an overall composite score, these individual data points offer meaningful indicators of school climate. Although the data is not currently disaggregated by student group, future survey efforts will aim to include this level of detail to better understand the experiences of all students, particularly those from underrepresented groups.  These findings affirm Castle Rock’s commitment to fostering a safe and welcoming environment for all learners. In response, the school plans to sustain its current safety measures while exploring additional strategies to support students’ social-emotional well-being and sense of belonging.|The analysis of Castle Rock’s local climate survey data reveals several important strengths and areas for growth. A major strength is the high percentage of students who feel safe on campus—89%—and the fact that over 85% do not worry about violence. This indicates that the school has successfully cultivated a secure and supportive environment, which is essential for effective learning and student well-being.  However, the absence of disaggregated data by student groups limits a full understanding of whether all students share this positive experience equally. To address this gap, Castle Rock recognizes the need to collect and analyze climate data broken down by demographics such as ethnicity, socio-economic status, and other relevant factors. This will help identify whether specific groups of students may feel less safe or face other challenges related to school climate.  Additionally, while safety is a notable strength, the school is also aware of the importance of focusing on other aspects of school climate, such as student connectedness, engagement, and social-emotional support. These dimensions, once more fully measured and analyzed in terms of Shark Week and Binder expectations will inform a more comprehensive approach to improving the overall educational environment.|In response to the key learnings identified through the analysis of local climate survey data, Castle Rock Charter School is implementing several changes to existing plans, policies, and procedures to better address areas of need and support continuous improvement. First, Castle Rock will revise its data collection procedures to include disaggregation of climate survey results by student groups. This will enable more precise identification of disparities in student experiences and ensure that the needs of underrepresented and vulnerable populations are addressed effectively.  Second, Castle Rock will enhance its focus on social-emotional learning (SEL) and student connectedness by integrating targeted programs and supports into its existing framework. This includes expanding counseling resources, implementing SEL curricula, and providing professional development for staff to better support students’ emotional well-being.  Third, Castle Rock plans to strengthen family and community engagement efforts, recognizing their vital role in fostering a positive school climate. Strategies will include more frequent communication tailored to diverse family needs, expanded outreach through events like Family Engagement Seminars and Shark Week, and the hiring of a Family Engagement Liaison to build stronger relationships with underrepresented families.  Finally, Castle Rock will establish a regular review cycle for school climate data and related improvement efforts to monitor progress, adjust strategies as needed, and ensure continuous responsiveness to student and family needs. These steps reflect Castle Rock’s commitment to maintaining a safe, inclusive, and supportive learning environment for all students while continuously refining practices based on meaningful data.|Met||2025-06-30|2025
08618200000000|Del Norte County Unified|6|California Healthy Kids Survey administered spring 2021-23 (Most Recent Survey Administration). School Connectedness 42% of 7th graders reported feeling “connected to their school” (pretty much true or very much true). 43% of 9th graders reported feeling “connected to their school” (pretty much true or very much true).  37% of 11th graders reported feeling “connected to their school” (pretty much true or very much true).  63% of Non-Traditional (NT) (Sunset HS) students reported feeling “connected to their school.”(pretty much true or very much true). Experiencing Caring Adult Relationships 50% of 7th graders reported that they feel “cared about” by adults at school (pretty much true or very much true). 52% of 9th graders reported that they feel “cared about” by adults at school (pretty much true or very much true). 48% of 11th graders reported that they feel “cared about” by adults at their school (pretty much true or very much true). 63% of NT (Sunset) students reported that they feel “cared about” by adults at their school (pretty much true or very much true). High Expectations 63% of 7th graders reported that adults at school have high expectations of them (pretty much true or very much true). 63% of 9th graders reported that adults at school have high expectations of them (pretty much true or very much true). 61% of 11th graders reported that adults at school have high expectations of them (pretty much true or very much true). 81% of NT (Sunset) students reported that adults at school have high expectations of them (pretty much true or very much true). Meaningful Participation at School    19% of 7th graders reported that they participate meaningfully at school (pretty much true or very much true). 20% of 9th graders reported that they participate meaningfully at school (pretty much true or very much true). 17% of 11th graders reported that they participate meaningfully at school (pretty much true or very much true). 42% of NT (Sunset) students reported that they participate meaningfully at school (pretty much true or very much true). Academic Motivation     77% of 7th graders (agreed/strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 68% of 9th graders (agreed/strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 64% of 11th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 66% of NT (Sunset) students (agreed/strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” Parental Involvement  39% of 7th graders (agreed/strongly agreed with) “Parents feel welcome to participate at this school).” 29% of 9th graders (agreed/strongly agreed with) “Parents feel welcome to participate at this school).” 20% of 11th graders (agreed/strongly agreed with) “Parents feel welcome to participate at this school).” 65% of NT (Sunset) students (agreed/strongly agreed with) “Parents feel welcome to participate at this school).”|In terms of key learnings, the CHKS Survey generally showed that, except for students at Sunset HS (67%) less than 50% of surveyed students (grades 7,9, and 11) over the time period span of 2021-23 reported feeling “connected to their school.”  When broken down into subgroups of American Indian students and Hispanic students, the breakdown is similar to that of the overall report.     In the area of Caring Adult Relationships, percentages were similar across reported racial and ethnic subgroups. In this category, right around 50% of students at all three levels (grades 7,9,11) appeared to feel that they had an adult (staff) at school who cared about them. However, at Sunset High School, this percentage was significantly higher (generally) at 66%; and similarly, high for reported student subgroups.    In terms of academic motivation, another key area covered by the CHKS survey, students surveyed generally (77% of 7th graders, 68% of 9th graders, 64% of 11th graders, and 66% of SHS students surveyed) agreed or strongly agreed with the statement: “I try hard to make sure that I am good at my schoolwork.” However, in 11th grade, only 44% of American Indian students reported this statement, and this was 20% lower than the overall 11th grade report for that item. Similarly, Hispanic students reported lower percentages across the grade spans, but most notably at 11th grade, at 48% stating “I try hard to make sure that I am good at my schoolwork.”   In the area of parental involvement, there was a sharp decline (based on CHKS students surveyed) from 7th grade (39%) to 11th grade (20%), which suggests that there is less parental involvement as students move through the high school years. However, this may be when it is most needed, as the District’s A-G completion and CTE pathway completion rates are significantly below state averages. These rates appear to be similarly reflected in those of the reported racial/ethnic subgroups. The lowest percentage of promotion of parent participation rates were those of 11th grade White students (18%).|In order to increase school connectedness, the District plans to provide more opportunities for students to be engaged by expanding high school career tech education programs. We are currently developing two new pathways; Health and (Pre-K-12) Education Career pathways.  Del Norte High School has also been developing a Music Instrument Repair program that is very popular and may soon become another career pathway.  The high school is considering hiring a CTE counselor, to help students develop post-secondary plans that include college and / or CTE training programs.   In terms of adult relationships, the District is continuing its initiative to make PBIS a staple of every school involvement.  Here, we are working closely with teachers and administrators on positive approaches to student interactions and more restorative methods of dealing with student behavioral issues. Further, the District plans on maintaining its investment in additional counseling services and Family Engagement Liaison support. Through the support of the Community Schools Grant and the locally run (through the Yurok Tribe) Klamath Promise Neighborhood grant, the District has been able to hire school social workers, and will soon be staffing school wellness coaches, in addition to our counseling staff.    In terms of academic motivation, the District has increased its efforts to provide additional tutoring and academic support for American Indian students at the high school level. Much of this additional support is coming from the District’s partnership with the Yurok and Tolowa Dee’ Ni American Indian tribes and the Klamath Promise Neighborhood grant, which is funding additional tutoring positions, as well as the position of Coordinator of Native American Studies.  Regarding parent and family participation, the District is maintaining its investment in the Family Engagement Liaison positions, which are now at nearly every school site. Staff in these roles are charged with contacting parents to address absences and attendance issues, and plan and coordinate family engagement events throughout the school year at every site. The result has been a significant reduction in chronic absenteeism (at nearly all schools), as well as more parents and family member coming to school events and activities.|Met||2025-06-30|2025
08618200137729|Uncharted Shores Academy|6|USA administers a school climate survey to students thee times annually. The results of the survey indicate that students generally feel like USA is a safe, and positive climate to learn in. The results are as follows: At the end of the 2024/25 school year, the results were: 77.44% average satisfaction rate overall. 1. 84.4% felt safe in the school environment. 2. 92.2% agreed their assignments were reasonable and educational. 3. 90% agreed they could manage the amount of homework they have. 4. 86.7% felt they were making progress. 5. 82.2% felt supported by the staff. 6. 81.1% felt comfortable around staff. 7. 35.6% had never felt uncomfortable at school. 8. 71.1% reported that their classmates were kind and safe to be around. 9. 82.2% reported screen time for classwork was just about right. 10. 68.9% felt they were treated with respect.|USA learned that students are generally happy at the school. USA believes that current measures to support positive school climate are working and should continue.|USA will continue to fund and prioritize current measures to improve and keep the school climate safe and welcoming.|Met||2025-06-03|2025
09100900000000|El Dorado County Office of Education|6|Students are surveyed quarterly regarding how they feel about the school program, the cleanliness of the classroom, how safe they feel in the classroom, and how they feel their learning needs are being supported. In 24/25, 22 students were surveyed. 16 out of the 22 students felt that the school was neat, clean, and a safe learning environment. 6 out of the 22 students felt the school could work on improving the neatness, cleanliness, and safety in the classroom. All students enrolled at Blue Ridge Court School fall under the California Education Code 52052 student group. Blue Ridge Court School is located inside a Juvenile Treatment Center, which is managed by El Dorado County Probation. Probation is responsible for the upkeep and cleanliness of the facility, including the classroom. However, school staff do clean regularly at the end of every school day by wiping down desks and items that were used/touched, and picking up trash from the floor.|An identified need is to replace the classroom carpet, upgrade the furniture in the class, and keep student desk areas clean of wrappers and empty drink bottles.|The El Dorado County Probation will replace the classroom carpet in the future. New, more student-friendly furniture will be purchased, and the action item is in the 25/26 LCAP. School staff will ensure that students throw away their trash in the trash bin and are held accountable for their space. We will continue to clean the classroom daily.|Met||2025-06-17|2025
09100900123521|Charter Home Study Academy|6|"Parent Survey on School Climate - ""Top Box Percentage is the percentage of participants who selected the ""Strongly Agree"" option. CHSA's overall Top Box is 71.61%. Net Promoter Score is 82.05 I believe school rules are enforced consistently at this school. Top Box 51.25 % Average 4.29 I regularly receive feedback from school staff on how well my child is learning. Top Box 60% Average 4.40 I receive positive phone calls, emails, or notes about my child from the school. 51.83% Average 4.30 enforced 3.86 (top box 29.87) I believe my teacher asks me how I learn best 4.30 (Top Box 52.77) I feel students are nice and show respect to each other at my school 3.87 (top box 32.35) Student Survey on School Climate - ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 50.53%. Net Promotor Score is 47.21 (Strong Performance, sustain, or grow) I believe school rules are consistently enforced 3.86 (top box 29.87) I believe my teacher asks me how I learn best, 4.30(Top Box 52.77) I feel students are nice and show respect to each other at my school, 3.87 (top box 32.35)"|The school has solid data indicating it is a place where students and families feel welcomed and supported, and the school will continue to look for ways to engage the students and families to improve in this area. The need for mental health supports was addressed during the 24-25 school year. However, positions were left unfilled due to a lack of candidates, and students and families continued to communicate the need for ongoing and more mental health supports for the students.|Staff also recognize the need for Tier 1 student supports for mental health, and the school will continue training for staff and direct support for students in the area of mental wellness. The Student Enrichment and Support Block grant will ensure that adequate mental health supports are in place for students, and additional enrichment opportunities will be available to students. Student surveys indicate a need for additional supports around feeling respected by other students at school. This will be an area of focus during the 25-26 school year with professional development for staff and additional counseling and behavioral support at the school site.|Met||2025-06-18|2025
09100900136036|John Adams Academy - El Dorado Hills|6|The 2024-25 local climate survey data for John Adams Academy - El Dorado Hills provides valuable insight into perceptions of school climate, safety, and support. The survey reflects high levels of overall satisfaction among parents, with 88% agreeing that the school is a supportive and inviting place for scholars to learn. Over 85% of families also felt that the Academy's 10 Core Values and leadership curriculum contribute positively to the school climate.  Survey results are disaggregated to better understand the experiences of different scholar groups. Approximately 6% of respondents reported having a child designated as an English Learner, and 19% indicated their child has an Individualized Education Program (IEP). These groups were included in the overall dataset, and their experiences were considered in reviewing school climate factors such as academic support, inclusivity, and communication.  In addition to rating-scale responses, open-ended comments provided qualitative data. These highlighted positive feedback such as strong relationships with teachers and alignment with the Academy's mission and areas of concern including communication consistency, teacher turnover, and challenges in secondary math instruction. The combination of quantitative and qualitative responses offers a nuanced view of the school climate as perceived by the parent community.|Key findings from the 2024-25 survey indicate that John Adams Academy - El Dorado Hills continues to foster a positive and values-aligned climate. Families broadly reported feeling welcomed and respected, with over 86% agreeing that parents feel invited to participate in the school community. The Academy's commitment to character development, classical education, and scholar well-being remains a clear strength with most respondents acknowledging the positive impact of the leadership curriculum on their children's development.  However, the data also surfaced important areas for growth. A consistent theme in open-ended responses was the need for improved communication, especially at the secondary level, regarding academic expectations, policy changes, and opportunities for family involvement. Several families also expressed concern about large class sizes, staff turnover, and the consistency of academic support for scholars with unique learning needs, including those with IEPs and English Learners. These concerns were echoed across diverse respondent groups and suggest a need for stronger continuity and transparency in both instructional delivery and school-home communication.|In response to areas of need identified through the 2024-25 local climate survey and family input, John Adams Academy - El Dorado Hills is implementing a series of continuous improvement actions to strengthen communication, support, and consistency in the school climate, particularly at the secondary level.  Improved Communication Structures: The Academy will adopt communication protocols at the secondary level to ensure families receive consistent updates about academic expectations, policy changes, and event opportunities. Weekly communication from academic departments and site administration will be standardized to reduce confusion and increase transparency.  Staff Training and Retention: To address concerns about teacher turnover and instructional continuity, the Academy is expanding professional development offerings, including mentorship for new teachers and increased training in classical education practices. In parallel, leadership will enhance teacher recognition programs and explore strategies for improving staff retention.  Expanded Family Engagement Touchpoints: Engagement will be encouraged through Family Nights focusing on topics such as supporting scholars with IEPs, navigating secondary coursework, and fostering leadership at home.   Targeted Support for Subgroups: Building on feedback from families of English Learners and scholars with disabilities, the Academy will increase collaboration between general education and support staff to ensure inclusive practices. Regular progress updates and check-ins with these families will be scheduled to strengthen partnership and trust.  These actions align with the Academy's mission to model servant leadership and support each scholar's development in a safe, values-centered environment.|Met||2025-06-26|2025
09100900930123|Mountainside Middle College High|6|"MMCHS Survey Results 24-25 Parent Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 57.72%. Net Promotor Score is 74.19 (Strong Performance, sustain, or grow) I believe school rules are consistently enforced 4.19 (top box 42.67%) I am treated with respect at this school. 4.49 (Top Box 69.74%) I believe this school provides a safe environment for my child to learn. 4.5 (63.16)% top box) I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.37 (60.53)% top box) 24-25 Student Survey ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 30.65%. Net Promotor Score is 41.43 4.21 I believe my teachers care about me. (37.39 top box) 4.23 I feel safe at school. (37.72% top box) 3.81 School rules/discipline plans are enforced consistently at my school. (20.0% top box) 4.27 My school is clean and well-maintained. (40.0% top box) 4.21 When I have a problem, I know how to get help. (35% top box) 3.91 Students at this school are respectful of each other. (26.55% top box) 4.12 My family is treated with respect at my school. (35.65% top box) 3.72 I feel like I belong at school. (22.61% top box) MSA Survey Results Parent Survey 24-25 Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 64.85%. Net Promotor Score is 82.05 I believe school rules are consistently enforced 4.36 I am treated with respect at this school. 4.49 I believe this school provides a safe environment for my child to learn. 4.35 I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.41 Student Survey 24-25 Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 35.26%. Net Promotor Score is 47.21 4.40 I believe my teachers care about me. 4.18 I feel safe at school. 3.96 School rules/discipline plans are enforced consistently at my school. 4.33 My school is clean and well-maintained. 4.32 When I have a problem, I know how to get help. 3.56 Students at this school are respectful of each other. 4.25 My family is treated with respect at my school. 3.83 I feel like I belong at school."|The goal of the school is to ensure that students have access to an optimal learning environment, parents, caregivers, and community resource partners are actively engaged in student and school community outcomes, and the culture of the program conveys a message of inclusion. The school received very positive feedback from parents on parents being treated with respect by the school, and that the school provides a safe environment for my child to learn. Students indicated that the teachers care about the students, and they feel safe at school. Students also indicated they are not always treated with respect by other students, and they lack a sense of belonging at the school.|"The school will continue to use ""rounding' with students to find out more about how students interpret ""respect"" and what it means when they are not treating each other with respect. The school staff will also explore the sense of belonging students have at the school and explore additional ways to include student voice into activities and actions the school can take to increase the sense of belonging."|Met||2025-06-17|2025
09100900930131|Rite of Passage|6|The local climate survey indicates that most students feel welcome at school, and all feel safe. While students who qualify as EL or have disabilities are less likely to feel bored in school, other students indicated that they often felt bored. All students indicated that there is a person available to help them understand graduation requirements. The students also indicated that they prefer in-person instruction to online options and that they experience class discussions and activities in their classrooms. The total number of students surveyed on this Student Climate Survey was 14. Demographic groups within those 14 total students vary, with Hispanic/Latino students being the majority and Asian/Pacific Islander students representing the smallest group.|"Overall, the Local Climate Survey results were positive. A number of metrics on ROPCHS's most recent LCAP addressed aspects of the Student Climate Survey, and these metrics showed positive results when compared with the desired outcomes. For example, 100% of students across all demographics agreed that there was someone present at the school who could help them understand graduation requirements, which demonstrates connectedness within the school culture between education staff and students. Further, 92.85% of all students surveyed agreed the classrooms provided discussions they felt they could participate in; the only demographic that did not show 100% agreement was the Caucasian students, where 33% of students disagreed (which, given our low student population, amounted to one student of three surveyed responding negatively). When students were asked if they felt welcome in school, the overall results were less unanimous, with 78.5% responding Yes, and 21.5% responding No. When looking at the disaggregated data, 100% of English learners and students with disabilities responded Yes, along with 100% of Asian/Pacific Islander students. 20% of African American students, 11% of Hispanic students, and 33% of Caucasian students responded No, indicating they did not feel welcome in school. It should again be noted, however, that those percentages are from a total of 14 students surveyed, meaning the percentages for ""No"" responses account for very few total students across these demographics. Overall, this data shows a good spirit of connectedness in our school, though there is always room for improvement. When looking at the priority of school safety and the survey questions that relate to it, the most recent Student Climate Survey showed a mix of results. The most pertinent question directly asked students if they feel safe in school, and 100% of students across all demographic groups unanimously responded Yes. This is a point of success for ROPCHS. However, when asked if discipline was the same for all students in school, the results showed 78.6% of all students responding Yes, and 21.4% of students responding No. Interestingly, when looking at the disaggregated data, 100% of Caucasian students indicated they felt discipline was not equal for all students. The only group that unanimously felt discipline was equal in school was the Students With Disabilities demographic. This is an area that ROPCHS can improve on in the future. These two questions show that, while students feel safe in school across all demographics, the perception of the application of discipline needs to be addressed. Another metric that tangentially relates to school safety is the cleanliness and comfort of the classrooms. The overall numbers look quite positive, with 92.8% of all students responding Yes, and only 7.2% of all students responding No."|Looking forward, ROPCHS has planned a number of improvements to address areas of need identified through the Student Climate Survey. When looking at the perception of discipline at ROPCHS, one planned way to address this perceived disparity is the installation of video-only cameras in key places around the school, most importantly in the classrooms. The increased visibility provided by cameras in the classrooms will allow school administrators to better assess classroom incidents and appropriately assign consequences where necessary. This was an improvement that was influenced by Student Climate Survey results, but was also specifically requested by the Student Leadership group during a feedback session for this year's LCAP. Students are in favor of this change, as well as teachers, which should help to alleviate the perception of discipline in school. Another area of improvement that is planned around the infrastructure of the school is the construction of an Outdoor Mental Health Wellness Space on campus. This space would provide students with a comfortable, safe, and removed area to take a break if needed, which is supported by both the Rite of Passage program policy and the feedback of the Student Leadership group. This should help the perception of comfort around the school campus, as well as help students feel welcome and supported. When looking at the analysis of student perception of and performance on classwork, ROPCHS has also planned actions that will help move those numbers in a positive direction. Training for a number of staff on Project-Based Learning (PBL) has been completed, and more are scheduled to be completed in the coming weeks. Further, a regular schedule of professional development has been planned in the new LCAP, which will provide more opportunities for training in PBL and other methods of course enrichment, which should, in turn, address students' feelings that there aren't enough hands-on activities in class. The provision of funds from the state to expand course offerings will also help to address students feeling bored or feeling the work is too hard, as increased options for course completion will allow for a greater degree of flexibility, scaffolding, and differentiation to address the wildly heterogeneous ability levels present at ROPCHS. This should allow teachers to provide multiple ways of approaching a concept or assignment, which in turn should help students feel the work is within their ability to complete and reduce feelings of boredom. Finally, ROPCHS plans to adjust the method of survey distribution and aggregation in order to better facilitate the completion of the Student Climate Survey at Qualifying House and more timely and organized aggregation/disaggregation of survey data. This will improve ROPCHS's ability to ensure comprehensive results from both sites, as well as improve the ability to utilize current survey data to improve practice more consistently throughout the year.|Met||2025-06-17|2025
09618380000000|Buckeye Union Elementary|6|The results of the 5th and 7th Grade Climate Survey may be found at this link: https://claude.ai/public/artifacts/10594e3e-b476-48d7-ad6f-ff5da62b5f2f. The results suggest that the overwhelming majority of students feel safe and well connected at school. In recent years, the District/sites have focused on social skills and self-regulation, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site.|The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school.  The disagregated student group responses demonstrated similar trends.|Although there are no changes of note, the District and sites will continue to focus on  self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate at each site.|Met||2025-06-25|2025
09618380107227|Charter Montessori Valley View Campus|6|The results of the 5th and 7th grade climate survey suggest that the overwhelming majority of students feel safe and well connected at school. The results of the survey may be found at this link: https://claude.ai/public/artifacts/983f6ffc-57ca-4481-882e-0acfc99be433|In recent years, the Charter has focused on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site. The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school.|Although there are no changes of note, the Charter will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate at each site.|Met||2025-06-25|2025
09618380111724|California Montessori Project-Shingle Springs Campus|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.|The fall school climate survey data was shared with the Board, families, and staff.    CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements:  * I like school * I feel like I do well in school * My school wants me to do well * My school has clear rules for behavior  * Good behavior is noticed at my school  * I feel safe at school  * There is an adult at school who can help me if I need it * Teachers treat me with respect  CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements:  * Students in my class behave so teachers can teach * Students treat each other well  CMP Middle School Celebrations: Students commented favorable to the following statements:  *I like school * I feel successful at school * I feel my school has high standards for achievement  * My school has clear rules for behavior  * The behaviors in my classroom allow teachers to teach so I can learn * Students are frequently recognized for good behavior * I have felt unsafe at school or on my way to or from school (high score indicates a better perception of school safety)  * I know an adult at school that I can talk with if I need help * Teachers treat me with respect * Students treat one another fairly  CMP Middle School Opportunities For Growth: There were no less favorable responses provided.|"Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices."|Met||2025-06-16|2025
09618380129965|Rising Sun Montessori|6|"Rising Sun's local climate survey is sent to parents electronically in March of each year and the data is used to determine areas where the school's initiatives are successful, unsuccessful or what initiative should be changed or altered.  This year, Rising Sun put an emphasis on school attendance.  100% of parents surveyed ""strongly agreed"" that RSMS puts an appropriate emphasis on student attendance.  Our data indicates that 40% of respondents had students in TK-K, 20% in 1st; 16.7% each in 2nd and 3rd grade, 3.3% in 4th grade; 6.7% in 5th; 10% in 6th, 13.3% in 7th and 10% in 8th grade.  Overall, RSMS feels that we had a strong survey response, and that each grade level was appropriately represented by the survey results. 66.7% of respondents saw growth in their child's intrinsic motivation, 76.7% saw growth in their child's self-awareness and interpersonal relationship skills, and 83% reported seeing growth in their child's self-confidence.  These four student learner outcomes are critical to success as an adult and at the core of the Montessori education model. 90% or more of parent respondents indicated that the school actively seeks input from them, that their child has access to a high quality education, that their children are actively engaged, receive appropriate support from their teaching teams and are appropriately challenged in their classroom environments.  Over 97% of parents agree that they were fully informed of school events, and over 83% of parents indicated that the information they received from the school about their child this past year was either ""Positive or mostly positive."" Parents also indicated in free-form response portions of the survey that they were very pleased with the special education supports that their student received this year.  Finally, and in direct response to the prompt, over 90% of parents either strongly agreed or agreed that their student feels safe at their school, feels connected to their school and feels like they are treated respectfully by RSMS teachers and staff."|"Rising Sun has found that we are good at what we emphasize.  School community, attendance, campus culture and climate and student learner outcomes are the primary areas of focus.  We do have parents who would like us to broaden further the course of study, and in recent years we have added foreign language, culinary arts, cross country, photography, yearbook, theater arts, and a social ""healthy choices"" curriculum.  In addition, we have added two robotics clubs after school and a chess club.  In an effort to update families on the five key areas of focus of our school, Rising Sun produced an Annual Report which was also distributed to families in the spring."|"Rising Sun will include a mid-year parent survey, an expanded annual report in late-winter and a more comprehensive schedule of parent coffee events.  There will also be opportunities for parents to volunteer ""offline"" during non-school hours where many more parents are available."|Met||2025-06-18|2025
09618380136200|Clarksville Charter|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed that the students looked forward to school each day and their teacher was engaging, connected with the family, and provided academic support to the student.|Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc.|To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|Met||2025-06-05|2025
09618380137919|Buckeye Union Mandarin Immersion Charter|6|The results of the 5th and 7th grade climate survey suggest that the overwhelming majority of students feel safe and well connected at school. The results of the survey may be found at this link: https://claude.ai/public/artifacts/983f6ffc-57ca-4481-882e-0acfc99be433|In recent years, the Charter has focused on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site. The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school.|Although there are no changes of note, the Charter will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate at each site.|Met||2025-06-25|2025
09618380139006|Cottonwood|6|"Overall Survey Summary Academic Support and Resources  ""My school provides a good education"": 95% of students agreed, showing strong satisfaction with educational quality.  ""Provides materials I need to learn"": 90% agreed, indicating broad access to learning materials.  ""Provides the technology I need to access my courses"": 100% agreement demonstrates full access to essential digital tools.  ""National standards or I Can Statements..."": 90% agreement, suggesting a strong instructional foundation for diverse learners.  College and Career Readiness  ""Cottonwood prepares me for future college and/or career paths"": 90% agreed, showing confidence in the school's ability to prepare students for postsecondary goals.  School Climate and Safety  ""I feel safe and connected to Cottonwood"": 75% agreed, with only 5% disagreeing, indicating a generally positive sense of safety and belonging.  ""I look forward to school each day"": Only 35% agreed, with 55% neutral. This suggests that while students may feel safe, many are disengaged or indifferent about attending school.  Communication and Support  ""My teacher contacts my parents when I am having trouble"": 80% agreement reflects strong communication between teachers and families.  ""I am aware of the SELF program"": 45% agreed, while 25% disagreed, highlighting a gap in awareness or communication about available emotional support resources.  Disaggregated Data (Student Group: English Learners) ""I am being taught to speak, read, and write in English as quickly as possible"": Only 20% agreed, with 15% neutral. This reveals a critical concern for English learners, suggesting either inadequate services or poor student awareness of existing efforts.  Key Takeaways Strengths: Instructional quality, access to materials and technology, and preparation for future paths.  Areas for Improvement: Emotional engagement, visibility of support programs like SELF, and targeted support for English learners.  Recommendations: Increase student awareness and engagement in SEL programs, reassess English learner support services, and explore strategies to enhance daily student motivation and connection to school life."|Key Learnings from Climate Survey Data Analysis Areas of Strength High-Quality Instruction  95% of students believe their school provides a good education.  90% agree that national standards or “I Can” statements are being taught to all students, including English language learners, students with disabilities, and gifted students.  These responses reflect strong confidence in instructional practices and curricular alignment across diverse student groups.  Access to Resources  100% of students report having access to the technology they need for coursework.  90% say they receive the learning materials they need.  This indicates that the school is effectively supporting equitable access to learning tools.  College and Career Readiness  90% of students feel prepared for college or career pathways.  This suggests effective implementation of programs that align academic preparation with future goals.  Parent-Teacher Communication  80% of students report that teachers contact parents or guardians when they struggle with learning.  Strong communication channels between school and home are a critical support system for student success.  Identified Needs Student Engagement and Enjoyment  Only 35% of students look forward to school daily, while 55% are neutral.  This indicates a lack of emotional engagement or enthusiasm about the school experience and is a key area needing attention.  Awareness of Support Programs  Only 45% of students are aware of the Social Emotional Learning Foundations (SELF) program, and 25% are unaware.  This reflects a need to better promote and integrate SEL programming into the school culture.  Support for English Learners  Only 20% of English learners feel they are being taught to speak, read, and write in English as quickly as possible.  This critical equity gap suggests that English learners may not receive adequate or visible support to meet language development goals.  Sense of Connection and Safety  While 75% of students feel safe and connected, 25% do not or feel neutral, indicating that many students may feel isolated or insecure at school.  Continued efforts to build inclusive school environments are needed.  Disaggregated Insights – English Learners The low satisfaction (20%) with English language instruction points to a specific, unmet need among this student group. Targeted interventions, better communication, and increased program visibility are needed to ensure equitable support.  Conclusion The data reflects a strong foundation in academic instruction, resource access, and future readiness, while also highlighting important growth areas in student emotional engagement, program visibility, and support for English learners. Addressing these needs will support a more inclusive and connected school environment for all students.|Based on student survey data from the 2024–25 academic year, TCS has identified key strengths and areas needing improvement. These insights have led to updates in plans, policies, and procedures to support continuous improvement.  Strengths Identified:  Students overwhelmingly agree that TCS provides a quality education (95%) and offers access to necessary materials (90%) and technology (100%) for learning. These results reflect strong academic support and effective resource distribution. Additionally, 90% believe they are being prepared for college and/or career paths, indicating success in college and career readiness efforts.  School Climate and Engagement:  While 75% of students feel safe and connected to school, and 80% say teachers communicate with families when learning concerns arise, only 35% report looking forward to school daily. This highlights a need to improve students’ emotional connection to school. Furthermore, just 45% of students are aware of the Social Emotional Learning Foundations (SELF) program, indicating a need to increase visibility of emotional and social support offerings.  Targeted Group Insights – English Learners:  Support for English Learners emerged as a critical concern. Only 20% agree they are being taught English effectively and efficiently, pointing to the need for better instructional practices and clearer communication around available services.  Changes to Plans, Policies, and Procedures:  Increasing Program Visibility and Communication:  We are enhancing internal communication to raise awareness of support programs like SELF. A new communication platform piloted in 2024–25 is being revised based on staff and parent input to better meet family needs.  Enhanced Support for English Learners:  Professional development for teachers is underway to improve English language instruction. Additional supports such as tutoring and progress monitoring are being explored to ensure timely assistance for English Learners.  Student Engagement and Personalized Learning:  To address feedback on instructional pacing and flexibility, we’ve added a curriculum support leadership position and created parent-friendly pacing guides aligned with school curricula. Work is ongoing to offer more diverse, engaging learning opportunities that reflect student interests.  College and Career Readiness Support:  We’re strengthening guidance services to provide all students with clear, consistent information on graduation requirements and postsecondary pathways.  Parent Engagement Initiatives:  To foster stronger family engagement, we’re exploring improved communication tools and opportunities for two-way feedback.  These efforts reflect our ongoing commitment to using student feedback to create an equitable, supportive, and engaging learning environment for all.|Met||2025-06-10|2025
09618460000000|Camino Union Elementary|6|The CHKS data is a valuable source of information for CUSD. Historically, this survey has been administered during the end of the spring term. Examining the overlap with testing schedule and the general busyness running toward the end of the year, it was feared that the data may be negatively impacted by these and other factors.  CUSD will remain collecting CHKS data, either through this exact vehicle or a similar survey.  Beginning in 2025-26 this survey will be conducted in the fall. A time will be selected where there are less overall distractions or demands on students and families.  Data from 2023-24 The Camino Union School District annually administers the California Healthy Kids Survey.  The district through the LCAP process, decided to track certain questions in both the student and staff surveys over the course of the next few years to determine if the programs and supports the school are implementing are meeting the desired outcomes.  The following are the questions the district will track and the results of the most recent 2023-2024 survey results: Elementary: -Are you happy to be at this school? 48% all the time, 26% most of the time--74% positive -Do the teachers and grown-ups at school care about you? 59% all of the time, 30% most of the time--89% positive -Do the teachers and grown-ups at school listen when you have something to say? 37% all, 37% most--74% positive -Do you feel like you are part of this school? 48% all, 30% most--78% positive -Do you feel good and and happy? 33% all, 41% some--74% positive -If you tell a teacher that you've been bullied, will the teacher do something to help? 48% all, 33% most--81% positive Middle School: -I feel like I am part of this school. 33% strongly agree, 18% agree--51% positive -There is a teacher or some other adult from my school who really cares about me. 26% very much true, 44% pretty much true--70% positive -There is a teacher or some other adult from my school who tells me when I do a good job. 41% very much true, 32% pretty much true--73% positive -There is a teacher or some other adult from my school who believes that I will be a success. 38% very much true, 35% pretty much true--73% positive -At school I have a say in how things work. 15% very much true, 12% pretty much true--27% positive|The district determined these questions to track as climate and culture were important areas of focus. The data indicates that work needs to be done to have students feel more included in the school and connected to the adults on campus. There has been a high turnover in administration in this district over the last five years.  This has led to inconsistencies in discipline practices and the development of a positive and supportive culture. The middle school student data indicates that middle school students do not feel they have much say in how the school works.|The district has seen the mental health services through the Wellness Center as a positive in supporting our students. The district wants to broaden the number of students who access the services and make sure parents are aware of the services offered. In addition, the district would like to provide more consistency in the discipline and overall culture of the campus. The district plans to use the Positive Behavior and Intervention Support program implemented with fidelity and consistently. To address the need for students to feel more involved, the district is implementing a Peer to Peer program in which students will support students. Finally, the use of Restorative Practices in our discipline matrix will provide staff and students an opportunity to learn from mistakes and help to improve our school culture and climate.|Met||2025-06-19|2025
09618460123125|Camino Polytechnic|6|The CHKS data is a valuable source of information for CUSD. Historically, this survey has been administered during the end of the spring term. Examining the overlap with testing schedule and the general busyness running toward the end of the year, it was feared that the data may be negatively impacted by these and other factors.  CUSD will remain collecting CHKS data, either through this exact vehicle or a similar survey.  Beginning in 2025-26 this survey will be conducted in the fall. A time will be selected where there are less overall distractions or demands on students and families.  Data from 2023-24 The Camino Union School District annually administers the California Healthy Kids Survey.  The district through the LCAP process, decided to track certain questions in both the student and staff surveys over the course of the next few years to determine if the programs and supports the school are implementing are meeting the desired outcomes.  The following are the questions the district will track and the results of the most recent 2023-2024 survey results: Elementary: -Are you happy to be at this school? 48% all the time, 26% most of the time--74% positive -Do the teachers and grown-ups at school care about you? 59% all of the time, 30% most of the time--89% positive -Do the teachers and grown-ups at school listen when you have something to say? 37% all, 37% most--74% positive -Do you feel like you are part of this school? 48% all, 30% most--78% positive -Do you feel good and and happy? 33% all, 41% some--74% positive -If you tell a teacher that you've been bullied, will the teacher do something to help? 48% all, 33% most--81% positive Middle School: -I feel like I am part of this school. 33% strongly agree, 18% agree--51% positive -There is a teacher or some other adult from my school who really cares about me. 26% very much true, 44% pretty much true--70% positive -There is a teacher or some other adult from my school who tells me when I do a good job. 41% very much true, 32% pretty much true--73% positive -There is a teacher or some other adult from my school who believes that I will be a success. 38% very much true, 35% pretty much true--73% positive -At school I have a say in how things work. 15% very much true, 12% pretty much true--27% positive|The district determined these questions to track as climate and culture were important areas of focus. The data indicates that work needs to be done to have students feel more included in the school and connected to the adults on campus. There has been a high turnover in administration in this district over the last five years.  This has led to inconsistencies in discipline practices and the development of a positive and supportive culture. The middle school student data indicates that middle school students do not feel they have much say in how the school works.|The district has seen the mental health services through the Wellness Center as a positive in supporting our students. The district wants to broaden the number of students who access the services and make sure parents are aware of the services offered. In addition, the district would like to provide more consistency in the discipline and overall culture of the campus. The district plans to use the Positive Behavior and Intervention Support program implemented with fidelity and consistently. To address the need for students to feel more involved, the district is implementing a Peer to Peer program in which students will support students. Finally, the use of Restorative Practices in our discipline matrix will provide staff and students an opportunity to learn from mistakes and help to improve our school culture and climate.|Met||2025-06-19|2025
09618530000000|El Dorado Union High|6|On an annual basis, the El Dorado Union High School District administers the California Healthy Kids Survey to all 9th and 11th grade students. In considering the key indicators from the survey, several data points stand out from the 24/25 administration of the survey, specifically: - A significant increase in suspension rates for all students as well as the following subgroups: Low SES and English Learners. - Chronic absenteeism for all students and subgroups rose significantly. Of particular note: All students’ chronic absenteeism more than doubled from pre-pandemic levels, Low SES, ELL and students with disabilities saw significant rises in chronic absenteeism with students with disabilities showing more than a 100% increase. - A slight (3%) increase in overall school connectedness - A 7% increase in caring adult relationships - Increase in perceived school safety of approximately 3% - Meaningful participation improved slightly but was still down from pre-pandemic levels - Students experiencing chronic sadness and considering suicide were relatively unchanged.|The District saw a rise in student mental wellness needs as we emerged from the challenges presented by the pandemic. Oftentimes, students' mental wellness struggles manifested themselves behaviorally resulting in a rise in student discipline, specifically in suspensions related to substance use, altercations, and bullying/harassment. While the supports provided through the actions noted were fully implemented, it is clear that students need additional resources and support following the unprecedented challenges posed by the pandemic.|The District continues to work to improve school culture and climate so that we may increase student engagement and prevent negative behaviors. The district will address the mental wellness and behavioral needs of our students going forward by adding targeted supports through additional staffing, programs, and data analysis. The Deans of Students, whose primary role is early intervention with students experiencing behavioral challenges, have been working diligently to develop programs to reduce disciplinary recidivism as well as closely analyze the protocols by which consequences for behavioral infractions are used as opposed to a positive behavioral supports model. As a part of the responsibilities for these positions, the Dean of Students work closely with Wellness Center staff to develop wrap-around services for students returning from suspension or experiencing chronic behavior or attendance issues.|Met||2025-06-12|2025
09618530930214|Pacific Crest Academy|6|The California Healthy Kids Survey (CHKS) was administered to 9th and 11th grade students in the Fall of 2024. This data was analyzed and compared to the prior 3 years of the survey. This analysis was done with staff, parents, and students. Areas of greatest strength (and continued strengths from previous years) include: Perceived safety at school, Feeling safe at school, and Teachers treat students fairly and with respect. School connectedness is a strength, at 83% (9th and 11th grade students). The percentage of students reporting having a caring adult relationship was 74%, which is a strength that we would like to maintain or increase. The most prevalent areas of concern are students reporting feelings of chronic sadness and hopelessness, as well as school motivation. Our subgroup population numbers are small, so we do not have disaggregated data to protect student privacy. In particular, we see a need to address academic motivation according to 9th and 11th graders surveyed on the California Healthy Kids Survey (CHKS). Academic motivation fell from 65% in 2022 to 58% in 2023 and even lower to 49% in the 2023-24 school year. We have seen an increase in the 2024-25 school year to 59% and plan to continue focusing on this area.|"We will continue to build on the successful school climate and caring relationships. We saw a sharp increase in 9th grade students agreeing with the statement ""I feel like I am part of this school"" on the CHKS: in Fall 2023, only 39% of students agreed, but in Fall 2024, that number jumped to 75%. We plan to continue the actions that supported this development, including a robust New Student Orientation to welcome incoming 9th graders. An area of need is to continue increasing academic motivation, which will also further support students' academic achievement and preparedness for college and careers after high school."|The positive, safe, and supportive climate at Pacific Crest Academy is one of the most valued features of our school. We will continue to keep one of our LCAP goals focused on school climate and individual wellbeing. We are planning to develop peer mentoring and incorporate additional curriculum into Advisory to work on teambuilding and soft skill development. We will be increasing our student recognition to celebrate achievement, implement more community building and wellness activities, and increasing College Tour opportunities. We continue to offer counseling services through our Wellness Center, which was opened on campus Fall 2024.|Met||2025-06-12|2025
09618790000000|Gold Oak Union Elementary|6|Addressing Safety and Inclusion GOUSD is committed to addressing all safety concerns with a goal of increasing student-reported safety to 100%. In 2023–24, the district transitioned from CHKS to KELVIN, a survey tool aligned with social-emotional learning goals under the CalHOPE grant. KELVIN allows more frequent and targeted monitoring of student and staff well-being. Initial KELVIN data included: Elementary students (78% participation): 68% overall favorability, 72% safety, 75% adult connection Middle school students (56% participation): 67% overall favorability, 72% safety, 67% adult connection While family surveys were not administered in 2023–24, future cycles will include them, and all KELVIN data is being used by the School Site Council to inform SPSA and safety plans. Looking Ahead: Expanded Engagement and Communication To better engage families—especially those historically underrepresented—the district will: Launch a District Task Force in 2025–26 to involve stakeholders in the LCAP, SPSA, safety plans, wellness plans, and other initiatives. Enhance outreach with personal invitations to parents for participation in committees and events. Offer more multilingual tools such as surveys and virtual meetings to reduce barriers to engagement. Improve communication platforms with a new district website and mobile-friendly digital newsletters, which will support translation into multiple languages and accessibility features for visually impaired users. Student Voice Opportunities for student input will continue through learning circles, classroom activities, and student surveys, with a goal to include students as members of the new District Task Force.|Key Learnings: Strengths and Identified Needs Based on Data Analysis Analysis of academic, behavioral, and climate data revealed several key strengths as well as critical areas for improvement across student groups. Areas of Strength: Elementary academic growth was a notable strength. According to 2024–25 iReady diagnostic results, Gold Oak Elementary students demonstrated significant gains in both reading (18 percentage points) and math (21 percentage points) compared to the previous year. This suggests that targeted interventions and instructional strategies are having a positive impact at the elementary level. Positive adult-student relationships continue to be a districtwide strength. KELVIN data showed 75% of elementary students and 67% of middle school students reported strong adult connections, reinforcing the district’s commitment to fostering a supportive school climate. Progress in reducing chronic absenteeism was also evident. The district saw an 11.4% decline in overall chronic absenteeism, signaling that outreach and support efforts are helping re-engage students. Identified Needs: Middle school academic outcomes remain a concern. While Gold Oak students made notable progress, Pleasant Valley Middle School saw a decline in both reading (–3%) and math (–12%) proficiency based on iReady data. Disaggregated CAASPP and Dashboard data also confirmed that students with disabilities and socioeconomically disadvantaged students experienced declines in ELA and math performance, highlighting a need for more robust academic supports and intervention systems at the middle school level. Perceptions of safety among middle school students remain low. CHKS data from 2022–23 showed that only 26% of 8th graders and 50% of 7th graders agreed they felt safe at school. KELVIN survey results show improvement (72% perceived safety), but further efforts are needed to ensure all students feel safe and supported, particularly in upper grades. Increased suspension rates are another concern. The district's suspension rate rose from 3.8% to 5.6%, with the most significant increases among students with disabilities, white students, and socioeconomically disadvantaged students, indicating a need for strengthened Tier 1 behavior systems and restorative practices, especially at the middle school level. Disaggregated data limitations were noted in the 2022–23 CHKS, which restricted the ability to deeply analyze subgroup trends. With the implementation of KELVIN, the district aims to improve the frequency and quality of disaggregated data to better inform targeted supports. Moving forward, the district will prioritize: Implementing consistent academic and behavioral systems at the middle school Strengthening supports for students with disabilities and socioeconomically disadvantaged students Expanding student and family engagement efforts. Increasing the quality and accessibility of disaggregated data to support equity-driven decisions.|Based on local data and key learnings, GOUSD will implement several changes to address identified needs: Academic & Behavioral Support at Middle School: A more structured intervention schedule and schoolwide behavior expectations with recognition systems will be introduced, aligned with MTSS. Improved Data Use: The district will ensure consistent iReady assessment timelines and use KELVIN to better disaggregate and act on student well-being data by subgroup. Stronger Stakeholder Engagement: A new District Task Force will launch in 2025–26 to involve diverse stakeholders in shaping the LCAP, SPSA, safety, and wellness plans. The district will expand personal outreach to underrepresented families and provide multilingual, flexible participation options. Communication Enhancements: A new, mobile-friendly district website and digital newsletters will offer translation and accessibility features to improve communication with all families. These actions reflect GOUSD’s commitment to equity, student safety, academic growth, and inclusive engagement.|Met||2025-06-12|2025
09618870000000|Gold Trail Union Elementary|6|GTUSD provides the CAHKS every other year. The LEA does survey students throughout the year for school climate data; this year we did do the CAHKS in addition to several Google Surveys and using Kelvin to pulse student input. This year specifically, we targeted students in grades 4-8 to collect similar data regarding school climate to the CAHKS. The data provided student feedback on school connectedness and safety. It is data that is shared out to the community partnership team (DAC) and the Board of Education. Current third grade parents in particular were provided data from the 4th grade parent survey and student survey. Fewer families leaving 3rd grade at Sutter's Mill and beginning Gold Trail in 2025 seemed to have concerns about Gold Trail. The survey results show that there is trust building and increased positive school culture at Gold Trail.|The surveys provided good feedback. For 5th graders: 56.6% had a positive year with 38% having a year that was just OK. 80% of their friendships were positive. 75% of the 5th graders responded that any negative peer relation occurred with other 5th graders or with 4th graders, not with junior high students. That is similar to the 4th graders who reported any negative peer relations occurred mostly with other 4th or 5th graders (84%) rather than with junior high students. 83% of all 4th graders reported they had a great school year. In the parent response category for incoming 4th grade students 87% were eager with few worries or concerns. Overall, the junior high school students feel safe at school with nearly 80% feeling moderately safe at school. The junior high students rate their friendships as the most rewarding as well as the most challenging part of their school day. 72% feel connected to at least one adult on campus. Last year 50% of students felt that student behaviors were high or somewhat high compared to this year were less than 40% of students felt that way. Behaviors as a major concern have decreased with most students, but junior high students recognized that it is a small population of students whose behavior needs to be addressed.|The 3-5th grade vertical articulation team will work on moving from grades on report cards to standards based grading to better align with K-5 practice in the 2025 school year. This will come after a year of intense curriculum articulation work to the standards. Parent and student input will continue to drive the decisions. We will, additionally, do some more intensive training with staff around relationships and preventative strategies. We will continue to solicit parent input through surveys. We will continue to utilize Kelvin for student voice pulses throughout the school year as a data monitoring tool; Kelvin will be paid for again this year by EDCOE.|Met||2025-06-10|2025
09618950000000|Indian Diggings Elementary|6|In the spring of 2025 surveys in school climate were completed showing the following over all satisfaction rates: Parent	92% down 7% (88% return rate -7of8- up 8% 4of5) Staff	94% same (100% return rate-4of4) Student	83% down 2% (100% return rate-13of13)  Other metrics used in 2024-2025 to identify trends in school climate are: School attendance rates: 97% Chronic absenteeism: 0% Middle school drop outs: 0 Pupil suspension days: 0 Pupil expulsions: 0 Percent of students participating in offered courses: 100%|Parents: The drop in satisfaction comes from two families marking 9 areas out of 40 as “sometimes” instead of “yes”. This is up from one family that marked “sometimes” in 2024 on 3 areas. There was one concern area: Students being prepared for school 20 of the 40 areas were 100% positive responses: Student safety, Students try to do their best, Teachers help students, Families want students to do well, Teachers take bullying seriously, art, music, science, history, rewards, and awards  Staff: There were 3 concern areas: Student engagement, Parental involvement in homework, Student participation in class  Over 50% of the staff survey has a 100% satisfaction rate (28 of 40): Safety, staff focus on students, school activities  Students: The drop in satisfaction came from more “no” answers this year. (18 of 40 up from 6 of 40).  There were 7 concern areas:, Helping each other, Being well behaved, Talking out problems, Interesting work from teachers, Parental involvement in homework, Music, and History There were 11 areas that showed positivity: Feeling safe, Teachers listening, Teachers giving help, Family desire to see them successful in school, Being treated with respect, Teachers caring, Teachers take bullying seriously, Feeling part of the school, Holiday events, spring trip, and reward days  School Attendance rates are stable at 97% last year showing an marked increase and Chronic absenteeism is at 0%.  This would indicate an increased desire from parents and students to attend school and therefore a positive school climate. The drop out, suspension, and expulsion data would also support the conclusion that the school climate is a positive force on student behavior.|Recommendations from parent data: Parent class on helping students at home Recommendations from staff data: Add an activity for Goal 4: Multi-subject units of study, Parent class on helping students at home Recommendations from student data: Focus on hiring a new music teacher, Multi-subject units, Parent class on helping students at home|Met||2025-06-12|2025
09619030000000|Lake Tahoe Unified|6|LTUSD administers the California Healthy Kids Survey (CHKS) to grades 5, 7, 9, and 11 at a minimum of every two years.  The following analysis compares 2024-25 survey results to 2021-22 as 2021-22 results were reported in the 2024-25 Local Indicator Progress update.  % completed the survey Grade 5: 61%  Grade 7: 73% Grade 9: 79% Grade 11: 74% Alternative education grade 11: 53%  Feel safe at school 5: 79%  School perceived as safe/very safe (includes Cyberbullying) 7: 47%, 9: 64%, 11: 62% Alternative education grade 11: 96%  School Connectedness 5: 70%, 7: 48%, 9: 55%, 11: 51% Alternative education grade 11: 73%  Academic motivation 5: 85%, 7: 59%, 9: 62%, 11: 65% Alternative education grade 11: 64%  Meaningful participation at school-pretty or very much true 5: 39%, 7: 27%, 9: 22%, 11: 27% Alternative education grade 11: 34%  Caring adult relationships 5: 63%, 7: 58%, 9: 52%, 11: 58% Alternative education grade 11: 73%  High expectations-adults in school-pretty or very much true 5: 82%, 7: 69%, 9: 64%, 11: 70% Alternative education grade 11: 80%  Experienced frequent/chronic sadness/hopelessness 5: 21%, 7: 25%, 9: 34%, 11: 38% Alternative education grade 11: 27%  Considered suicide 5: N/A 7: 10% 9: 16% 11: 9% Alternative education grade: 8%|From 2021-22 to 2024-25, the percentage of positive student responses increased across the majority of survey topics indicating progress in improvements in school climate, culture, and supporting student social-emotional and mental health.  This may be attributed to ongoing recovery from the COVID-19 pandemic and LTUSD’s significant expansion of social-emotional, mental, behavioral, and physical health supports available to students and their families.|To address student social-emotional and mental health needs such as chronic sadness and ideations of suicide, LTUSD plans to implement, maintain, and/or expand:  -	Four Elementary Counselors to support social-emotional learning (SEL) -	Wellness Coach/Student Advocate Specialist to provide SEL/behavioral and mental health services and resources -	Districtwide Nursing Services -	Support through school district Psychologists -	Maintain Wellness Centers at South Tahoe High School, South Tahoe Middle School, and Bijou Community School -	SEL Intervention Teachers -	SEL practices districtwide -	Continue local agency partnerships focusing on student social-emotional, mental, and behavioral health|Met||2025-06-26|2025
09619110000000|Latrobe|6|The Latrobe School District’s annual survey results reflect a high level of parent and student satisfaction across key areas such as academics, safety, and school-community relationships. A strong majority of parents expressed appreciation for the work being done in our schools. When asked about academic challenge, 93% of parents agreed or strongly agreed that their child is being appropriately challenged. Safety remains a top strength, with 100% of respondents reporting that their child feels safe at Miller’s Hill School. Additionally, 98% of parents said they receive support from the school when needed, while 91% believe the school views parents as active partners in their child’s education. Respect and inclusivity were also noted, with 93% of parents saying school staff show respect for both students and families, and 94% reporting that their child enjoys attending school. An equal percentage felt that our schools provide a welcoming and inclusive environment. Despite the positive feedback, one area for growth was identified in perceptions of campus security. While most parents feel their children are safe, only 67% agreed or strongly agreed that the Miller’s Hill campus is “safe and secure.” Several open-ended responses recommended the installation of a perimeter fence to improve physical security. Parents also provided valuable feedback in the open-ended section of the survey, highlighting satisfaction with the district’s communication efforts, the caring nature of staff, the focus on academic rigor, and the overall safety of the campuses. Many also expressed a desire to see expanded enrichment offerings, particularly in music, foreign language, and other specialized subjects. Student responses also painted a positive picture of school life. An impressive 97.3% of students reported that their teachers and other adults at school care about them. Similarly, 95.9% said their teachers hold high academic expectations, and 94.6% felt they receive adequate support, even when faced with academic challenges. Students also shared that their school fosters a positive learning environment (97.3%) and that teachers promote tolerance and acceptance (98.6%). Notably, there were no student reports of drug, alcohol, or tobacco/vaping use on campus. However, two areas emerged as opportunities for improvement: only 74.3% of students reported coming to school rested and alert, and just 68.9% said they feel excited to learn each day. Overall, both parent and student feedback highlighted the district’s strengths in teaching, student support, safety, inclusivity, and making learning enjoyable. These insights will continue to guide the district’s efforts to improve and enrich the educational experience for all students.|A detailed, disaggregated analysis of the individual LCAP surveys reveals that the majority of parents and students express strong satisfaction and appreciation for the work being done across our schools. Our continued efforts in communication, academic rigor, and campus safety are widely recognized and should remain a priority. However, the data also highlight opportunities for further improvement—particularly in the areas of campus security and the expansion of enrichment opportunities, including foreign language instruction, music programs, and extracurricular athletics.|Following a thorough review of the LCAP survey data, the district will prioritize and allocate funding to expand enrichment opportunities, including music instruction, robotics, drama, and foreign language programs.|Met||2025-06-17|2025
09619290000000|Mother Lode Union Elementary|6|he district administered a local climate survey to assess student perceptions of safety and belonging. Overall, 83% of students reported feeling a sense of belonging at school. A majority of students also reported feeling safe in classrooms, on the playground, in the lunchroom, and on buses. However, disaggregated data revealed that students feel less safe in unsupervised areas such as bathrooms and while walking to and from school.  When disaggregated by student group, results showed that while the overall sense of belonging was consistently high across most groups, English Learners and students with disabilities reported slightly lower levels of connectedness and safety. These findings guided targeted actions, including increased adult presence during high-risk transition times and added supervision in areas of concern.|Analysis of the climate survey data shows a strong overall sense of belonging and safety among students, with over 83% feeling connected to their school community. This was consistent across most student groups, indicating a positive and inclusive environment.  However, the data also revealed a need to improve safety in unsupervised areas such as bathrooms and walkways. English Learners and students with disabilities reported slightly lower feelings of safety and connection, highlighting the need for more intentional supports and inclusive practices. These findings emphasize the importance of improving supervision, strengthening adult-student relationships, and tailoring strategies to support vulnerable student groups.|In response to the survey findings, the district has implemented changes to improve student safety and connection in unsupervised areas. Supervision schedules have been adjusted to ensure increased adult presence in hallways, bathrooms, and during arrival and dismissal times. Site administrators are also reviewing campus layouts to identify blind spots and improve visibility.  To address lower safety and belonging scores among English Learners and students with disabilities, the district is expanding staff training in culturally responsive practices and inclusive supports. These actions are being integrated into site safety plans and LCAP goals as part of a continuous improvement cycle aimed at strengthening school climate for all students.|Met||2025-06-12|2025
09619450000000|Pioneer Union|6|88 students in grades 6-8 completed the Spring 2025 Student Climate Survey.  Students agree or strongly agree that school is a supportive environment: 64%  Students agree that school is safe or very safe: 52.3%|Middle school students are feeling less safe this year that in the past.  Staff will work to address this important need and develop actions to enhance student climate.|Staff will build up the positive rewards and incentives on campuses to emphasize good citizenship among students.  Partnership with PTO will support a school/district wide effort to build school climate.|Met||2025-06-18|2025
09619520000000|Placerville Union Elementary|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  PUSD annually surveys students [CA Healthy Kids Survey] grades 5-8). See PUSD web page for Student survey results will be reported to the PUSD Governing when we receive them from CDE. The HKS is shared through the School Site Council, Health Education Advisory Committee as well as all teaching staff. Goals are written concerning school climate based on the information pulled from the CHKS.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.  Students overall feel very safe at school and are supported by their teachers. The vast majority are engaged on the school campus and in activities provided by the school. There is a higher level of anxiety and depression sited by students that needs to be addressed.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.  PUSD will be adding additional student support for student exhibiting behavioral issues. Trained Para-Professional positions will be added at each school site and will be overseen by the District Behaviorist. A Wellness center will be added to each of the elementary school to help provide the counseling services that are necessary.|Met||2025-06-15|2025
09619600000000|Pollock Pines Elementary|6|Pollock Pines Elementary School District (PPESD) annually administers local climate surveys to gather feedback on student safety, connectedness, and conditions of the learning environment. Data from all middle grades, (5th-8th grade) taking the California Healthy Kids Survey (CHKS)  and the input from the Annual 2025 Parent Survey (25% total returned) reveal valuable insights into the current school climate and culture.|Strength Parent Satisfaction: The 2025 Parent Survey indicates that parents generally have a positive view of the school climate. Many report feeling that their children are safe and supported at school by staff, and express satisfaction with communication from school staff. Needs Student Perception of Safety and Connection: The data highlights that only 57% of students on average feel safe at school and 55% feel connected. Notably, perceptions decline with grade level, with 8th-grade students reporting the lowest feelings of safety (48%) and connectedness (47%). Parent Perception of Safety related to student behaviors - Multiple Parent surveys captured a concern of escalating behaviors that disrupt classroom learning. It was also shared that these behaviors are impacting the perception student safety. Risk Behaviors: CHKS data reported alcohol (12%) and vaping use (4%) among its middle school students, and is an area the district would like to target for decrease. Subgroup Data:  Students with disabilities and socioeconomically disadvantaged students experience less favorable conditions, with higher rates of absenteeism and suspensions.  Aspirational Targets: The district’s goal is to achieve 80% in perceived safety, suggesting a significant gap remains.  While PPESD demonstrates clear strengths in parent engagement and maintaining low levels of risk behaviors among students, the local climate surveys indicate ongoing challenges in achieving higher levels of student safety and connectedness, particularly among older students and vulnerable subgroups. Targeted efforts to support these groups and enhance overall school climate are essential to meeting district goals and ensuring an equitable, supportive learning environment for all students.|From data surrounding school culture and climate, the district will be implementing a comprehensive behavioral coaching to support teachers across all grade levels in developing strategies to maximize student engagement and minimize disruptive behaviors.  In recognition of the data indicating students feel less safe and connected as they progress though grades, the middle school will establish a peer advocacy program.|Met||2025-06-11|2025
09619780000000|Rescue Union Elementary|6|Positive school climate is a source of pride for the Rescue Union School District. Teachers, support staff, administrators, and the students themselves go to great lengths to ensure that children feel safe and connected to their school. Results from the 2024-2025 RUSD Culture and Climate Survey, administered to third through 8th grade students at all schools, indicate that 83% of elementary and middle school students feel connected to their school most or all of the time. 86% of elementary students and 91% of middle school students reported feeling safe at school most or all of the time. The California School Dashboard illustrates that our suspension data is much lower (1.6%) than the state average (3.2%) and continues to decline. Chronic Absenteeism percentages while improving to 8.5% from the previous year of 11.1%, are an area where improvement is needed. To address suspension rates, discussions continue to be held with our Multi-Tiered System of Support Coordinator, school site principals and teachers to develop better alternatives to suspension. Restorative Practices training and associated school-based programs have been implemented at all schools to promote alternatives to suspension. The district continues to implement and evaluate Positive Behavioral Interventions and Supports at all seven schools, and a behaviorist and supporting team of paraeducators have been hired to work directly with students who may be engaged in behaviors that could lead to suspension. Social Emotional Learning and Trauma Informed Practices continue to be a focus this year to help school personnel better understand students' emotional states and provide appropriate responses.  Tier 2 meetings are held regularly at sites to discuss how to support students who may be struggling academically or social-emotionally. Full-time Counselors have been hired at all elementary sites as well as Additional Psychologists and Behaviorists have been hired to support students.  To further lower our chronic absenteeism rate, the district is closely monitoring absences for all students and using various means to reach out to families who have students with excessive absences. Outreach programs include in person meetings with administrators, phone conferences with principals and secretaries, letters mailed to families, and partnerships with the El Dorado County Office of Education.  The District Attendance Review Team (DART) meets regularly to discuss student attendance and how to support families.   To further support our socioeconomically disadvantaged students and students with disabilities, the Rescue Union School District is utilizing LCFF base and supplemental funds to address the academic achievement gaps for all students, including English learners, Socioeconomically Disadvantaged students, Homeless/McKinney Vento Students, and Students with Disabilities. Intervention funds are allocated to support academic and social emotional learning programs for students who need them.|"The analysis of school climate data in the Rescue Union School District (RUSD) reveals several key learnings, strengths, and identified needs across various aspects of the district's operations. The district has maintained strong academic performance, with English Language Arts and Mathematics scores in the green performance level, indicating above-standard achievement. English Learners (ELs) have exhibited strong growth as the percentage of ELs making progress has increased from 41.6% to 54.4% demonstrating an increase of 12.8% of EL students making progress according to the California School Dashboard.    The district has implemented effective engagement strategies, as reflected in the ""standard met"" ratings for Parent and Family Engagement and Local Climate Survey indicators. However, Chronic absenteeism remains a concern, particularly among specific student groups, indicating a need for targeted interventions to improve attendance. RUSD has seen significant improvement in the percentage of chronic absenteeism moving from 19.9 percent in 2022 to 8.5% in 2024. However, there is still more that needs to be done to continue the improvement.  RUSD emphasizes creating a supportive and diverse environment. Programs like the Multi-Tiered Systems of Support (MTSS) and full-time counselors at each site address the social, emotional, and behavioral needs of students. There is still a continued need to focus on inclusivity and support for diverse student groups, particularly in addressing the needs of socioeconomically disadvantaged students and ensuring equitable access to resources."|To address the challenges listed in prompt 2, RUSD is committed to doing the following:  Enhance Support for English Learners: Continue implementing targeted interventions and support programs tailored to the needs of English learners to boost their academic progress. Provide teachers with resources to support the unique needs of English Learner students. Pre-Summative ELPAC conferences are being held, and will continue next year, with students in grades 5-8 at many of our schools to explain the importance of the assessment and reclassification. Pull out English Language Development instruction is being provided at Green Valley and the District is exploring options and funding sources to provide similar supports at other sites. The District is working on supporting Long Term English Learners who are struggling by providing instructional support so they can achieve reclassification. English Learner students who are Reclassified are monitored through each school site's Tier 2 discussions as part of our Multi-Tiered Systems of Support (MTSS) program. In collaboration with our Special Education department, alternate assessments are being administered and discussed within Individualized Education Plan (IEP) meetings as another avenue toward reclassification.  Enhance Support for Chronic Absenteeism: Continue to develop, refine, and implement strategies to engage students and families more effectively, aiming to reduce absenteeism and promote regular attendance. The District is reviewing student attendance monthly, and school sites are monitoring irregular attendance issues daily, to identify students at risk of being classified as Chronically Absent. School leaders and office staff, along with district staff are communicating with families, having meetings to determine the nature of the absences, and providing support depending on the individual circumstances of the student/family. The District has formed an attendance committee that assists families in improving student attendance, and guidelines for school support and interventions. Tier 2 meetings are held at all schools, but specifically at Green Valley Elementary and Rescue Elementary, our two Title I schools, to discuss student concerns. The conversations include our English Learner and Hispanic student groups, whose attendance shows the need for significant improvements, based on the California School Dashboard indicator.|Met||2025-06-17|2025
09619860000000|Silver Fork Elementary|6|Due to the small size of the school of 11 students, a formal survey would not be appropriate. With this said students participate in one-on-one meetings with the school administration in order to understand student perceptions on school safety and connectedness.|The school has a family oriented climate where students feel safe, and welcome and parents are very involved in their learning.|No changes are planned for this priority.|Met||2025-06-11|2025
09737830000000|Black Oak Mine Unified|6|This reflection is based off of the California Healthy Kids middle school and high school surveys and Kelvin surveys (K-6) used to gather data on school climate. School safety was highest with our K-5 students (85%), and significantly lower with our 6-12th graders averaging 48%. Similarly, school connectedness was highest among our K-5 (85%) and lower in grades 6-8 (43%).  It should be noted that participation in the survey was lowest in our 9-12th grade with only 30% of students participating.|From 2023 to 2024, BOMUSD saw measurable growth across several key indicators of student engagement and support. School connectedness increased from 42% to 45% districtwide, while perceptions of caring adult relationships rose from 41% to 44% across both elementary and secondary levels. The percentage of students reporting high expectations climbed from 59% to 63%, indicating a greater sense of academic rigor and support. Meaningful participation among middle school students improved from 28% to 35%, and academic motivation among secondary students increased from 64% to 67%. Additionally, parental involvement showed notable gains, as reflected in anecdotal reports and updates to site-level action plans.|For continuous improvement, the District's new 24-27 LCAP will focus on the following based off of this data: *Meaningful participation/academic motivation - increased art and music offerings, additional CTE pathways, student goal setting and self-monitoring *School safety - improved site safety plans, training by the Office of Emergency Services on emergency preparedness and response, improvements to site communication and security monitoring devices *School connectedness - increased student recognition, college/career symbolism at all sites, student goal setting with monthly personalized recognition|Met||2025-06-18|2025
09737830121566|American River Charter|6|American River Charter is an independent, homeschool charter and part of the Black Oak Mine Unified School District. Annually families are encouraged to participate in a parent survey. For the 24-25 school year 27% of families participated which was an increase of 14% from the previous year. Those that responded had a 97% overall satisfaction rating, 95% had positive engagement with their supporting teacher, and 100% of families reported they felt welcomed and encouraged by the teaching and administrative staff.|What is your overall satisfaction this current school year with ARCS? 91% satisfaction I feel my Supervising Teacher provided me guidance in choosing appropriate curriculum for my student(s). 98% agree or strongly agree I feel my Supervising Teacher clearly communicated what was expected of myself and the student for the learning period. 98% agree or strongly agree I feel my Supervising Teacher responded promptly to my needs. 98% agree or strongly agree The ARCS office staff is pleasant and helpful. 96% agree or strongly agree I know and understand what my student is expected to learn (standards) for their grade level: 96% agree or strongly agree For high school students, my student receives accurate, clear, and timely advice from my Supervising Teacher on choosing appropriate courses: 73% agree or strongly agree For high school students, as a parent/guardian, I have been informed about the California State University and University of California A-G requirements for admission: 92% agree or strongly agree For high school students, my student is being prepared to be ready for post-secondary opportunities (college/career): 59% agree or strongly agree; did not apply to 32% surveyed I feel my student is in need of additional academic support opportunities: 31% answered yes|We will be working to increase consistency between our supervising teachers and providing support for college and career preparedness.|Met||2025-06-18|2025
10101080000000|Fresno County Office of Education|6|During the 2024–2025 school year, the LEA administered an anonymous online survey that asked students to self- identify their inclusion within student groups. Due to the small student population, the LEA is able to report disaggregated data for Hispanic, African American, and Low-Income students, in addition to the All Students group. A majority of students—80% of all students, including Hispanic and Low-Income students—reported feeling that their school provides a safe and welcoming environment. Among African American students surveyed, all respondents reported feeling that their school is a safe and welcoming environment, indicating a positive perception of school climate within this group. Sixty percent of African American students surveyed reported feeling connected to their school. In comparison, 69% of all students, including both Low-Income and Hispanic students, indicated a sense of school connectedness, suggesting an opportunity to further strengthen engagement and connection for African American students. Seventy-five percent of all students, including Low-Income and Hispanic students, reported that their school provides the support needed to build strong relationships with staff and peers. While 68% of African American students shared this perspective, the data highlights an opportunity to further strengthen relationship-building efforts for this student group. A total of 77.4% of respondents indicated that they believe their school cares about, asks for, and listens to their ideas when making decisions. Specifically, 30.6% strongly agreed and 46.8% agreed with the statement, reflecting a strong overall perception that educational partners feel included in the school’s decision-making process. A total of 75% of Hispanic students and all African American students surveyed expressed the belief that their school cares about, asks for, and listens to their ideas when making decisions. While this reflects positively on students’ perceptions, the data also suggests continued opportunities to strengthen meaningful engagement and connection across all student groups. In a narrative prompt, student responses highlight a desire for stronger school-family connections and an enhanced educational experience. All student groups emphasized the importance of frequent, positive communication with parents and family-inclusive school events. Students also shared appreciation for supportive teachers and expressed interest in more field trips, improved facilities and meals, greater access to technology, and equitable treatment across settings. These insights reflect students’ commitment to being engaged and supported in their learning.|Analysis of the 2024–2025 local climate survey data revealed several key strengths and areas for growth. A notable strength is the overall positive perception of school safety and welcoming environments, with 80% of all students and a full response rate among African American students indicating they feel safe and supported at school. These results suggest a solid foundation of physical and emotional safety while also identifying opportunities to continue fostering a positive school climate for all student groups. Students also reported a strong sense of inclusion in school decision-making. Over 77% of students agreed that their voices are heard and valued, including 75% of Hispanic students and all African American students who responded. This indicates that many students feel involved and respected in shaping their educational experience, while also highlighting opportunities to deepen student voice and engagement across all groups. Overall, the data reveals a strong baseline of safety and inclusion, with targeted needs in building deeper school connectedness, strengthening student-staff relationships, and expanding meaningful family engagement.|Based on the analysis of local climate survey data and the key learnings identified, the LEA has determined several important revisions and actions to strengthen areas of need and support continuous improvement. To build on existing strengths in school safety and student voice, the LEA will enhance partnerships with collaborative agencies and internal staff to further support all students—particularly Hispanic, African American, and Low-Income student groups. This includes expanding direct services through mentors, All 4 Youth staff, county probation, counselors, nursing staff, school psychologists, and the full instructional team. These efforts will support the implementation of Positive Behavioral Interventions and Supports (PBIS) and related initiatives that promote positive school climate and relationship-building. In response to the lower levels of connectedness and relationship strength reported by African American students, the LEA will specifically increase social-emotional and parent partnership supports for this group. This includes targeted professional development for staff to build cultural awareness and strengthen engagement with African American students and families, with guidance from LEA experts and equity-focused practitioners. To address student feedback regarding a desire for stronger school-family connections, the LEA will also prioritize enhanced communication with families. This includes regular sharing of positive news and outcomes, as well as continued and expanded opportunities for family involvement through parenting classes, PTA, School Site Councils, Open House, Back to School Night, graduation ceremonies, and evening events. Translation and interpreting services will remain in place to ensure inclusive communication for all families. These changes reflect a strategic effort to respond to student voice, deepen student and family engagement, and ensure every student feels connected, supported, and valued across all settings.|Met||2025-06-17|2025
10101080109991|Crescent View West Public Charter|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 97% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-05-29|2025
10101080111682|Hume Lake Charter|6|"In a recent survey, conducted in April and May of 2025, parents, teachers, and students reported on key issues involving the school.  Of the 17 surveys sent out to the 1st – 6th grade students, 17 reported back.  Of the 25 surveys sent out to 7th – 12th grade students, 24 reported back. Of the 43 surveys sent out to parents, 11 reported back.  Of the 14 surveys sent out to the teachers and instructional staff, 14 reported back.  The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on May 15, 2025.  Student subgroups cannot be disaggregated for further study of survey results due to the small size of the classes.  The largest single class in the school, of the grade levels surveyed, had only 6 students, so the students were grouped by 1st – 6th and 7th – 12th, in order to protect student privacy. Students in the 1st – 6th grade reported the following: ""The teachers and staff at Hume Lake Charter School care about me."" 17 out of 17 students responded most or all of the time.  These same students also reported the following: ""Hume Lake Charter School is a safe place to go to school.""  16 out of 17 reported that this is true most of the time or all of the time, with one student indicating that they “don’t know”. The 7th – 12th grade students responded to the following: ""The teachers and staff at HLCS care about me.”  22 out of 24 of the 7th – 12th grade students indicated that this is true most of the time or all of the time. ""Hume Lake Charter School is a safe place to go to school.""  23 out of 24 of the 7th – 12th grade students responded that this is true most of the time or all of the time. ""The school has high academic expectations of me."" 21 out of the 24 7th – 12th grade students agreed that this is true all of the time or most of the time, with one student indicating that they “don’t know”."|Some of the primary concerns voiced by parents and students focused on size of certain facilities, adequate funding, and increased technology along with online course issues.|As a result of these responses and the results of our WASC self-study and ongoing goals, 3 continuing or ongoing areas of need were identified. First, adequate facilities for meeting our growing student population are a great need.  We were able to implement creative reorganizing going in to the 2021-22 school year, but the longevity of our current facilities or the pursuit of new facilities is still to be determined.  Second, adequate funding was identified, and in response, HLCS submitted an application and was accepted for the REAP/SRSA grand through the Federal Government.  The third is the need for a more robust professional development program, and the master calendar and bell schedules have been adjusted to provide more time for teachers to engage in this pursuit.|Met||2025-06-23|2025
10101080119628|Big Picture Educational Academy|6|Sense of Safety 2024 Grades TK-5:  76% Grade 6:  50% Grade 7:  50% Grade 8:  27% Grade 9:  65% Grade 10:  67% Grade 11:  74% Grade 12:  64%  Sense of Connectedness Grades TK-5:  70% Grade 6:  50% Grade 7:  45% Grade 8:  31% Grade 9:  49% Grade 10:  61% Grade 11:  64% Grade 12:  62%|MEANING:  The majority of our students feel safe and connected. Our students report that teachers are always willing to help them, whether academic or personal.  Parents appreciate   the school’s willingness to support students, including our students who may not have experienced success and belonging in more traditional school settings.  There is appreciation of our small, personal environment on the part of students and parents.  Students love that we have sports.|USE: We will provide more opportunities for choice and risky tasks which provide them with a sense of self-worth and display their abilities. Exhibitions will be focused on spotlighting the relative capabilities of each student. SEL was a huge focus in 24-25 for students and staff and really supported our community.  We will continue to lean into our SEL / Counseling staff to help students trust the systems that are in place to support them in the areas of belonging and hope.  We will continue our peer connections programs, such as “bigs & littles”. Exhibitions will be focused on spotlighting the relative capabilities of each student. We will lean in to our SEL / Counseling staff to help students trust the systems that are in place to support them in the areas of belonging and hope.|Met||2025-06-18|2025
10101080127514|Kepler Neighborhood|6|The Local Climate Survey was given to students, staff/teachers, and parents/guardians in the Spring of 2025. The focus of the survey was to determine input for the LCAP and school safety and school connectedness.  Students Responses 85.5% of students feel safe in the classroom. 87% of students feel safe in the cafeteria. 71.8% of students feel safe on the playground. 81.7% feel that Kepler teachers, staff members, or administrators make them feel cared about. 72.5% of students feel they can talk to their teacher if they have a problem.  Teachers/Staff Responses 85.7% of teachers/staff feel the teachers/staff treat students fairly regardless of race, ethnicity, or culture. 100% of teachers/staff feel that they play a crucial role in the school community. 42.9% of teachers/staff feel highly supported and encourage to contribute innovative ideas and suggestions within the school environment.  Parent Responses 89.3% of parents feel the staff at Kepler prioritizes the health and physical safety of my child(ren). 85.7% of parents feel that Kepler's administrators promptly address instances of conflict, physical aggression, and other serious behavioral issues with care and attention. 82.1% of parents feel comfortable approaching the school with questions, a problem or a complaint.|The key learnings determined by Kepler identified positive growth in school safety and student connectedness to teachers and staff. The majority of the students feel safe in the classroom, the cafeteria, and the playground. Attention must be paid to safety in the cafeteria and on the playground, but the parents recognize that Kepler prioritizes the health and physical safety of the students. Teachers and staff recognize the growth that students feel in coming to them with problems and attention to students' social emotional well-being is paramount.|Kepler will continue support the Positive Behavior Intervention and Supports to ensure a positive school climate and culture. Kepler will incentivize positive behavior through weekly drawings, incentives, and rewards for school competitions. Kepler will host assemblies about bullying, social emotional well-being, and other activities that encourage student engagement. The Dean will work directly with students and families to reduce suspensions and utilize alternative to suspensions through the practice of restorative justice which may include peer mediation, conflict resolution, restitution, peer tutoring, and incentives for positive behavior.|Met||2025-06-11|2025
10101080136291|Career Technical Education Charter|6|CTEC administers an annual School Culture Survey for students in grades 9–12, modeled after the California Healthy Kids Survey but tailored to the school’s programs. The survey helps identify strengths and areas for growth in school climate and student well-being. Participation & Demographics About 65% of students took the survey. Participation was highest among 9th graders (50%), with lower engagement from upper grades. The gender breakdown was 70% male, 30% female, and the ethnic makeup included 58% Hispanic, 34% White, and 12% Black, Asian, or American Indian students (note: some students identify with more than one group). Key Findings 1.	Academic Support: 68% say staff have high expectations and support their learning. 2.	Emotional Support: 61% feel their emotional well-being is supported. 3.	Student Voice: Only 45% feel their input is considered in school decisions. 4.	Career Pathways: 82% of upperclassmen reported positive CTE and internship experiences. 5.	Safety & Substance Use: 74% feel safe at school; 22% noted concerns about peer drug/alcohol use. Student Group Insights Hispanic students: 70% feel connected; 60% feel emotionally safe. White students: Report highest support across categories. Black students: Report lower connection (62%) and emotional safety (54%). English Learners: 50% feel a strong sense of belonging—an area for improvement. Students with Disabilities: 55% feel supported emotionally. Additional Tools Used To deepen insights, CTEC also conducts student focus groups, staff and parent surveys, and classroom observations to monitor culture and engagement.|Analysis of the 2024–25 School Culture Survey revealed both strengths to build on and areas needing improvement, especially when looking at results by student group. Areas of Strength 1.	Strong Adult-Student Connections: 73% of all students reported feeling connected to at least one adult at school. This connection was especially strong among White (76%) and Hispanic (70%) students. 2.	Career Pathway Engagement: 82% of upperclassmen shared that their career-technical education (CTE) and internship experiences were meaningful—highlighting CTEC’s strength in real-world learning. 3.	Academic Support and High Expectations: Most students (68%) felt supported academically, with White (72%) and Hispanic (65%) students reporting especially strong support. Identified Needs 1.	Emotional Safety and Well-Being: Only 61% of all students felt their emotional well-being is supported. Support was lower among Black students (54%), English Learners (50%), and students with disabilities (55%), pointing to the need for stronger mental health and SEL support. 2.	Student Voice and Decision-Making: Just 45% of students felt they had a voice in school decisions, showing a clear opportunity to involve students more in shaping their school environment. 3.	Upperclassmen Engagement: Lower participation from 11th and 12th graders, combined with less reported connection, suggests a need to re- engage older students and ensure their voices and experiences are better represented. 4.	Substance Use Concerns: About 22% of students expressed concerns about peer drug and alcohol use, highlighting a need for continued prevention education and student wellness efforts.|Based on the 2024–25 School Culture Survey, CTEC will implement the following changes to address identified needs and promote continuous improvement: 1.	Strengthen Emotional and Mental Health Support -Expand access to on-site mental health services. -Launch a peer support program to reduce stigma and improve access to wellness resources. -Provide staff with additional training in trauma-informed and culturally responsive practices. 2.	Increase Student Voice and Participation -Establish a Student Climate Council to involve students in decision-making. -Include student representatives on key school committees. -Use classroom feedback tools to give students a stronger voice in shaping their learning experience. 3.	Re-engage Upperclassmen -Create senior mentorship and capstone opportunities to increase involvement and leadership among 11th and 12th graders. -Offer more flexible enrichment options during advisory time. 4.	Address Equity Gaps -Focus professional development on inclusivity and equity. -Use data from focus groups and observations to tailor interventions for underrepresented groups. These actions are designed to improve school climate, support student well-being, and ensure all students feel connected, supported, and heard.|Met||2025-06-16|2025
10101080140186|Clovis Global Academy|6|"CGA 3rd and 4th grade students were given a student survey at the end of the 24-25 school year. Some of the responses on a scale of 1-5 were as follows: • How excited are you about going to school? ( Five: 11%, Four: 39%, Three: 41%) - 91% rated 3 or more. • 52% of the students expressed their favorite learning activity was field trips and 20.5% students expressed that their favorite learning activity is PBL/projects • Almost 70% of the students responded with a ""Five"" when asked how connected do you feel to your Spanish teacher. • Almost 33% of the students responded with a ""Five"" and 45% with a ""Four"" when asked how connected do you feel to your English teacher. • Over 80% of the students responded with a ""Four"" or ""Five"" when asked how often does your teacher take time to make sure you understand the lesson. • Over 95% of the students responded with a ""Four"" or ""Five"" when asked how respectful is your teacher towards you (Spanish). • Over 85% of the students responded with a ""Four"" or ""Five"" when asked how respectful is your teacher towards you (English). • When asked, how much respect do your classmates show you? (Three: 30%, Four: 37%, Five: 18%)  The survey was conducted anonymously so students feel free to provide feedback. As a result, the survey results are not disaggregated by subgroups."|Overall, CGA students like being at school, they have strong relationships with their teachers, and feel respected by their peers. Students have expressed an interest in more sports and music offerings at CGA. Book club, art, music, cooking and building (Legos, robots, etc.) were some of the more frequently mentioned answers to a question about additional desired clubs/activities.|Cross country was introduced in 24-25 and we are also setup to participate in a local sports league in 25-26. We are exploring partnerships with vendors to provide music instruction. Our after school program and inter-session enrichment academies provide wonderful opportunities for students to engage in arts and science based enrichment experiences.|Met||2025-06-27|2025
10101086085112|Edison-Bethune Charter Academy|6|We administered the Campus Survey and the summary of key indicators related to our LCAP goals 1 - Maximizing Achievement for all students, 2 - Providing a collaborative environment with strong parent engagement for all students, 3 - Providing a safe and healthy environment for social, emotional and academic success, and 4 - Ensuring English Learners excel in English Language Acquisition and access to English Language development instruction.  The results of the following groups were as follows: Overall (Including all Groups): 74% Positive, 19% Neutral, and 7% Negative overall. Overall Results by Goal - Goal 1 - 68% Positive, 22% Neutral, and 10% Negative, Goal 2 - 75% Positive, 19% Neutral, and 6% Negative, Goal 3 - 71% Positive, 16% Neutral, and 13% Negative, and Goal 4 - 84% Positive, and 16% Neutral.  We feel this is a good reflection of our staff and parent population, and an opportunity to receive feedback from our educational partners in order to provide support to our students in areas they need the most.|The dis-aggregated results of the survey revealed the following areas of strength or growth, challenges and barriers:  Areas of Strength or Growth: Overall results from both groups of staff and parents shows positive feedback.  Challenges: Discipline/behavior and Attendance, and English Language services. Barriers: None|EBCA will be implementing Positive Discipline procedures. All other feedback provided will be taken into consideration for planning purposes, overall we feel like the plan we have has received positive results.|Met||2025-06-26|2025
10619940000000|Alvina Elementary|6|The Alvina Elementary Charter School District continues to gathered data through its annual student survey and parent/staff LCAP survey during the 2024-2025 school year. These surveys were designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. Questions on these surveys were focused on student connectedness, school safety, student support, and student involvement. The district surveyed all students in grades 5th and 8th grade. For the 2024-25 school year questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in high percentages. 98% of students in the elementary grades and 98% of students in the middle school grades indicated they feel they are part of the school and are happy to be at Alvina. These questions were consistent among all subgroups, including English Learners and Low-Income students. Questions designed to focus on school safety, such as “Do you feel safe at this school?” also resulted in high percentages. 100% of students in the elementary grades and 100% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups, including English Learners and Low-Income students.|The Alvina Elementary Charter School District, as per the metrics in our LCAP, determined the continued increase of the percentages within the surveys above 95% in school connectedness and school safety are a result of the heavy involvement of instructional staff, as well as special education staff among students with a strong focus on supporting the emotional well-being of students while providing additional supports in mental health. The FCSS All4Youth team also played a critical role in supporting student mental health. The continued importance of placing mental health on the forefront is critical to overall student social-emotional well-being. Through the special education staff, instructional staff continue to trained/refreshed in the observance of mental health struggles among students. Students are quickly identified if they need support and are provided the appropriate resources necessary.|The Alvina Elementary Charter School District, per discussions with parents among our PAC/ELAC committees, has maintained a strong focus on supporting student mental health. Efforts in providing refresher professional development opportunities at the start of every school year, to all staff, helps keep a focus on giving student’s a voice and the support they need to be academically and social emotionally successful. Additionally, the incorporation on new student-centered programs, as well as expanding counseling and mental health services was implemented throughout the year. We continue to work with teachers and staff to understand the specific needs of our students and their families. This work will continue to be an area of focus.|Met||2025-06-26|2025
10619946005730|Alvina Elementary Charter|6|The Alvina Elementary Charter School District continues to gathered data through its annual student survey and parent/staff LCAP survey during the 2024-2025 school year. These surveys were designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. Questions on these surveys were focused on student connectedness, school safety, student support, and student involvement. The district surveyed all students in grades 5th and 8th grade. For the 2024-25 school year questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in high percentages. 98% of students in the elementary grades and 98% of students in the middle school grades indicated they feel they are part of the school and are happy to be at Alvina. These questions were consistent among all subgroups, including English Learners and Low-Income students. Questions designed to focus on school safety, such as “Do you feel safe at this school?” also resulted in high percentages. 100% of students in the elementary grades and 100% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups, including English Learners and Low-Income students.|The Alvina Elementary Charter School District, as per the metrics in our LCAP, determined the continued increase of the percentages within the surveys above 95% in school connectedness and school safety are a result of the heavy involvement of instructional staff, as well as special education staff among students with a strong focus on supporting the emotional well-being of students while providing additional supports in mental health. The FCSS All4Youth team also played a critical role in supporting student mental health. The continued importance of placing mental health on the forefront is critical to overall student social-emotional well-being. Through the special education staff, instructional staff continue to trained/refreshed in the observance of mental health struggles among students. Students are quickly identified if they need support and are provided the appropriate resources necessary.|The Alvina Elementary Charter School District, per discussions with parents among our PAC/ELAC committees, has maintained a strong focus on supporting student mental health. Efforts in providing refresher professional development opportunities at the start of every school year, to all staff, helps keep a focus on giving student’s a voice and the support they need to be academically and social emotionally successful. Additionally, the incorporation on new student-centered programs, as well as expanding counseling and mental health services was implemented throughout the year. We continue to work with teachers and staff to understand the specific needs of our students and their families. This work will continue to be an area of focus.|Met||2025-06-26|2025
10620260000000|Big Creek Elementary|6||||Not Met|||2025
10620420000000|Burrel Union Elementary|6|We will continue to utilize Kelvin pulses/surveys for Students, Staff and Parents. Surveys include a check box that signals SEL necessary assistance. Pulses are sent out via Chromebooks and alert students when they are ready to access. Parents and Teachers are given alerts via texts and emails. Connectedness and Safety are the main data to measure. Student Survey provided the following results:  Participation @ 90%; Connectedness @ 89% and Safety @ 75%. Staff Survey results were:  Participation @ 98%; Connectedness @ 98% and Safety @ 97%. Parent Survey results were as follows:  Participation @ 70%; Connectedness @ 87% and Safety @ 80%.|Although Participation is still low for Parents, we were encouraged by the results. Safety was higher overall, however we still see this as focus based on results. Some parents comments included fear of immigration raids. We continue to provide educational and community resources to help ease their fears.|Safety plans are reviewed annually with several committees for educational partner input. Collaborations with law enforcement provide necessary Safety trainings for Staff and Parents. We are seeking ways to create more opportunities for our Students via Sheriff presentations on topics like Cyberbullying, Social Media Safety and Bullying awareness. Speak Up and Stay Safe Program continues to provide students with safety net and an anonymous reporting system.|Met||2025-06-27|2025
10621090000000|Clay Joint Elementary|6|Grade 5 - 83% feel connected Grade 7 - 70% feel connected ( only 10% were disagree, other 10% neutral) Grade 5 - 97% feel safe (1 student marked neutral) Grade 7- 87% (1 student marked unsafe, 3 neutral) Staff 100% on both connected and safe Parents 100% on safe Parents 88% on connected Data Source: Local Survey Data Year 2024-2025|In the survey the students expressed thanks to the staff and administration for all of the hard work. A few students again suggested hiring a security guard could be an additional step taken to make them feel more safe otherwise students mentioned the added gates and cameras as measures they appreciate and make them feel safer.|Once again, we are looking for ways to push our more advanced students.|Met||2025-06-10|2025
10621170000000|Clovis Unified|6|CUSD administers a local survey to students every year that provides a valid measure of student perceptions of school safety and connectedness. The quality of education in CUSD is measured through the opportunities and support provided to students to be the best they can be in mind body and spirit. Below is a summary of student perception data from student survey surrounding school safety and how students feel connected to school through the quality of education provided to them. Student responses are shown in a percentage of the number of students responding strongly agree or agree on the survey.  My school is a safe place for learning?  American Indian or Alaska Native: 81% Asian: 82% Black or African American: 79% Hispanic: 80% Native Hawaiian or Other Pacific Islander: 68% Two or more races: 82% White: 83% English Learner: 85% Socio-economically disadvantaged: 84% Foster youth: 80% All: 83% My school provides a quality education?  American Indian or Alaska Native: 87% Asian: 90% Black or African American: 86% Hispanic: 88% Native Hawaiian or Other Pacific Islander: 81% Two or more races: 88% White: 89% English Learner: 85% Socio-economically disadvantaged: 84% Foster youth: 82% All: 89%|School safety is an ongoing focus in CUSD. The District is part of a multi-agency coalition that works together to implement best practices for maintaining safe schools. Additional systems to support communication and classroom safety have been implemented. Safety and alert systems have been enhanced each year to keep staff, students and families safe and informed.  Ongoing academic and social emotional learning interventions continue to be at the forefront of providing students a myriad of opportunities to have increased help during and outside of school hours. The LCAP continues to address the academic and social emotional learning intervention supports needed for our students.|Every year, CUSD reviews the California Dashboard. For any dashboard indicators that are in the red, either at the district, school or subgroup level, all have actions and services written into the LCAP to provide targeted support in the areas of need. A root cause analysis is performed by staff, with input from parents and students, to determine next steps. New systems are implemented and analyzed to enact positive change in the areas showing the most need for improvement on the California Dashboard.|Met||2025-06-11|2025
10621170118018|Clovis Online Charter|6|Clovis Online Charter School conducts an annual local survey among students, serving as a reliable gauge of perceptions regarding school safety and community cohesion. This year's findings indicate full parent attendance at school meetings and complete student participation in school events. With enrollment notably rising, partly attributable to the pandemic, the school pledges to expand avenues to address the distinct requirements of both parents and students. Furthermore, survey results highlight that 95% of students perceive Clovis Online Charter School as a secure learning environment, reinforced by affirmative feedback on the respectful treatment and appreciation of the diverse student population by teachers.|Students at Clovis Online Charter School have conveyed a strong sense of safety and connection with the institution. They articulate feeling supported both academically and socially by their teachers, who are perceived as attentive listeners. However, while students appreciate the support they receive, they have identified an area for potential growth: a desire for teachers to deepen their understanding of cultural awareness. Expanding educators' knowledge in this realm could further enrich the school's environment, ensuring that all students feel valued and understood regardless of their backgrounds.|Professional development aimed at expanding educators' knowledge in the realm of cultural awareness and sensitivity could serve as a powerful tool to enrich the environment at Clovis Online Charter School. By equipping teachers with a deeper understanding of cultural diversity and its significance in the classroom, the school can foster an even more inclusive atmosphere where all students feel valued and understood, irrespective of their backgrounds. This investment in teacher training not only enhances the educational experience for students but also reinforces the school's commitment to embracing diversity and promoting equity within its community.|Met||2025-06-11|2025
10621250000000|Coalinga-Huron Unified|6|CHUSD administered a local climate survey to students in grade 3-12 in the Spring of 2025. The results show 64% of students feel safe at school and 30% of secondary students feel connected to school. These are both a decrease from the previous year's results. CHUSD attributes part of this to the survey format and questions since we chose to use a local survey in place of California Healthy Kids Survey. With a local survey, we will have the ability to manage the questions asked so we can gain a deeper understanding of our strengths and weaknesses, as well as, disaggregate the data further into student subgroups in the future.|CHUSD learned that secondary students feel less connected to school when teachers and other school personnel do not take a personal interest in their well-being and life outside of school. Students also shared that classroom instruction is critical to student engagement and connection to school. Overall responses to school safety questions resulted in a low score but there was no additional data gathered regarding safety when speaking with our SAC and other students. Areas of need that CHUSD will focus on are staff and student relationships, effective Tier 1 instruction, and restorative practices for students not following the behavior expectations. CHUSD has made progress in relationship building between staff and students utilizing the EXCEL model through Capturing Kids Hearts and will continue to implement and monitor the outcomes. We also began restorative practices at our secondary sites in the previous school year, realizing success in reduction of suspensions for violence on campus at one of our middle schools.|CHUSD began to implement restorative practices by providing our assistant principals a short training last school year and allowing school sites to determine how they would include these in their behavior processes. This led to small successes in reducing suspensions at one of our middle schools. In the 2025/26-2026/27 school years, CHUSD will be providing in depth training, program design, and coaching to all site administrators and staff that are involved in behavior processes at school sites to positively affect student behavior outcomes and student sense of safety. We will have a unified approach and system across the district. CHUSD will also expand on our training and implementation of the EXCEL model of relationship building from Capturing Kids Hearts in the upcoming school year. All staff will have completed training and school sites will be monitored by district officials in regards to the extent of implementation evident when conducting walk-throughs.|Met||2025-06-24|2025
10621580000000|Fowler Unified|6|1,380 students in grades four through twelve participated in the Spring 2025 student survey. The percentage of students who responded to the survey prompt that they feel safe at school increased from 86% in 2024 to 88% in 2025. The percentage of respondents who agreed that they feel connected to their school rose from 80% to 85%.  Additionally, 86% of students who responded indicated that they felt the adults at school cared about them, an increase of 3% points from 2024.  Close to 91% of English Learners expressed confidence in their ability to improve in their classes. Ninety percent of our students who responded plan on attending college or some other school (trade school, technical school) after high school.|This year saw another strong response from students, suggesting that students are very engaged and eager to participate in 2025. The resulting student survey data suggests that our actions to build school connectedness and feelings of safety were successful as planned. Fourth through twelfth grade students who responded to the survey showed an increase in feeling safe at school and feeling connected to school. The additional data regarding caring adults on campus suggests that the training for the staff and their understanding of students’ social-emotional needs are having an impact on adult behaviors to promote students' well-being, as are the investments in Student Support Specialists, counseling, nursing, and other mental and physical health services.  We are also pleased to see the impact of these efforts on the increased confidence of our English Learner students in their abilities to flourish. Fowler  Unified will continue to work diligently to increase feelings of safety and connectedness in the 2025-2026 school year. The District has set a target in the LCAP of 85% of students feeling connected and 90% of students feeling safe at school by 2027. Providing school environments that nurture feelings of safety and belonging are a top priority. Environments characterized by high academic standards coupled with strong staff support, in which adult and student relationships are positive and respectful and are physically and emotionally safe, lay the foundation for academic growth in all students.|To address the social and emotional needs of students, the District will continue to provide Student Support Specialists at all sites across the district. To support students’ feelings of safety, Fowler Unified has contracted with the Fowler PD to have a part-time Student Resource Officer on campuses to foster positive relationships.|Met|In creating the climate within the District and in our schools, the District believes in a positive environment where individuals feel valued and celebrated for their unique qualities and experience a sense of belonging. We encourage the FUSD students and|2025-06-11|2025
10621660000000|Fresno Unified|6|"To align with the strategic plan, the local climate survey was revised (2021- 2022) with the development of domains which allow the analysis of data between measures and articulate change between administrations. With a fourth year of administration, we can continue identifying changes and reviewing areas of growth and improvement.  Positive ratings within the student survey ""Student Engagement"" domain is 81.5% for students overall, and 82.6% for elementary students (grades 3-6) and 80.4% for secondary students (grades 7-12). Questions in this domain include, ""I feel like I belong at my school"", ""I have a voice and feel heard at my school"", ""There is an adult at my school who cares about me"", and ""Students at this school care about each other"". As we look deeper on specific student groups, we see positive rates for English Learners, Foster Youth, and Socioeconomically Disadvantaged students at 80.3%, 79.8%, and 81.2%, respectively, overall.   When reviewing results of these student groups for elementary students specifically, we see positive rates of 82.2% for English Learners, and 82.3% for Socioeconomically Disadvantaged youth.   Only drop was with our Foster Youth to 80.8% from 80.9% in 2024. Meanwhile, our secondary students show favorability rates of 77.8% for English Learners and 79.0% for Socioeconomically Disadvantaged students.  There was again a drop with our Foster Youth to 79.0% from 80.4% in 2024. Positive ratings within the student survey ""School Environment"" domain is 73.2% for students overall, 71.8% for elementary students (grades 3-6) and 74.8% for secondary students (grades 7-12). Questions in this domain include, ""Adults at my school treat all students fairly"", ""I feel safe at school"", and ""I know the school rules and what is expected of me"". As we dive into specific student groups, we see positive rates for English Learners students at 72.5% for the whole district. Our Foster Youth and Socioeconomically Disadvantaged student groups showed slight drops with Foster Youth at 69.5% down from 69.8% the year prior and Socioeconomically Disadvantaged students to 71.4% from 72.1% in 2024.  When reviewing results of these student groups for elementary students specifically, we see positive rates of 71.2% for English Learners which is the same as 2024, 67.9% for Foster Youth, and 71.4% for Socioeconomically Disadvantaged youth.   Meanwhile, our secondary students show favorability rates of 74.3% for English Learners, 70.8% for Foster Youth, and 74.6% for Socioeconomically Disadvantaged students. These domain ratings allow us to find focus areas to continue to work with various departments and school sites to improve student engagement opportunities and the environment at schools."|•	Key Learning:  o	Secondary students experienced a greater percent increase of favorable responses to Student Engagement and School Environment from Spring 2024 to 2025 as compared to elementary students. However, secondary students still trail elementary students in favorable responses for Student Engagement, but secondary is higher than elementary when looking at School Environment.   Spring 25’ results: ?	Elementary  •	Student Engagement 82.6% (+1.4%) •	School Environment 71.8% (+0.9%) ?	Secondary •	Student Engagement 80.4% (+1.7%) •	School Environment 74.8% (+1.2%) o	Our socioeconomically disadvantaged students in elementary experienced the greatest growth of favorable responses to Student Engagement while our socioeconomically disadvantaged students in secondary saw the most growth in School Environment as compared to our other identified student groups. Spring 25’ socioeconomically disadvantaged students results: ?	Elementary SD •	Student Engagement 82.3% (+2.8%) ?	Secondary SD •	School Environment 74.6% (+0.9%) o	“Students at this school care about each other” remains the question for both Elementary and Secondary with the lowest percentage of favorable responses. ?	Elementary 68% (+3%)  ?	Secondary 58% (+3%) •	Identified Needs:  o	More consistency of SEL Curriculum implementation as a Tier 1 intervention in both elementary and secondary settings pertaining to (student to student & student to adult) relationship building  ?	Focus on improving favorable responses to questions: •	Students at this school care about each other o	Continue and improve upon the process of Climate & Culture Teams analyzing their survey data to identify area(s) within School Environment and Student Engagement to inform smart goal setting and progress monitoring. o	Improve and expand implementation of Discipline Guidelines including side-by-side coaching and professional learning to ensure and increase equitable discipline responses, treatment, and safety. o	Specific work around engaging our Foster Youth students in both elementary and secondary. •	Areas of Strength:  o	Overall there was growth as a district in both Student Engagement and School Environment o	Secondary ?	Student groups showed growth in all areas except for Foster Youth from Spring 24’ to 25’ o	Elementary ?	Student groups showed growth in most areas from Spring 24’ to 25’ •	EL maintained and FY regressed o	Continued Implementation of PBIS, SEL, RP schoolwide and classroom rules and expectations as a district-wide initiative.|•	District Leaders will increase side by side coaching with Discipline Guidelines to improve school climate and alternative means of correction to improve student view of safety and fair disciplinary practices. Questions: o	I feel safe at school o	Adults at my school treat all students fairly •	Implementation of Discipline Guidelines will be expanded to an additional 15 school sites, with all schools being trained by the end of the 26-27 school year.  •	Continue and expand our focus on secondary implementation of SEL curriculum. •	Focused learning for site Climate and Culture Teams to review data and action plan around School Environment & Student Engagement, especially around Foster Youth. •	Climate and Culture Teams/Site- Assigned administrator to develop strategies around increasing student engagement and school environment for foster youth (i.e. ensuring foster youth are connected to extra-curriculars, athletics or clubs, hosting a listening session with students, educating on resources for help, etc.)|Met||2025-06-18|2025
10621660106740|Aspen Valley Prep Academy|6|The Kelvin Student Survey was administered to 4th grade and above students between March 31-April 11, 2025. Results are disaggregated by four student groups: Students with Disabilities (SWD), English Learners (EL), and Homeless students, Socioeconomically Disadvantaged (SED) School Climate Indicators ?	School Friendliness: EL students (71%), Homeless students (60%), SWD students (74%), SED (77%). ?	Safety at School: EL students (50%), Homeless students (60%), SWD students (68%), SED (68%). ?	Sense of Belonging: EL students (71%) Homeless students (70%), SWD students (65%), SED (66%).|Student Voice and Decision-Making ?	Opportunities in Class Activities: EL students (71.5%), SWD students (76.4%), Homeless students (78.8%), SED (72%). ?	Participation in Decision Making: EL students (84.6%), SWD students (76.4%), Homeless students (55.5%), SED (75%).  School Engagement ?	Interest in Classes: EL students (83.3%), SWD students (81.3%), Homeless students (66.6%), SED (48%). ?	Eagerness to Participate: EL students (57.2%), SWD students (81.3%), Homeless students (77.7%), SED (42%) ?	Overall School Satisfaction: EL students (85.7%), SWD students (88.3%), Homeless students (66.6%), SED (38%)  Connections and Treatment ?	Connection to Adults: EL students (77%), SWD students (75.1%), Homeless students (88.8%), SED (45%) ?	Fair Treatment Across Backgrounds: EL students (69.2%), SWD students (87.5%), Homeless students (88.8%), SED (68%)|To address the identified areas of need, Aspen Valley will implement the following changes to existing plans, policies, and procedures: 1. Enhanced Participation in Decision-Making for Homeless Students ?	Policy Revision: Update stakeholder engagement policies to explicitly include homeless students and families as a targeted group for inclusion in school decision-making processes.  ?	Outreach Strategy: Develop a more robust outreach plan through liaisons and community partners to inform homeless students and families about opportunities to participate in school governance and advisory committees. ?	Feedback Mechanisms: Establish regular focus groups or listening sessions specifically for homeless students and their families to gather input on school policies, programs, and student needs. 2. Increased Interest and Satisfaction in Schooling Experience for Homeless and Socioeconomically Disadvantaged Students ?	Curricular Enhancements: Continue to provide culturally relevant content, project-based learning, and experiential education. ?	Extracurricular Access: Remove financial and logistical barriers that limit participation. ?	Student Voice Integration: Encourage homeless and socioeconomically disadvantaged students to join student leadership, after school program clubs, and Community Schools Advisory Council.  3. Social-Emotional and Behavioral Support Expansion ?	Continue to provide onsite counseling and mental health services. ?	Enhance Positive Behavioral Interventions and Supports (PBIS) with specific strategies for identifying and addressing the unique behavioral needs of these student groups in a restorative, supportive manner. 4. Professional Development for Staff ?	Ongoing Training: Implement regular training for teachers, support staff, and administrators on trauma-informed practices, cultural competency.  ?	Empathy-Driven Practices: Equip staff with tools to recognize and respond empathetically to the barriers these students face, fostering a more inclusive and supportive learning environment. 5. Monitoring and Continuous Improvement ?	Data Review Procedures: Update procedures for analyzing student engagement, attendance, satisfaction, and achievement data with a focus on disaggregating results for homeless and socioeconomically disadvantaged students. ?	Responsive Adjustments: Establish quarterly review cycles where leadership teams evaluate data and stakeholder feedback to make timely adjustments to supports and programming. Through these targeted changes, Aspen Valley aims to build a more inclusive, responsive, and engaging educational experience for its most vulnerable students, ensuring equity and access to meaningful learning opportunities.|Met||2025-06-17|2025
10621660114355|Sierra Charter|6|Sierra Charter School maintains a strong commitment to fostering a safe, inclusive, and supportive school climate. According to our most recent local climate surveys students across all grade levels generally report feeling safe, respected, and connected to adults on campus. While specific data varies by subgroup, results consistently show that students value the relationships they have with staff and appreciate the individualized support they receive.  Disaggregated data also suggests that most student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, feel a sense of belonging and report positively on school climate indicators|Analysis of the climate survey data revealed that students feel safe, supported, and connected, highlighting strong staff-student relationships as a key area of strength. An identified need is improving engagement and connection for certain student groups, particularly those less likely to participate in school activities or report a strong sense of belonging. Moving forward, we aim to deepen inclusivity efforts and ensure all student voices are represented and valued.|Sierra Charter School is enhancing outreach strategies and revising existing engagement practices. This includes more culturally responsive activities, targeted support for underrepresented groups, and expanded opportunities for student voice. Staff training and adjusted procedures for monitoring engagement will also be implemented to ensure continuous improvement and a more inclusive school climate for all students|Met||2025-06-12|2025
10621660114553|University High|6|UHS uses a personalized school climate survey to measure many different aspects of health and safety (e.g., bullying, drug and alcohol use, mental health, etc.). The survey is administered every year and asks questions specific to our school and the school climate. The survey is given to our students in the spring of each year and the School Board and staff reviews the results.|In disaggregating the data, the following areas increased (positive change) when comparing the past two surveys (2025 vs. 2024): -Vaping is illegal for adults under 21. Vaping use is not a serious problem at UHS. (+3.03%; 79.51%strongly agree/agree) -I am seldom, if ever, pressured to use illegal substances or alcohol by other UHS students. (+2.72%, 81.28% strongly agree/agree) -I think honestly about ways to become a better person, and I try to make it happen by learning from and correcting my mistakes. (+2.43%, 88.74% strongly agree/agree) -I feel safe from internet bullying since it rarely happens at UHS. (+2.96%, 75.05% strongly agree/agree) -Suicide among young people is one of the leading causes of teenage death. Do you feel UHS provides enough resources, and counselor and peer support to prevent suicide on our campus? (+2.62%, 64.44% strongly agree/agree) -There is at least one adult on campus that I connect with. (+2.01%, 80.8% strongly agree/agree) -Homework hours per night, not including practicing your instrument or when you have social media available: 3+ hours= -3.49%; 2.5 hours= -4.02%, 2 hours= 4.34%, 1.5 hours= .11%, 1 hour= 1.78%, 30 mins or less= 1.66%  UHS found the following areas declined when comparing the past two surveys (2025 vs. 2024): -UHS has a unique and positive school environment that I like: (-3.39%, 77.1% strongly agree/agree) -Students at UHS regularly clean up after themselves, putting their trash and recyclables in the right place: (-4.2%, 62.33% strongly agree/agree) -Underage drinking is not a serious problem with UHS students: (-7.35%, 76.87% strongly agree/agree) -Most students at UHS avoid using inappropriate or abusive language: (-3.04%, 26.27% strongly agree/agree) -When it comes to school safety, I feel safe at UHS: (-4.39%, 84.19 strongly agree/agree)|Our goal for this year was to ensure that all students were connected to at least one adult on campus. There was an increase of 2.01% over last year for this question on the survey. There was time during every professional development meeting during the 2024-25 school year to add connections to a schoolwide chart. We also had discussions with the staff regarding cheating and the various ways that students are now cheating (e.g., Artificial Intelligence, etc.) The UHS Counselors also increased their presence in the classrooms and updated their presentations regarding suicide so that students have the important information needed anytime they might need it. Also in the 2024-25 school year, UHS had a newly created physical calming room, which allowed students to access any time that they needed a time out or need for a calming space due to anxiety, stress, or panic.|Met|The adjustment of the two counselors' roles and responsibilities greatly enhanced our school climate and gave students more support at every grade level. We also put on our first ever Opportunity Fair, which brought in over 30 companies, colleges, and gro|2025-06-03|2025
10621660121533|Morris E. Dailey Charter Elementary|6|78% feel safe on campus   78.2% feel as though they belong  85% feel there is an adult who cares about them  91% feel they have an opportunity to participate in extra curriculars   72% feel students care about each other  94% feel they have opportunities to be part of discussions and activities in their classrooms  94% feel that the school hosts different activities that their family is welcome to attend.|Learnings:  The variety and quantity of events have provided students and families to be on campus  Increased opportunities for students in the classroom and on campus has students feeling as though adults care about them  Strengths: Direct instruction of expectations, student accountability to expectations through logical consequences, rehearsal of emergency procedures (lockdown, fire, earthquake), classroom norms meetings, morning meetings, school-wide behavior assemblies, Learner profile assemblies, behavior conferences   Needs:  Peer to peer relationship development|Continue the intentional integration of the Learner Profile to support character development.  Implementation of additional curriculum (Second Step) to assist students with positive problem solving in real-life situations to increase students caring about one another    Continuing safety assemblies that focus on the Learner Profile, emergency procedures, and how we treat one another|Met||2025-05-20|2025
10621660133942|Aspen Meadow Public|6|The Kelvin Student Survey administered to 4th grade and above students between March 31-April 11, 2025. Results are disaggregated by four student groups: Students with Disabilities (SWD), English Learners (EL), Homeless students, and Socioeconomically Disadvantaged (SED) students.  School Climate Indicators School Friendliness: EL students (84%), Homeless students (77%), SED students (72%), SWD students (70%). Safety at School: EL students (72%), SED students (64%), Homeless students (54%), SWD students (50%). Sense of Belonging: Homeless students (62%), SED students (55%), SWD students (45%), with no specific data for EL students.  Student Voice and Decision-Making Opportunities in Class Activities: EL students (76%), SED students (70%), SWD students (65%), Homeless students (62%). Participation in Decision Making: SWD students (75%), SED and EL students (68%), Homeless students (58%).  School Engagement Interest in Classes: Consistently low across all groups: Homeless (46%), SED and SWD (45%), EL (44%). Eagerness to Participate: SWD students (58%), Homeless students (48%), SED students (45%), EL students notably lower at 33%. Overall School Satisfaction: SED students (48%), Homeless students (46%), EL students (42%), SWD students (37%).  Connections and Treatment Connection to Adults: SWD students (65%), Homeless students (54%), EL students (48%), SED students (42%). Fair Treatment Across Backgrounds: SED students (73%), EL students (68%), SWD and Homeless students (65%).|Key Learnings from Aspen Meadow Student Survey Analysis by Student Groups Areas of Strength The school environment is widely perceived as friendly across all student groups, with particularly high ratings from English Learners (84%) and Homeless students (77%). Students with Disabilities (SWD) report the highest percentage (75%) of feeling they have opportunities to participate in decision-making, while English Learners feel notably safe at school (72%), significantly higher than SWD students (50%). Fair treatment across racial/ethnic backgrounds is viewed positively by most groups, particularly Socioeconomically Disadvantaged (SED) students (73%). Regarding student voice, all groups report relatively high percentages (62-76%) for opportunities to help decide class activities and rules, with English Learners giving this the highest rating (76%). Identified Needs Student engagement shows concerning patterns, with only 42-48% of students across most groups indicating they like school, and SWD students reporting the lowest percentage (37%). Student interest in classes is consistently low across all groups (44-46%). English Learners exhibit a particularly troubling disconnect despite feeling safe and viewing the school as friendly, they report the lowest eagerness to participate in classes (33%). Adult connections need strengthening, especially among SED students (42%). Sense of belonging varies significantly, with Homeless students reporting a higher sense of belonging (62%) compared to SWD and SED students (45% and 55% respectively). Only half of SWD students feel safe at school, notably lower than other groups. Critical Findings by Student Group Students with Disabilities show the highest perception of decision-making opportunities but lowest overall school satisfaction, with significant concerns regarding safety and belonging. English Learners have the highest ratings for school friendliness and safety yet demonstrate a severe gap in classroom participation and engagement, suggesting a disconnect between positive school perception and academic engagement. Homeless students, despite facing significant challenges, report a relatively strong sense of belonging (62%) with moderate ratings across most measures, suggesting resilience. Socioeconomically Disadvantaged students have a strong perception of fair treatment across backgrounds but low connection to adults at school (42%) and moderate sense of belonging (55%). Recommendations The data suggests developing targeted strategies to improve academic engagement, particularly for English Learners; strengthening adult-student relationships across all groups, with emphasis on SED students; addressing safety concerns for SWD students; building on the existing strength of student voice and decision-making opportunities; and implementing support systems that address the specific needs of each student group while maintaining the positive school climate.|"Engagement and Academic Support Revisions Aspen Meadow Public School will revise our MTSS framework to target low engagement metrics across student groups, implementing student interest inventories each semester to inform curriculum planning. For English Learners showing the engagement-perception disconnect, we will adopt culturally responsive teaching practices and increase primary language support. The master schedule will be restructured to better integrate ELD with core content. Safety and Belonging To address safety concerns of Students with Disabilities, we will implement trauma-informed practices and create sensory-friendly spaces on campus. Our PBIS framework will incorporate specific accommodations for students with disabilities. A new peer mentoring program will target increased belonging for SWD students, who report the lowest sense of belonging (45%). Adult-Student Connection Professional development will focus on relationship-building strategies with emphasis on connecting with socioeconomically disadvantaged students. Advisory periods will ensure every student has at least one caring adult connection. ""Connection circles"" will help staff develop strategies for engaging disconnected students. Student Voice Utilization We will formalize student participation in school governance through a diverse student advisory committee with representation from all student groups. Student leadership structures will be revised to ensure equitable representation, particularly for homeless and SED students. Monitoring and Accountability LCAP metrics will include disaggregated measures of student engagement, safety, and belonging. Quarterly pulse surveys will replace annual surveys to provide more timely intervention data. A new dashboard will track progress by student group with monthly leadership reviews. Timeline We will immediately implement connection-building strategies while developing comprehensive program changes for next academic year. Professional development on trauma-informed and culturally responsive practices will begin during summer. The student advisory committee will launch within one month to inform additional interventions. These changes represent a targeted response to the data analysis, addressing specific needs of each student group while building upon existing school climate strengths."|Met||2025-06-17|2025
10621660140038|Endeavor Charter|6|Since 2020, Endeavor Charter School has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Student Survey taken in March of this 2023-24 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 75 students responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 100% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 96% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 99% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 99%Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 99% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 99% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 93% rated Excellent, Above Average, or Satisfactory. Did you participate in any of our teacher led class offerings? 99% YES How well did the school support your education-related technology needs? 97% rated Excellent, Above Average, or Satisfactory.Although we do have data on our student subgroups, subgroups are too small to report results. Our students feel safe and well supported.|Our students feel safe and well supported. In all areas, our students rate us high. Although we do have data on our student subgroups, subgroups are too small to report results.|Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data.|Met||2025-06-17|2025
10621660140764|Golden Charter Academy|6|Golden Charter Academy administered both the California School Staff Survey (CSSS) and the California Healthy Kids Survey (CHKS) during the 2023–2024 and 2024–2025 school years to assess school climate and stakeholder perceptions. Staff results remained positive overall, with 91% of 2024–25 respondents indicating that the school provides a safe and supportive environment—up from 81% the previous year. Staff also reported strong alignment with GCA’s mission, increased use of data to inform decision-making, and greater cultural and linguistic responsiveness.|Student CHKS results, though limited due to low participation in both years (fewer than 15 students), revealed similarly positive trends. In 2024–25, 86% of student respondents felt connected to peers, and 79% felt safe and supported by adults on campus—slight increases from 2023–24. Students also noted strong relationships with staff, though some indicated inconsistent perceptions of physical safety and classroom engagement. GCA will strengthen internal and family-facing communication regarding the importance of these surveys, including more timely and consistent collection of parent permission slips as well as a user friendly data collection system (PARSEC), to ensure a more representative and actionable dataset in future years. These efforts will better inform strategies to support student and staff wellness, school climate, and continuous improvement.|As a team, we are actively looking for more ways to increase the effectiveness of our school culture.  To focus on increasing the scores of this survey, we will have more on on one sessions with scholars.  The hope is that within a smaller space, scholars will feel more comfortable using their voice to help GCA understand how to focus on areas of improvement.|Met||2025-06-27|2025
10621660140806|Aspen Ridge Public|6|Aspen Ridge Public School administered the Kelvin School Climate survey to students in grades 7-12 in Spring 2025 to measure student perceptions of School safety, school climate, school connectedness. A total of 158 student participated in the survey.|The survey results reveal notable variations in student perceptions across different aspects of school climate: Areas of Relative Strength ?	Treatment of Diverse Groups: 68% of students responded positively regarding how fairly adults at the school treat people from different races, ethnicities, or cultures, making this the highest-rated area on the survey. ?	Student Voice and School Environment: 58% of students reported positively about both being given opportunities to take part in decision-making and viewing the school as a friendly place overall. ?	Student Input in Classroom: 54% of students indicated that they have opportunities to help decide things like class activities and rules.  Areas of Significant Concern ?	Safety Perceptions: Less than half (47%) of students reported feeling safe at school, suggesting substantial safety concerns among the student population. ?	Sense of Belonging: Only 36% of students indicated feeling like they belong at the school, highlighting a critical area for improvement. ?	School Satisfaction and Adult Connections: Only 32% of students reported liking school in general, while just 31% felt connected to adults at the school. ?	Academic Engagement: The lowest scores were in academic engagement areas, with only 25% of students expressing interest in their classes and 24% reporting eagerness to participate in classroom activities.  Implications for School Climate The survey results highlight a concerning disconnect between the school's relative success in creating an environment perceived as fair to diverse groups and its significant challenges in fostering student engagement, belonging, and connectedness. The substantial gap between perceptions of fair treatment (68%) and sense of belonging (36%) suggests that while the school may be implementing policies that promote equitable treatment, these efforts have not translated into deeper student connection with the school community. The particularly low scores in academic engagement (24-25%) align with academic performance concerns identified in school dashboard data, especially for specific student populations like Hispanic students who are performing at the RED level in both ELA and mathematics.|While the current data provides valuable insights into overall school climate, additional analysis is recommended: 1.	Disaggregated Data: Further analysis should examine how these perceptions vary across different student groups, particularly for Hispanic students and socioeconomically disadvantaged students who show academic achievement gaps in dashboard data. 2.	Correlation Analysis: The school should explore connections between low academic engagement scores and achievement data to identify potential interventions that could address both areas simultaneously. 3.	Safety Perception Investigation: Given that less than half of students feel safe at school, a deeper investigation into specific safety concerns is warranted. 4.	Student Voice Forums: To complement survey data, the school should consider implementing structured focus groups to better understand the factors contributing to low engagement and belonging scores.  These survey results should inform the school's comprehensive improvement efforts, with particular attention to strengthening student-adult relationships, enhancing academic engagement, and creating a stronger sense of belonging for all students.|Met||2025-06-17|2025
10621661030642|School of Unlimited Learning|6|Students at the School of Unlimited Learning (SOUL) participated in a local climate survey in March 2025 to share their perceptions of the school environment across several key areas, including Engagement, Academic Challenge, Culture, Obstacles to Learning, Belonging and Peer Collaboration, Relationships, and College and Career Readiness. A total of 175 students completed the survey, representing a 94% response rate, ensuring strong representation of the overall student body.  To provide meaningful context, SOUL’s results were compared to survey responses from students at 588 other high schools across the country. The data were disaggregated by student groups to support a deeper understanding of the school climate for all learners. Overall, SOUL students reported strong levels of Engagement, Belonging, and Relationships compared to national averages, indicating that most students feel connected to the school community and supported by their peers and teachers. Areas identified for continued improvement include reducing Obstacles to Learning and strengthening perceptions of Academic Challenge, where student responses suggest opportunities to enhance instructional rigor and better address individual learning barriers. This feedback will inform schoolwide priorities and actions to ensure a positive and supportive environment for all students.|Analysis of SOUL’s March 2025 Student Survey results identified strong performance in Academic Challenge and College and Career Readiness, with scores in the 90th and 88th percentiles statewide. Students reported that teachers clearly explain content, set high expectations, and support postsecondary planning. Survey data disaggregated by grade level showed that 12th-grade students reported the highest levels of Engagement and College and Career Readiness, while 9th- and 10th-grade students indicated lower levels of Belonging and Peer Collaboration. Belonging emerged as a key area for growth, with SOUL scoring in the 9th percentile statewide. Additionally, Obstacles to Learning data revealed that a notable percentage of students have faced personal challenges impacting school connection. Moving forward, SOUL will prioritize strategies to strengthen peer collaboration, build community, and provide targeted support to ensure all students feel connected and supported.|Based on the analysis of the March 2025 Student Survey results and ongoing feedback from parents and staff, SOUL has identified the need to further strengthen communication and family engagement to support continuous improvement. While communication between parents and staff is strong, feedback indicated that additional support could help families more easily access information and feel more connected to school activities and services.  In response, SOUL has revised its plans to include an updated action, “Increased Parent Supports and Communications,” designed to strengthen school-home partnerships. This action includes adjusting the timing of meetings to better accommodate family schedules, expanding school activities and events, and conducting Parent Meetings to assist families in navigating school communication platforms. These efforts aim to ensure that communication is predictable, consistent, and accessible to all families. SOUL will continue to gather input from families and staff to refine these supports and ensure they meet the evolving needs of the school community.|Met|The responses to the surveys are indicative of the great need for flexibility among our student population, many of whom have competing non-school priorities. In fact, nearly 60% of our students responded that they work to contribute to family incomes, ma|2025-05-19|2025
10621661030840|Carter G. Woodson Public Charter|6|LCAP student survey data reflects strong student satisfaction with school conditions and climate, with an average satisfaction rate of 96% across key items. All items in this category scored between 93% and 99%, showing that students feel safe, supported, and welcome on campus. These results are consistent with site observations and reinforce that the school environment is positive, respectful, and well-maintained.  Survey items with over 90% satisfaction included:  “My campus is a safe place to attend school.” – 98% “The campus is clean and well maintained.” – 97% “There are staff members available when I have a problem on campus.” – 97% “My teachers provide extra help or support when I need it.” – 96% “In general, I enjoy my time and feel welcome at my school.” – 95% “I am proud to be a student here.” – 94% “Instruction encourages an understanding of diverse opinions, values, and cultures.” – 94% “There is adequate technology available on campus to meet my academic needs.” – 93% “I am confident that I am being prepared well for college and a career.” – 93% “I am tested on relevant information that I have learned in my classes.” – 92% “My homework assignments are directly related to classroom activities.” – 91% “My school encourages an understanding of diverse opinions, values, and cultures.” – 91% “My teachers use a variety of instructional materials to present academic content.” – 90% “The classes I need to achieve my academic goals are available to me.” – 90%  These responses highlight a consistent culture of support and high expectations across the campus. Students feel their academic needs are being met and that adults on campus are responsive when support is needed.  Areas of growth were identified as items with less than 80% satisfaction include:  “There are adequate amounts of clubs and extra-curricular activities available to me.” – 78% “The curriculum is interesting and appealing to me.” – 77% “The curriculum is challenging to me.” – 76% “I am comfortable talking to school staff to resolve a problem.” – 75%  In response, focus groups will be formed to explore these results in more detail. Student feedback is now being used to inform planning for expanded extracurricular offerings and curriculum development. These areas also align with current LCAP priorities, including improving student engagement and access to enrichment opportunities.|Analysis of student climate survey data shows that students feel safe, supported, and proud to attend their school. Areas of strength include campus safety (98%), access to support from staff (97%), and a strong sense of belonging and respect for diversity (94%). Students also report high satisfaction with academic support and access to resources. However, several needs emerged from items with less than 80% satisfaction, including the desire for more extracurricular opportunities, more engaging and challenging curriculum, and stronger communication with staff when resolving problems. While the survey was not disaggregated by student group, the school continues to gather feedback from underrepresented students through IEP meetings, counseling, and ELD supports. These findings have reinforced the importance of maintaining strong relationships and a safe campus, while also prompting next steps around student engagement, enrichment, and culturally relevant instruction.|In response to local data and educational partner feedback, several adjustments are being made to strengthen academic supports and instructional practices. The benchmark assessment system is being refined to better identify learning gaps early and ensure that intervention decisions are timely and targeted. These benchmarks will also play a more active role in guiding Individual Learning Plans and tracking student progress throughout the year. To address student input around curriculum relevance and rigor, professional development will continue to focus on strategies for increasing engagement and improving instructional design across content areas.  In addition, feedback from student surveys pointed to the need for more extracurricular options and enrichment opportunities. As a result, the school is expanding its club offerings to better align with student interests. Communication and feedback procedures are also being strengthened, including the increased use of focus groups and personal outreach, especially for underrepresented student groups and families. These actions are intended to ensure that school decisions reflect a wide range of perspectives and that improvement efforts are grounded in the real experiences of students and families.|Met||2025-07-30|2025
10622400000000|Kingsburg Elementary Charter|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622400113142|Ronald W. Reagan Elementary|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622400114587|Island Community Day|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622406006704|Lincoln Elementary|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622406006712|Roosevelt Elementary|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622406006720|Washington Elementary|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622406108328|Rafer Johnson Junior High|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622406114805|Central Valley Home|6|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2025-06-09|2025
10622570000000|Kingsburg Joint Union High|6|KJUHSD conducted a survey in the spring to all students in the district which garnered a total of 841 responses. Students were asked a variety of questions to gather information about views on school climate, including safety, academic rigor, opportunities for extracurricular participation, teaching strategies, student connectedness and providing resources for personal issues. In the area of school safety, 93% of the students feel safe on campus, an increase of 3% from the previous year. A total of 79% of the students feel connected to school, which is an increase of 6% from the previous year. A total of 90% of the students feel the district provides resources for personal issues, which is an increase of 5% from the previous year.  Results from the 9th grade mentor program showed 80% of 9th grade students felt the program helped the transition to high school, a 4% increase from the previous year. 77% of the 9th grade students felt their mentor cared and supported them, an increase of 7% from the previous year.  90% of 9th grade students felt the school should keep the mentor program, a 4% increase from the previous year.  Overall results towards specific issues being a major issue on campus all declined.  The students rated the following issues as a major issue: Bullying (4%) maintained from last year, Fights on campus (1%) a decrease of 1%, Drugs (9%) a decrease of 1%, and Weapons (1%) maintained from last year.|Overall student results showed an increase in all survey areas related to school safety and feeling connected.  The district committed to continue to support safety and school connectedness by including more school tutoring opportunities including lunch tutorials; after school transportation for tutoring and sports; 24/7 online tutoring; and the hiring of a school resource officer.  To support student emotional needs, the district contracted for 4 full time mental health professionals which is what we had last year, in addition to a program that helps connect families to counseling outside of school.   These supports demonstrated effectiveness by the increase in all of the metrics, in addition to educational partner feedback that noted the positives of the changes in the district.|In analyzing the current data by grade level, shows that there is some noted concerns. The first concern is that, although we increased the student's feeling of connectedness to 79%, the district would like to see this grow to 85% or higher.  Continuing to find ways to get all students connected will continue to be something we analyze.  Outside data also shows that attendance issues become an issue as students get older.  This could lead to feeling less connected.   The district will continue to implement the plan that was in place last year with a new focus on attendance and getting students back on campus everyday, in addition to a focus on drug prevention.  The addition of this focus in our plan the district expects our numbers to continue to improve.|Met||2025-06-23|2025
10622650000000|Kings Canyon Joint Unified|6|"KCUSD's commitment to fostering a positive school climate and culture is clearly reflected in our local climate survey, administered to students in grades 3-12. This survey provides insights into student safety, behavioral expectations, academic aspirations, and post-graduation prospects. Analysis of our most recent spring survey results strongly indicates the successful district-wide implementation of Positive Behavior and Intervention Supports (PBIS). Our data reveals high levels of student connection and well-being. A significant 84% of students reported feeling that their ""school is the right place for me,"" demonstrating a strong sense of belonging. Furthermore, 83% of students felt safe on campus, an improvement from the prior year, and 85% reported feeling welcome. Students also overwhelmingly acknowledge the clarity of behavioral expectations. Over 95.5% of students across both elementary/middle (grades 3-8) and high school (grades 9-12) affirmed the quality of education provided by their schools. This perception of clear expectations extends to attendance, with 96% of elementary/middle students and 97% of high school students agreeing that their school emphasizes the importance of daily attendance. These consistently positive outcomes underscore the dedicated efforts of our administrators and teachers in cultivating an inclusive and supportive environment, making students feel connected, safe, and ready to learn."|"Student and teacher feedback throughout the year consistently highlights the positive and welcoming environments being cultivated across our district's school sites. Students overwhelmingly affirm the clarity of behavioral expectations and consequences. They also strongly agree that school staff value their regular attendance and notice when they are there, reinforcing the importance of being in school. This positive feedback underscores the significant impact of our district-wide Positive Behavioral Interventions and Supports (PBIS) implementation, which undoubtedly continues to strengthen our school climate and culture. However, even with these successes, we recognize there's always room for growth to ensure every student feels fully connected and safe. Our annual student survey, while largely positive, shows that we haven't yet achieved 100% of students reporting ""school is the right place for them”. This indicates a need to further enhance engagement strategies, providing a diverse array of opportunities to engage all students, ensuring each individual feels a sense of belonging and connection. Furthermore, while the vast majority of students feel safe, less than 100% of students across all grade levels (3-12) reported that ""school is a place in which they feel safe."" This figure (83%), though high, underscores a critical need: every single student on every single district campus must feel safe at school. This requires continuous improvement efforts, ongoing evaluation of safety protocols, and proactive measures to address any perceived threats or discomfort. Our dedication to fostering a secure and supportive space for all students to thrive remains the top priority."|KCUSD is dedicated to using student feedback and collaborative input to continuously improve school climate and culture. In the 2025-26 school year, we'll continue to strengthen our strategies aligned with the PBIS philosophy across the district, ensuring that behavioral and socio-emotional supports are systematically in place for every student. We'll also provide professional development to school sites, focusing on best practices to enhance safety during unstructured times, like before and after school, breaks, and lunch. To help all students feel deeply connected, KCUSD will also continue to explore opportunities to expand co-curricular and extracurricular activities, aiming to reach and engage even more students.|Met||2025-06-10|2025
10622650116640|Kings Canyon Online|6|The local climate survey was administered in Spring 2025 to all students in grades 3–12 at KC Online. This annual survey gathers insights into school climate and culture, with a focus on safety, behavioral and academic expectations, and post-graduation preparedness. Key takeaways from this year’s survey indicate that KC Online has successfully implemented Positive Behavioral Interventions and Supports (PBIS). A notable 96% of students agreed that there are clear expectations for behavior, and 98% reported feeling safe at school. Furthermore, 88% of students indicated that KC Online is the right school for them, suggesting a strong overall sense of school belonging. However, only 71% of students reported satisfaction with the co-curricular activities provided, indicating room for growth in enrichment and engagement opportunities.  These results highlight that while core aspects of school climate such as safety and expectations are well-established, student engagement beyond academics may require additional attention.|The survey data reveals both areas of strength and potential growth for KC Online. High percentages in student-reported safety and behavioral clarity suggest that the PBIS systems have been effectively integrated and are positively impacting school culture. The fact that 88% of students feel the school is the right fit for them indicates a strong emotional and academic connection to the learning environment.  However, disaggregated insights suggest a gap in co-curricular offerings—only 71% of students feel these programs help them enjoy school. This identifies a key challenge: ensuring that all students, regardless of grade level or interests, have access to activities that promote engagement and a sense of belonging. The results also raise questions about whether the current enrichment opportunities are accessible, diverse, or widely promoted among students.|In response to these findings, KC Online is committed to continuous improvement in several strategic areas. First, the school will continue to review and strengthen its PBIS framework and socio-emotional supports to maintain the high levels of student safety and behavioral clarity. To ensure a more holistic school experience, KC Online plans to expand in-person enrichment and club-style activities to support students’ broader interests and to enhance school connectedness.  These actions are driven directly by student feedback and are intended to close the gap in perceived co-curricular engagement. KC Online recognizes that increasing opportunities for celebration and reinforcement of both behavioral and academic achievements can further enhance motivation and school pride. While improvements in safety and expectations have already shown positive results, the next phase of action will focus on increasing student involvement in non-academic domains to support a well-rounded educational experience.|Met||2025-06-10|2025
10622650126292|Reedley Middle College High|6|The local climate survey was administered in Spring 2025 to all students in grades 9–12 at RMCHS. This annual survey collects feedback on overall school climate and culture, specifically in areas such as student safety, behavioral and academic expectations, and support for post-graduation readiness. Survey results show strong indicators of a safe and supportive learning environment. For example, 96% of students stated that there are clear expectations for behavior, and 85% reported feeling safe at school in hallways, bathrooms, and other areas on campus. In addition, 83% of students agreed that most students treat each other with respect, and 85.4% indicated that RMCHS is the right school for them.  While 90% of students said the school offers co-curricular activities that make school more enjoyable, one key insight from the data is that not all students may feel they have a trusted adult on campus to go to for help, which remains an area of ongoing attention and focus.|The survey data reveals that RMCHS has several strengths in its current school climate. High levels of reported safety and behavioral clarity indicate effective implementation of Positive Behavioral Interventions and Supports (PBIS). Students feel generally respected by their peers and connected to the school environment. The 85.4% of students who believe the school is the right place for them reinforces a positive school identity and culture.  However, there are important areas of growth. While 90% satisfaction with co-curricular offerings is relatively strong, this still leaves a notable portion of students who may not feel fully engaged outside the classroom. More significantly, the school has identified a gap in student perception around adult-student trust and support—an essential component of a responsive and inclusive school climate. Ensuring every student feels they have at least one adult to turn to is a challenge and a priority.|In response to these results, RMCHS is taking a twofold approach to continuous improvement. First, the school will continue to refine its PBIS systems and socio-emotional supports to maintain a safe, respectful, and high-expectation environment for all students. This includes reinforcing positive behaviors and ensuring school-wide clarity around expectations.  Second, RMCHS will work to build stronger, more personalized connections between students and staff. Strategies may include implementing advisory or mentorship programs, increasing adult visibility and availability during the school day, and providing training for staff to better identify and support students in need of connection. In addition, the school will explore expanding co-curricular offerings to include more interest-based and inclusive activities, ensuring that all students can find meaningful ways to engage.  These actions are rooted in student feedback and are designed to ensure that every student not only feels safe and academically supported, but also seen, heard, and connected to the broader school community.|Met||2025-06-10|2025
10622810000000|Laton Joint Unified|6|"In the second semester of 2025, Laton Unified School District administered online climate surveys to students, families, teachers, and support staff to assess school conditions and climate as part of the LCAP process. A total of 304 educational partners participated in these surveys, which used a five-point Likert scale. Responses of ""Strongly Agree"" and ""Agree"" were considered positive indicators.  A key focus of the local survey was the school climate, particularly students’ sense of safety and belonging. The results showed that 79% of students reported feeling like they are part of their school, and an equal percentage reported feeling safe at school. These findings suggest that the majority of students perceive their school environment as both positive and supportive.  The survey also gathered valuable input regarding family engagement, which is closely tied to school climate. According to the data, 77% of families reported having trusting and respectful relationships with school staff. Additionally, 79% agreed that schools create welcoming environments, while 71% felt that schools understand their diverse strengths and needs. Furthermore, 82% of families reported effective two-way communication with school staff.  Participation in school events, which also contributes to a strong school climate, was notably high. The surveys showed that 94% of families attended parent conferences, 82% participated in open house events, and 79% attended back-to-school nights and holiday events. These results collectively reflect a school community that is actively engaged and committed to fostering positive relationships among students, families, and staff."|The analysis of the local climate survey data highlights both key strengths and areas for growth for Laton Unified School District. One of the district’s strongest assets is the positive perception of school climate among students. A majority of students reported feeling safe and connected at school, which is essential for their academic success and emotional well-being. Additionally, strong family-school relationships were evident, with families indicating that they feel welcomed and valued in school spaces. High levels of participation in school activities, such as parent-teacher conferences and cultural events, further demonstrate positive family engagement and contribute to a supportive school environment.  At the same time, the survey data revealed specific areas that require attention. One significant need is to provide more direct support for Spanish-speaking families, particularly through the expansion of ESL classes, to ensure equitable access to school information and opportunities for meaningful engagement. Another area for improvement is increasing family involvement in formal school decision-making processes. Only 36% of families reported attending School Site Council meetings, suggesting that while many families are engaged in school events, their participation in shaping school policies and programs remains limited. Additionally, families expressed a desire for more workshops focused on social-emotional support, parenting strategies, and the effective use of technology to support learning at home.  These findings emphasize the importance of moving beyond event-based participation and building more inclusive, long-term partnerships where all families feel empowered to actively contribute to school improvement efforts.|Based on the analysis of the local survey data and the insights gained, Laton Unified School District is committed to taking meaningful steps to address identified needs and support continuous improvement. One of the district’s key actions will be the expansion of ESL classes, responding directly to the high demand from Spanish-speaking families. This effort aims to improve language access and empower families to engage more fully in the school community and participate in important decision-making processes.  To increase family involvement in school governance, the district will enhance outreach efforts to promote participation in the School Site Council and other advisory groups. Flexible meeting times, including evening and virtual options, will be offered to accommodate the needs of working families and underrepresented groups.  Laton USD also plans to develop additional family workshops that reflect the interests and needs expressed in the survey. These workshops will focus on topics such as social-emotional learning, homework support, parenting strategies, and the use of technology to enhance student learning at home.  To further support communication and engagement, the district will strengthen its translation and interpretation services, ensuring that all families—particularly those who are non-English-speaking—can access critical school information and contribute meaningfully to discussions and planning efforts.  Finally, the district will continue to monitor school climate annually, placing greater emphasis on disaggregating data by student groups. This will help identify and address any emerging equity gaps, ensuring that every student and family is supported in a safe, inclusive, and responsive school environment.|Met||2025-06-25|2025
10623310000000|Orange Center|6|OC Parent Survey 2024-2025: 100% (38) Parents reported feeling safe while on the Orange Center Campus 95%(38) Parents reported having a feeling of connectedness to Orange Center School 100%(12) Parents reported that the school promotes family involvement in school 100%(12) Parents reported that they felt that the school provides their child with the support they need to succeed 100% (12) Parents reported that the school offers a safe, secure, and clean learning environment 92%(12) Parents reported that the school distributes information about community programs for families 50%(12) Parents reported that they would like training in the area of Nutrition and Health 42%(12) Parents reported that they would like training in the area of Bullying Prevention and Basic Computer Skills  OC Staff Survey 2024-2025: 100% (26) Staff reported feeling safe while on the Orange Center Campus 88%(23) Staff reported having a feeling of connectedness to Orange Center School  OC Student School Climate Survey 2024-2025: When asked if they feel safe at school: 10.8% Strongly Agree 40% Agree 41.7% Neutral 2.5% Disagree 5% Strongly Disagree  When asked if they feel connected to their school: 4.2%Strongly Agree 33.3%Agree 50.8% Neutral 5% Disagree 6.7% Strongly Disagree|To provide a safe, comfortable, collaborative learning environment, the facilities, furniture, and grounds are well maintained.   A digital check-in system and background check system (Raptor) have been implemented and maintained.   Cameras were installed at the school entrance and other strategic areas around campus.   To ensure student engagement in a rural school, home-to-school transportation was provided.   The District has provided preventative healthcare measures through a site LVN to assist in disseminating health information and communicating with parents regarding preventative health/emotional issues, and immunizations to improve attendance and loss of instructional time.  The district provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place, and the Time To Teach behavior program.  The District provided supplemental services through district psychology services in the areas of social skills and counseling services (Tiger Talks and Behavior Academies).  Providing referrals and communicating with parents regarding socio-emotional issues to improve attendance and reduce loss of instructional time.  Teachers and support staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio-emotional issues.  Through a contract with FCSS, the district continued to collaborate with a TIP officer to provide support and guidance to district parents and administration. The Tip Officer worked with the district designees to communicate with parents regarding chronic absenteeism, unexcused absences, tardiness, and truancies.  Orange Center provides a healthy snack for students in grades TK-3rd Grade.|According to the Orange Center Student Survey, many of our low-income, English learners, and Foster Youth students have experienced feelings of depression, sadness, or the feeling of not being important. A local needs assessment shows that these students do not have the opportunity to engage in activities that develop social skills, self-regulation, and coping strategies, in and outside of the regular school day. day. Because of this need, the District provides teachers with an SEL curriculum and support materials, allowing them to provide lessons to develop social skills and coping strategies when needed for English Learners and Low-Income students.  To provide the necessary support to students who are eligible or who may become eligible for Special Education Services, Orange Center employs two SPED Teachers, and contracts for a School Psychologist for three days a week, a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. The District will provide supplemental services through the district's Behavior Intervention Tech, focusing on social skills, behavior support for students, and PBIS activities.  Orange Center determined that there needed to be an increase in the amount of community outreach and support to help improve access and resources for the identified students and families. The California Community Schools Partnership Program (CCSPP) and a Liaison are designed to increase the district’s ability to provide support, connectedness, and engagement for families, particularly those families that are typically underrepresented by facilitating parent/school communication, conducting home visits, and parent education classes, and providing assistance at parent/teacher meetings, etc.  Orange Center will provide hands-on STEAM learning experiences, including field trips, within the school day, aligned to CC standards as part of a rigorous, broad course of study. The District will provide a STEAM educational approach to learning that uses Science, Technology, Engineering, the Arts, and Mathematics as access points for guiding Low Income, Foster Youth, and English Learner students' inquiry, dialogue, and critical thinking.|Met||2025-06-25|2025
10623310137661|California Virtual Academy at Fresno|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-25|2025
10623560000000|Pacific Union Elementary|6|"Pacific Union administers two student surveys at the end of every school year.  The LCAP Student Survey is administered school-wide to all grade levels and the SEL Student Survey is administered to grades 3-8.  Both surveys include questions that measure student perceptions of school safety and connectedness.  Students in grades TK-2 completed the survey as a class.  7 out of 7 classes submitted surveys. Students in grades 3-8 complete both surveys individually online. 174 out of 218 students in grades 3-8 completed the Student LCAP Survey.  192 out of 218 students in grade 3-8 completed the SEL Student Survey.  Results indicate that 94.4% of students in grades 3-5 and 72.2% of students in grades 6-8 have a teacher or other adult from school who they can count on for help, no matter what; 95.6% of 3rd-8th grade students and 100% of TK-2 classes indicated they feel safe and connected at school, and 74% of 3rd-8th grade students and 100% of TK-2 classes feel comfortable speaking to teachers and/or administration.  When asked ""What makes you feel safe at Pacific Union"", feedback from students included locked gates, cameras, and emergency drills.  Students indicated that more teachers on yard duty would help them feel more safe.  When asked what students liked or what was beneficial this year, feedback included field trips, sports, friends, the playground, incentives, and playground equipment."|Data analysis reflects the following key learning:  Students who feel they have a teacher or other adult from school who they can count on for help  3rd-5th grade - 94.4%, increase of 1.9%   6th-8th grade - 72.2%, decrease of 2.3%     Students who feel safe and connected at school TK-2nd grade - 100%, maintained  3rd-8th grade - 95.6%, increase of 2.1%  Students who feel comfortable speaking to teachers and/or administration TK-2nd grade - 100%, maintained 3rd-8th grade - 74%, increased 0.5%  Strengths: Students feel safe and connected at school.  Field trips, sports and clubs, incentives, upgraded playground areas and equipment, security cameras, and locked gates all had a positive impact on how safe and connected students feel at school.   Students feel they have a teacher or adult from school who they can count on for help.  1.9% more students in grades 3-5 felt they can depend on an adult at school for help.  The increased sports, clubs, and incentives provide students with increased positive interactions with adults on campus other than their teacher.  These positive interactions contribute to a school environment where students feel they belong.  Identified Need: Students feel comfortable speaking to teachers and/or administration.  There is a need to help students in grades 3-5 feel that they can talk to their teacher and/or administration.  Students who feel they have a teacher or other adult from school who they can count on for help.  There is a need to help students in grades 6-8 feel they have a teacher or other adult from school who they can count on.|We will take steps to ensure that most, if not all, students complete the 2025-26 surveys. In order to continue to increase students' school connectedness, Pacific Union will continue psychological and counseling services, continue implementing Social and Emotional Learning school-wide, and continue attendance and SEL incentives and rewards. The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance.|Met||2025-06-24|2025
10623640000000|Parlier Unified|6|Analyzing the school climate survey results for students in 6th-12th grade and 3rd-5th grade reveals several key insights into students' perceptions of their school environment. Here’s a breakdown of the data and what it suggests:  6th-12th Grade Students School Climate: 27% School Belonging: 33% School Safety: 55% Rigorous Expectations: 42%  3rd-5th Grade Students School Climate: 35% School Belonging: 49% School Safety: 61% Rigorous Expectations: 59%  Comparative Analysis: School Climate 6th-12th Grade: 27% 3rd-5th Grade: 35% Analysis: Elementary students perceive the overall school climate more positively than secondary students. This may reflect closer relationships with teachers, smaller class sizes, or less exposure to school-wide discipline and systemic issues common in middle and high school environments.  School Belonging 6th-12th Grade: 33% 3rd-5th Grade: 49% Analysis: The most significant gap appears in school belonging. Younger students are more likely to feel connected and included. The drop in secondary grades could be attributed to adolescence, increased social pressures, or fewer structured opportunities for connection and inclusion.  School Safety 6th-12th Grade: 55% 3rd-5th Grade: 61% Analysis: Elementary students report feeling safer at school compared to their secondary peers. The difference, though modest, may reflect the more controlled and closely supervised environment in elementary schools. Younger students often spend most of their day in a single classroom with one teacher, which can create a greater sense of stability and safety.  In contrast, secondary students move between multiple classes, interact with a wider peer group, and may encounter more complex social dynamics, including bullying, peer pressure, or physical altercations. Increased exposure to these factors can impact their sense of safety.  Rigorous Expectations 6th-12th Grade: 42% 3rd-5th Grade: 59% Analysis: Elementary students report experiencing higher expectations from adults compared to their secondary peers. This could suggest that rigor is communicated more clearly or consistently in elementary classrooms. In contrast, older students may encounter more variability between teachers or may perceive a lack of challenge or support.|This data highlights how students in different grade spans experience school in distinct ways, with younger students (3rd–5th grade) generally reporting more positive perceptions than older students (6th–12th grade). Here’s what the data tells us:  1. School Climate (35% vs. 27%) What it means: Elementary students are more likely to feel that their school has a positive environment. This could be because elementary schools often have more consistent routines, stronger relationships with teachers, and fewer campus-wide discipline or behavior concerns. As students move into middle and high school, they may experience the school environment as less welcoming or more impersonal.  2. School Belonging (49% vs. 33%) What it means: A much larger percentage of our elementary students feel like they belong at school. For our older students, belonging drops significantly, which may reflect the effects of adolescence, such as increased social anxiety, peer conflict, or feeling less connected to adults. The secondary level may need to be more intentional about fostering connection and inclusion.  3. School Safety (61% vs. 55%) What it means: Both groups generally feel safe, but our elementary students feel slightly safer. This may be because their environment is more predictable and adult-supervised. Older students move around campus more, interact with more peers, and may witness or experience more conflicts. Their sense of safety can be affected by these increased risks and responsibilities.  4. Rigorous Expectations (59% vs. 42%) What it means: Younger students feel more strongly that adults hold them to high expectations. In elementary classrooms, a single teacher sets the tone and keeps expectations consistent. In secondary grades, students experience a range of teaching styles and expectations, which may feel inconsistent or unclear, especially if communication about academic goals isn’t strong.  Overall Meaning The data suggests that as students get older, they may feel less connected, less supported, and less clear about what’s expected of them. These changes aren’t just a result of age, they may reflect real differences in how secondary schools are structured and how students experience them. Understanding this can help our school leaders create more consistent, inclusive, and supportive environments across all grade levels.|Based on the analysis of student perception data, Parlier Unified School District will make the following adjustments to address identified needs and support continuous improvement:  School Climate  The district will strengthen secondary PBIS implementation and provide training on relationship-building and culturally responsive practices to improve adult-student connections.  School Belonging  Schools will expand student engagement opportunities through clubs, leadership roles, and student voice initiatives to foster a stronger sense of inclusion and community.  School Safety  Secondary campuses will revise supervision protocols and increase access to anonymous reporting tools. Staff will receive training in trauma-informed practices and conflict resolution.  Rigorous Expectations  The district will support secondary teachers in aligning grading and academic expectations across courses and train staff on clearly communicating learning goals and success criteria.  Parlier Unified will work with the district’s MTSS team to regularly analyze student data related to climate, engagement, and academic performance. This team will provide actionable insights to inform continuous improvement efforts. Implement ongoing feedback mechanisms, such as surveys and focus groups, to gather input from students, parents, and staff on the effectiveness of implemented changes and areas for further improvement.  These changes will be embedded in site plans and monitored through ongoing review of perception data and student outcomes to guide further improvement.  By implementing these changes and focusing on continuous improvement, Parlier Unified aims to address identified areas of need and enhance the overall educational experience for all students.|Met||2025-06-17|2025
10623720000000|Pine Ridge Elementary|6|Safety Students 94% Parents: 95% Teachers: 90% Connectedness Students: 88% Parents: 78% Teachers: 80% Year: 2024-25 Data Source: Local Survey|We looked at this information and determined that we needed to be more intentional with our outreach.  We have a very safe campus, but we wanted to reach out to any families that feel disenfranchised from our campus.  Despite our small, close community, we still had families that we were not reaching.|We now will monitor student overall wellbeing.  We plan to do this by increasing the amount of mental health professionals we have on campus.  Additionally, we also will plan a day each month for the community to come onto campus for nothing more than coffee and conversations with school staff.|Met||2025-06-18|2025
10623800000000|Raisin City Elementary|6|All students in grades 5-8 were surveyed to determine their perceptions of school safety and connectedness. The Local Education Agency (LEA) examined the survey responses from students and compared them to the responses from parents and staff perceptions. To ensure reliable data, the survey was conducted anonymously, which means that subgroup information was not collected.|The significant increase in students feeling connected to their school and safe on campus can be attributed to the implementation of consistent systems and routines. In 2022, only 48.7% of students reported feeling like they were part of the school. This rose to 73% in 2024, and continued to grow to 80% in 2025.  This progress is largely due to the district’s efforts to regularly gather student input on what they enjoy and what changes they would like to see. By actively implementing student suggestions, schools have created a culture where students feel heard, valued, and included—contributing to their overall sense of belonging. Additionally, the percentage of students who reported feeling safe at school rose significantly—from 44.3% in 2022 to 74% in 2024, and further to 83% in 2025. This improvement is attributed to several key factors: consistent classroom observations by the principal, often occurring daily; stronger relationships between teachers, staff, and students; and the principal’s personal connection with students and their families. Prompt and effective responses to issues have also played a vital role in enhancing the overall sense of safety on campus.|The LEA is encouraged by the positive survey results and remains committed to continuing the effective practices already in place. However, one area that requires ongoing attention is the implementation of lockdown drills. Past experiences—led by previous administrations—left some students and staff feeling panicked and unsettled. To address this, the current administration will prioritize working closely with students, staff, and families throughout the year to build understanding around the purpose and procedures of lockdown drills. The goal is to ensure these safety measures are implemented in a calm, informed, and supportive manner.|Met||2025-06-05|2025
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 96% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-05-29|2025
10624140000000|Sanger Unified|6|A district total of 7,867 4th through 12th grade students completed the Panorama Survey in May 2025 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. Student competency measures (SCM) for 1,898 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 89%. When compared to survey reports from May 2024, students reported a decrease in Social Awareness, Growth Mindset and Self-Efficacy. When looking at Student Supports and Environment there was a decrease of 3-7% from survey reports from May 2024. There was a 3% decrease in regarding rigorous expectations, 5% in Sense of Belonging and a 7% increase in School Safety. There was also a 7% decrease in favorable endorsements regarding student-staff relationships and sense of belonging. Student competency measures (SCM) for 5,969 students in grades 6 through 12 showed favorable endorsements ranging from 38% to 86%. When compared to survey reports from May 2024, students reported a decrease in Student Competency Measures and an increase in Student Support and Environment. 86% of students reported having a supporting relationship which is above the national average. Students reported a 9% decrease on SelfEfficacy at 38%, which it is still below the national average. There was a 5% decrease in Social Awareness and 6% decrease in Growth Mindset. Social Awareness also decreased by 5% which is below the national average. Student Supports and Environment (SSE) responses were collected for 6,034 students in grades 6 through 12 and showed favorable endorsements ranging from 47% to 64%. When compared to survey reports from May 2024, students report a 7% increase in Sense of Belonging at 47% and below the national average. There was a 1% increase in Rigorous Expectations at 64% and below the national average. School safety decreased by 10% at 57% which is above national average. Teacher-student relationships stayed the same at 55% and slightly below the national average.|Overall, there continues to be a downward trend with students school conditions and climate. Although there are many areas that are still above national averages, we would like the data to be increasing and not decreasing. When looking at 4th-5th grade students the lowest indicators was Self-Efficacy at 42% and a 10% decrease. It is also below the national average. For students in 6th-12th grade the lowest indicator was Sense of Belonging at 56% and below national averages. However, there was a 10% increase from May 2024 to May 2025 in Sense of Safety. This is a huge increase for both our 4th-12th grade students.|This data continues to reinforce the importance of Social Emotional Learning. We have curriculum for all students and support groups provided for students that show needs. However, we need to look closer at implementation, quality and fidelity of all of the comprehensive supports we have to monitor the effectiveness of these programs and curriculum.|Met||2025-06-24|2025
10624146117865|Quail Lake Environmental Charter|6|A district total of 7,867 4th through 12th grade students completed the Panorama Survey in May 2025 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. Student competency measures (SCM) for 1,898 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 89%. When compared to survey reports from May 2024, students reported a decrease in Social Awareness, Growth Mindset and Self-Efficacy. When looking at Student Supports and Environment there was a decrease of 3-7% from survey reports from May 2024. There was a 3% decrease in regarding rigorous expectations, 5% in Sense of Belonging and a 7% increase in School Safety. There was also a 7% decrease in favorable endorsements regarding student-staff relationships and sense of belonging. Student competency measures (SCM) for 5,969 students in grades 6 through 12 showed favorable endorsements ranging from 38% to 86%. When compared to survey reports from May 2024, students reported a decrease in Student Competency Measures and an increase in Student Support and Environment. 86% of students reported having a supporting relationship which is above the national average. Students reported a 9% decrease on SelfEfficacy at 38%, which it is still below the national average. There was a 5% decrease in Social Awareness and 6% decrease in Growth Mindset. Social Awareness also decreased by 5% which is below the national average. Student Supports and Environment (SSE) responses were collected for 6,034 students in grades 6 through 12 and showed favorable endorsements ranging from 47% to 64%. When compared to survey reports from May 2024, students report a 7% increase in Sense of Belonging at 47% and below the national average. There was a 1% increase in Rigorous Expectations at 64% and below the national average. School safety decreased by 10% at 57% which is above national average. Teacher-student relationships stayed the same at 55% and slightly below the national average.|Overall, there continues to be a downward trend with students school conditions and climate. Although there are many areas that are still above national averages, we would like the data to be increasing and not decreasing. When looking at 4th-5th grade students the lowest indicators was Self-Efficacy at 42% and a 10% decrease. It is also below the national average. For students in 6th-12th grade the lowest indicator was Sense of Belonging at 56% and below national averages. However, there was a 10% increase from May 2024 to May 2025 in Sense of Safety. This is a huge increase for both our 4th-12th grade students.|This data continues to reinforce the importance of Social Emotional Learning. We have curriculum for all students and support groups provided for students that show needs. However, we need to look closer at implementation, quality and fidelity of all of the comprehensive supports we have to monitor the effectiveness of these programs and curriculum.|Met||2025-06-24|2025
10624146117873|Sanger Academy Charter|6|A district total of 7,867 4th through 12th grade students completed the Panorama Survey in May 2025 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. Student competency measures (SCM) for 1,898 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 89%. When compared to survey reports from May 2024, students reported a decrease in Social Awareness, Growth Mindset and Self-Efficacy. When looking at Student Supports and Environment there was a decrease of 3-7% from survey reports from May 2024. There was a 3% decrease in regarding rigorous expectations, 5% in Sense of Belonging and a 7% increase in School Safety. There was also a 7% decrease in favorable endorsements regarding student-staff relationships and sense of belonging. Student competency measures (SCM) for 5,969 students in grades 6 through 12 showed favorable endorsements ranging from 38% to 86%. When compared to survey reports from May 2024, students reported a decrease in Student Competency Measures and an increase in Student Support and Environment. 86% of students reported having a supporting relationship which is above the national average. Students reported a 9% decrease on SelfEfficacy at 38%, which it is still below the national average. There was a 5% decrease in Social Awareness and 6% decrease in Growth Mindset. Social Awareness also decreased by 5% which is below the national average. Student Supports and Environment (SSE) responses were collected for 6,034 students in grades 6 through 12 and showed favorable endorsements ranging from 47% to 64%. When compared to survey reports from May 2024, students report a 7% increase in Sense of Belonging at 47% and below the national average. There was a 1% increase in Rigorous Expectations at 64% and below the national average. School safety decreased by 10% at 57% which is above national average. Teacher-student relationships stayed the same at 55% and slightly below the national average.|Overall, there continues to be a downward trend with students school conditions and climate. Although there are many areas that are still above national averages, we would like the data to be increasing and not decreasing. When looking at 4th-5th grade students the lowest indicators was Self-Efficacy at 42% and a 10% decrease. It is also below the national average. For students in 6th-12th grade the lowest indicator was Sense of Belonging at 56% and below national averages. However, there was a 10% increase from May 2024 to May 2025 in Sense of Safety. This is a huge increase for both our 4th-12th grade students.|This data continues to reinforce the importance of Social Emotional Learning. We have curriculum for all students and support groups provided for students that show needs. However, we need to look closer at implementation, quality and fidelity of all of the comprehensive supports we have to monitor the effectiveness of these programs and curriculum.|Met||2025-06-24|2025
10624300000000|Selma Unified|6|Selma Unified administers the Panorama Climate Survey twice yearly, once in Fall 2024 and again in Spring 2025, to gather student feedback on school climate and culture.  In the area of Sense of Belonging, elementary students in grades 3–6 reported positive responses, scoring 69% in the Fall and 66% in the Spring.  Among students in grades 7–12, responses showed improvement, increasing from 34% to 37% over the same period.  In the area of Safety, elementary students maintained relatively consistent results, with a slight decrease from 63% to 62%. Similarly, students in grades 7–12 reported a minor decline, from 54% to 53%.  When asked whether students find an academic subject interesting, important, and useful, students in grades 3–6 gave generally positive responses, though results slightly decreased from 84% in the Fall to 82% in the Spring.  Students in grades 7–12 also responded positively, with a small decline from 73% to 70%.|The 2024–2025 Panorama Climate Survey results highlight both areas of progress and opportunities for growth within Selma Unified.  While students in grades 7–12 reported an increase in classroom engagement compared to the previous survey cycle, overall engagement levels in the secondary grades remain lower than those reported by elementary students.  In grades 3–6, there was a decline in classroom engagement, signaling a need for targeted strategies to maintain student interest and connectedness to learning.  A positive outcome from the survey was the significant improvement in teacher-student relationships among secondary students, combined with generally positive perceptions in the elementary grades.  These strengthened relationships are expected to further support classroom engagement and student success.  Additionally, students across both grade spans reported that teachers consistently hold high expectations for effort, persistence, and performance, reinforcing a culture of academic rigor and support.  Moving forward, Selma Unified will use this data to guide decision-making, refine instructional practices, and ensure continued growth in student engagement and achievement.|To address the identified needs reflected in local data, the district will prioritize the consistent implementation of the new math curriculum and expand standards-based professional development focused on fostering active learning and student engagement.  Ongoing analysis of achievement metrics and student assessment data will support the refinement and development of the Local Control and Accountability Plan (LCAP) and provide valuable feedback to guide district priorities to ensure continuous improvement and support for all students.|Met||2025-06-24|2025
10625130000000|Washington Colony Elementary|6|During the 2024-25 School Year, Washington Colony administered the California Healthy Kids Survey to 5th and 6th – 7th grade students in order to provide a valid measure of perceptions of school safety and connectedness. The results of the 5th grade survey of 2024 showed that 41% of the students feel safe at school Most and All of the time for a positive school climate environment; a 45% of the students feel School Connectedness All the time and 78% of the students feel academically motivated All of the time. The average results of the 6th – 8th grade survey showed that 45% of the students feel safe at school Most and All of the time for a positive school climate environment; a 44.5% of the students feel School Connectedness All the time and 59% of the students feel academically motivated All of the time.|Based on the CAHKS analysis and in order to increase the School Connectedness rate, the district has established the Positive Behavior Interventions & Supports (PBIS) program has been implemented for the past 9 years and has received the Bronze, Silver and GOLD Awards.  Washington Colony will increase positive reinforcements and incentives in all grade levels.  A new Suicide Prevention policy and Mental Health supports are in place including an All-4-Youth behavioral health services clinician on site provided by FCSS.   The district will also implement a new Positivity Project SEL program for Students, Staff and families.|Based on the results of the CAHK Survey, the district has maintained Parent Liaison in order to provide systems of support, to increase communication to all families by targeting Chronic Absenteeism (Chronic Absenteeism was reduced to 15.72% in 2024-25 school year from 20.4% in school year 2023-24) and continue to increase student attendance.  In addition, as reflected in the LCAP 2025-26 Goal 2 Action 2.8.; during this school year 2024-25 the district retained a new K-8 School Counselor and established an “Student Wellness Center” with the MTSS and Wellness Team, All-4-Youth Team that assist students and families focusing on mental and behavioral health services; identify and address barriers to learning; train staff to recognize student needs and guide staff, students and families to resources that will support social and emotional learning. Also, the district hired and retained a new Licensed Vocational Nurse (LVN) that will support the physical wellness and provide resources to parents such as access to meal programs, vision, or hearing referrals, and other services promoting wellness.  The district hired and retained the full time Campus Safety Monitor and will purchase a ActVnet security cameras monitoring system.  During the school year 2025-26, the district will also implement a new Positivity Project (SEL) program for Students, Staff and families.    As a result of the implementation of the Wellness Center supports and a sustained positive school climate, all students have increased participation in extracurricular activities, educational & enrichment field trips and academic rewards & educational/ character building assemblies.  In addition, the goal of the district is to continue to reduce the Suspension rate below 4%; therefore, for the 2024-25 school year the Suspension rate is at 1.87%.  The LEA will continue to maintain it at the lowest levels.|Met||2025-06-24|2025
10625390000000|West Park Elementary|6|The West Park School District/West Park Elementary School administered a student survey in Grades 3-8 to measure student perceptions of school safety and connectedness.   51.4% of students agree they feel safe at school  65.7% of students agree they feel connected to school  71.4% of students agree their teachers are knowledgeable in the subject areas they teach  65.8% of students agree their teachers explain their lessons in ways they understand.  87.1% of English learners are comfortable speaking English in class  52.9% of students believe the adults at school care about them  68.6% of students plan to attend college after high school|The data indicate stability in student's perceptions of safety and a sense of belonging at West Park Elementary School.  The percentage of students who plan to attend college after high school has remained constant over the past several years.|West Park Elementary School will continue to prioritize the mental health and well-being of students by providing two full-time counselors. The LCAP actions are also focused on additional staff such as reading and math coaches to provide more individualzed interventions to students in need of additional support.|Met||2025-06-26|2025
10625396112387|West Park Charter Academy|6|The West Park Charter Academy administered a student survey in Grades 3-12 to measure student perceptions of school safety and connectedness. The majority of students (65%) attending West Park Charter Academy are high school students. The other 35% are students in grades K-8. The results reported are high school students only because the data was disaggregated from the West Park School District student survey.  93% of students reported feeling safe at school  92% of students feel connected to school  88% of students are happy to be at West Park Charter Academy  99% of students believe their teacher wants them to succeed in class  95% of students believe the adults at school care about them  88% of students plan to attend college after high school|The data indicate very high levels of student engagement in the West Park Charter Academy program. There is a high level of consistency between responses and the response rate for high school students was very high. The design of an independent study program by nature eliminates many of the circumstances that lead to students feeling unsafe at school such as student bullying and other unhealthy peer interactions that negatively impact a student's mental health. Student beliefs about the adults at West Park Charter Academy indicate positive studentteacher interactions. One data element of concern is the percentage of students (68.6%) reporting they plan to attend college after high school. However, the graduation rate is improving. In 2024-25, the graduation rate increased by 20.1% to 88% and is now GREEN on the Dashboard.|The need to understand the low graduation rate and post secondary plans led to the development of a system of routine checkins with students to understand their needs and ensure the program continues to meet their needs. In 2025-26, a dedicated CTE/Postsecondary Counselor will support high school students with the transition to college and career.|Met||2025-06-26|2025
10625470000000|Westside Elementary|6|During a LEA survey for students through the annual student survey, 83% of the students surveyed reported a sense of safety on campus. And 83% of the students surveyed reported a strong connectedness to the campus and the staff. The students' grade spans for the surveys were 4-8. The LEA is a free and reduced lunch school with 100% of the students receiving free breakfast and lunch.|The LEA, through the surveys, has seen a consistent stand among the grade span of 4-8 on surveys in terms of connectedness and sense of safety. The LEA would like to have more students report a sense of connectedness and feel safer at the school site. The LEA needs to review the data and determine what needs in those two areas of need should be addressed in the next school year.|The LEA is currently assessing the needs of the surveys and determining the next steps for a sense of safety and school connectedness among the students at the LEA. The LEA is planning on adding more plans to address the safety of the students, such as making sure the campus is more secure. The LEA is also planning on addressing gaps in the PBIS model that have been implemented at the school site. The LEA is also focusing on more team-building and character counts programs (SEL) in the next school year to generate more school connectedness.|Met||2025-06-24|2025
10625470135103|Yosemite Valley Charter|6|[Local Climate Survey Narrative – 2025]]  Yosemite Valley Charter School conducted a local climate survey to assess school conditions and stakeholder perceptions regarding safety, engagement, academic support, and connectedness. Feedback was collected from students, staff, and families, with targeted outreach to English Learner (EL) families to ensure equitable representation and inform improvement planning.  [[English Learner (EL) Program-Specific Feedback]]  Engagement and Motivation: 100% of families agreed EL students are supported through engaging curriculum and receive encouragement from Independent Study Teachers (ISTs) and EL Coordinators.  Understanding of ELPAC Scores: 66.6% said they understand their child’s performance and ELPAC scores; 33.3% were neutral, showing room for growth.  Support Strategies: 100% felt clear on how to support their child at home. However, only 66.6% were confident in knowing which staff monitor EL progress, pointing to a need for clarity.  Use of Technology: 100% reported using technology to support learning, including digital resources, homework, and live classes.  Technology Support: 66.6% were satisfied; 33.3% were neutral—indicating a need to strengthen tech support for families.  Parent Involvement: 100% agreed the school involves families through ELAC/DELAC meetings and ELD Data Chats.  Overall Satisfaction: Families rated EL support 4 out of 5, reflecting strong satisfaction with opportunities to improve communication and engagement.  [[Overall Student Feedback Summary]]  Academic Support & Climate: 100% have materials they need 98% say teachers make learning interesting 96% understand expectations 93% feel motivated to learn 91% do hands-on activities 90% feel connected to teachers 98% say school communication is clear  Learning Environment & Flexibility: 98% feel safe 100% say staff and peers are respectful 95% know how to report bullying 96% say learning is personalized and motivating 100% say teachers explain clearly 100% have tech/resources 92% value learning flexibility  College & Career Readiness (6 students): 91% feel prepared 91% know course/graduation requirements 91% have support for future planning 91% use college/career tools  Social-Emotional Well-Being: 94% feel connected to school 95% have a trusted adult 86% feel connected to peers 94% feel supported with wellness resources  Engagement: 100% feel encouraged to join school and virtual events  [[Conclusion]]  The survey shows Yosemite Valley Charter fosters a safe, inclusive, and supportive learning environment. Students and EL families reported high satisfaction in instruction, engagement, and access to technology. Key areas for growth include clarifying EL progress monitoring and improving tech support. These findings will guide updates to the school’s LCAP and continuous improvement efforts.|Based on the analysis of Yosemite Valley Charter's 2025 Local Climate Survey, several key learnings emerged that highlight both areas of strength and opportunities for growth. Overall, students reported a strong sense of safety and inclusion, with 98% stating they feel safe at school and 100% agreeing that staff respect students of all backgrounds. Instructional quality and engagement were also seen as strengths, with 98% of students reporting that their teachers make learning interesting and 93% indicating they feel motivated to learn and do well. Most students stated that their learning is personalized (96%), they have access to the materials and technology they need (100%), and they appreciate the flexibility provided by the independent study model (92%). College and career readiness feedback, although based on a smaller group of respondents, was positive—91% of students indicated they feel prepared and supported in planning for their futures. Social-emotional support and adult-student relationships were also strong, with 95% of students reporting they have an adult they can turn to and 94% stating they feel supported in managing stress and emotional wellness.  Disaggregated data from English Learner (EL) families revealed similarly positive trends. All EL families agreed that their students are engaged and motivated through support from Independent Study Teachers and EL Coordinators, and 100% reported using technology at home as an instructional tool. Families also felt meaningfully involved through ELAC/DELAC meetings and ELD Data Chats. The average satisfaction rating with EL support was 4 out of 5, indicating overall satisfaction with room for refinement. However, areas of need were identified: 33.3% of EL families were neutral regarding their understanding of their child’s ELPAC scores and were unsure who specifically monitors their student’s language development. This points to a need for clearer communication around ELPAC results and designated staff roles. Additionally, 33.3% of EL families were neutral about their satisfaction with technology support, suggesting further training or assistance could be beneficial to improve confidence and access.  Across all student groups, opportunities remain to strengthen peer connection and schoolwide belonging. While 86% of students reported feeling connected to the school and to their peers, this data suggests a continued focus on enhancing peer interaction, student engagement, and school culture. These findings emphasize the importance of prioritizing social-emotional learning, student voice, and effective family communication—especially with English Learner families—to ensure all students feel supported, included, and equipped to thrive.|Based on the analysis of local data and educational partner feedback gathered through the 2025 Local Climate Survey, Yosemite Valley Charter will implement several changes to existing practices to address identified areas of need and support continuous improvement. To enhance peer connectedness and foster a stronger sense of school community, the school plans to expand virtual and in-person student engagement opportunities. In response to the need for greater support around emotional well-being, the school will increase visibility and access to mental health resources, provide additional professional development for staff on trauma-informed practices, and strengthen the referral process for students needing individualized support. To address the needs of English Learner (EL) families, Yosemite Valley Charter will refine its communication strategies around ELPAC performance by creating simplified guides and hosting live informational sessions to help families better understand scores and implications. The school will also clarify the roles of EL staff by developing a visual support guide that identifies who monitors EL progress and how families can connect with them. In addition, the school will evaluate and enhance technology support for families by offering more targeted assistance and walkthroughs in multiple languages. These planned revisions to policies and supports reflect Yosemite Valley Charter's commitment to using educational partner input to drive meaningful improvements and ensure all students and families feel informed, supported, and connected.|Met||2025-06-12|2025
10625470136523|Crescent View South II|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *98% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 98% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-05-29|2025
10738090000000|Firebaugh-Las Deltas Unified|6|The California Healthy Kids Survey is administered each year to students in grades 5, 7, 9, and 11 in the District (n=355). CHKS student results (2024-2025) from 2 key indicators are reviewed and reported in the 2025-2026 LCAP.  Gender and grade distribution from 335 students that completed the survey (Fall 2024) was (5th, 37% M, 63 F); (7th, 49% M, 50% F, SE 1); (9th, 59% M, 40% F, NB 1%, SE 0%); and (11th, 57% M, 42% F, NB 1%, SE 1%).  Responses of moderate and high levels for school “Connectedness” and “Feeling Safe and Feeling Very Safe” at school were:  Connectedness:		(5th, 68%) (7th, 44%) (9th, 48%) (11th, 52%) (A 6.4) Feeling Safe/Very Safe:	(5th, 66%) (7th, 37%) (9th, 54%) (11th, 65%) (A 6.8)  *M=Male, F=Female, NB= Non Binary, SE= Something Else   66%, 5th graders feel safe at school most/all of the time; 37%, 7th graders feel safe at school most/all of the time. 54%, 9th and 65%, 11th graders reported feeling safe/very safe at school. 73%, 5th graders reported an anti-bullying climate at school most/all of the time. 36%, 5th graders reported violence victimization. 38%, 7th graders reported school violence victimization in the past 12 months 1 or more times. 21%, 9th graders and 15%, 11th graders reported incidents of school violence victimization in the past 12 months 1 or more times .  22% of 7th graders; 41% of 9th graders and 52% of 11th graders reported alcohol is “fairly easy” or “very easy” to obtain.  19% of the 7th graders; 38% of 9th graders and 44% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana. 9%, 5th grade students reported that they have had one or two sips of alcohol in their lifetime.|CHKS results show students benefit from positive, safe learning environments and alcohol and marijuana use increases as students get older.  The District acknowledged that in order to more effectively meet the academic, behavior, social and emotional needs of ALL Students additional support and services were needed.|CHKS results are used to identify and monitor progress in areas of need.  The District focuses on early prevention and intervention through the implementation of a Multi-Tiered System of Support (MTSS).  The District has also implemented the All for Youth Program in partnership with the Office of the Fresno County Superintendent of Schools; specifically, the SELPA.  The All For Youth program was designed to help youth and their families access behavioral health services at school, in the community and in the home.  Children ages 0-5 with frequent tantrums, difficult playing with others, following directions, or persistent nightmares will be served.  Youth age, 6-22 years old, with difficulty coping with problems and daily activities; excessive worry or anxiety (i.e. refusing to go to school); feelings of sadness and hopelessness; frequent outbursts of anger and difficulty with behavior and frequent suspensions will also be served.|Met||2025-06-12|2025
10739650000000|Central Unified|6|During the 2024–25 school year, Central Unified School District administered Panorama Education’s climate surveys to students in grades 3 through 12 and to families in Fall 2024. These surveys were designed to capture perceptions of school climate, safety, belonging, and relationships from the perspectives of both students and families.  Students in grades 3–5 responded favorably to questions about their sense of belonging (64%) and teacher-student relationships (72%), both of which ranked in the 60th–79th percentile nationally. However, perceptions of school climate (57%) and safety (54%) remained in the 20th–39th percentile range.  Students in grades 6–12 expressed more concern, with school climate (37%) and sense of belonging (33%) falling into the bottom quintile nationally (0th–19th percentile). Teacher-student relationships at the secondary level also reflected a need for improvement, with only 49% of responses rated as favorable.  Families (1,564 responses) participated in a separate survey in Fall 2024. Their perceptions were more positive overall, with school safety (70%), school climate (67%), and school fit (63%) all receiving favorable ratings. Barriers to engagement scored 82%, suggesting that most families do not perceive major obstacles to getting involved in their child’s education. However, family engagement itself was rated at 53%, highlighting a need for stronger partnerships and consistent outreach.  While the survey tools allow for disaggregation by student group, the current analysis focuses on overall scores. Additional equity-focused review of subgroup results is planned for 2025–26.|Analysis of the climate data highlighted both areas of strength and those requiring improvement. Among elementary students, relationships with teachers are a clear strength. Nearly three-quarters of students in grades 3–5 reported feeling that their teachers respect them, care about their progress, and would be excited to have them in class again. These connections likely contribute to the relatively high sense of belonging at the elementary level.  Among families, the climate results suggest that they feel schools are welcoming and respectful, with strong scores in areas such as school safety, cultural responsiveness, and family-school communication. Most families report that their children enjoy school and that school administrators show a high degree of respect for students.  In contrast, the survey data from middle and high school students revealed a critical area for improvement. Student perceptions of school climate, safety, and belonging decline significantly in the upper grades. Many students reported feeling disconnected from both peers and adults. Only 33% reported a strong sense of belonging, and just 37% viewed their school’s climate positively. These findings indicate that students in secondary settings may not feel understood, supported, or engaged.  Additionally, bullying, fairness of rules, and adult responsiveness continue to surface as concerns in both student and family responses. While families believe schools are generally safe, many students—especially in secondary grades—report that peer behavior negatively affects their learning and that getting help when bullied can be difficult.|In response to the survey findings, Central Unified is prioritizing a multi-pronged approach to improving school climate, particularly at the secondary level. The district is expanding supports that foster a sense of belonging, engagement, and positive relationships between students and staff. This includes implementing regular advisory periods, peer mentorship programs, and mental health supports to ensure students feel seen and supported.  Professional development for secondary educators is being enhanced with a focus on building meaningful relationships with students, implementing restorative practices, and promoting culturally responsive and trauma-informed teaching. Staff will receive tools to understand better and address the social-emotional needs of students while fostering an inclusive and respectful school culture.  In addition, the district is taking steps to strengthen family partnerships. Efforts include enhancing multilingual communication, expanding opportunities for family input, and developing leadership capacity within parent advisory groups. These strategies aim to amplify family voice and ensure inclusive decision-making.  To address bullying and safety concerns, schools will review and clarify their behavior response protocols, with a focus on prevention, early intervention, and increasing student awareness of support systems.  Finally, the district plans to disaggregate Panorama survey data by student group in future analysis cycles to better understand the experiences of specific populations, such as English learners, students with disabilities, foster youth, and students of color. This will enable Central Unified to develop targeted strategies and monitor progress toward more equitable and supportive school environments for all students.|Met||2025-06-24|2025
10739990000000|Kerman Unified|6|-Decline in School Connectedness with Grade Level: School connectedness drops significantly from 81% in 5th grade to 54% in 9th grade and 58% in 11th grade, with English Learners and IEP students particularly affected. -Lower Perception of Caring Adults in Higher Grades: Only 48% of 9th graders and 59% of 11th graders feel there are caring adults at school, with the lowest reported by English Learners (as low as 40%). -Academic Motivation Declines After 5th Grade: From 87% in 5th grade, academic motivation decreases to 65% in 9th grade and 68% in 11th grade, with IEP students showing the lowest motivation in 11th grade (59%). -Lower School Safety Perception Among Older and Vulnerable Groups: While 88% of 5th graders feel safe, only 66% of 9th graders and 71% of 11th graders feel the same, with safety perceptions especially low among IEP students (50% in 9th grade). -Significant Gaps for English Learner Students: Across grades, English Learners consistently report lower levels of connectedness, support from adults, and feelings of safety compared to peers. -IEP Students Report Consistently Lower Outcome: Students on IEPs show lower results in nearly every category by 9th and 11th grade, particularly in school connectedness and feelings of safety. -7th Grade Marks a Noticeable Drop Across All Measures: Compared to 5th grade, 7th graders report lower levels of school connectedness (60%), caring adults (59%), and safety (64%), suggesting early secondary transition may be a key intervention point|-Students experience a noticeable decline in school connectedness, academic motivation, perception of caring adults, and feelings of safety as they move from elementary to secondary grades, with the most significant drops occurring by 7th and 9th grades.  -These declines are especially pronounced among English Learner and IEP students, highlighting a critical need for targeted support during early secondary transitions.|The following supports are in place to address the issues identified: -Our Coordinator of Social Emotional Learning works directly with the sites’ to support students’ identified needs. -Each school site has at least one counselor who will work with supporting students. -A Secondary Transfer Counselor has been hired to support students.  -The MTSS Symposium on August 6, 2025 will provide resources for staff. This will include Professional Development sessions to train staff on how to build rapport with students, trauma-informed practices, etc. -The MTSS Team will continue to meet regularly next school year to collaborate on the framework and systems to address students' social and emotional needs. -Registered Behavior Technicians (RBTs) to support students.|Met||2025-06-19|2025
10751270000000|Mendota Unified|6|Safety is a district priority. For this reason, MUSD continues to make improvements in these areas (safety and connectedness). The district uses the California Healthy Kids Survey (CHKS) to track and monitor progress. This annual survey is conducted in the fall for students in grades 5, 7, 9, and 11. The results are analyzed and interpreted for growth and improvement. The data is also shared with partners for collaboration in the development of the district’s LCAP. Subgroup data is not attained due to survey anonymity.  In fifth grade, 70% of students reported feeling connected to school (an increase of 8 percentage points), and 72% felt safe at school (an increase of 1 point). Gender-specific data shows that 73% of female students and 66% of male students felt connected, while 72% of females and 71% of males reported feeling safe.  In seventh grade, only 48% of students felt connected to school (a decrease of 12 points), and 54% felt safe (a decrease of 13 points). By gender, 55% of males and 42% of females felt connected, while 65% of males and 44% of females perceived their school as very safe or safe. The data on perceived safety among 7th-grade students reveals a mixed but generally positive sense of safety at school. A combined total of 54% of students feel safe or very safe, with 16% reporting they feel “very safe” and 38% feeling “safe.” This indicates that just over half of the students have confidence in their school’s safety environment. However, a substantial portion of students—35%—feel neutral, expressing neither safety nor unsafety. This significant percentage suggests a level of uncertainty about safety on campus that may warrant further attention. On the other end of the spectrum, 10% of students report feeling unsafe or very unsafe at school (7% unsafe and 3% very unsafe). While this is a minority, it represents an important group whose concerns need to be addressed to ensure that all students feel secure.  Ninth-grade students showed improvement, with 67% reporting school connectedness (up 16 points) and 69% reporting feeling safe (up 8 points). Among them, 68% of males and 65% of females felt connected, and 70% of males and 68% of females perceived their school as very safe or safe.  Eleventh-grade students reported the highest levels, with 75% feeling connected to school (up 22 points) and 87% feeling safe (up 28 points). Gender data shows 72% of males and 79% of females felt connected, and 84% of males and 90% of females perceived their school as very safe or safe.|The data shows that students generally experience increasing levels of school connectedness and perceived safety as they progress from elementary to high school, with a noticeable dip during middle school. In Grade 5, students report relatively high levels of both connectedness and safety, with minimal gender differences. However, by Grade 7, there is a significant decline in both areas, particularly among female students. Only 42% of Grade 7 girls feel connected to school, and just 44% perceive their school as safe, compared to 55% and 65% of boys, respectively. This suggests that the middle school transition is a particularly challenging period, especially for girls.  As students move into high school, both connectedness and safety improve. In Grade 9, connectedness rises to 67%, and safety to 69%, with the gap between male and female students narrowing. By Grade 11, the highest levels are reported, with 75% of students feeling connected and 87% feeling safe. Female students report slightly higher levels than males in both areas at this stage. These trends indicate that while elementary and high school environments are generally supportive, middle school represents a critical point where students may feel less secure and less connected, highlighting the need for targeted support during that transition period.|The district recognizes that building strong relationships directly influences students’ sense of safety and connectedness at school. Research shows that safe, supportive school environments are essential for student well-being and academic success, while exposure to violence and unsafe conditions can lead to serious negative outcomes such as poor academic performance, truancy, substance use, and mental health challenges. In response, the district will invest in training and professional development focused on relationship-building and will enhance existing support services outlined in Goal #2 of the LCAP. These services include the continued support of attendance clerks, campus monitors, SROs, nurses, and other key staff, all aimed at fostering a welcoming and secure school climate. Additionally, programs such as the Community Schools Program and the After School Program will offer more engagement opportunities for students and families. To support this work, the Director of State & Federal Programs will collaborate with site leaders to analyze data, raise awareness, prioritize improvement actions, and implement a system for ongoing monitoring and evaluation.|Met||2025-06-11|2025
10752340000000|Golden Plains Unified|6|Healthy Kids Survey 2024-2025 Data is disaggregated by age group, not student groups  Supports and Engagement: High School Connectedness: 2.4% increase from 46.5% to 49% Academic Motivation: 5.5% increase from 65.5% to 71% Caring Adult Relationships: 8.5% increase from 40.5% to 49% High Expectations: 10% increase from 53% to 63% Meaningful Participation: 2.5% increase from 16.5% to 19%  Supports and Engagement: Middle School Connectedness: 10% decrease from 50% to 40% Academic Motivation: 1% decrease from 69% to 68% Caring Adult Relationships: 19% decrease from 57% to 38% High Expectations: 10% increase from 61% to 71% Meaningful Participation: 2.5% increase from 16.5% to 19%  Supports and Engagement: Elementary School Connectedness: 4% decrease from 70% to 66% Academic Motivation: 1% increase from 72% to 73% Caring Adult Relationships: 3% increase from 67% to 70% High Expectations: 4% increase from 78% to 82% Meaningful Participation: 18% decrease from 43% to 25%|GPUSD has several areas of strength at the high school level.  The high school staff implemented positive behavior effectively and provided alternatives to suspension.  These practices may have contributed to increased School connectedness, Academic Motivation, Caring Adult Relationships, High Expectations, and Meaningful Participation.    At the Middle School, GPUSD has identified student areas of need.  There were decreases in all areas except High Expectations.  Some of the areas of need fell dramatically.  School Connectedness dropped 10% and Caring Adult Relationships fell almost 20%. The only bright spot was Meaningful Participation rose 10%.  At the Elementary School level, all measures remained about the same, except for Meaningful Participation which dropped 18%.|In its 2025-2026 LCAP, GPUSD will continue to provide engagement training for staff in each of these areas: (1) How to build school connectedness; (2) How to build caring relationships with students; (3) How to develop meaningful participation.|Met||2025-06-10|2025
10752750000000|Sierra Unified|6|Sierra Unified School District used 2 measurements to gain perspective of students' feelings of connectedness, belonging, and safety at school. The district developed a survey administered in Grades 2 - 12. This survey was administered by school sites through Illuminate (an assessment program) in October, February and April. The survey is completed at the same time that local benchmark assessments are given. The results collected yield the following: School Connectedness Survey: Interpersonal Connection Intrapersonal I feel safe at school. . . I feel like I belong at school. . . I feel connected to my teachers at school. . DLA 1 Safe: 74.5%, Belong: 79.7%, Connected: 87% DLA 2 Safe: 71.6%, Belong 80.3%, Connected: 87.3% DLA 3 Safe: 72.7%, Belong 79.4%, Connected 85.4% Avg 2024-25 Safe 72.9%, Belong 79.8%, Connected 86.5% When compared to 2023-2024 outcomes of the same survey indicate a 0.8% decline in an overall sense of safety, but the sense of belonging went up by 0.7% and connectedness went up by 5.5%. Perceived School Safety as measured in the California Healthy Kids Survey administered in April/May indicates that 48% of junior high students (Grade 7) feel safe at school, with high school students feeling safe at 63% for 9th grade and 73% for 11th grade. As described below, the survey takes into account multiple topics around safety. The SEL survey will remain part of our current practice, as it is a good indicator of students and their feelings toward school and how that progresses over the course of the school year. Additionally, when individual student responses are pulled and reviewed correlations to a student's sense of connectedness and their school attendance can be seen (Goal 4). As students are more engaged and present at school, their survey responses indicate a higher sense of connection to school. Data outcomes will be utilized to inform practices and seek input from families where results indicate a need to move toward improvement. Secondly,the California Healthy Kids Survey was administered in April/May 2025 to collect similar data as the SEL survey above. The outcomes of this survey specifically measured student's (Grades 5, 7, 9, and 11) perceptions of school safety and connectedness. Overall outcomes indicate that 58% of students surveyed feel connected to school and 61% of surveyed students feel safe while at school. Topics surveyed to inform connection to school at all grade levels include but are not limited to, relationships with other students and adults on campus, availability of help at school with school work or personal issues, fair treatment of students in relation to discipline, inclusion, and recognition. In the area of safety, questions about harassment, bullying and how it is addressed by the adults on campus are measured from a student perspective, witnessing or being involved in physical confrontations, the ability and availability to reach out for help is again measured in this area of questioning. At the sec|The obvious differences in the outcomes of the two surveys point to a difference in the way the questions are phrased and how many questions are asked. We see survey fatigue with the huge volume of questions on the California Healthy Kids survey. Elementary students are required to have parent permission, and 4 of our 5th grade parents provided that permission. That was too little of a number to get any data. 72% of 7th graders participated in the California Healthy Kids Survey, 69% of 9th graders participated and only 49% of 11th graders participated. The connectedness survey done in association with the District Learning Assessment (DLAs) are done by grades 2-12 and only have a few additional questions. We believe they are a more accurate account of how the kids feel than the California Healthy Kids survey.|Going forward, the district is committed to restore and improve the culture and climate of its campuses for the safety and on-going education of its students. Analysis will be done by staff to determine if the California Healthy Kids survey will be used in the future given the issues with participation and reliability of the results.|Met||2025-06-23|2025
10754080000000|Riverdale Joint Unified|6|RJUSD used the Healthy Kids Survey to survey over 750 students during the 2024-2025 school year to gain data on school safety and school engagement and connectedness.  The range of students was from 4th grade through 11th with a make-up of 90% Hispanic and 91.5% SED.    In the area of school safety, on the high school level, 62% of students expressed they felt safe at school with 38% of 7th & 8th and 65% of upper elementary students sharing those feelings.  90% of parents believe their children to be safe at school while 89% of staff feel staff.  Approximately 17% of students in grades 7th - 11th expressed being harassed at school with a far majority of those experiences being identified as based on race, ethnicity or national origin.  In the upper elementary levels, 42% of students stated they were harassed in some manner.  Students who expressed harassment stated it was over mean rumors, cyberbullying and teasing/body image.  Data also revealed that on the high school level, 24% of students reported using alcohol or another drug to get “high” over their lifetime.  While the numbers for junior high were much less, 9.5% of students expressed either using alcohol or another drug to get “high”.   9.6% of upper elementary grades (4th - 6th) admitted to using alcohol or another drug at least once.  The level of students feeling connected was also a wide range.  54% of high school  and junior high students expressed a “school connectedness” with their campus.  Upper elementary numbers were higher with 63% feeling “connected” to their school site.  While many students feel connected, 30% of high school students had felt a sense of “hopeless” in the past 12 months and 10% had considered attempting suicide in that same time frame.  While lower, numbers were also concerning for junior high at 22.5% and elementary at 17% for feeling hopeless.  6% of 7th/8th grade had considered attempting suicide during the same time frame.    The collection of data and its analysis helped to shape key learnings for RJUSD.|In the analysis of data from student surveys, RJUSD was able to take away several learnings including identified needs and areas of strength.  School Safety is an important student perspective.  In examining school safety, a key learning was that while upper elementary students and high school students feel safe (approximately 63%) at school that number for junior high students is greatly less at 38%.   Parents and staff also view their schools as relatively safe with 90% of parents and 89% of staff suggesting.  While adult perspectives on school safety are high, an identified need is the student perspective of school safety.  Students across the board cited bullying or harassment as an indicator of lack of safety.  17% of 7th-11th expressed being harassed with a far majority of these instances being centered on race, ethnicity or national origin.  42% of students in grades 4th - 6th expressed rumors, name calling or being pushed as reasons for their perspectives.   An identified need is to target bullying and the prime indicator of its occurrence as learned through the survey.    Marijuana and alcohol usage was cited as a challenge.  Vaping is the prime cause of marijuana usage.  As school administrators address vaping issues through corrective measures, a key learning was that around 15% of 9-12 students reported getting “high” at having a drink at some point.  This discovery extended as 6% of 7th & 8th students reported getting high or consuming alcohol.  RJUSD currently has several approaches to address substance use which is a strength, the district however  witnessed a downward trend in comparison from prior years. finds itself with a need that is reported to be larger than anticipated.    Mental Health supports and positive school experiences continue to be needed.  A key learning in school connectedness was the dropping percentage of student grade groups who feel connected and a part of school.  Percentages lowered by grade group for connectedness with elementary at 63% with junior high and high school at 54%.   While RJUSD provides many different activities and events, an adult perspective may view it as sufficient. It is obvious a student perspective is different.   A key learning comes to examine the connections between a student’s involvement with school activities and their feeling of hopelessness.  Analysis revealed that students experienced a high level of “hopelessness”.  30% of high school students, 22.5% for junior high and a concerning 17% of elementary students had all shared this emotion of feeling hopeless within the past 12 months.   Further results provided that with in this group of feeling hopeless, 10% of high school and 6% of junior high students had considered attempting suicide during that time frame.  The key learnings from survey data helped RJUSD to make changes for 2025-2026.|In examining the data, RJUSD realizes the necessity to make changes for continuous improvement. School safety, substance abuse and mental health are all areas to improve upon.     In the area of school safety, RJUSD will have individuals, who supervise students, work with them in establishing connections during breaks, recess and passing periods. This connection will help to grow relationships with students while providing a sense of supervision for the student body to witness.  RJUSD will offer its PBIS program along with having a dedicated counselor at each school site working with students.   RJUSD will also expand staff awareness on the topic of bullying to assist staff in identifying behaviors that students may be experiencing.  RJUSD will also examine the addition of student peer or mentor groups for students to work with one another.  The district is fully committed to following through or altering their approaches to support student needs in a positive and supportive school climate.   RJUSD will increase programs for students that address substance abuse.  For many years RJUSD has offered and provided substance abuse rehabilitation programs that they will continue.  In a proactive approach, the district will use their Community Schools Program to partner with the Fresno County TUPE (Tobacco-Use Prevention Education) Program to conduct presentations in both classroom and school wide events to address tobacco and marijuana usage.  Mental Health for students continues to be a priority.  In recent years, RJUSD expanded their psychologist from one to two and found success in the number of students who were served.  Seeing the benefit, RJUSD will continue to carry two psychologists throughout the district in 2025-2026.  RJUSD has also teamed with All 4 Youth, which is a partnership between the Fresno County Department of Behavioral Health and the Fresno County Superintendent of Schools, for several years and will continue this program.  RJUSD will continue to examine student needs and expand staff as appropriate.  In determining student needs, RJUSD will continue their expanded counseling staff for the 2025-2026 school year.  Data indicated a growing need at Riverdale Elementary which serves 4th-8th grade students.  Additional counseling presence will help not only at the elementary but also Horizon High School and their increased need for counseling services.   Riverdale Joint Unified School District will adjust their plans and procedures for continuous improvement purposes during the 2025-2026 school year.|Met||2025-06-25|2025
10755980000000|Caruthers Unified|6|Students in grades 5–12 participated in a survey to gather their perceptions of school safety and connectedness. This year, our district unified with a smaller school, and the data presented includes responses from that school as well—an important detail to consider when interpreting results. The Local Education Agency (LEA) analyzed student responses alongside those of parents and staff to compare perspectives across groups. To protect privacy and ensure honest feedback, the survey was conducted anonymously; therefore, subgroup data was not collected.|A review of data from the 2022–23, 2023–24 and 2024-25 school years shows relative consistency. However, when compared to the 2021–22 school year, there have been significant improvements in two key focus areas: 1.	Sense of Belonging o	2021–22: 57% o	2022–23: 81% o	2023–24: 83% o	2024–25: 83% This reflects a 26-point increase since 2021–22, indicating sustained progress. 2.	Feeling Safe at School o	2021–22: 50% o	2022–23: 86% o	2023–24: 85% o	2024–25: 78% While still markedly improved from 2021–22, a 7-point decline from the previous year highlights the need for continued focus. Overall, the district has made meaningful strides in promoting a sense of belonging and safety. These areas remain strengths, yet they also require continued attention to ensure these gains are not only maintained but further strengthened. The district will continue to engage students, staff, and families to better understand their experiences and improve the school climate.|The LEA is encouraged by the overall survey results but will further investigate the recent decline in students’ sense of connectedness through targeted surveys and focused discussions with the Student Advisory Council. The district remains committed to sustaining effective practices while enhancing strategies that are showing positive impact. Understanding the importance of staying attuned to students’ evolving needs and perspectives, the district has established Student Advisory Committees at each school site. These committees meet regularly to share direct feedback and address student concerns. With representation from diverse student populations and key subgroups, these advisory councils play a vital role in fostering stronger connections and ensuring all student voices are heard and valued.|Met||2025-06-23|2025
10767780000000|Washington Unified|6|Washington Unified School District administered an LCAP survey that contained questions about school safety and student connectedness to students in grades 3-12. This allowed us to capture a valid measurement of student perceptions about school safety and connectedness Within at least one grade span. According to the survey, 75% of students feel safe at school. Furthermore, 92.5% of staff and parents felt school is a safe place. 76% reported that they are always happy, or happy most of the time at school. These results indicate that the majority of students surveyed feel safe and connected at school. Washington Unified maintains strong and effective relationships with students. The district sites have adopted The Positivity Project as a common SEL curricula that will bolster the efforts in this area even more.|Washington Unified continually works on the feeling of safety and school connectedness. A sense of school safety and connectedness is a metric in our LCAP and therefore always analyzed and processed for next steps. Our goal is for 85% of our student body to feel safe and connected to school. Consistent review of engagement activities occurs throughout all of our school sites and will continue for the 2025-26 school year.|"We have been seeing our engagement numbers increase throughout this school year. Our schools will continue to engage students and families. Students are acknowledged for their hard work. For example, students that were reclassified this year, and their families, were invited to a big celebration in May. Each student was recognized for his/her achievement in English Language Development. Also, schools have resumed the monthly meetings, ""Coffee with the Principal,"" which are well attended by parents. WUSD also kicked off our Multilingual Family Nights this year with great success at each of our sites. Lastly, schools have held additional events such as Trunk or Treat, Family Literacy Night, and Bingo Night. These have all been very well received by students and families."|Met||2025-06-18|2025
10767781030774|W.E.B. DuBois Public Charter|6|Survey data from W. E. B. DuBois reflects a positive school climate overall. More than 90% of students reported feeling safe on campus, supported by staff, and proud to attend the school. Parents echoed these sentiments, with over 88% agreeing that communication is clear and that the school provides a welcoming environment. Staff responses highlighted strengths in collaboration and access to technology, though some expressed a need for more support around behavior and chronic absenteeism. A few key student items fell below the 80% satisfaction threshold, including access to extracurricular activities (78%), challenging curriculum (79%), and interest in the curriculum (77%). These items will be explored further through focus groups in the fall to better understand student perspectives and identify responsive solutions.|Analysis of the climate survey data highlighted several strengths across student, family, and staff feedback. Students reported high satisfaction with campus safety, supportive staff, and access to technology, which align with family responses showing trust in the school environment. Staff indicated strong communication and shared commitment to student growth. At the same time, students shared a desire for more engaging and challenging content, as well as more extracurricular options. Families also expressed a need for more direct academic communication from teachers, not just school-wide updates. These insights confirmed the importance of expanding enrichment opportunities and strengthening home-school communication at the classroom level, especially for students who may be underperforming or disengaged.|In response to local data and input from educational partners, DuBois is making several targeted changes to better support student learning and strengthen school climate. Benchmark assessments are being refined to help teachers identify learning gaps earlier and adjust instruction or intervention plans more effectively. These data points will also support Individual Learning Plans and allow for more intentional progress monitoring throughout the year. To increase engagement and reflect student feedback, the school is exploring ways to expand enrichment offerings such as clubs, student-led initiatives, and interest-based electives.  Staff are refining communication systems to ensure more regular outreach from classroom teachers and increase two-way communication opportunities for families. Lastly, the school will continue using student and parent focus groups to explore improvements to any survey items with less than an 80% satisfaction rate in surveys, ensuring that improvement efforts reflect the needs of those we serve.|Met||2025-07-30|2025
11101160000000|Glenn County Office of Education|6|Although our regionalized classrooms are situated across multiple district campuses throughout the county, students in these programs are fully included in each host school’s activities and schoolwide climate initiatives. This includes active participation in district-led school climate surveys, which provide valuable insights into student perceptions of safety, connectedness, and overall well-being. Survey data is retained by the respective host districts. This approach allows us to maintain a comprehensive and nuanced understanding of the climate and culture at each site, ensuring that our special education programs remain aligned with the priorities, values, and continuous improvement efforts of each district. By partnering closely with host schools, we are able to integrate students into broader school life while maintaining alignment with each district’s efforts to foster inclusive, safe, and supportive learning environments.|While our classrooms participate in all district activities and school climate surveys, the resulting data is managed independently by each host district. Because the data is stored and reported separately, we currently lack access to a unified dataset, making it difficult to analyze trends across programs or conduct systemwide evaluations. This decentralized structure presents challenges in using survey results to inform program-wide decisions and continuous improvement efforts.|Despite our active participation in district activities and school climate surveys, we face limitations in fully leveraging the resulting data. Since each host district retains and manages its own survey data independently, we lack access to a centralized dataset. This decentralized structure prevents us from aggregating responses across sites, making it difficult to conduct a comprehensive analysis or identify systemwide trends. As a result, our ability to use the data to inform decisions and drive continuous improvement is significantly constrained.|Met||2025-06-27|2025
11101160124909|Walden Academy|6|For the 2024–25 school year, Walden Academy did not administer the California Healthy Kids Survey (CHKS), as it was not required. As such, the school continues to use the most recent local climate data collected in the previous administration of CHKS, the California School Parent Survey (CSPS), and the California School Staff Survey (CSSS). These surveys continue to inform school climate analysis and planning. From the CHKS, 120 students in grades 6–8 participated, with a demographic breakdown of 52% female, 48% male; 60% Hispanic, 30% White, and 10% other ethnicities. Key findings included: 75% of students reported feeling connected to school, 80% demonstrated high academic motivation, and 65% reported feeling safe at school. Disaggregated data showed 78% of female and 72% of male students felt connected; 70% of Hispanic, 60% of White, and 80% of other student groups reported feeling safe. The CSPS parent survey had 85 respondents (55% Hispanic, 35% White, 10% other). Key findings included 70% reporting involvement in school activities, 80% expressing satisfaction with communication, and 75% believing their child is safe at school. Communication satisfaction by group: 72% Hispanic, 85% White, and 78% other ethnicities. From the CSSS, 35 staff responded (60% female, 40% male; 50% Hispanic, 40% White, 10% other). Among staff, 80% reported feeling supported by school leadership, 75% were satisfied with professional development, and 70% reported feeling safe. Female staff (82%) reported slightly higher support than males (77%); 78% of Hispanic, 73% of White, and 80% of other groups were satisfied with PD opportunities.|Although survey data was not collected in 2024–25, Walden Academy continued to use the most recent CHKS, CSPS, and CSSS data to guide school improvement efforts. Ongoing analysis confirmed key strengths and areas for targeted support. Strengths included strong student motivation and school connectedness (80% and 75% respectively), robust administrative support for staff (80%), and high parent satisfaction with school communication (80%). These areas reinforced the importance of sustaining inclusive school culture, academic rigor, and transparent communication. Areas for improvement remain consistent with prior findings. Only 65% of students and 70% of staff reported feeling safe, signaling the need for continued focus on campus safety and behavior supports. Parent involvement also showed room for growth, particularly among Hispanic families, with slightly lower communication satisfaction (72%) compared to other groups. These needs informed several initiatives implemented during 2024–25.|"Although no new survey data was collected in 2024–25, Walden Academy used previous data trends and educational partner input to refine and continue several improvement strategies: Parent Engagement: The school will introduce ""Parent University"" nights to address family needs, offer academic tips, and provide Q&A opportunities. These sessions were co-facilitated by bilingual staff to improve access for Spanish-speaking families and underrepresented groups. Behavioral Supports: A dedicated behavioral interventionist focused on implementing proactive, student-centered strategies. Staff received PD in behavior supports, and parent outreach was expanded to align expectations. Safety and Climate: Leadership teams reviewed student behavior trends monthly and used restorative practices to strengthen school climate. Increased staff presence during key times supported feelings of safety. Curriculum Engagement: The newly hired AG/STEM teacher expanded hands-on learning, supporting student motivation and connectedness. This program included project-based learning and community partnerships. Staff Collaboration: The internal leadership team facilitated regular dialogue around climate data, professional development, and schoolwide goals—sustaining the positive climate reported by staff. These adjustments reflect Walden Academy’s commitment to ongoing reflection and continuous improvement, even in years without fresh survey administration."|Met||2025-06-24|2025
11101160130724|Success One!|6|Success One! Charter School administered local climate surveys during the 2024–2025 school year that were intentionally separated by student groups to better understand the experiences and needs of specific populations. Surveys were distributed and analyzed for Foster Youth, English Learners, socioeconomically disadvantaged students, and all other student groups, ensuring that feedback was inclusive and reflective of the school’s diverse student body. Given that approximately 70% of Success One!'s population consists of underrepresented students, the feedback collected provides valuable insights into the climate and conditions affecting these groups.  Across all groups, the data revealed consistently positive perceptions of school safety, inclusiveness, academic support, and respectful staff-student relationships. More than 75% of respondents across groups agreed that the school provides a welcoming and inclusive environment, and over 90% felt that staff were caring and available to support both academic and personal goals. Open-ended responses in both English and Spanish further emphasized the school’s supportive and transformative environment, particularly for adult learners. These group-specific insights affirm that Success One!’s culturally and linguistically responsive practices are effectively supporting its most vulnerable student populations.|One major strength across all student groups—including Foster Youth, English Learners, and socioeconomically disadvantaged students—was the overwhelmingly positive perception of school climate and staff support. Over 90% of respondents across these groups agreed that teachers and staff are respectful, professional, and accessible, and that students have the materials and support they need to succeed. Feedback also highlighted strong relationships between students and staff, culturally responsive instruction, and the school’s inclusive, welcoming environment.  However, the data also surfaced a few areas of need. Notably, students across multiple groups expressed concerns—both directly and indirectly—about staffing capacity, especially in relation to individualized support and timely communication. A recurring theme was the limited availability of staff to meet growing student needs, which aligns with internal concerns about reduced administrative and instructional staffing. Additionally, while the school offers strong emotional and academic support, students would benefit from expanded college and career guidance, especially as many are returning learners navigating adult responsibilities. These findings will guide ongoing program improvement efforts, particularly in enhancing capacity for personalized support and broadening postsecondary planning resources.|Based on the analysis of local climate survey data, Success One! Charter School has identified several areas where strategic adjustments can enhance student support and overall school effectiveness. To address feedback regarding the need for more individualized support—particularly in academic advising and postsecondary planning—the school is refining internal staffing priorities to ensure more targeted and responsive services. While staffing limitations remain a challenge, the school is exploring ways to reallocate existing personnel time and resources to maximize student access to counseling, bilingual services, and career guidance.  Additionally, to strengthen communication and engagement, Success One! will enhance its outreach strategies during key points in the student experience, such as enrollment, orientation, and academic check-ins. The school will also work to increase student participation in the advisory process by expanding opportunities for structured feedback and dialogue, particularly from underrepresented groups.|Met||2025-06-27|2025
11101161130103|William Finch|6|The annual survey was administered with the following participation rates: Parent/Guardian - 21% Student - 78% The survey indicated the following: • 95% indicated students are receiving the academic support needed to succeed • 94% indicated the school provides a safe learning environment • 91% agree or strongly agree that the school promotes a positive and inclusive climate • 91% of parents rated the opportunities for parent participation in school activities as excellent or good • 90% indicated communication with teachers is very easy or somewhat easy • 55% indicated that individual or small group instruction would assist students with learning loss • 52% of respondents had not observed or heard about instances of bullying, harassment, or discrimination at the school • 45% indicated that additional access to school counseling would improve social-emotional well-being|Parents and students indicated clear support for additional hands-on, extra-curricular and experiential learning in the form of field trips. There was a theme that families and students are not cohesively connected or engaged with one another as a school community. A continued strength of the school identified was the physical and emotional safety reported regarding the school community. The data set for the annual survey was too small to disaggregate.|Additional data and information is needed to accurately identify solutions and plans. The Community Schools Partnership Program and Community Schools Initiative planned further informed and define areas of need which include social and emotional support, resource and referral to community-based services, and social work.|Met||2025-06-27|2025
11625540000000|Capay Joint Union Elementary|6|Staff collected informal input from students and families through classroom discussions, check-ins, and school event feedback. These conversations indicate that most students report feeling safe at school and have positive relationships with teachers. Families expressed appreciation for bilingual communication efforts but shared that they would like more opportunities to connect with school staff about academic expectations.|The analysis of available school climate input revealed several key strengths and areas for improvement. Informal conversations with students and families suggest that most students feel physically safe on campus and maintain positive relationships with staff. Bilingual communication was also identified as a strength, helping families stay informed. However, we also identified a need to strengthen academic partnership with families, particularly in clarifying grade-level expectations and offering more tools for home support. Families of English learners and students with disabilities expressed interest in more structured opportunities to share input.|To address the needs identified in our school climate analysis, our LEA will implement several changes aimed at improving family engagement and expanding our understanding of student experiences. First, we will adopt a formal climate survey beginning in the upcoming school year to gather consistent and disaggregated feedback from students and families, particularly from English learner and special education communities. Additionally, we will introduce monthly bilingual family learning sessions focused on grade-level expectations and at-home academic support. School staff will also initiate informal listening sessions with underrepresented families to build trust and gather more inclusive input. These efforts will be evaluated regularly and refined based on feedback and participation levels as part of our continuous improvement process.|Met||2025-06-23|2025
11625960000000|Lake Elementary|6|School Climate Surveys were administered to students, staff and parents. Overall, survey results are positive but do shine a light on areas for growth. Student Survey Results: Percentage of students scoring Strongly Agree or Somewhat Agree in grade bands 3-5 and 6-8: 80% of students in grades 3-5 and 93% of students in grades 6-8 feel safe at Lake School: 80% of students in grades 3-5 and 88% of students in grades 6-8 feel they do well at Lake School. 93% of students in grades 3-5 and 88% of students in grades 6-8 feel they have an adult to go to if they need help at Lake School. 42% of students in grades 3-5 and 80% of students in grades 6-8 feel students treat each other well at Lake School. 79% of students in grades 3-5 and 93% of students in grades 6-8 like Lake School. Parent Survey Results: Percentage of parents scoring Strongly Agree or Somewhat Agree: 91% of parents state they feel welcome at Lake School. 88% of parents state they have the opportunity to be involved in the activities at Lake School. 90% of parents state their child feels successful at Lake School. 88% of parents state Lake communicates with parents. 89% of parents feel Lake provides students with an engaging and challenging course of study.|Lake's Strengths: Students feel safe on the Lake School campus, they believe they are doing well at school, they like Lake School, most students believe there are adults on campus that care about them, and in upper grades they feel students treat each other well. Areas for growth: Lake school would like every student to feel safe on the school campus, like Lake School and feel students treat each other well. However, data suggests students in grades 3-5 do not feel students treat each other well.|To respond to the areas of growth above, we are addressing these areas in these ways: 1. School site safety upgrades and repair of old fencing, 2. Teachers will communicate more often with students about their academic success, 3. Continue yearly training of K-2 staff in Toolbox Project socio-emotional curriculum, 4. Purchase social-emotional curriculum for grades 3-5.|Met||2025-06-24|2025
11625960139550|Lake View Charter|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed that the students looked forward to school each day and their teacher was engaging, connected with the family, and provided academic support to the student.|Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc.|To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|Met||2025-06-04|2025
11626380000000|Plaza Elementary|6|The overwhelming majority of parents report that they are happy with how the District educates their children, minimizes bullying and misbehavior, and provides a safe, welcoming environment.  A student survey was administered to all 5th-8th grade students. The majority indicated they enjoy the school experience, and feel safe and connected to Plaza. Areas of improvement focused on additional outdoor activities for PE and recess.|One area of growth is educating students and parents on internet safety in order to be digitally responsible citizens.|Based on current data, no changes are necessary.|Met||2025-06-25|2025
11626460000000|Princeton Joint Unified|6|According to the latest findings from the CHKS, Princeton Joint Unified School District students report feeling safe and supported on campus. These sentiments underscore the district's dedicated efforts to create a secure, inclusive, and nurturing environment. Through various resources, initiatives, and a strong community ethos, Princeton ensures that students' well-being and sense of belonging are prioritized, enabling them to thrive academically and personally.|Princeton has been consistent in supporting students in their needs and addresses any concerns in a timely manner. Student report having a positive experience in our schools|We have no plans for changes other than adding additional student supports in various modalities and schedules.|Met||2025-06-26|2025
11626530000000|Stony Creek Joint Unified|6|Summary of Survey Results from the CA Healthy Kids Survey in 2023-2024 School Year:  Indian Valley Intermediate (Grades 5–8):  School connectedness is strong (72%), with high academic motivation (79%).  Safety is perceived positively (83%), and bullying reports are low (8%).  Areas for growth include caring adult relationships (39%) and meaningful participation (32%).  Cyberbullying remains a concern (42%), despite 0% reporting substance use.  Elk Creek High (Grades 9–12):  School connectedness and motivation decline across grade levels.  Bullying and cyberbullying are reported by 27% and 33% of students, respectively.  Substance use is present: 14% report marijuana or alcohol use; 21% have used drugs or alcohol on campus.  Emotional well-being concerns: 29% report chronic sadness; 14% have considered suicide.  CA Healthy Kids Survey will be given again in the 2025-2026 school year. CHKS was not administered in 2024-2025 due to an internal error in scheduling the survey window. As a result, data for Priority 6 local measures (school climate) is not available for this year. The LEA has implemented updated internal processes to ensure timely administration of CHKS in future years.|In local surveys, results show strengths in student safety and academic motivation at the intermediate level, but signal a need for targeted support at the high school level—especially in areas of mental health, substance use prevention, and peer relationship building. The district will continue to implement and expand MTSS, PBIS, and social-emotional supports in response.|The LEA is working on addressing school culture and making sure students feel they have a sense of belonging. Cultural assemblies, reward systems, increase in sports programs, appeal and better communication between school and parents are all being addressed. Positive Behavior Interventions and Supports (PBIS) will continues to be implemented next year.|Met|The LEA continues to work closely with educational partners, especially Native American families and the GPAC (Grindstone Parent Advisory Committee), to increase parental connectedness to our District.|2025-06-26|2025
11626610000000|Willows Unified|6|Based on the results of the California Healthy Kids Survey 2024-25 and the LCAP Survey 2024-25, students generally perceive school as a safe place, with 65% at the intermediate level (grade 5 and 7), and 53% at the high school level. However, 3.2% of high school students and 3.8% of intermediate students reported involvement in physical altercations at school, and 0% of student behavior infractions were related to weapon possession on school property. Despite these issues, over 68% of WUSD students feel connected to their teachers and schools. The district has hired and maintains at least one full-time counselor at each school site. These counselors help increase parent and student knowledge and skills in college and career planning, understand graduation requirements, and raise awareness of intervention strategies and support programs within the community to help students reach their optimal potential. Willows High School collaborates with the University of California, Davis, to employ a full-time advisor who supports students in preparation for post-secondary studies. This advisor works with students from middle school through to graduation. Additionally, the district has added a Campus Supervisor at the high school to work closely with administrators in creating a safer environment for both students and staff. By investing in a part-time Director of Student Attendance, WUSD continues to collaborate with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist with student interventions, parent education, and staff professional development. The addition of our Community School program has also bolstered SEL and mental health supports. Furthermore, the district benefits from the county-led PRISM (Promoting Resiliency In Student Mental Health) team, which provides essential social and emotional support services throughout the district via mobile operations units. The recent implementation of the CCSPP grant will help foster deeper connections to these services, contributing to positive student outcomes.|Even more, the paramount importance of students feeling safe at school cannot be overstated, as it has a profound impact on their overall well-being, academic performance, and social development. Here are several key reasons why student safety at school is crucial: 1. Academic Achievement Students who feel safe are more likely to be focused on their studies rather than being preoccupied with fears about their safety. This enhanced focus leads to better academic performance. In addition, students who feel safe are more likely to attend school regularly. Chronic absenteeism often correlates with feelings of insecurity at school, which negatively impacts learning outcomes and academic progress. 2. Mental and Emotional Well-being A safe school environment reduces stress and anxiety, allowing students to concentrate better and participate actively in class. Moreover, feeling safe at school contributes to emotional stability, which is essential for effective learning and healthy social interactions. 3. Social Development When students feel safe, they are more likely to develop positive relationships with peers and teachers, fostering a supportive and collaborative school community. Maintaining safe environments promote healthy conflict resolution and decrease the likelihood of bullying and violence, leading to a more harmonious school climate. 4. Behavioral Outcomes A safe school environment reduces behavioral problems, as students are less likely to act out due to stress or fear. This results in a more conducive learning environment for everyone. Moreover, schools that emphasize safety can focus more on positive discipline strategies rather than punitive measures, which supports better long-term behavior management. 5. Long-term Impact Students who feel safe and supported are more likely to succeed in their academic careers and beyond, as they develop the confidence and resilience needed to face future challenges. Thus, schools that prioritize safety contribute to the overall well-being of the community by producing well-adjusted, successful individuals who are more likely to contribute positively to society. Thus, WUSD is committed to building safe and secure environments for our students, staff, and families will thrive.|Actions to address the identified needs: The district has hired and maintains at least one full-time counselor at each school site. These counselors help increase parent and student knowledge and skills in college and career planning, understand graduation requirements, and raise awareness of intervention strategies and support programs within the community to help students reach their optimal potential. Willows High School collaborates with the University of California, Davis, to employ a full-time advisor who supports students in preparation for post-secondary studies. This advisor works with students from middle school through to graduation. Additionally, the district has added a Campus Supervisor at the high school for student supervision and will be adding a TOSA at WIS, to serve full-time in bolstering supervision and disciplinary services. In addition, WUSD has added three additional Yard Duty Supervisors to increase oversight and ensure a secure and well-managed environment for students. In addition, by investing in a part-time Director of Student Attendance, WUSD continues to collaborate with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist with student interventions, parent education, and staff professional development. Furthermore, the district benefits from the county-led PRISM (Promoting Resiliency In Student Mental Health) team, which provides essential social and emotional support services throughout the district via mobile operations units. The recent implementation of the CCSPP grant has already made a significant impact by adding additional SEL and mental health support through NVIH. Ongoing efforts will help foster deeper connections to other community services, contributing to positive student outcomes.|Met||2025-06-26|2025
11754810000000|Orland Joint Unified|6|The LEA recognizes the significance of the survey findings and is committed to taking action based on the results. A multi-tiered approach will be implemented to address the identified areas for improvement.  This includes the results for 7 and 11 grade on the health kids survey: School perceived as very safe or safe 47%  51%  Experienced any harassment or bullying 33% 24% Total school supports 49% 56%  Caring adults in school‡ 53% 63%  High expectations-adults in school 69% 74% Meaningful participation at school 26% 31%|Strengthening school safety measures: Proactive measures will be taken to address bullying incidents and promote a safe and inclusive learning environment. This may involve implementing restorative justice practices, providing social-emotional learning opportunities, and enhancing supervision and monitoring systems.  Building positive relationships: Efforts will be made to foster positive relationships between students, teachers, and staff members. This can be achieved through mentorship programs, advisory periods, and professional development for educators to promote culturally responsive and trauma-informed practices.  Ongoing data monitoring: The LEA will continue to collect and analyze data on school climate to monitor progress and identify emerging trends. Regular review of survey data, incident reports, and disciplinary records will inform decision-making and guide interventions.|The analysis of the local climate survey provided valuable insights into student perceptions of school safety and connectedness. The LEA acknowledges the areas of improvement identified and is committed to implementing strategies that create a safe, inclusive, and supportive environment for all students, with a specific focus on addressing the needs of marginalized student groups. Continuous monitoring and evaluation will ensure that progress is made and student experiences are enhanced. Enhanced Data Collection and Analysis:  Plan: Implement more comprehensive data collection methods to capture a wider range of metrics, including socio-emotional well-being and extracurricular engagement. Action: Deploy advanced data analytics tools to better interpret and utilize data for decision-making. Outcome: More accurate identification of student needs and targeted interventions. Improved Stakeholder Communication:  Plan: Revise communication policies to ensure timely and transparent updates about decisions and changes. Action: Introduce a centralized communication platform that allows stakeholders to receive updates and provide feedback in real time. Outcome: Increased stakeholder engagement and trust through consistent and clear communication.|Met||2025-06-26|2025
11765620000000|Hamilton Unified|6|Hamilton Unified School District’s 2024–25 Strategic Planning Survey collected local climate feedback from 97 respondents, including parents/guardians (74%), staff (20%), and Spanish-speaking families (45%). The survey results showed that 81% of respondents were satisfied with how families are involved, 79% with communication about school events, and 76% with school safety. These reflect improved perceptions of school climate compared to previous years.  Satisfaction levels were also analyzed by student group demographics. For instance, among families of English Learners (25 respondents), satisfaction with social-emotional support and school safety mirrored overall results. However, feedback indicated lower satisfaction regarding nutrition services and the physical condition of school facilities, particularly among socioeconomically disadvantaged and Special Education families.  While the district does not yet report a single overall climate score like the California Healthy Kids Survey, analysis of individual indicators—such as school safety, care for students, and communication—provides a meaningful gauge of school climate across groups. These results are guiding investments in campus safety, student wellness, and inclusive engagement strategies in 2025–26.|Analysis of Hamilton Unified School District’s 2024–25 Strategic Planning Survey data revealed both strengths and needs across school climate indicators, with insights disaggregated by key student groups. Overall, the data indicate that families and staff perceive improvements in safety, communication, and family engagement.  Key Strengths:  Family Involvement: 81% of respondents reported being satisfied with how the district involves students and families in school activities and decisions. This represents consistent year-over-year growth, signaling that HUSD’s ongoing engagement efforts are resonating.  Care and Concern for Students: 81% of families rated this area positively, suggesting strong relationships between school staff and students, which are foundational to a positive climate.  Daily Attendance Importance: With 90% satisfaction, this metric reflects a strong shared belief between school and home in the importance of regular attendance.  Identified Needs:  Physical Condition of Facilities: Only 63% of respondents expressed satisfaction with the condition of school buildings. This was notably lower among families of English Learners and Special Education students, suggesting a need to address perceptions of equity in facilities.  Nutrition Services: Satisfaction with nutrition services was just 60% districtwide, with similarly low scores from underrepresented groups. Families cited a desire for healthier, more culturally inclusive meal options.  Social-Emotional Support: Though improved to 72%, satisfaction in this area suggests ongoing need, especially among groups like foster youth and students receiving special education services.  Disaggregated Insights: Families of English Learners and socioeconomically disadvantaged students expressed strong satisfaction with school safety but indicated a need for more tailored communication and support services. Additionally, responses from parents of secondary students (grades 6–12) reflected slightly lower satisfaction with emotional support and engagement than those with younger children, highlighting a developmental shift in needs.  In summary, HUSD has made notable gains in engagement and safety, but the climate data suggest targeted investments in facilities, nutrition, and wellness supports—particularly for families of English Learners, foster youth, and those with diverse academic needs—are essential for sustaining a positive school environment.|Based on analysis of the 2024–25 Strategic Planning Survey, Hamilton Unified School District (HUSD) is implementing several changes to address identified needs and improve school climate, engagement, and equity of access. The feedback highlighted areas such as facility conditions, nutrition services, and support for social-emotional well-being as priorities for improvement, particularly among underrepresented groups.  Facilities Improvements: In response to only 63% of families reporting satisfaction with facility conditions, HUSD is increasing investment in campus maintenance and modernization. These upgrades will be prioritized based on feedback from families of English Learners, Special Education students, and other underserved groups who expressed concerns about equity in learning environments.  Nutrition Services Enhancements: With just 60% satisfaction in this area, the district is revising its school meal offerings through the expansion of the Braves Training Table program. The focus will be on scratch-made and nutritionally balanced meals. Additional parent input will be gathered through food service surveys and feedback sessions to ensure menu planning is responsive to community needs.  Social-Emotional and Mental Health Supports: In response to growing concerns about emotional support—especially among middle and high school families—HUSD is expanding access to counseling services. The School Wellness Counselor role is being enhanced to include classroom outreach, group counseling, and partnerships with community mental health agencies. In addition, professional development for staff in trauma-informed care and SEL (Social-Emotional Learning) will be prioritized for 2025–26.  Family Engagement Strategies: The district is refining its outreach procedures to increase participation from historically underrepresented families. Through roles like the Director of Community Schools & Family Engagement and the Social Services Coordinator, HUSD will use multilingual outreach, flexible meeting times, home visits, and targeted advisory sessions to ensure all family voices are heard in district planning.  Feedback Integration and Communication: To address concerns about transparency and responsiveness, HUSD is committing to a more structured feedback loop. Survey results and action plans will be shared back with families in both English and Spanish, with summaries provided at public meetings and through digital newsletters. This shift aims to build trust and demonstrate how educational partner input directly shapes district decisions.  Together, these targeted revisions to facilities, food services, mental health support, and family engagement reflect HUSD’s commitment to using local data for continuous improvement, with an emphasis on equity, access, and whole-child development.|Met|N/A|2025-06-25|2025
12101240000000|Humboldt County Office of Education|6|The district administers the California Healthy Kids Survey (CHKS) every two years and also administers local surveys to all students each school year. The district reviews the data to ensure that school climate, engagement, and safety remain priorities. The CHKS survey results showed that 71% of students that completed the CHKS reported feeling safe or very safe at school; 53% of students who completed the CHKS reported feeling connected to school.|The data analysis reveals several key insights and areas that require attention. The relatively consistent levels of student connectedness to school, between Hispanic students (54%) compared to their white counterparts (55%), hopefully indicates that we are successfully encouraging belonging and engagement across all student groups. The decline in student engagement and family involvement following the COVID-19 pandemic is concerning and necessitates strategies to reengage students and families in the educational process. On a positive note, the majority of students (62%) report feeling safe at school, which is a crucial foundation for learning and well-being. However, this statistic also suggests that a significant portion of students may not feel entirely secure, warranting further examination and appropriate measures to enhance school safety. Overall, the data underscores the importance of addressing disparities in student connectedness, revitalizing student engagement and family involvement, and maintaining a safe and inclusive school environment for all students to thrive academically and personally|The district's approach to addressing the identified areas of need through the analysis of local data is comprehensive and well-rounded. The decision to establish a Student Leadership Group is a positive step towards amplifying student voices and fostering authentic engagement, which can directly contribute to enhancing student connectedness and belonging within the school community. Furthermore, the initiation of multiple Family Nights throughout the school year demonstrates a commitment to involving parents and families in the educational process, gathering their feedback, and creating an inclusive environment where they feel a sense of belonging. This strategy aligns with the goal of increasing family involvement, which was identified as a area of concern following the COVID-19 pandemic. The district's proactive measures to review campus safety through the Safety Committee, implement security enhancements such as cameras and improved lockdown procedures, and continuously analyze data and surveys to ensure progress, are commendable efforts to address the critical issue of student safety on school grounds. Additionally, the increased efforts to recruit more diverse representation in the Site Council and the inclusion of a parent advisory committee for guiding the development of our community school model demonstrate a commitment to fostering a collaborative and inclusive decision-making process. Overall, the district's multi-faceted approach, involving various stakeholders and addressing multiple areas of need, showcases a comprehensive strategy to enhance student connectedness, family involvement, and campus safety, ultimately creating a more supportive and engaging learning environment for all students.|Met||2025-06-11|2025
12101240134163|Northcoast Preparatory and Performing Arts Academy|6|School climate surveys indicate that the great majority of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. School climate surveys indicate that the great majority (more than 95%) of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. There were no statistically significant variations between student groups within the community.|School climate is an ongoing area of emphasis for the school as a whole, including during its weekly all-school meetings, grade level advisory periods, and staff meetings. This emphasis is also reflected in NPA's LCAP. The data indicates that the school climate is safe, supportive, and welcoming to all students.|No substantive changes were made. The school safety plan is updated annually.|Met||2025-06-18|2025
12101240137364|Northern United - Humboldt Charter|6|Northern United - Humboldt Charter School administered the School Climate Survey to students, parents, and staff. At 87 responses, our participation rate has significantly increased from last year. Of the 16 students who participated in the survey, 87.6% of them felt safe at school. Of the 45 parents/guardians participated in the survey, 86.7% responded that they are provided ample opportunities to participate in their student's education. Twenty six staff participated in the survey with 92% stating that our school has developed the capacity of staff to build trusting and respectful relationships with families.|One of the most notable improvements in our data is the increase in families feeling like they are connected to the school. Of those responding, 97.8% of parents feel the school creates a welcoming environment for all families in the community. The low student response rate, suggests a need to increase student engagement in future surveys to ensure their voices are comprehensively represented. Overall, the school’s strengths include high perceptions of safety among students, high levels of parental satisfaction regarding involvement opportunities, and strong relational capacity with families.|We have identified several areas of need and key learnings that will necessitate changes to existing procedures. To enhance connections between the school and educational partners, NU-HCS will continue to organize regular social events like assemblies and sports events to strengthen bonds and improve the sense of community. To increase student survey participation, surveys will be administered during class time, incentives such as small prizes or recognition will be offered, and various modes of survey administration, including online and mobile app options, will be provided.  To expand parental engagement, NU-HCS will offer flexible meeting times, including evenings and weekends, continue using virtual platforms for meetings and events, and conduct targeted outreach efforts to engage less involved parents through personal invitations, phone calls, and home visits when appropriate.|Met||2025-06-26|2025
12101246008221|Agnes J. Johnson Charter|6|Based on the educational partner survey results, including teachers, staff, parents and students, the top three areas of opportunity for improvement were: 1. Positive Behavior Intervention and Supports - Clear and consistent consequences for behavior, and rewards and recognition for positive behavior, and social emotional supports. 2. Improved Attendance 3. Staff communication 4. Active parent engagement|Identified strengths from students are that they feel safe on campus and feel cared for by the teachers and staff.  The parents feel pleased with the school programs and staff. The staff feels that communication could be improved and that they would like to see more active parent engagement in the form of volunteers, parent support of school programs and attendance. Attendance is a significant issue as students miss instruction.|Based on the local data and key learning, the school has determined the following strategies for improvement: 1. PBIS - The committee developed a new discipline matrix, upgraded the 'otter store', and hired an individual to support social emotional health and well-being. The process of full implementation will be ongoing during the next school year. 2. Improved Attendance - Implement the Attendance Plan with fidelity.  Recognize students with great attendance with awards and prizes.  Monitor attendance of students who are not attending regularly through letters, meetings, attendance contracts, and a working school bus and driver. 3 Staff communication - Morning meetings and comment/compliment boxes will be implemented in addition to continuing the staff bulletin.  Next year, there will be monthly collaboration meetings with special education staff and general education staff. 4. Active parent engagement - In addition to the current strategies, teachers will be requesting classroom parent volunteers at the start of the school year. The school will be hosting a meet and greet community BBQ the Friday before school starts and will be distributing school monthly calendars noting each scheduled event seeking volunteers. Seek parents to serve on the Charter School Board and the School Site Council.|Met||2025-06-30|2025
12626790000000|Arcata Elementary|6|"The Arcata School District annually conducts the CA Healthy Kids Survey for students, parents, and staff. Each survey includes a section on school climate. The following are 2024/2025 survey responses regarding school climate:  Students 72% of students indicate they “feel safe at school.” (2024/2025; up 4%) 66% of students are identified as having caring adults at school. (2024/20254, up 1%)  Staff 94% of staff ""agree"" or ""strongly agree"" that they feel safe at school. (2024/2025; no change)  Parent/Guardian 89% of parents/guardians indicate school is a safe place for their child. (2024/2025; down 6%) 66% of parents/guardians agree or strongly agree that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" (2024/2025; up 1%)"|Based on the survey conducted in Fall 2024, Students, Staff, and Parents/Guardians appear to generally feel safe and welcome at our school sites. Students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support. It is concerning that student perception metrics regarding safety and caring adults remain relatively low, but it is good that student feelings around safety are headed in the right direction and that parents/guardians and staff have positive safety perceptions regarding their schools.|The District is continuing its investment in PBIS/MTSS implementation, support of both the Arcata Family Resource Center and SBMS Wellness Center, and its increased social emotional support and intervention staffing (1.0 FTE school psych at each school, 1.0 Student Intervention Facilitator at each school, and a .5 FTE district level school climate transformation TOSA). These resources are seen as vital to both school sites and it is expected that staying the course will lead to more positive measurable outcomes during the 2025/2026 school year.|Met||2025-06-18|2025
12626790109975|Fuente Nueva Charter|6|The student connectedness survey is administered by the school counselor to grades three through five in the spring trimester. The students are offered opportunities to establish a common understanding of the questions and multiple educators are present to support students completing the survey. The following is a subset of the questions that are asked on the survey. The data is not disaggregated by student groups.   Do you feel like the teachers and other grown-ups on campus care about you? 58% Yes. most or all of the time.  Do you feel welcomed at Fuente Nueva?  60% Yes, most or all of the time.  Are you happy to be at Fuente Nueva?  64% Yes, most or all of the time.  Do you feel like you are part of this school?  49% Yes, most or all of the time.  Do you feel safe at school?  73% Yes, most or all of the time.  Do you see students who are a part of the queer community (LGBTQIA+/Rainbow community) as being safe at school?  69% Yes, most or all of the time.   When you are at Fuente Nueva is the school clean and neat?  58% Yes, most or all of the time.  Does your school teach students to care about each other and treat each other with respect? 71% Yes, most or all of the time.  Have you seen the teachers and other grown-ups treat students with respect?  73% Yes, most or all of the time.  Teachers and other grown-ups make it clear that bullying is not allowed at school.  78% Yes, most or all of the time.  I feel safe to tell a teacher or adult that I have been bullied?  53% Yes, most or all of the time.  If I tell a teacher or adult at school that I've been bullied, the person will do something to help.  64% Yes, most or all the time.  Students at your school act as up-standers and try to stop bullying when they see it happening?  47% Yes, most or all of the time.|Strengths that are evident in the data includes that 73% of students report that feel safe at school most or all of the time. Another area of strength is that 73% report that they have seen the teachers and other grown-ups treat students with respect. The survey was provided in both the fall and spring with much better results in the fall. Additionally the results declined significantly from last spring.|To respond, the school is adopting a more explicit model of Positive Behavior Intervention and Support. While Fuente Nueva has much of this system in place, there is inconsistency in implementation. The school plans to offer this survey in the fall and the spring. The school also plans to update the format in which we track student behavior and communicate that with families and required staff. Additionally, the school is going to offer additional opportunities for staff to engage in reflective practices to build their awareness, knowledge and skills to promote a healthy school environment for all students. This will occur during paraprofessional staff meetings, certificated staff meetings and all school staff development days and will be conducted by both internal staff and external presenters.|Met||2025-06-16|2025
12626790111708|Union Street Charter|6|91% of respondents on the parent survey agreed or strongly agreed that the school fosters a positive school climate. A survey is given to students in grades three through five. 81% of students agree that the school has a positive climate, they feel part of the school family and it is a safe place to be.|To maintain this level of parent satisfaction, USC will provide communication opportunities for parents including: school and classroom news (including information about curriculum), publishing a parent handbook, IEP meetings for special education, quality conferences, an up-to-date website, and an open-door policy for the Principal's office.  To maintain this level of student satisfaction USC will continue to teach Second Step, offer restorative practices, mindfulness lessons, and conflict management.|The student responses were given in the winter and there were complaints about the playground. The field was closed due to heavy rains and part of the rest was muddy due to some broken pipes and poor drainage. The playground was repaired.|Met||2025-06-18|2025
12626790137653|Redwood Coast Montessori|6|"Based on the CalSCHLS Survey: Student Survey: 86% of Students ""Agree"" or ""Strongly Agree"" that ""I feel safe in my school."" 72% of students indicate that ""There is a teacher or some other adult from my school who really cares about me."" Parent Survey: 100% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for my child."" 100% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school has adults who really care about students."" Staff Survey: 93% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for students."" 94% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for staff."""|Given these survey results, there is an overall sense of safety for students and staff at school. The most noticeable area for needed focus is in the area of student's sense of having caring adult at school. While most students reported that there is an adult at school who cares about them, the goal is for all students to feel this same sense of support. Some of the actions outlined in previous sections are designed to help provide additional support. Both the focus on student assessment and tracking, the refocusing of the resource center to include more student supports, and the planned use of social worker interns are all designed to provide additional supports for all students and families.|There are no planned changes to school policies or procedures. The data indicates that there is an overall sense of safety among students, parents and staff. As in the past, RCM will continue to pursue professional development to help maintain and promote greater levels of safety among all members of the community.|Met||2025-06-18|2025
12626796120562|Coastal Grove Charter|6|We conducted a survey for students. Some of the results were as followed: 80% of students surveyed agreed or strongly agreed that they enjoyed being a student at Coastal Grove 90% reported enjoying participating in school activities including sports, clubs, field trips... 100% reported being able to ask for help/support from teachers and staff There were zero students reporting bullying as an issue at our school 90% reported that students try to stop bullying if they see it happening 100% of students reported that teachers/staff will help if there is a report of bullying 80% of students reported that they are always treated fairly 100% reported that teachers/staff listen 90% reported feeling safe on campus 100% of students reported that teachers and staff care about their well-being 100% of students reported that they feel like a part of the community|Teachers and staff create connection and responsiveness to students and their needs. Students commented that they would like to see school lunch improved and more recess time.|Review menu offerings, and increase survey responses to include more groups to better disaggregate student data.|Met||2025-06-25|2025
12626870000000|Northern Humboldt Union High|6|"The district implements the CHKS with all students annually. Data for 2024-2025 indicates student perceptions (for all students) as follows: School Connectedness (students who agree/strongly agree) - 54% (down from 57% in 2024, continuing a multi-year decline from 66% in 2022). Perceived School Safety (students who feel safe/very safe) - 50% (significantly down from 61% in 2024 and 58% in 2023). Academic Motivation (students who agree or strongly agree) - 52% (down from 55% in 2024), remaining below the state average of 60%. Positively, students report ""Try hard on school work"" increased to 80% (up from 74% in 2024), and chronic sadness/hopelessness continued to improve at 33% (down from 41% in 2022). Two or Fewer Absences per Month remained stable at 72%. Grade-level disaggregated data shows variations across grade spans, with meaningful participation remaining consistently low at 31% across all years. The response rate decreased to 67% in 2025, down from previous years, which may impact data reliability."|"Despite continued implementation of Multi-Tiered System of Supports (MTSS) and Universal Design for Learning (UDL) professional development, concerning trends persist in student engagement and school climate. Key learnings from 2025 data reveal: Critical Areas of Concern: Declining School Connectedness: The continued drop to 54% (from 66% in 2022) indicates a persistent weakening of student-school relationships and sense of belonging. Significant Safety Concerns: The drop in perceived safety to 50% represents the most concerning decline, suggesting students feel less secure in their learning environment. This may be in part to two weeks of bomb threats and lockdowns during the previous school year Academic Motivation Below Benchmarks: At 52%, academic motivation remains below state averages, indicating ongoing engagement challenges despite UDL implementation. Emerging Positives: Improved Work Ethic: The increase in ""try hard on school work"" to 80% suggests students maintain academic effort despite motivation challenges. Mental Health Progress: Continued improvement in chronic sadness/hopelessness (33% down from a high of 44% in 2021) indicates some success in support systems. Identified Needs: Attention to safety perceptions and protocols Comprehensive school connectedness initiatives Enhanced student engagement strategies beyond current UDL implementation Investigation into causes of declining survey participation Areas of Strength: Sustained commitment to data-driven decision making Mental health support showing measurable improvement Student work ethic remaining strong"|"Based on the analysis revealing continued declines in school connectedness and significant drops in perceived safety, the district will consider implementing the following strategic changes: Enhanced Safety and Security Measures: Implement improved communication protocols regarding safety procedures Increase visibility of safety personnel and administrators during key transition times Include a student representative on the District Safety Committee Comprehensive School Connectedness Initiative: Launch site-specific community-building activities Implement advisor/mentorship programs pairing students with adults on campus Revitalize student leadership opportunities and meaningful participation in school decisions Create regular ""connection check-ins"" through advisory periods Refined Engagement Strategies: Focus on student voice and choice Integrate artificial intelligence tools for personalized learning experiences (building on August 2024 training) Develop project-based learning opportunities connected to real-world applications Systematic Monitoring and Support: Use rounding practices to track progress on key indicators Enhance professional development, focus on relationship-building strategies Strengthen family engagement communication regarding school climate initiatives Additional Measures: Continue restorative justice implementation in our student discipline practices Consistent recognition systems across all sites Student voice in decision-making processes These changes build upon existing LCAP actions while directly addressing the urgent need to reverse declining trends in safety and connectedness, ensuring a supportive learning environment for all students."|Met||2025-06-18|2025
12626870107110|Six Rivers Charter High|6|"The Fall 2024 Studer Survey provides insight into local perceptions of school climate across three key educational partner groups: students, community members, and staff. Student responses reflect an average rating of 3.47 out of 5, with 15.49% selecting the highest possible rating (""top box""), indicating that while many students view the climate as moderately positive, fewer feel stronglRevise Engagement Strategies for Teachers: Develop and implement an annual Professional Learning Plan that utilizes a Professional Learning Community model to provide targeted professional learning to meet the individual needs of teachers. Revise Engagement Strategies for Students: Implement Interactive Learning Techniques: Six Rivers will continue to introduce more interactive and student-centered teaching methods across all courses. This includes additional professional learning and support for teachers in the utilization of Universal Design for Learning, with a focus on Student Engagement and the Design of effective and flexible lessons, project-based learning, and collaborative group work. Incorporate Technology: Technology will be integrated more effectively into the curriculum to create interactive and personalized learning experiences. This includes the use of artificial intelligence to promote personalization, engagement, and motivation. Enhance School Climate: Strengthen Relationships: Prioritize building stronger student-teacher relationships. Professional development will also focus on social-emotional learning (SEL) techniques. Systematize Mental Health Support Services: The district will increase access to mental health resources by defining roles for student services personnel; creating flowcharts to match services, students and personnel; improving communication to students and parents regarding available services. Foster Inclusivity: Efforts to promote a more inclusive environment will be enhanced. Address Student Motivation: Universal Design for Learning: Professional development will focus on UDL, which can significantly enhance student motivation by creating a more inclusive and engaging learning environment. Improve School Connectedness: Community-Building Activities: Regular community-building activities will be organized to strengthen the sense of community within the school. Strengthen School Traditions: Existing school traditions will be revitalized and new ones may be introduced to build a stronger sense of identity and pride among students. Increase Parent and Community Engagement: The district will work to build stronger partnerships with parents and the community through regular communication and involvement in school events. Review, Update, and Consistently Implement Discipline and Attendance Policies: Discipline and attendance policies will be reviewed to ensure they are fair, consistent, and focused on restorative practices rather than punitive measures. By making these changes, Six Rivers aims to create a more engaging, supportive,"|Analysis of local climate and program data has confirmed key student learner needs, particularly around school climate and student engagement. Survey results revealed low ratings in peer respect (22.6%) and school connectedness, especially among 9th graders, underscoring the need to strengthen social-emotional learning (SEL), restorative practices, and inclusive culture-building initiatives. While the school offers a strong Tier 1 SEL framework, the data indicates a need to expand Tier 2 supports, including targeted counseling, structured interventions, and additional emotional and behavioral supports for students who require more individualized care. Despite these challenges, several strengths have emerged. The school fosters a supportive and inclusive culture, characterized by close teacher-student relationships, restorative discipline, and a small school environment that allows for personalized attention and a strong sense of community. Communication is also a strength, with multiple platforms—ParentSquare, newsletters, social media, and more—used to keep educational partners informed. However, feedback indicates that the number of communication tools can be overwhelming, and there is a need to streamline and clarify communication channels for families. Overall, while the school’s foundation of strong relationships and proactive support systems is evident, a focused effort on improving Tier 2 interventions and simplifying communication structures will be essential in advancing student engagement and well-being.|To address the areas of need identified through the analysis of local data and the key learnings, Six Rivers must make several strategic changes to existing plans, policies, and procedures. These changes will be aimed at improving student engagement, motivation, school climate, and ultimately, academic outcomes. The following revisions and actions are proposed for continuous improvement: Revise Engagement Strategies for Teachers: Develop and implement an annual Professional Learning Plan that utilizes a Professional Learning Community model to provide targeted professional learning to meet the individual needs of teachers. Revise Engagement Strategies for Students: Implement Interactive Learning Techniques: Six Rivers will continue to introduce more interactive and student-centered teaching methods across all courses. This includes additional professional learning and support for teachers in the utilization of Universal Design for Learning, with a focus on Student Engagement and the Design of effective and flexible lessons, project-based learning, and collaborative group work. Incorporate Technology: Technology will be integrated more effectively into the curriculum to create interactive and personalized learning experiences. This includes the use of artificial intelligence to promote personalization, engagement, and motivation. Enhance School Climate: Strengthen Relationships: Prioritize building stronger student-teacher relationships. Professional development will also focus on social-emotional learning (SEL) techniques. Systematize Mental Health Support Services: The district will increase access to mental health resources by defining roles for student services personnel; creating flowcharts to match services, students and personnel; improving communication to students and parents regarding available services. Foster Inclusivity: Efforts to promote a more inclusive environment will be enhanced. Address Student Motivation: Universal Design for Learning: Professional development will focus on UDL, which can significantly enhance student motivation by creating a more inclusive and engaging learning environment. Improve School Connectedness: Community-Building Activities: Regular community-building activities will be organized to strengthen the sense of community within the school. Strengthen School Traditions: Existing school traditions will be revitalized and new ones may be introduced to build a stronger sense of identity and pride among students. Increase Parent and Community Engagement: The district will work to build stronger partnerships with parents and the community through regular communication and involvement in school events. Review, Update, and Consistently Implement Discipline and Attendance Policies: Discipline and attendance policies will be reviewed to ensure they are fair, consistent, and focused on restorative practices rather than punitive measures. By making these changes, Six Rivers aims to create a more engaging, supportive,|Met||2025-06-18|2025
12626870124263|Laurel Tree Charter|6|"We use a yearly parent survey that is modeled after the California Healthy Kids Survey:  ""Help us see where our school's strengths and weaknesses are.  You are a part of our planning team as we begin the next round of setting goals for our school! Please help us gather information as we revise and update our LCAP (Local Control and Accountability Plan).  There are twenty-two optional questions and space for additional comments and feedback towards the end. Your responses are anonymous.  Results will be discussed at the Board Meeting and Admin Team Meetings and will be used to guide our continuous cycle of planning and improvement.  Thanks for being part of the team!""   https://docs.google.com/forms/d/e/1FAIpQLScq2uUBzx3-TXh2CeVnbLqtqVJkVHVONirelsGm2h1Xe405bQ/viewform?usp=header"|How well do you feel Laurel Tree is preparing your student for their next academic year and future academic success?    50% Extremely Well or Quite Well, 39.5% Somewhat Well, 9.3% Slightly Well.  How much of a sense of belonging does your student feel at Laurel Tree?  65.9% Tremendous Belonging and Quite a Bit of Belonging, 25% Some Belonging, 9.1% A Little Bit of Belonging.    How well do the teachers at Laurel Tree create a school environment that helps students learn?  Extremely Well and Quite Well 75%,  Somewhat Well 16.3%, Slightly Well 7%|We will continue to look for ways to include parents in the school such as our Family Inclusion Group and making use of our excellent parent volunteers, but we need to make sure we're communicating the academic skills embedded in our theater, travel, biking, swimming, and other enrichment activities.  Parents need more information about how students are progressing academically and how we're teaching through the outdoors and enrichment.|Met||2025-06-24|2025
12626950000000|Big Lagoon Union Elementary|6|"Due to low student enrollment, Big Lagoon School District cannot report on disasggregated groups while keeping identities anonymous. Overall, 92% of students feel like they are a part of the school, have a trusted adult they can talk to, and feel safe at school. Seven percent of students responded ""sometimes"" to the school climate questions."|The overall data suggests that staff should continue to work hard to make the school climate a welcoming one for all students. Staff at Big Lagoon put a lot of focus and energy in creating a safe and welcoming environment to all. Due to the small number of students enrolled, staff is able to truly focus on each student to ensure they feel seen and welcome at school.|The distrct plans to improve and refine the Positive Behavioral Interventions and Supports (PBIS) program by assessing our current needs and strengths. The focus of upcoming training will reflect the results of the assessment. The key to improvement will be consistently revisiting the practices of all staff, as a group.|Met||2025-06-24|2025
12627030000000|Blue Lake Union Elementary|6|2024-2025: 87% of Students took the Survey.    TK-2 GRADES -- SURVEY RESPONSES  43 Students Surveyed --  Less students enrolled this year than last.   I am proud to be a student at BLUESD. = Average 4.93 out of 5         Strongly disagree  0% 	Disagree  2.3% 	Neutral 0% 	Agree  0%  	Strongly Agree 97.7%  I feel safe at school.   Average 4.42 out of 5         Strongly disagree 0% 	Disagree 7% 	Neutral 9.3% 	Agree  18.6%  	Strongly Agree 65.1%  I feel part/connected of the school.  =Average 4.42 out of 5         Strongly disagree 4.7%	 	Disagree 0% 	Neutral 14% 	Agree  11.6%  	Strongly Agree 69.8%  3 - 8 GRADES -- STUDENT RESPONSES  90 Students Surveyed. Less students enrolled this year than last.   I am proud of attending Blue Lake Union.  =Average 4.27 out of 5         Strongly disagree  %	 	Disagree 24.4% 	Neutral % 	Agree  %  	Strongly Agree 75.6%  I feel part/connected to the school? =Average 3.62 out of 5	         Strongly disagree  8.9% 	Disagree 10% 	Neutral 21.1% 	Agree  30%  	Strongly Agree 30%  I feel safe in my school	=Average 3.60 out of 5         Strongly disagree 8.9%	 	Disagree 8.9% 	Neutral  25.6% 	Agree  26.7%  	Strongly Agree 30%  FAMILY SURVEY RESPONSES  63 Family Responses our of 110 Families =57% Representing 87 students =57%  Are you proud of your child attending BLUESD  =Average 4.25 out of 5         Strongly disagree 3.2%	 	Disagree  3.2%   	Neutral 15.9%  	Agree  20.6%  	Strongly Agree 57.1%  My child feels safe at school  =Average 4.35 out of 5         Strongly disagree 1.6%  	Disagree	4.8% 	Neutral 11.1% 	Agree  22.2% 	Strongly Agree 60.3%    I feel part/ connected to the school.  =Average 4.02         Strongly disagree 4.8%	 	Disagree 7.9% 	Neutral  15.9% 	Agree  23.8%  	Strongly Agree 47.6%  STAFF SURVEY RESPONSES  Are you proud to be an employee of BLUESD? Average Score 4.74 out of 5         Strongly disagree 0% 	Disagree 0% 	Neutral 2.9% 	Agree  20.6%  	Strongly Agree 76.5%  Staff feel safe at school.	Average Score 4.59 out of 5         Strongly disagree 0%	 	Disagree 2.9% 	Neutral  8.8% 	Agree  14.7%  	Strongly Agree 73.5%  Staff feel connected to the school.  Average Score 4.56 out of 5             Strongly disagree 0% 	Disagree	2.9% 	Neutral 23.5% 	Agree 23.5% 	Strongly Agree 50%  Families feel welcome to participate. This was accidentally left off the survey.         Strongly disagree Not Obtained% 	Disagree Not Obtained% 	Neutral Not Obtained% 	Agree  Not Obtained%  	Strongly Agree Not Obtained% 	Strongly Agree Not Obtained%  2024 Response: Families feel welcome to participate in school activities.         Strongly disagree 0% 	Disagree 0% 	Neither disagree or agree  12.9% 	Agree  41.9%  	Strongly Agree 45.2%|The surveys demonstrate our greatest need being sure our students feel a part of their school and connected to it. There is also a need to help students feel safe at school.  Students reported feeling safer in the bathroom and at recess, but slightly lower for feeling safe for the entire campus. There were increases for staff, students and families feeling proud to be at BLUESD.|We will engage our students in discussions about ways we can improve to help them feel safe and connected. Additionally, we will strive to improve our connections with students and families by increasing opportunities for input in a manner that supports access to meetings through available childcare and providing a meal.|Met||2025-06-25|2025
12627290000000|Bridgeville Elementary|6|The district partnered with the Humboldt County Office of Education to administer the local climate Bridgeville Student, Staff, Family Survey. The survey asked: 1.What's Going Well - Strong support for sports, music, friends and friendship, and district efforts to improve attendance was identified.  2. Reasons for Missing School - Health and medical issues, transportation, and road conditions and weather were cited as reasons for students missing school. 3. What Helps You Learn or Work? - The overall classroom environment was given as the most impactful factor in supporting work and learning. 4. What Ideas Might You Have to Improve School? - More sports and recreation opportunities, and professional development received the most support for improving school.  5. Feel Safe and Cared For at School? -  95% of students, parents, and staff felt safe at school.  6. Have an Adult You Can to Talk To? 100% of students felt they had an adult at school that they could talk to.|Key learnings related to attendance; 1. Families expressed a need for home-to-school transportation. 2. Students and families identified illness as the major reason for missing school. Families also cited social/emotional issues and family problems. Families and staff cited weather, road conditions, and rugged mountainous terrain and the need for home-to-school transportation.  2. General response from all groups, students, families, and staff was strongly positive. The 0.4 FTE school counselor, teachers, superintendent, and resource teacher received positive responses .  3. There is significant interest in more sports related activities, more engaging curriculum, and a preschool program (the District is currently applying for a Community Preschool License.|Improving school attendance has been a district priority during the 2023-24 school year and will continue in 2024-25. The district will intensify communicating to parents/guardians the profound effect regular attendance has on student learning and overall school efficiency through more focused communication and special programs. The need for home-to-school transportation is clear and steps are being taken to train a driver and acquire a school bus. More professional development opportunities for all staff have been made available during 2024-25 and the focus on trainings and education will continue in 2024-25. The district was recently awarded a Community Schools implementation grant which will greatly facilitate the school's ability to improve family involvement in school activities and the decision making process. The grant will also facilitate the district's ability to secure a school operated pre-school program positively effecting overall enrollment and increased attendance.|Met||2025-06-17|2025
12627370000000|Cuddeback Union Elementary|6|The Cuddeback USD utilizes a locally-designed school climate survey  to gather student perceptions related to safety and connectedness. The survey has been distributed to students in grades TK through 8 in previous years, depending on the any given year. Data is also gathered from teachers and Social/Emotional counselor and support staff that meet regularly with all grade levels of students in groups and 1:1 sessions.|Key findings from the student responses show that overwhelmingly students feel supported and cared about by the teachers and adults at school, and that students are treated fairly and respectfully. Nearly all of students stated that they feel connected to Cuddeback and have friends at school. That connectedness likely accounts for a consistent attendance rate at 95% and higher over the years and the very low 0% suspension rate.  The vast majority of students state that they feel safe and not threatened at school. All students are aware that they have access to no-cost meals at school. Every surveyed student noted that they are aware of social/emotional counseling services provided by the district to support students needs in that area. Students agree that the school campus is clean and well-maintained, and that they have access to the necessary instructional materials including technology.|The LEA has purchased and soon to be implemented a social/emotional curriculum to be used LEA-wide in all classrooms, as well as prioritized SEL PD for staff to continue to support students in feeling safe and connected to their peers and school.|Met||2025-06-25|2025
12627450000000|Cutten Elementary|6|Student input is collected through a student  survey: 67% response rate ( 62 of  92 fifth grade students). The following percentages represent the students who selected OFTEN/ALWAYS as their response:  School connectedness 80%;  Academic motivation 88%;  Caring adult relationships 78%;  High expectations 89%;  Meaningful participation 50%;  Feel safe at school 88%;  Students well behaved 64%;  Students treated fairly when break school rules 64%;  Students treated with respect 85% Reference survey data@wested.org  2024-2025 Parent/Staff/Students responding positively to school safety and connectedness on the LCAP survey.   School Safety: 97% Connectedness: 97%|Areas of Strength Survey results indicate that students at our school experience a strong sense of support, motivation, and safety. Notable strengths include:  -Academic Motivation: 88% of fifth-grade students reported feeling academically motivated. -High Expectations: 89% indicated that adults at school hold them to high academic and behavioral expectations. -School Safety: 88% of students reported feeling safe at school, while 97% of parents, staff, and students also rated school safety     positively on the LCAP survey. -Caring Adult Relationships: 78% of students felt they have caring adults at school, and 85% reported feeling respected. -Connectedness: 80% of students expressed a sense of connection to their school, closely aligned with the 97% positive response   rate from the broader LCAP survey on school connectedness.  These results reflect a supportive and inclusive school environment with strong student-staff relationships, high standards, and a shared commitment to student well-being.  Identified Needs While overall responses were very positive, some areas indicate opportunities for growth:  -Meaningful Participation: Only 50% of students felt they had meaningful opportunities to contribute or participate in decisions and     activities at school. -Student Behavior: 64% of students agreed that their peers behave well, indicating a need for continued focus on positive behavior     supports. -Fairness in Discipline: Only 64% felt students are treated fairly when school rules are broken, suggesting an opportunity to improve      transparency, consistency, and communication around discipline policies.|Based on the 2024-25 survey data, the results will guide our ongoing efforts to increase student voice and agency, strengthen behavior support systems, and ensure fair and equitable practices in all aspects of school life.  Ridgewood was placed in the ATSI program during the 2021-2022 school year for two local indicators: suspension rates in the category of students with disabilities, and chronic absenteeism within our hispanic and students with disabilities demographics. During the 2022-23 school Cutten School chronic absenteeism was in the high range for two or more races, SED, students with disabilities, and white categories, and is in the high range for suspensions within the hispanic, two or more races, and white categories. Data from the 2023-24 school year show for the entire school district show chronic absenteeism is going down: All: 18.8% chronic absenteeism rate SED: 26.1% chronic absenteeism rate  SWD: 21.4% chronic absenteeism rate Hispanic: 29.2% chronic absenteeism rate White: 15.6% chronic absenteeism  We will continue to utilize our school social workers to monitor our attendance data, reach out to families who are encountering challenges to getting their student/s to school, continue to use restorative practices and alternaties to suspensions whenever possible, and to organize and implement resources for students who are having behaivor challenges. We also added a full time School Psychologist (partime at each site), and utilize the Expanded Learning Community Coordinator to provide for academic and SEL success.|Met||2025-06-24|2025
12627940000000|Fieldbrook Elementary|6|1. 85% of families responded the LCAP and Climate survey, 2024 1a. 86 % felt school was safe 1b. 82 % felt connected 2. 95% of students responded the Climate survey, 2024 2a. 86 % felt school was safe 2b. 73 % felt connected|Based on our data and findings from the survey, families have conveyed that the school is a safe place for their students physically and emotionally.|Professional development for supporting preteen students is suggested in the parent survey. Staff would like to participate in trainings that directly support their classroom teaching, classroom management, and increased use of technology, such as AI assistants. Improving school lunch menu items is a priority.|Met||2025-06-09|2025
12628100000000|Fortuna Union High|6|Data source: California Healthy Kids Survey (Academy of the Redwoods and East High School have no racial student subgroups with available data due to anonymizing unless otherwise stated. For the purposes of the California Healthy Kids Survey East High School students are considered one cohort and are not divided by grade.)  PERCEIVED SCHOOL SAFETY 12TH GRADE (Answered that school is “safe” or “very safe.”) Fortuna High School- 70 (Hispanic 76- ; White- 66;) (IEP- 68) (Male- 72; Female- 69) Academy of the Redwoods- 90 (Male- 100; Female- 82) East High School- 55  SCHOOL CONNECTEDNESS 12TH GRADE Fortuna High School- 54 (Hispanic- 57; White- 54; (IEP- 60) (Male- 53; Female- 58) Academy of the Redwoods- 73 (Male 80- ; Female- 67) East High School- 54  SOCIAL EMOTIONAL DISTRESS 12TH GRADE Fortuna High School- 29 (Hispanic- 26; White- 29) (IEP- 36) (Male- 20; Female- 41) Academy of the Redwoods- 39 (Male- 27; Female- 47) East High School- 48|The results of the California Healthy Kids Survey demonstrated consistent feelings in three main categories. Students overall at all three sites view the schools as safe. There was a slight decrease in the number of 12th grade students who viewed the schools as safe or very safe when compared to prior year. The results for school connectedness also remained very consistent from the prior year. The statistics also show a slight increase in the number of students identifying social emotional distress which is concerning.|East High School has qualified for Equity Multiplier funds which will be used to provide extra after school academic and social emotional support for students at that site. The Fortuna Union High School District also expects to receive supplemental concentration funds which it plans on using to continue to support bilingual aides in service of English Learners (largely from the Hispanic student population). Continued investment in the District Wellness Center is supported by the data collected in the 2024 California Healthy Kids Survey and the Wellness Center will analyze their data based on gender to assess and develop extra supports for female students.|Met||2025-06-25|2025
12628280000000|Freshwater Elementary|6|The California Healthy Kids Survey is given to students annually, but due to administering the survey in the spring we report lagging data from prior year.  In 2023-2024, 77% of Freshwater Elementary students responded that they agree/strongly agree that Freshwater School is a safe place. In 2023-24, 100% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work.|77% of Freshwater Elementary Students agree that our school is safe and 100% of our staff agree.  We aim to continue and improve the percentage of students that feel safe on our campus.|We plan to administer more frequent local survey questions regarding topics like student safety in our upper grades to provide more timely and specific feedback on topics such as safety.|Met||2025-06-16|2025
12628286116289|Freshwater Charter Middle|6|The California Healthy Kids Survey is given to FCMS students and staff annually, but due to administering the survey in the spring we report lagging data from prior year. In 2023-2024, 79% of Freshwater Charter Middle School students responded that they agree/strongly agree that FCMS is a safe place. In 2023-24, 100% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work.|School safety is a top focus priority for Freshwater Charter Middle School and 79% of our students and 100% of our staff feel that our campus is safe.  Though we are proud of these high percentages, we will continue to focus on creating a campus that feels safe to all students and staff.|We plan to administer more frequent local survey questions regarding topics like student safety at FCMS to provide more timely and specific feedback on topics such as safety.|Met||2025-06-16|2025
12628360000000|Garfield Elementary|6|Garfield students, staff and families participate in an annual survey. The overall local climate is indicated as positive.|Key learnings include a strong need to maintain practices in place to maintain positive school conditions and climate.|No changes are required at this time|Met||2025-06-12|2025
12628510000000|Green Point Elementary|6|We have no English Learners or Foster Youth. We currently have 3students enrolled in grades 6-7 We do have students who are low income.  Climate Student Survey results: Do the teachers and other grown-ups on campus care about you?  All of the time    Most of the time    Some of the Time     Never                                                                                                                  66.7 %                  33.3 %               0                               0 Do the teachers and other grown-ups at school listen when you  have something to say?                                                                                 0                    66.7%                 33.3%                       0  Do the teachers and other grown-ups at school make an effort to  get to know you?                                                                                     33.3%                   33.3%                 33.3 %                      0  Do you feel close to people at school?                                                   66.6%                      0                       33.3%                       0  Are you happy to be at this school?                                                        66.7%                      0                      33.3%                       0  Do you feel like you are part of this school?                                            66.7%                   33.3%                       0                        0  Do teachers treat students fairly at school?                                           33.3%                     33.3%               33.3%                       0  Do you feel safe at school?                                                                    66.7%                     33.3%                        0                       0  Is  your school building neat and clean?                                                  0                          66.7%                   33.3%                      0  Does your school teach students to feel responsible for how   they act?                                                                                                66.7%                     0                          33.3%                      0  Does your school teach students to care about each other and  treat each other with respect?                                                               66.7%                    33.3%                      0                           0  Do teachers and other grown-ups at school treat students with respect?66.7%                   0                        33.3%                        0  Teachers and other grown-ups make it clear that bullying is not  allowed.                                                                                                  100%                           0                       0                            0  If you tell a teacher that you've been bullied, the teacher will do  something to help|We have learned that one area of needed improvement is perceived fairness by the teacher and staff getting to know students. Our strengths included: students feeling respected, no tolerance for bullying, and  feeling safe.|We are unable to plan for this area since our school is lapsing June 30, 2025. Our school is being absorbed by a neighboring district on 7/1/25.|Met|We close at the end f the school year due to low enrollment|2025-06-26|2025
12628850000000|Hydesville Elementary|6|90.7% indicated that they agreed or strongly agreed they felt safe at school. 95.5% agreed or strongly agreed they felt that their teachers cared about them. 68.9% of students reported that they enjoy attending school and 88.9% of students reported that they felt they were treated fairly.|This data will be followed and compared to student perceptions in the upcoming year to ensure the percentage of students expressing feelings of safety and connectedness to school is maintained or improved.|LCAP Goal #2 includes programs and services to support a positive school climate and ensure students' social/emotional needs are addressed. Resources to support these services include counseling, Second Step, and a variety of other programs and actions to build positive behavior and family engagement.|Met||2025-06-17|2025
12628930000000|Jacoby Creek Elementary|6|Local survey data indicated that the vast majority of students feel both physically and emotionally safe at school.  Student responses indicated that emotional safety in seventh and eighth grade students is an area that needs attention.   Primary Survey Responses: I feel safe at school  Strongly agree 59% Agree 26% Neutral 10% Disagree 4% Strongly Disgree 1%  Middle Grade Survey Responses I feel physically safe at school.  Strongly agree 45% Agree 39% Neutral 15% Disagree 0%  Upper Grade Survey Responses I feel physically safe at school.  Strongly agree 27% Agree 52% Neutral 15% Disagree 5% Strongly Disagree 1%  I feel emotionally safe at school.  Strongly agree 14% Agree 46% Neutral 28% Disagree 10% Strongly Disagree2%|See above.|The district has added an LCAP action to provide monthly inservice for student recess and after school supervisors to offer professional learning about supporting student emotional health and safety.|Met||2025-06-09|2025
12629010000000|Klamath-Trinity Joint Unified|6|"We rely upon the California Healthy Kids Surveys to gauge our student group scores on school climate. The results of that are not in by this date 6/20/25. In that survey students are asked if they feel safe at school. We also utilize the Kelvin Education Learning Lab to create student surveys and solicit input from staff and students on the ""pulse"" of the school including SEL, Climate/Culture and Well-Being, utilizing their educational platform to collect data. Data from the Kelvin Cal Hope survey administered to all students, 62% of them view the school's climate favorably. 64% responded that there are adequate resources for coping. 64% felt they had experiences with culturally responsive environments.63% had an emotional experience while at school. 58% felt there was adequate safety and connection. 53% of all students felt that there were opportunities for student voice and leadership. Overall, the data indicates that more than half of all of our students feel favorable towards their school."|KTJUSD needs to use multiple measures to determine school climate. Not everyone takes the Healthy Kids Survey. Not everyone participates in Kelvin surveys. Surveys, moving forward, should be monthly, as the climate of a school can change at the drop of a hat. The district needs improvement in this area. Everyone has a different opinion on how safe the school feels. We will continue using the Kelvin surveys next school year for an accurate representation of how students feel towards their school and if they feel the climate is good or bad.|We need to develop a multiple measures approach to school climate. How do the students feel? How do the teachers feel? How do the parents feel? Surveys are one mechanism to gauge this, so is parent input through phone calls or attendance at a meeting, or having them log into the Kelvin surveys, right along with their students. Students attitude towards school also changes depending on the season.|Met||2025-06-27|2025
12629190000000|Kneeland Elementary|6|Data collected from surveys and in-person indicated parents supported the educational program and services provided by Kneeland School: It is important to recognize that the LEA is extremely small, so one response holds a large percentage rate. 100% of responses indicate that parents believe their children have access to California State Standards.   100% agreed their children's classroom experiences were preparing them for the next level of education  100% agreed or strongly agreed a nurturing learning environment, and efforts to foster attendance were in place 100% believe staff were inclusive and they felt welcome.  Response rates: 70% from families,100% participation rates from students, and 100% participation from staff.|Specifically educational partner input noted and valued: Understanding individual child's needs, wants and limits, as well has healthy challenging them in ways that push them out of their comfort zone. Individual educational needs are met when any student may struggle in any are.  Small classroom sizes, creative and engaging learning environment, community atmosphere  Teacher : Student Ratio; Hands on experiences/ learning instead of kids learning on an electronic device. Teacher to student ratio is great. There is well balanced areas of study.  Very involved teachers and staff very community oriented and fosters strong bonds between the children and families  Communication, morale, safety, Leadership, organization and parent involvement.  Specifically noted and valued student input: Teachers make sure we learn a lot. I like the one-on-one learning. Great field trips They teach kindness. I like that everyone is nice. The school keeps a student's ability to be creative. I feel safer than ever. It helped me get smarter. The teachers are good. I like the teachers. The school does a great play. The school teaches new things and teaches things above grade level.|Ideas for possible additional offerings: New playground structure  Secondary languages More teacher/aid guided math study and review time. My child tends to forget how to do some of the math learned in the past. It would be nice to have extra math practice geared toward the individual student. I'd also like to have a syllabus of what is expected and will be taught for my child's grade level.   More transportation options for rural students  Music lessons and nutrition classes|Met||2025-06-09|2025
12629270000000|Loleta Union Elementary|6|"2025 Local School Climate Survey Data   97% of students surveyed in grades TK-8 reported that they felt supported by their teachers.  89.5% of student surveyed in grades TK-8 reported that they felt safe at school. 85% of students surveyed in grades TK-8 reported that teachers encourage them to be involved in school.    Loleta administered the California Health Kids Survey (CHKS) in the 2023-2024 school year,and will do so again in the 2025-2026 school year. In the ""off"" years we use a local survey to collect data from students, families, and staff.   Our local survey does not disaggregate responses by race/ethnicity.  Therefore the responses are presented as an overall group average."|We saw a 9.5% growth in students reporting that they felt safe on campus. This is significant because there is a community perception that our school is not safe but that is not supported by student data.   There is a notable difference between responses from elementary students (grades TK-4) and middle school students (grades 5-8) on the same question. For example, 15% of elementary students believe that students are mean to other kids based on perceived differences, while 62% of middle school students believe that to be true. On another question related to how students treat each other, 77% of elementary students responded that kids tease, insult, and say mean things to each other while 89% of middle school students report the same concern.|"During the past school year the district installed security cameras to respond to physical safety concerns expressed by students and staff. We have implemented ""PBIS expectation stations"" after school breaks to remind students of expected behaviors in a variety of locations on campus (hallways, bathrooms, bus etc.). Monthly assemblies have been introduced to recognize student achievements and build school spirit. Our attendance campaign focused on rewarding students in grades 5-8 for improved attendance."|Met||2025-06-26|2025
12629350000000|Maple Creek Elementary|6|The student connectedness survey is administered to grades three through eight in the spring trimester. The students are offered opportunities to establish a common understanding of the questions and multiple educators are present to support students completing the survey. The following is a subset of the questions that are asked on the survey. Due to our small student population, the data is not disaggregated by student groups and the percentages can be impacted by one student's response.   I feel close to people at this school: 50% Yes all or most of the time, 50% Yes, some of the time  I am happy to be at this school: 84% Yes all or most of the time, 16% Yes, some of the time   I feel like I am a part of this school: 84% Yes all or most of the time, 16% Yes, some of the time   Teachers at this school treat students fairly: 67% Yes all or most of the time, 33% Yes, some of the time  I feel safe at this school: 67% Yes all or most of the time, 33% Yes, some of the time  When I am at Maple Creek the school is neat and clean: 100% Yes, all or most of the time   Does your school teach you to feel responsible for how you act?: 84% Yes all or most of the time, 16% Yes, some of the time  Are you learning to take responsibility for your actions?: 100% Yes, all or most of the time  Does your school teach students to care about each other and treat each other with respect?: 50% Yes all or most of the time, 50% Yes, some of the time  Teachers and other grown-ups make it clear that bullying is not allowed at school: 67% Yes all or most of the time, 33% Yes, some of the time  If I tell a teacher or adult at school that I've been bullied, the person will do something to help: 84% Yes all or most of the time, 16% Yes, some of the time  Students at your school act as up-standers and try to stop bullying when they see it happening? 33% Yes all or most of the time, 50% Yes, some of the time, 17% No never|The data presents an opportunity for us to better understand student belonging at school. Areas of strength include students feeling that the campus is neat and clean and that all but one student feels that they are happy to be at the school all or most of the time. Areas of growth demonstrate that we have an opportunity to deepen our relationships with students and build a higher level of trust in our commitment to respond with action if bullying is reported.|The school plans to increase social emotional learning opportunities by explicitly teaching students about their nervous system and tools to help them regulate their emotions. This work has already begun with the implementation of tools learned through the ArtSEL learning workshops.  2025-2026 is the final year of ArtSEL and offers a chance for certificated staff to create their own unit using the ArtSEL strategies. We plan to expand the use of our daily check-in system and increase emotional literacy through ongoing classroom meetings to begin and end our instructional day.|Met||2025-06-16|2025
12629500000000|McKinleyville Union Elementary|6|MUSD utilizes the California Healthy Kids Survey annually with students in grades 5-8.  Our scores for 2022-2023 are as follows: 5th Grade Connectedness All Students:  79% (yes, all of the time and yes, most of the time) 5th Grade Connectedness White:  80% (yes, all of the time and yes, most of the time) 5th Grade Feeling of School Safety All Students: 83% (yes, all of the time and yes, most of the time) 5th Grade Feeling of School Safety White: 85% (yes, all of the time and yes, most of the time)  6th Grade Connectedness All Students:  62% (agree and strongly agree)  6th Grade Connectedness White:  68% (agree and strongly agree) 6th Grade Feeling of School Safety All Students: 62% (perceived as very safe or safe in school) 6th Grade Feeling of School Safety White: 62% (perceived as very safe or safe in school)  7th Grade Connectedness All Students:  79% (agree and strongly agree) 7th Grade Connectedness White: 47% (agree and strongly agree) 7th Grade Connectedness Hispanic or Latinx: 60% (agree and strongly agree) 7th Grade Feeling of School Safety All Students: 44% (perceived as very safe or safe in school) 7th Grade Feeling of School Safety White: 43% (perceived as very safe or safe in school) 7th Grade Feeling of School Safety Hispanic or Latinx: 67% (perceived as very safe or safe in school)  8th Grade Connectedness All Students:  42% (agree and strongly agree) 8th Grade Connectedness White:  42% (agree and strongly agree) 8th Grade Connectedness Two or More Races: 51% (agree and strongly agree) 8th Grade Feeling of School Safety All Students: (perceived as very safe or safe in school) 8th Grade Feeling of School Safety White: 50% (perceived as very safe or safe in school) 8th Grade Feeling of School Safety Two or More Races: 60% (perceived as very safe or safe in school)|We continue to see declining sense of safety as students move up our grade span.  It is clear that our middle school is in need or additional support to improve their sense of safety and connectedness.  It is a strength that at the middle school level, our Hispanic or Latinx and Two or More Races are reporting higher rates of safety and connectedness than the overall population.|The middle school will incorporate additional student surveys and Rounding Interviews to improve our understanding of student need. The staff and leadership will review the results and develop short cycles of improvement plans (PDSA cycles) throughout the school year.  Additionally, an Advisory period will be included in the weekly schedule to more fully implement the Second Step Social Emotional curriculum and to foster connectedness across grade levels.|Met||2025-06-09|2025
12629680000000|Orick Elementary|6|7 of the 8 students surveyed feel safe on campus and connected to others. All students also felt at least one adult on campus cares for their well-being.|The data shows that students are generally happy on campus and that staff are working towards building meaningful connections on campus.|The district will continue to encourage staff to engage with students positively and support community building activities at school through utilizing the growth mindset and Second Step curricula on campus.|Met||2025-06-11|2025
12629760000000|Pacific Union Elementary|6|PUSD administered the California Healthy Kids Survey during the 2024-2025 school year. A local engagement survey was also developed by administration with input from PACT/Site Council. Community partners saw Pacific Union School as a true community based school.  Staff, families, and students feel safe, welcomed, and valued at school.  The local engagement survey was sent to all families, including those of EL, foster, and homeless youth. The majority of families and students surveyed felt welcomed and said they felt that their children were treated with respect by staff and peers on campus.  They reported that they felt the staff at Pacific Union School were available and responsive.|Community Engagement Survey Results, Goal 2: Nurturing School Climate: 95% agrees or strongly agrees that Pacific Union School staff is approachable and responsive, 90% agrees or strongly agrees that Pacific Union School is a good place to be, 81% agrees or strongly agrees that their child feels accepted by their peers, 86% agrees or strongly agrees that their child feels connected to their school, 86% agrees or strongly agrees that Pacific Union fosters the development of the whole child, including character and social-emotional skills, 94% agrees or strongly agrees that they are aware of upcoming events at Pacific Union School. Staff Engagement Survey Results, Goal 2: Nurturing School Climate: 92% agrees or strongly agrees that students are motivated to learn, 79% agrees or strongly agrees that students come to class ready to learn, 71% agrees or strongly agrees that students care about our school, 91% agrees or strongly agrees that parents/guardians feel comfortable engaging with teachers, 80% agrees or strongly agrees that parents/guardians feel comfortable engaging with all staff, 94% agrees or strongly agrees that our school staff works together as a team, 85% agrees or strongly agrees that their grade level collaborates well together, 89% agrees or strongly agrees that they collaborate well with their grade level aide and support services staff when needed, 98% agrees or strongly agrees that students trust teachers and staff and school, 100% agrees or strongly agrees that our school encourages involvement from community organizations, 85% agrees or strongly agrees that student discipline is handled in a fair way following our school's expectations, restorative, and PBIS practices, 92% agrees or strongly agrees that administration listens to school staff at Pacific Union School. Student Engagement Survey Results, Goal 2: Nurturing School Climate: TK-2nd Grades: 86% of students know the school rules, 77% of students feel connected to their school. 3rd-8th Grades: 95% agrees or strongly agrees that they are proud to be a student at Pacific Union School, 97% agrees or strongly agrees that they feel connected to their school, 82% agrees or strongly agrees that students are treated fairly when on campus, 75% agrees or strongly agrees that at my school, students get along with each other and respect their differences, 91% agrees or strongly agrees that there is at least one adult on campus they can talk to and get help, 94% agrees or strongly agrees that adults on campus treat them with respect.Overwhelming majority of students expressed appreciation for some aspect of their school experience, with teacher quality and peer relationships being the most valued elements.|The District will continue to focus on engagement for our students and families.  To build connections and opportunities for students to be more connected to their school.  Staff will continue to focus on Universal Design for Learning (UDL) practices and participate in Professional Learning Communities with their grade level span group.  Parent/guardians will participate in connection interviews at the beginning of the school year instead of the traditional parent/teacher conference to build a relationship/foundation with their child's teacher.  The District will continue to foster the implementation process of Social Emotional Learning (SEL) that is explicitly taught.|Met||2025-06-12|2025
12629760115154|Trillium Charter|6|Students were surveyed in April and May of 2025 using a local survey designed to gauge levels of engagement with the overall program, personal perceptions about learning, feelings of safety or insecurity at school, and satisfaction with nutrition program offerings. 98% of students completed this survey.|When compared to surveys from 23-24, there was an noteworthy increase in student's reporting a sense of safety and belonging at school. 88% of students feel that staff members are fair and helpful when interpersonal issues arise among students. 10% of students would like playground monitors to be more proactive when managing conflicts at recess. 5% of students would like more homework, but 95% of students believe that they are being appropriately challenged and learning well at school. 93% of students had positive feedback about ELO-P programs, including before and after school care and Camp Trillium's break and summer sessions. Students comments identified lack of sleep, non-specified feelings of anxiety, or other illnesses as the main reasons they are absent.|Based on survey information and enrollment numbers, we are making some changes for the 25-26 school year that were included in our LCAP. TK-K students will be in a separate classroom with a schedule that staggers food service and recess times to limit mixing with older grade students on the playground. We are adding one classroom aide to assure each multigrade classroom has adequate support throughout the day. 25-26 will be our first year of making school lunches in-house and the new menu was designed with student feedback in mind. The breakfast menu was also also adjusted based on student survey information.|Met||2025-06-06|2025
12629840000000|Peninsula Union|6|Surveys were conducted through our wellness center and collected data from grades 5 through 8. 95% of students in this grade span completed surveys.|Areas of strength include students reporting 85% or higher rates of having someone they feel safe to talk to, and growing their skills in self regulation. 90% of students reported feeling safe at school.|We will continue this work and assessment to find students who are not feeling connected to a safe adult and increase their opportunities to build relationships. Studies show that students with at least one adult on campus they feel safe to talk with are far more successful academically and personally.|Met||2025-06-10|2025
12630080000000|Rio Dell Elementary|6|The California Health Kids was given to students in 2022-2023 school year.   5th graders: 80% feel connected to school, 66% feel there is a caring adult at school, 80% feel safe at school, and 46% feel like they have meaningful participation at school. 6th-8th graders: 52% feel connected to school, 59% feel there is a caring adult at school, 56% feel safe at school, and 29% feel like they have meaningful participation at school.  In school wide empathy interviews that were conducted individually with students it was reported that 95% of students felt connected to the school and had a trusted adult they could go to. 88% of students felt safe at school.  Staff were also given a staff survey about connectedness and school culture:  The survey has a 1-5 rating scale with 1 being strongly disagree and 5 being strongly agree. Below are the average staff rating for the following school connectedness and school culture: 3.78 Average:  I feel supported with good processes and the appropriate resources to do my job 4.13 Average:  I have a clear understanding of my expectations as an employee. 4.43 Average:  I have a clear understanding of my expectations as an employee. 3.98 Average:  I have the appropriate materials and technologies needed to effectively do my job|What the data shows is that even though we have made specific efforts in classrooms to have class meetings, plan schoolwide events that build collaboration and connectedness, we still have some students who do not feel connected or safe and this is something that we must improve on. We also conducted student empathy interviews this school year and that data is different than what we received on the CHKS survey. I think a difference is that when asked questions on a computer a student may not understand what they are asking and answer the question where as the in person empathy interviews gave a more accurate representation of where students are feeling. Overall teachers and staff are feeling supported at work and feel that they have access to the appropriate things needed in order to be an effective teacher.|As a District rounding will happen with grade level teams as part of the professional learning times. We will also continue to build upon our family engagement and adding opportunities to bring families onto the campus for a positive reason. We are also going to continue to work on utilizing our community school employees so that those students who are not feeling connected get pulled into a friendship group or receive additional support.|Met||2025-06-26|2025
12630240000000|Scotia Union Elementary|6|School climate data was gathered in the spring of 2025 through the California Healthy Kids Survey. Because the classes are small in number, the CHKS was administered to fourth-seventh grade students during the 2024-2025 school year. The percent of fourth-sixth grade students who feel safe at school was 88% in 2024-2025 but for 7th grade students, the percentage was 70% in 2024-2025. In regards to school connectedness, The percent of fourth-sixth grade students who feel connected to the school was 76% in 2024-2025, while only 60% of 7th grade students felt connected to the school in 2024-2025.|Based on school climate data, key learnings include the need for social emotional support for our students. The social emotional needs of our students will be addressed through counseling, large and small group social emotional support, and training for all staff on social emotional learning strategies and support. These intervention support services include behavior support professionals. Other positions that support the social emotional needs of our students include the Community Schools Coordinator, Certified Wellness Coaches, a behavior support paraprofessional, the library technician, and the Dean of Students. Areas of strength include 100% of parents feeling welcome at the school.|"Through the analysis of school climate data, a Certified Wellness Coach and behavior support paraprofessional will be added. The LEA plans to continue with its ""Wellness Center"" approach in 2025-2026. This will provide increased opportunities for students and staff to access the space and resources necessary to increase connectedness and feelings of safety and well being."|Met||2025-06-17|2025
12630320000000|South Bay Union Elementary|6|Students in grades 2nd - 6th took a local climate survey asking the following questions: Do the teachers and other grown-ups on campus care about you? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school make an effort to get to know you? Are you happy to be at this school? Do you feel safe at school? Do you feel safe on your way to and from school? Here are the results:  Do the teachers and other grown-ups on campus care about you? Yes, all of the time:  45% Yes, most of the time:  41% Yes, some of the time:  13% No, never: 1%  Do the teachers and other grown-ups at school listen when you have something to say?	 Yes, all of the time:  29% Yes, most of the time:  44% Yes, some of the time: 25% No, never:  2%  Do the teachers and other grown-ups at school make an effort to get to know you?	 Yes, all of the time:  31% Yes, most of the time:  34% Yes, some of the time:  27% No, never:  7%  Are you happy to be at this school? Yes, all of the time:  30% Yes, most of the time:  32% Yes, some of the time:  30% No, never:  8%  Do you feel safe at school?	 Yes, all of the time:  71% Yes, most of the time:  19% Yes, some of the time:  7% No, never:  3%  Do you feel safe on your way to and from school? Yes, all of the time:  71% Yes, most of the time:  19% Yes, some of the time:  7% No, never:  3%|"The student survey data presents a comprehensive picture of how students perceive the care, attentiveness, and safety provided by teachers and other adults on campus. Here are the key findings and areas of strength and needs based on the survey responses:  Strengths:  Safe and Supportive Environment: Most students feel secure at school and during transit, with 71% feeling safe ""all of the time."" This reflects a strong foundation of physical and emotional safety.  Caring Adults: Nearly all students (99%) recognize that teachers and staff care about them at least ""some of the time,"" showing that supportive relationships are a core strength of the school culture.  Opportunities for Growth:  Strengthening Connections: While many students feel supported, there is an opportunity to deepen relationships so more students feel consistently known and heard by adults.  Enhancing Engagement and Joy: With 30% of students always happy at school and many others experiencing this some of the time, continued focus on creating a joyful and engaging school experience can further increase student satisfaction.  Promoting Inclusion: The school has a strong base of care and connection. Building on this, we can work to ensure every student—especially those who may feel less connected—feels fully seen and supported.  Elevating Student Voice: Students express that they are often listened to. Expanding opportunities for them to share input and shape their school experience can strengthen a sense of ownership and belonging.  Overall, these results highlight a caring and safe school community, with promising opportunities to deepen relationships, boost engagement, and ensure every student feels fully heard and valued."|Develop structured opportunities for student feedback, such as regular town hall meetings, suggestion boxes, and student representation in school committees.  Provide professional development for teachers focused on active listening skills and responsive communication strategies.  Introduce a variety of extracurricular activities and clubs that cater to diverse interests, helping students find joy and engagement beyond academics.  Organize regular safety awareness programs and drills to ensure that all students know how to stay safe and whom to approach if they feel unsafe.  By addressing these identified needs and reinforcing areas of strength, the school can create a more supportive, engaging, and secure environment for all students.|Met||2025-06-26|2025
12630320111203|Alder Grove Charter School 2|6|"Overall Satisfaction: 88% Agree or Strongly Agree they feel a sense of belonging at AGCS 92% Agree or Strongly Agree they are satisfied with their education 88% Agree or Strongly Agree the school building is well-maintained Participation and Communication: 85% feel welcome to participate in school activities 35% prefer email communication, 31% prefer text, 19% direct SMS messaging, 15% newsletter Fair Treatment: 74% Agree or Strongly Agree students are treated fairly on campus 19% selected ""Unsure/I am never on campus"" when asked about fair treatment on campus Bullying and Safety: 15% report bullying is an issue across various settings (31% do not come to campus) 88% feel safe on campus (12% never on campus) Sass Cash (PBIS Incentive Program): 67% have received over 10 Sass Cash this year Top reasons for receiving: Following rules (73%), Being kind, respectful, responsible (69%) Academics: 84% Agree or Strongly Agree they are aware of course options in high school (12% unsure) 69% have a plan after graduation (19% unsure or not in high school yet) 54% interested in more job training opportunities 92% are aware of options to receive additional help with my classes/assignments (tutors, learning lab, hybrid science lab, writing lab, math lab, etc.) Resources: 77% aware of mental health resources 65% have met with college/career counselor"|The majority of respondents agree or strongly agree that they are proud to be students at Alder Grove, are satisfied with their education, and feel the school building is well-maintained. Most participate in school activities like classes, clubs, and field trips. Email and text are the preferred communication methods. Many are aware of options for extra academic help like tutors, study hall, etc. Bullying appears to be an occasional issue, but most students feel safe on campus and in virtual classes. Many receive Sass Cash from teachers/staff for following rules, being kind, respectful, responsible. In higher grades, most are aware of course options like A-G, AP, electives, and have plans after graduation. Interest in job training opportunities. Mental health resources and the college/career counselor are underutilized by some students. Suggestions for improvement include larger building with more outdoor space, more STEAM opportunities, more notice about sports, more clubs, etc.|The LCAP includes new goals in mental health resources for students (including training in bullying and restorative practices) and training for families on how to better support students at home. Additional funding was budgeted for more College and Career counseling, including dual/concurrent enrollment, CTE, and other programs.|Met||2025-06-10|2025
12630320124289|South Bay Charter|6|High Level of Care and Engagement Response: 90% of students feel that teachers and other grown-ups on campus care about them, listen to them, and make an effort to get to know them either all or most of the time. Positive School Experience Response: 90% of students reported being happy at school either all or most of the time. Safety Response: 90% of students feel safe at school and on their way to and from school either all or most of the time.|Overall, the survey results indicate that the majority of students at South Bay Charter School feel cared for, listened to, known by their teachers, happy to be at school, and safe both at school and during their commute. There are a small number of students (4 out of 41) who feel these positive experiences only some of the time, indicating areas where the school can still improve to ensure all students feel fully supported and safe.|The district continues to work on school climate with a focus on Positive Behavior Interventions and Supports(PBIS).|Met||2025-06-26|2025
12630400000000|Southern Humboldt Joint Unified|6|"Results are based on students who ""Agree"" or Strongly Agree"" School perceived as very safe or safe: Grade 5: 100% American Indian or Alaska Native, non- Hispanic: N/A White, non-Hispanic: N/A Multiracial, non-Hispanic: N/A Something else, non-Hispanic: N/A Grade 7: 47% Hispanic or Latino/a: 40% White: 56% Grade 9: 52% White: 62% Multicultural: 38% Grade 11: 84% White: 87% School Connectedness: Grade 5: 76% American Indian or Alaska Native, non- Hispanic: N/A White, non-Hispanic: N/A Multiracial, non-Hispanic: N/A Something else, non-Hispanic: N/A Grade 7: 48% Hispanic or Latino/a: 42% White: 55% Grade 9: 39% White: 37% Multicultural: 40% Grade 11: 62% White: 73%"|Through PBIS, belong circles, restorative circles, and all of the time that staff have been putting into positive school experiences, students are feeling more connected, safe, attendance rates are up, chronic absenteeism is down, and graduation rate is up! We are continuing our work on belonging and antibias district-wide.|We work closely with the Family Resource Center who regularly meet with many of our families who may not otherwise engage in school events. Our Community Schools Coordinators are also reaching out and working with families and connecting them with resources and engaging with them to create relationships. Our district Community Schools Coordinator is also our McKinney Vento liaison and works in collaboration with our schools, families and the Family Resource Center to connect with families and crease a sense of belonging for all families. We are continuing our work on belonging and antibias district-wide.|Met||2025-06-27|2025
12630570000000|Trinidad Union Elementary|6|"Students in TK-8th grade were surveyed two times in the 2023-24 school year: once in the fall via an online Google survey, and once via an interactive discussion (TK-1st grade) with a written component added for 2nd - 8th grades. Staff and educational partners were surveyed once in the spring. +90% of students reported that they felt that there was a staff member they could talk to if they needed something. +100% of families strongly agreed or agreed that they feel welcome at Trinidad School. When students were surveyed, they reported the following broad categories of engagement: + Social interaction and friendships (Playing with friends"", ""Talking to friends"", ""I have lots of friends"") + Engaging classes and activities (""Art"", ""Music"", ""Math"", ""Sports"", ""Recess"", ""Reading"", ""Field trips"") + Positive school environment (""The teachers are nice"", ""People are nice"", ""It's fun"")"|"Across all grades, students value positive relationships, engaging activities, and a supportive school environment. Broken down by grades, students report the following themes: Grades TK/K-2: Positive Sentiments: + The majority like like school and feel treated with kindness by teachers, and feel that they have a trusted adult they can talk to. + The majority of students feel safe at school and express appreciation for their teachers. + ""Playing with friends"" is a recurring favorite aspect of the school, especially among younger students. Areas For Improvement + Students expressed wanting classmates to be ""nicer"" to each other. + Students want more time for recess and creative play with things like cars, stuffed animals, magnatiles, and giant blocks. Grades 3-6: Positive Sentiments: + Many students feel they do well in school and that the school wants them to succeed. + A majority of students feel treated with respect by teachers. + Most students feel there is an adult at school (besides their teacher) who will help them if needed. + Students report that recess, friendships, music, and the counseling department are some of their favorite aspects of the school. Areas for Improvement: + Some students indicate that student behavior sometimes interferes with teaching, and that good behavior is not always recognized at the school + Students want longer recess times, more field trips, and more time for library, music, and art. Grades 7-8: Positive Sentiments: + Most students agree that teachers treat them with respect, and a majority of students know at least one adult at school (other than their teacher) they can talk to. + Most students generally feel safe at school. + Students report that seeing friends, sports, library, PE, and fun activities are their favorite aspects of school. Areas for Improvement: + Students ask for new basketball rims and more volleyballs at recess, and longer recess times. + Several students indicated teachers had a hard time teaching due to behaviors in the class. + Students feel that others are not held accountable for their behavior."|TUSD will continue to increase access to counseling services and provide recreational opportunities for all students. One important finding from this data is the need to assist students, especially older students, with social emotional needs. There is a clear relationship between students' comfort and success in school and their stress and mental health challenges.|Met||2025-06-23|2025
12753740000000|Ferndale Unified|6|The California Healthy Kids Survey was administered to students in grades 3rd-12th grade. 24-25 School year.  Based on combined 2024–2025 CHKS data for Ferndale Unified students in grades 3 through 8, approximately 74% feel connected to their school, and 75% report having a caring adult on campus. A strong majority—about 80%—say they feel safe at school, and 68% report no fear of being beaten up or pushed by other students.  At Ferndale High School, 61% of students feel connected to school, and 68% say they have a caring adult on campus who listens and supports them. A strong majority—76%—report feeling safe, and 94% have no fear of being beaten up.|We need to continue to focus on the prevention of school safety, parent connectedness, and facility infrastructure upgrades.|We've implemented 100% of empathy interviews.|Met||2025-06-18|2025
12753820000000|Mattole Unified|6|Sustaining an inclusive, caring, and collaborative culture and school climate at all of our schools has been and will continue to be a top priority at Mattole Unified School District. All students need to feel welcome and connected to the school community, with opportunities for engagement and open communication. In the Spring of 2025 the district administered the Panorama Student Survey to students in grades 3-12. The survey consists of the following 10 scales used to measure the following student perceptions: • Classroom Climate – the overall feel of a class including aspects of the physical, social and psychological environment; • Engagement – their behavioral, cognitive, and affective investment in the subject and classroom; • Grit – their ability to persevere through setbacks to achieve important long-term goals; • Learning Strategies – the extent to which they use metacognition and employ strategic tools to be active participants in their own learning process; • Mindset – the extent to which they believe that they have the potential to change those factors that are central to their performance in a specific class; • Pedagogical Effectiveness – the quality and quantity of their learning from a particular teacher about that teacher’s subject area; • Rigorous Expectations – whether they are being challenged by their teachers with high expectations for effort, understanding, persistence, and performance in the class; • School Belonging – the extent to which they feel that they are valued members of their school community; • Teacher-Student Relationship – the overall social and academic relationship between students and their teachers; and • Value of Subjects Taught – how interesting, important, and useful a particular school subject seems.  Summary of Answers Percentages - those who chose a favorable answer to the questions: School Belonging: 94% School Climate: 96%, School Engagement: 94% School Safety: 92% School Teacher-Student Relationships: 94%|Analyzing data by student group to understand positive school climate involves looking at various metrics and feedback to identify both needs and strengths across different demographics. Here are some key learnings and identified needs:  Disparities in Sense of Belonging:  Finding: Some student groups, particularly those from minority backgrounds or special education programs, may report feeling less included or supported compared to their peers. Need: There is a need to implement targeted inclusion strategies and cultural competency training for staff to ensure all students feel valued and respected.  Variations in Safety Perceptions:  Finding: Data may show that students from certain groups, such as LGBTQ+ students or those experiencing homelessness, feel less safe at school. Need: Enhancing anti-bullying policies, increasing supervision in critical areas, and providing safe spaces and support groups for vulnerable students are necessary.  Engagement and Participation Gaps:  Finding: Certain groups, such as students with disabilities or those from underrepresented ethnic or low socio/economic backgrounds, may participate less in extracurricular activities or leadership roles. Need: Programs that encourage participation and provide additional support for these students are needed to ensure they have opportunities to engage fully in school life.  Our Areas of Strength:  Strong Relationships with Staff:  Finding: Students generally report positive relationships with teachers and staff, highlighting a supportive and caring school environment. Strength: Leveraging these strong relationships can enhance trust and communication, making it easier to implement new initiatives and address areas of concern.  2. Active Student Engagement in Learning:  Finding: Our high levels of student engagement in learning activities are correlated with a positive school climate and strong academic outcomes. Strength: Maintaining and enhancing engaging, interactive, and culturally responsive teaching practices in order to sustain this strength.|In order that we may continue to develop and sustain a positive school climate at our schools , we will continue to update and implement various plans, policies, and procedures based on our analysis of local data and key learnings. Here are some potential revisions, decisions, and actions aimed at continuous improvement:  Enhancing School Culture and Environment:  Inclusive and Welcoming Atmosphere: Continue updating policies to promote inclusivity, cultural awareness, and respect among students and staff including celebrations of diverse cultures, languages, and traditions.  Physical Environment Improvements: Making changes to the school's physical environment to create a more welcoming and safe space, such as improved lighting, cleanliness, and accessibility.  Social-Emotional Learning (SEL) Integration:  Curriculum Integration: Incorporating SEL into the regular curriculum, focusing on skills such as empathy, communication, and conflict resolution.  Training for Staff: Providing professional development for teachers and staff on SEL strategies and how to implement them effectively in the classroom.  Behavioral Expectations and Support:  Positive Behavior Interventions and Supports (PBIS): Implementing and refining PBIS to encourage positive behavior and provide clear, consistent expectations for students.  Restorative Practices: Using restorative justice practices to address conflicts and misconduct in a way that emphasizes reconciliation and understanding rather than punishment.|Met||2025-06-30|2025
12755150000000|Eureka City Schools|6|"ECS utilized the California Healthy Kids Survey for 5th, 7th, 9th, and 11th-grade students, along with staff.  The survey does not provide data by student group.  Our LCAP focuses on two metrics—Caring Adult and School connectedness. On the Caring Adults in School Scale Question, Elementary students reported 56% strongly agree or agree, middle school students reported 61% strongly agree or agree, and high school students reported 9th grade 55%, 11th grade 66%, and Zoe Barnum 58% strongly agree or agree. On the School Connectedness Scale Questions, Elementary students reported 55% strongly agree or agree, middle school students reported 52% strongly agree or agree, and high school students reported  9th grade 47%, 11th grade 44%, and Zoe Barnum 55% strongly agree or agree.  On the question ""Do you feel safe at school?"", Elementary students reported 65% strongly agree or agree, middle school students reported % strongly agree or agree, and high school students reported % strongly agree or agree."|The comparison of California Healthy Kids Survey (CHKS) Section 6.4 data from 2023 to 2024 reveals a concerning overall decline in the percentage of students who feel connected to at least one caring adult at school. At the elementary level, the percentage dropped from 65% in 2023 to 55% in 2024, a 10-point decrease. Grade 7 was the only group to show improvement, rising from 48% to 52%, suggesting some success in fostering stronger connections with middle school students. However, other grade levels experienced notable declines. Grade 9 fell sharply from 58% to 47%, while Grade 11 saw the steepest drop—from 65% to 44%—indicating a significant decrease in perceived adult support among upperclassmen. Similarly, non-traditional (NT) students experienced a 17-point decline, from 72% to 55%. These trends point to a pressing need for schools to re-evaluate and strengthen relationships between staff and students, particularly at the high school and alternative education levels.  The 2024 California Healthy Kids Survey data for Section 6.4, which measures the percentage of students who feel connected to at least one caring adult at school, shows a mixed trend compared to 2023. There was a slight decrease from 65% to 56% at the elementary level, indicating a need for renewed focus on adult-student connections in early education. In contrast, both Grade 7 and Grade 11 saw improvements, with Grade 7 increasing from 48% to 61% and Grade 11 rising slightly from 65% to 66%, suggesting that middle and upper high school students may be experiencing stronger relationships with school staff. Grade 9 showed a minor decline from 58% to 55%, which may reflect transitional challenges entering high school. Non-traditional (NT) students experienced a significant drop from 72% to 58%, highlighting a potential area for targeted support. While there are encouraging gains in some grade levels, the decline in elementary and NT groups suggests a continued need to strengthen connections between students and caring adults across all school settings.|Changes include routine use of student listening sessions at all sites including the superintendent, board members, cabinet members, and principals.  Principals are rounding with both staff and students at some sites with the plan to spread to all sites. Questions include those related to perceived feelings of safety and connectedness. All sites will be utilizing the CHKS questions above as part of their BASICS scorecard and asking students to respond three times per year along with the CHKS. The questions are being asked during 6x6 principal visits to classrooms for formative data and the ability to respond in a timely manner if a student does not feel connected or raises concerns.|Met||2025-06-25|2025
12755151230150|Pacific View Charter 2.0|6|Overall Strengths: 	•	Positive Adult Relationships: A strong majority of students reported that teachers and staff care about them, listen to them, and make an effort to get to know them. For example, many responses indicated students feel supported “all of the time” or “most of the time.” 	•	School Connectedness and Safety: Most students expressed that they feel safe at school and on their way to and from school. They also reported feeling like part of the school community and being happy to attend. 	•	Fairness and Respect: Responses show that students generally believe teachers treat students fairly and with respect. 	•	Clear Anti-Bullying Expectations: Many students affirmed that the school makes it clear bullying is not allowed and that teachers respond when incidents are reported.  Areas for Improvement: 	•	Peer Response to Bullying: Responses to the question about students trying to stop bullying varied more widely, with some indicating peers do not intervene. 	•	Cleanliness and Environment: While the majority feel the school is neat and clean, there were some responses that indicated inconsistency in this perception. 	•	Disaggregated Data Needs: The current survey does not appear to include demographic fields (e.g., grade level, ethnicity, EL status, or other subgroups), limiting the ability to disaggregate data by student group. Including these in future surveys would support deeper equity-focused analysis.  Next Steps:  To strengthen school climate, the LEA may consider: 	•	Enhancing peer-led initiatives and programs that encourage student intervention in bullying. 	•	Continuing to provide professional development for staff on inclusive practices. 	•	Revising future surveys to include student demographic information for more meaningful subgroup analysis. 	•	Using these insights in alignment with CEI and LCAP stakeholder input to further tailor supports and school-wide improvements.|Key Learnings & Areas of Strength: 	•	Strong Adult-Student Relationships: The majority of students reported feeling cared for by school staff, listened to, and supported. This reflects a strong foundation of trust and positive relationships between students and adults on campus. 	•	Safe and Respectful Environment: Many students indicated that they feel safe both at school and during their commute. Additionally, staff were frequently recognized for treating students fairly and with respect, and for making it clear that bullying is not acceptable. 	•	Sense of Belonging: Students reported generally high levels of connectedness to the school, with many feeling happy to attend and included in the school community. 	•	Proactive Staff Response: Students indicated that when they report bullying, adults usually take action—showcasing the school’s commitment to student well-being.  Identified Needs & Areas for Growth: 	•	Student Empowerment in Peer Dynamics: While adults are seen as responsive to bullying, fewer students reported that their peers actively intervene in bullying situations. This highlights a need for student-led initiatives, peer mediation, or leadership training. 	•	Support for Underrepresented Groups: While the survey results are positive overall, a lack of disaggregated student group data (e.g., by race/ethnicity, English Learner status, socioeconomic status) limits the ability to identify and address equity gaps. Future surveys should include demographic questions to better inform differentiated support. 	•	Cleanliness Perceptions: Some students expressed concerns about the consistency of the school’s cleanliness, suggesting a need to assess and possibly enhance maintenance protocols or student responsibility initiatives. 	•	More Engagement Opportunities: Open-ended responses indicated a desire for increased opportunities for social interaction and engagement, such as additional recess time or more student-led activities.  Next Steps:  To build on strengths and address identified needs, the LEA should: 	•	Introduce demographic tracking in climate surveys to support equity-based planning. 	•	Expand peer leadership programs to address bullying and promote positive student behavior. 	•	Reinforce custodial and student-led efforts to maintain a clean and welcoming school environment. 	•	Continue to involve students and families in discussions and planning to ensure diverse voices shape school climate strategies.|Planned Revisions and Actions: 	•	Enhancing Survey Tools for Equity: Future iterations of the school climate survey will include demographic questions to enable disaggregated data analysis. This will allow the LEA to identify potential disparities in student experience and more effectively target supports for underrepresented groups. 	•	Implementing a Peer Leadership Program: To address the need for greater student involvement in addressing bullying, the LEA will explore the creation of a peer mentorship or leadership program that empowers students to support one another, promote inclusivity, and intervene appropriately in peer conflicts. 	•	Adopting New Communication Platforms: The LEA will implement ParentSquare or a similar communication tool to improve outreach and feedback collection, particularly from underrepresented families. This aligns with broader goals of strengthening family engagement in decision-making and student support. 	•	Improving Campus Environment Practices: In response to student feedback regarding cleanliness, the school will review and adjust custodial routines, while also exploring student-involved campus care initiatives to promote ownership and pride in the school environment. 	•	Increasing Student Voice in Planning: The LEA will formalize opportunities for students to contribute to school decisions through student forums or advisory committees, ensuring student perspectives are actively shaping school climate policies and practices.|Met||2025-06-17|2025
12768020000000|Fortuna Elementary|6|"Fortuna Elementary School District utilized several strategies to survey students during the 24-25 school year. In addition to the annual Healthy Kids Survey done in grades 5 and 7, the District utilized community school climate/culture ambassadors to perform individual empathy interviews in the fall and spring to gauge students' feelings of safety and connectedness at each of the district's school sites. Data from the empathy interviews indicate that students feel comfortable talking to adults on our campuses. In the fall, 93.1% of the 973 surveyed students felt comfortable talking to adults, and that percentage improved in the spring when 94.1% of the 968 surveyed students indicated that they felt comfortable with adults. Amazingly, 100% of the students at Walker Elementary who were interviewed felt comfortable speaking with an adult, which is a proud accomplishment for that site!  When asked if they felt safe on our campuses, 80.1% of the surveyed students in the fall indicated that they always or usually felt safe at school. This number essentially stayed the same in the spring at 80.0%. However, one site significantly improved, increasing by 6.9%, while the other three declined, one substantially, dropping 6.9%.  The Healthy Kids Survey provides culture and climate data in several domains. When asked if teachers take the time to get to know students, only 35% of the 20 fifth graders surveyed said ""most of the time"" or ""all of the time"". When asked if teachers care about students, 56% of the 102 seventh graders said ""pretty much true"" or ""very much true""."|Data acquired from the Healthy Kids Survey and empathy interviews has informed the district's areas of need and areas of strength. The decline in students feeling safe at Toddy Thomas from fall to spring is concerning and informs the need to support the school in this area. Walker's significant improvement in this area indicates that actions taken at the site have effectively developed a safer feeling on campus. These actions will be shared with other sites to help them improve.  One key finding from the Healthy Kids Survey data is that middle school students do not feel well-connected to their teachers. This knowledge informs the need to support staff in developing and maintaining meaningful, positive relationships with students.|Key learnings from the above data have triggered changes to plans and procedures at the site and District levels. Actions developed last year based on this data were key to the improvements at Walker Elementary, including the addition of cameras on the site. This year's data indicate the need to improve student-staff relationships districtwide.   Additionally, survey results will be shared with staff members and the school board, and stakeholders will be solicited for their ideas and recommendations for improvement in the District based on the data. Data will continue to drive improvement in the District.|Met||2025-06-12|2025
12768020124164|Redwood Preparatory Charter|6|Local School Climate Survey Results- Students Feel safe all or most of the time: 4th grade- 85.7% 5th grade- 81.9% 6th grade- 100% 7th grade- 90%  CA Healthy Kids Survey  73% of students in grades four through eight report having a caring adult on campus.  74% of students in grades four through eight report connected to the school.  64% of students have experienced name calling, bullying, or harassment. 72% of student report that the school has an anti-bullying climate.|?Our analysis of the Local School Climate Survey and CA Healthy Kids Survey reveals both strengths and areas for improvement in student well-being and connectedness.  Strengths: High Perception of Safety (Grades 4-7): The majority of students, especially in 6th grade (100%), feel safe at school. Caring Adults & School Connection (Grades 4-8): Most students (73-74%) report having a caring adult on campus and feeling connected to the school. Positive Anti-Bullying Climate Perception: A strong 72% of students believe the school has an anti-bullying climate.  Identified Needs: Addressing Bullying & Harassment: A significant 64% of students in grades 4-8 have experienced name calling, bullying, or harassment. This highlights a critical need to strengthen anti-bullying efforts and ensure perceived climate translates into a safe experience for all.|"Revisions, Decisions, and Actions for Continuous Improvement:  Strengthening the Safe School Ambassador Program: We will continue to support and strengthen our Safe School Ambassador program with a renewed focus on empowering students to be ""upstanders"" when they witness bullying. This will involve:  Providing enhanced training for Ambassadors on specific, actionable strategies for non-violent intervention and peer support. Establishing clearer pathways and encouragement for Ambassadors to report incidents and seek adult support when needed. Regularly reviewing the program's effectiveness in reducing bullying incidents and increasing student confidence in intervening. Maintaining and Enhancing ""Family Groups"": We will continue to have ""family groups"" in grades 5 through 8. These mixed-age level groups, facilitated by staff and teachers, have proven valuable in promoting connections between students and between students and adults. We will explore ways to enhance these groups further to explicitly support anti-bullying efforts and foster a stronger sense of community where students feel comfortable advocating for one another.  Implementing Targeted Anti-Bullying Assemblies: To directly address the 64% of students experiencing bullying and to reinforce an anti-bullying climate, we will allocate funds to host dedicated anti-bullying assemblies for both primary and middle school students. These assemblies will be carefully selected to be age-appropriate, engaging, and to provide actionable strategies for students to recognize, report, and stand up against bullying. The goal is to move beyond general awareness to equip students with the tools to respond effectively to bullying behaviors.  These actions are designed to directly address the disparity between students' perception of an anti-bullying climate and their actual experiences with bullying, while simultaneously strengthening the supportive relationships and connections within our school community."|Met||2025-06-18|2025
13101320000000|Imperial County Office of Education|6|Our school has a long history of engaging our educational partners in sharing their perspectives regarding how effective our student learning is and cultivating our school climate. Our local climate parent and student survey indicates the following information: 99% of our students and parents feel safe and welcome at our school. 54% of students and parents would like to see an increase in extracurricular activities 48% would like to earn college credit while in high school.|We received a total of 237 LCAP survey responses, which indicate that 99% of our students and parents feel safe and welcome at our school. 54% of students and parents would like to see an increase in extracurricular activities and 48% would like to earn college credit while in high school. This data is instrumental as it will guide and establish guidelines for our needs assessment. Families received up-to-date information in their primary language from the school via Google Classroom, Remind, School Media, Parent Square, Bi-Weekly Newsletters, and daily phone calls. Also, the Student Truancy Liaison assigned to the classrooms continues to serve a critical role in school-to-home communication. The California Community Schools Partnership grant allowed us to increase parent/guardian/community engagement in the school environment. This school year, a cohort of 45 students completed the Social Emotional Learning (SEL) sessions, which focused on Emotional Intelligence.|Alternative Education staff will continue to disaggregate the California Healthy Kids Survey, site assessment data, and local climate surveys improve and refine our school climate. An increase in SEL programs, dual enrollment opportunities, and extracurricular activities will also be implemented in the next school year. In addition, our School Based Mental Health Specialist will continue to provide individual and group therapy to identified students.|Met||2025-06-23|2025
13101320134379|Imperial Pathways Charter|6|IPCS students are all considered 12th grade students, and for this reason, the CA Healthy Kids Survey is not an option for them.  For our use, we have created Student Progress surveys and Student Exit surveys. Student responses have been extremely high, 250+ responses.  The data presents a very clear picture of our school climate.    96% of students surveyed felt the staff at IPCS provided details and resources for getting into college. 93% of our surveyed students felt satisfied with the quality of instruction they received at IPCS. 91% of the surveyed students felt a sense of belonging at IPCS.  92% of the surveyed students felt that at least one staff member took a genuine interest in me, personally, and helped me be successful at IPCS. 98% of surveyed students felt safe at IPCS. 93% of survey students felt their overall academics performance has improved at IPCS. 94.2% of the surveyed students felt their teacher helped them improve their experience at IPCS. 89% of the students felt that the one-on-one sessions with my teacher and counselor contributed in a positive way in my overall academic performance. EL's showed a 23% increase in English language acquisition.|Students at IPCS feel engaged, supported, counseled, and cared for.  They feel safe on our campus and in our classrooms.  They feel the staff at IPCS took a genuine interest in them and helped them to succeed. during their time at IPCS.  EL's continue to show good progress in attaining English language proficiency.|No changes are planned.  The faculty at IPCS will continue to analyze MAP Data, Satellite Data and Street Data to continue to improve and refine our program and its delivery.|Met||2025-06-23|2025
13630730000000|Brawley Elementary|6|In 2024–2025, Brawley Elementary School District administered the California Healthy Kids Survey (CHKS) to students in grades within both the elementary and secondary grade spans. The survey collected data on students’ perceptions of school connectedness, safety, and emotional well-being. All data reflects in-school-only respondents.  Districtwide Overview:  Elementary Connectedness: 65% (5% increase) Secondary Connectedness: 45% (no change)  Elementary Safety (Perceived as Safe): 67% (5% increase) Secondary Safety: 47% (4% increase)   School-Level Data:  Oakley Elementary Connectedness: 57% (1% decrease) Safety: 62% (1% decrease) Frequent Sadness: 37% (13% increase) Wellness: 61% (no change)   Hidalgo Elementary Connectedness: 72% (11% increase) Safety: 70% (14% increase) Frequent Sadness: 24% (10% decrease) Wellness: 74% (10% increase)   Witter Elementary Connectedness: 67% (4% increase) Safety: 69% (4% increase) Frequent Sadness: 24% (8% decrease) Wellness: 62% (3% decrease)  Swing Elementary Connectedness: 65% (5% increase) Safety: 68% (3% increase) Frequent Sadness: 22% (3% decrease) Wellness  68% (1% increase )  Barbara Worth Junior High (BWJH) Connectedness: 44% (1% decrease) Safety: 49% (6% increase) Social-Emotional Distress: 21% (4% decrease) Chronic Sadness: 30% (3% decrease) Optimism: 46% (1% increase) Life Satisfaction: 62% (2% decrease) Wellness: 68% (1% increase)  Padilla Pace Middle School (PPMS) (Baseline Year) Connectedness: 47% Safety: 46% Social-Emotional Distress: 19% Chronic Sadness: 31% Optimism: 51% Life Satisfaction: 67%  This report summarizes site-level data and will guide our schools as they plan for subsequent years. Our California Healthy Kids Survey Data did not provide disaggregated data by subgroup.  That being said, BESD intends to conduct subgroup analyses, disaggregated by socioeconomic status, English Learner status, foster and homeless youth, and students with disabilities as part of ongoing equity-focused reflection, when possible.|A comprehensive study of our data has shown the following:   Key Strengths: Elementary schools, particularly Hidalgo, showed strong improvement in both connectedness (11% increase) and safety (14% increase), with significant improvements in emotional wellness.  BWJH demonstrated positive trends in safety (6% increase) and reductions in emotional distress (4% decrease) and sadness (3% decrease), suggesting progress in targeted support.  Witter and Swing maintained or improved school climate and mental health indicators, showing steady growth across multiple domains.  Key Needs: Oakley Elementary experienced declines in connectedness (1% decrease) and safety (1% decrease), with a concerning 13% increase in frequent sadness—highlighting a need for expanded mental health services and climate supports.  Secondary students districtwide, especially at BWJH (connectedness 44%) and PPMS (47%), continue to report lower levels of connection and safety compared to elementary students.  Declines in life satisfaction and optimism at BWJH suggest the need for programming that strengthens student identity, self-worth, and hope.  These findings underscore a broader need to deepen student belonging and emotional health support—especially in the middle grades—while learning from successful models like Hidalgo and Witter.|BESD is implementing a series of actions to respond to areas of need while sustaining momentum at high-performing sites: At Oakley Elementary:  Launch a dedicated wellness team to implement Tier 2 supports for students showing signs of emotional distress.  Provide trauma-informed SEL sessions in classrooms.  Increase counselor availability and family outreach on mental health.  Across Middle Grades (BWJH and PPMS): Implement and refine structures and evidence-based practices to improve connectedness.  Continue to train staff in relationship-building, adolescent development, and trauma-responsive practices.  Strengthen our  youth leadership council and advisory committee to build student voice and empowerment.  Districtwide Action Steps: Use successful strategies from Hidalgo and Witter to inform other schools, including proactive SEL routines and restorative practices.  A School Climate Review Team will meet quarterly to review data and plan improvements.  Expand partnerships with community mental health providers to increase capacity and access.  Begin disaggregating CHKS results by student group to identify equity gaps and guide targeted supports.  Integrate climate and wellness goals into the LCAP, SPSA, and MTSS frameworks for ongoing alignment and progress monitoring.  At Brawley Elementary School District, we believe that every child deserves to feel safe, seen, and supported each day they walk onto our campuses. The data we collect is more than numbers—it is the voice of our students telling us where they feel connected, where they feel hopeful, and where they still need us to do better. Priority 6 reflects the heart of our mission: nurturing a school climate where students thrive emotionally, socially, and academically. While we celebrate the gains made across several sites, we remain committed to responding with compassion, urgency, and intentionality wherever our students are signaling distress or disconnection. This indicator reminds us that school climate is not just a condition—it is a commitment. We will continue to listen, learn, and lead with the well-being of our students at the center.|Met||2025-06-24|2025
13630810000000|Brawley Union High|6|79.1% of students feel safe at school. 31.4% of students state that the school has clear policies and procedures for handling emergencies. 78..8% of students feel that school grounds are safe. 46.4% of students state that the schools have effective security measures in place. 26.8% of students feel that there are enough staff and security personnel to handle safety issues; 30.7% are unsure and 42.5% said no. 80.1% of students state that they are aware of the school’s emergency procedures 44.5% of students feel that the schools prepare students and staff for emergencies 63.7% of students stated they participated in a recent emergency drill at school within the past six months 59.8% of students feel that there are adequate mental health resources available at school 74.5% of students feel comfortable seeking help from school counselors or staff|Based on the data provided, the district was able to ascertain certain areas of strength.  Students have a good over perception of school safety.  The data indicate a generally positive perception of physical safety, suggesting that foundational safety practices are having a positive effect on student comfort. The majority of students reported an awareness of emergency procedures.  This shows strong communication and basic implementation of emergency protocols across the student body.  Most students feel that there is adequate student support and mental health resources available to them.  These data indicate a culture of support and approachability essential for student well-being and safety. Areas for growth and improvement include clarity of communication policies.  While the data suggest that students are aware of emergency procedures, the lack of clarity in formal policy suggests a communication gap.  This could be a result of limited student drills.  Also, while many students know about emergency procedures, fewer feel that actual preparation such as drills, are sufficient which tells the district there is need for more frequent or realistic emergency drills and debriefings.  Based on the data there is a need to increase our visible safety infrastructure. Students “generally feel safe,” but lack confidence in the school’s infrastructure to respond to threats due to low visibility of staff.|Based on the school climate survey results, the district sees a need to improve communication of emergency policies in place, increase visibility and presence of security and support staff, expand emergency preparedness activities/drills, and enhance mental health resource availability.|Met||2025-06-25|2025
13630990000000|Calexico Unified|6|The District administered the California Healthy Kids Survey in February 2025 and received 2,345 total responses: 509 from 5th grade and 1,836 from secondary grades (7th, 9th, 11th, and NT). Overall, the data reveals consistent patterns showing that elementary students feel more connected, supported, and safe at school compared to secondary students.  School Connectedness: 70% of 5th graders reported feeling connected to school, while only 50% of 7th and 9th graders, 51% of 11th graders, and 57% of NT students reported the same. Hispanic/Latinx students followed a similar pattern, with 70% of 5th graders feeling connected, compared to 50–51% in secondary grades, and 61% for NT. Among English learners, connectedness ranged from 52–55% in secondary grades, increasing to 61% for NT students. For students with IEPs, the rate dropped from 65% in 7th grade to 48% in 11th.  Caring Adult Relationships: 61% of 5th graders reported having a caring adult at school, compared to 54% of 7th graders, 51% of 9th graders, 49% of 11th graders, and 55% of NT students. Among Hispanic/Latinx students, results were similar. English learners reported 46–55% across secondary grades. Students with IEPs showed the steepest drop, from 57% in 7th to 37% in 11th grade.  Meaningful Participation:  Only 37% of 5th graders reported meaningful participation at school. This dropped to 27% in 7th grade, 25% in 9th, and 28% in both 11th and NT. Hispanic/Latinx students followed a similar pattern. English learners showed slightly higher engagement in 11th grade (35%) and NT (34%). For students with IEPs, the percentage decreased from 35% in 7th to 25% in 11th grade.  Perception of School Safety:  72% of 5th graders felt school was safe, compared to 56% of 7th and 11th graders, 49% of 9th graders, and 69% of NT students. Hispanic/Latinx and English learner students showed similar results. Students with IEPs had the highest safety rating in 7th grade (94%) but saw significant decreases in 9th (57%) and 11th (42%) grades.  Overall, the data shows that student connection, adult support, engagement, and sense of safety decline as students transition from elementary to secondary levels. These trends are especially evident among students with IEPs, highlighting a need for stronger support in junior high and high school settings.|The 2025 California Healthy Kids Survey shows small changes compared to 2024, with slight increases and decreases (no more than 6% in either direction), except for NT students. NT students showed the most growth: 6% more felt connected to school, 8% more had caring adult relationships, 12% more reported meaningful participation, and 16% more felt safe at school.  Across grade levels, elementary students reported stronger school connections than secondary students. About 70% of 5th graders felt connected, compared to 50–51% in grades 7, 9, and 11. NT students were slightly higher at 57%. This trend held across student groups. For example, 70% of Hispanic/Latinx 5th graders felt connected, dropping to 50–51% in secondary grades, and 61% in NT. English learners and students with IEPs also showed declines, with IEP students dropping from 65% in 7th to 48% in 11th grade. These results suggest the need for stronger relationships and support systems in middle and high schools, especially for English learners and students with disabilities.  When it comes to caring adult relationships, 61% of 5th graders reported having one, compared to 49–55% in secondary grades. Hispanic/Latinx students and English learners showed similar patterns. Students with IEPs dropped significantly, from 57% in 7th grade to 37% in 11th. The data shows older students feel less supported by adults at school as they move up in grade level.  In terms of meaningful participation in school activities, only 37% of 5th graders felt involved, compared to 25–28% in higher grades. While English learners in 11th grade and NT showed slightly better results (35% and 34%, respectively), IEP students saw a decline from 35% in 7th to 25% in 11th. These findings indicate that many secondary students, especially those with special needs, may not feel engaged or valued in school activities.  Perceptions of school safety were highest in 5th grade (72%) and lower in secondary grades (49–56%), with NT students at 69%. Students with IEPs again showed a concerning drop, from 94% in 7th to 42% in 11th. While some English learners showed improvement in 11th grade, the overall trend suggests students feel less safe as they progress through school. In response, the district continues to prioritize safety. The Director of Safety oversees measures across school sites, including secure entrances, visitor management systems, and crossing guards. Staff receive CPI training, including de-escalation strategies. All sites use emergency communication systems for real-time updates and threat monitoring.  To support student well-being and engagement, schools implement programs such as PBIS, Too Good for Drugs, Panorama, Character Counts, and AVID. Teachers receive training to develop engaging, standards-based lessons. To strengthen school connectedness and participation, the district will expand course offerings and align students with school programs that promote involvement and belonging.|The District has appointed the Director of Safety to work closely with parents to address their safety concerns. He has established partnerships with IV Safe Schools, the Police Department, Fire Department, the Office of Emergency Services, and other agencies. He oversees all school safety plans and supports school sites with standard response protocols and Williams inspections.  Additionally, the Multi-Tiered System of Supports (MTSS) Coordinator develops the MTSS framework for providing academic, behavioral, and social-emotional support for students. CA Healthy Kids and Panorama survey data will be analyzed to address social-emotional learning and other student needs. We have also partnered with our county office of education to enhance school teams' capacity in PBIS Tier 2 foundational learning. Professional learning sessions have been provided to all school site staff on classroom management and restorative practices.  Furthermore, there is a strong emphasis on building robust teacher relationships through PBIS to significantly improve the overall school climate and foster a more collaborative and supportive environment for both teachers and students.|Met|Calexico Unified will continue to administer the Healthy Kids Survey to 5th, 7th, 9th, 11th, and NT students, as well as Panorama surveys annually to refine LCAP goals, actions, and services tailored to meet student needs. Furthermore, CUSD’s MTSS Coordin|2025-06-26|2025
13631070000000|Calipatria Unified|6|Calipatria Unified School District (CUSD) is fully committed to fostering a safe, inclusive, and supportive learning environment, recognizing that a favorable school climate is essential for student success. This commitment is grounded in research showing that a strong school climate leads to higher student achievement, increased teacher retention, lower dropout rates, and a significant reduction in school violence. As a district dedicated to excellence, we prioritize the use of current, accurate data to guide our continuous improvement efforts. CUSD successfully administered the California Healthy Kids Survey in the Spring of 2023 to evaluate students' perceptions of school safety and connectedness. Demonstrating our proactive leadership, we have already conducted the 2024–2025 survey ahead of schedule. Once the results are available, we will immediately act on the data to provide strategic, supplemental resources that address learning loss and support the social, emotional, and academic well-being of every student. These efforts reflect CUSD's unwavering commitment to ensuring that every student receives the very best, and we are determined to deliver exactly that.  California Healthy Kids Survey – Spring 2023 Percentage of students who feel very safe at school:  Grade 4: 78% Grade 7: 47% Grade 9: 45% Grade 11: 78%  Percentage of students who report high levels of school connectedness:  Grade 4: 71% Grade 7: 51% Grade 9: 48% Grade 11: 71%|"Additionally, the district's 2024-2025 LEA and LCAP Parent Survey results indicate a slight increase in satisfaction with the school environment. Results from this parent survey indicate that Calipatria Unified School District received overwhelmingly positive feedback regarding the emotional and physical well-being of students. When asked whether their child's school provides a safe and caring learning environment, an impressive 81.1% of parents responded positively, with more than half strongly affirming this belief. These results reflect the district's unwavering commitment to nurturing school climates where every child feels secure, supported, and valued.   Survey Results:   Strongly Agree 28.3% Agree  52.8% Neutral: 9.4% Disagree  3.8% Strongly Disagree 5.7%   This data highlights the trust families place in our schools and validates our efforts to provide a culture of safety, care, and emotional support. While a small percentage of families expressed neutrality or concern, the district remains proactive in strengthening social-emotional learning, counseling services, and staff training to ensure no student is left behind. These results reinforce that CUSD is leading with compassion, purpose, and the belief that every child deserves to thrive in a caring and secure school environment.  Parent Satisfaction with School Facilities A total of 53 parents responded to the survey question: ""My child's school facilities are in good repair, safe, and conducive for learning."" The results reflect a decisive vote of confidence in the district's commitment to maintaining high-quality, student-centered learning environments. An impressive 77.4% of respondents either agreed or strongly agreed that their child's school facilities meet these essential standards. This overwhelming majority signals that most families recognize and appreciate the district's ongoing investments in safe, functional, and welcoming campuses.   Survey Results:  Strongly Agree 32.1% Agree 45.3% Neutral 11.3% Disagree  3.8% Strongly Disagree 7.5%"|These positive results validate Calipatria Unified School District’s (CUSD) ongoing commitment to creating school environments that support both academic achievement and student well-being. While only a small percentage of families expressed concerns, the district remains proactive, addressing feedback through continuous facility upgrades, clear communication with families, and consistent investment in safe, clean, and inspiring campuses. In response to the evolving academic and emotional needs of our students, CUSD is taking bold and strategic steps to ensure that every child is supported. Campus safety is being strengthened through infrastructure improvements, regular emergency drills, and clearly defined protocols, promoting a secure environment where students can focus on learning. At the same time, we are dramatically expanding access to counseling and mental health services, providing students with trusted, trained professionals to support their emotional growth and resilience.  Recognizing that family engagement is essential to student success, CUSD is harnessing the power of technology—utilizing mobile apps, real-time updates, and multilingual platforms—to keep families actively connected. We are also investing in high-quality professional development for all staff, with training focused on trauma-informed practices, school-wide behavior systems, culturally responsive instruction, restorative strategies, and effective classroom management. These initiatives demonstrate that CUSD is not merely reacting to challenges—we are leading with purpose, setting a new standard for safety, care, and equity.  All of these efforts are deeply rooted in the understanding that a favorable school climate is critical to advancing student outcomes. This belief is supported by extensive research showing that nurturing school environments lead to increased teacher retention, lower dropout rates, fewer incidents of school violence, and, most importantly, higher student achievement levels. At CUSD, we are building not just schools, but communities where every student is empowered to thrive.|Met||2025-06-23|2025
13631150000000|Central Union High|6|The California Healthy Kids Survey administed in Spring of 2025 shows (https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:bef3fe0e-2038-4c4b-9fbe-acc9e13745e9) that the Central Union High School District is doing better than the 2021-2023 state average in most sections of the School Climate Indicators: School Connectedness, Academic Motovation, Two or Fewer Absences/Month, Caring Adult Relationships, High Expectations, Meaningful Participation (although these numbers are low at 26%), Perceived School Safety, Low Violence Victimization, No Harrassment, Promotion of Parent Involvement, No Substance Use at School, and Facilities Upkeep.  An area where CUHSD scored lower than the state average was No Mean Rumors.  Selected Student-Reported Indicators (California Healthy Kids Survey – CHKS)                                                      2021 2022 2023 2024 2025 Change                                                       (%)    (%)   (%)   (%)    (%) Try hard on school work                 75     77     78    78      80     +5 Three or more absences per month 8     28     14    14      12     +4 Feel a part of the school*               48     50      52    50      53    +5 School is really boring                     ~     37     37      37    37      0 School is worthless/waste of time   ~     11      12     11     10     -1 Harassed or bullied at school*       14     26      23     23     22    +8 Parents feel welcome & partic        48    44      47     47     51    +3 School is usually clean and tidy§*  69    41      45     48     52    -17 Chronic sadness/hopelessness      55    41      39     32     28    -27|CUHSD is on the upward trend in many of these areas, but our work is not done. Academically and instructionally, we have work to do to help students see the relevancy of their learning and understand that what they are learning is not a waste of time but an investment in their future. We already have district initiatives in place to address instruction and engagement in the classroom.|Ensuring that our Mental Health Specialists as well as increased number of counselors are being continued as they are necessary to continue to address the feelings of chronic sadness and hopelessness as well as assisting us in supporting students and strategizing to address issues of bullying, spreading of rumors, and harrassment.|Met||2025-06-24|2025
13631230000000|El Centro Elementary|6|The district administered the Panorama SEL Survey to all 3rd-8th grade students in March of 2025.  2,174 students in grades 3-6 and 1,160 students in grades 7-8 participated in the survey.  In measuring supportive relationships: How supported students feel about their relationships with adults at school, 62% of 3rd-6th grade students and 47% of 7th-8th grade students responded favorably.  For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=63%, Students with IEPs=65%, Hispanic=62%, White=66%, African-American=65%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=47%, Students with IEPs=56%, Hispanic=47%, White=48%, African-American=63%. In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 56% of 3rd-6th grade students and 42% of 7th-8th grade students responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=56%, Students with IEPs=58%, Hispanic=56%, White=59%, African-American=57%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=43%, Students with IEPs=49%, Hispanic=42%, White=45%, African-American=44%. In measuring School Safety: Perceptions of student physical and psychological safety at school, 65% of 3rd-6th grade students and 56% of 7th-8th grade students responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=63%, Students with IEPs=60%, Hispanic=65%, White=69%, African-American=68%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=57%, Students with IEPs=60%, Hispanic=56%, White=61%, African-American=63%.|About 40% of 3-6 grade students and 50% of 7th and 8th grade students feel a need in all 3 areas (relationship, sense of belonging and safety. 7th-8th Grade students report lower sense of belonging, relationships, and safety. Students with IEPs, White, and African American groups report higher percentages in supportive relationships, sense of belonging, and safety.  There was an increase in the number of favorable responses for both grade level groups in sense of belonging and safety from the prior year’s survey.|Continue to utilize Panorama to survey students twice per year. Ensure that students understand the survey questions. Consider having teachers explain questions to students prior to response submission. Continue delivering Second Step SEL lessons to all students on a weekly basis. Continue to have school leadership teams review Panorama data after survey and create a plan to support students according to data: provide additional Second Step SEL lessons. SEL lessons delivered should be aligned with student area(s) of concern. Ensure the delivery of SEL lessons are monitored regularly. Ensure every school has a PBIS team consisting of principal, counselor, and at least two credentialed and one classified staff member. Meetings will be scheduled at least quarterly. Introduction of  Capturing Kids Hearts at all schools including the four strategies: social contract, positive affirmations, greetings, and launches. Provide all schools with a full-time counselor to ensure the social emotional needs of all students are supported.|Met|The district administers the climate survey twice a year to help support our students’ social-emotional well-being. The district continues to invest heavily in school counselors, social workers and school psychologists, focus on social-emotional learning,|2025-06-24|2025
13631230118455|Ballington Academy for the Arts and Sciences|6|100% of 3rd -6th graders took the student survey. •	87% reported that they feel safe at school •	85% reported that they feel connected to others at school •	97% reported that the school promotes academic success •	94% reported that the school encourages students to feel responsible for how they act|With 94% of students reporting that the school encourages students to feel responsible for how they act, we thought the 85% rate of students feeling connected to others seemed low. In follow-up discussions with students, we discovered that students were considering minor conflicts with peers to mean that they weren’t connected to others at school, even when those conflicts were resolved to everyone’s satisfaction.   Another key learning was regarding student voice. Students brought up the desire to have a deeper say in their education and how as a community they feel they need to be a part. We had a great dialogue with the students and teachers regarding student voice and choice, which led to my asking the group if they felt it may be time to form a student government.  The students and teachers liked the idea.|Ballington Academy will explore what a student body government could like in the upcoming school year. We will also increase the hours of the enrollment coordinator, who is also certified in counseling, to provide more conflict-resolution and counseling services for students.|Met||2025-05-27|2025
13631230122663|Imperial Valley Home School Academy|6|Imperial Valley Home School Academy administered the Panorama SEL Survey to all 3rd-8th grade students in March of 2025.  48 students in grades 3-6 and 23 students in grades 7-8 participated in the survey.  In measuring Supportive Relationships: How supported students feel through their relationships with adults at school 73% of 3rd-6th grade students and 84% of 7th-8th grade students responded favorably.  In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 78% of 3rd-6th grade students and 73% of 7th-8th grade students responded favorably.  In measuring School Safety: Perceptions of student physical and psychological safety at school, 83% of 3rd-6th grade students and 91% of 7th-8th grade students responded favorably.|The school administers this climate survey twice a year to help support our students’ social-emotional well-being. The data is very favorable. The school will continue to support student belonging, building supportive relationships, and ensuring school safety, with a focus on students in grades 7 & 8.|Continue to utilize Panorama to survey students twice per year. Ensure that students understand the survey questions. Consider having teachers explain questions to students prior to response submission. Consistent implementation of PBIS. Implement Capturing Kids Hearts program. IVHSA has a counselor available upon request.|Met|Imperial Valley Home School Academy continues to develop ways to support families and their children and offer a welcoming and supporting environment and focus on social-emotional learning, and school safety measures including trainings for teachers, staf|2025-06-24|2025
13631310000000|Heber Elementary|6|The Heber Elementary School District (HESD) administers the California Healthy Kids Survey (CHKS) to all 5th and 7th grade students annually to assess school climate. For 5th grade, the survey results show that Perceived School Safety, Parent Involvement in Schooling, and Positive Behavior align with national norms, while other areas, including Facilities Upkeep, Rule Clarity, and Antibullying, fall below the norm. Notably, Facilities Upkeep showed a significant improvement of 13 percentile points, although it remains below the state norm.  Rule Clarity is another area where we are at least 10 percentage points below the state norm.  Meaningful Participation declined slightly by 3 percentile points, highlighting a need for increased student engagement. Overall, 5th grade data reflects a drop of 7% in almost all areas. For 7th grade, the data shows more positive trends, with all areas, except for No Mean Rumors, meeting or exceeding state norms. Areas such as Perceived School Safety, Caring Adult Relationships, Two or Fewer Absences, and Meaningful Participation significantly exceed state norms, with Meaningful Participation improving by 9 percentile points. Facilities Upkeep also saw a modest increase of 5 percentile points. The 7th grade data is overall steady and consistent, with fewer areas requiring attention compared to 5th grade. Moving forward, HESD will continue to focus on improving Facilities Upkeep and Meaningful Participation across both grade levels while addressing gaps in Rule Clarity and Antibullying for 5th grade, as well as tackling No Mean Rumors in 7th grade. These efforts will support creating a more positive and inclusive school climate for all students.|Through the analysis of the data collected from the Health Kids Survey administered annually to our 5th and 7th grade students, we have identified several key learnings that shed light on our strengths and areas for growth. One of the most significant learnings is the effectiveness of the coordinated efforts between teachers, support staff, and administrators in addressing targeted areas. This collective focus has led to growth, particularly in facilities upkeep and meaningful participation. When we are able to identify an area of need and strategically develop a plan of action, we have seen tangible success in improving those areas. In terms of specific priorities, we have focused on three key areas: Meaningful Participation – We aim to ensure that students have voice and choice, fostering a sense of being valued members of the school community. Students who feel their opinions matter are more likely to engage meaningfully in their school environment.   Caring Adult Relationships – A second priority is ensuring that students feel safe and supported. It is critical that students know they have a caring adult they can turn to when they need someone to talk to, contributing to a safe and nurturing environment.   School Safety – Lastly, ensuring that students feel safe within the school environment has been a key priority. A safe environment allows students to focus on learning and development without distraction or fear.   Our overall learning from this data is that a positive and safe school environment where students feel valued, supported by caring adults, and engaged through meaningful participation significantly contributes to their overall success. We will continue to build on these findings to further enhance the experience for all students.|Our Student Support Services department continues to enhance its efforts to meet students' academic, social-emotional, mental, and behavioral needs through Multi-Tiered Systems of Support (MTSS), aligned with LCAP Goal 3, which emphasizes holistic student development.  Grading Policy Revisions: In response to performance data, we are revising our grading policy to reflect student mastery of content while considering individual circumstances. This revision ensures assessments focus on student capabilities, rather than penalizing absences or disengagement.  Behavioral Expectations and Restorative Practices: We are implementing a positive behavior intervention framework through Restorative Practices, Positive Behavioral Interventions and Supports (PBIS), and Capturing Kids' Hearts. This approach includes clear expectations, reinforcement, and restorative consequences that build relationships, fostering a supportive and respectful school culture.  Attendance Incentive Plan: To address absenteeism, we are revising our Attendance Incentive Plan with a focus on personalized support, early intervention, and incentives. This will help increase student attendance and engagement while addressing underlying factors contributing to absenteeism.  Continuous Improvement for Student Support: These revisions are part of a district-wide commitment to continuous improvement, with data-driven insights guiding our efforts. Ongoing professional development and feedback loops will ensure these changes effectively meet students' needs and support their growth.  Through these initiatives, we are creating an inclusive, supportive environment that prioritizes the academic, social-emotional, and behavioral needs of all students, ensuring every student has the opportunity to thrive.|Met||2025-06-16|2025
13631490000000|Holtville Unified|6|One key learning we gained from the survey results is that some differences in student groups are dependent on the school site they attend, and some depend on the grade span. For example, the percentage of students who feel supported by their counselor (72%) is lower at the middle school (6th – 8th grade) level. Furthermore, the percentage of middle school students in our district who feel safe at school (66%) is lower than that of elementary (3rd – 5th grade) and high school (9th – 12th grade) students.|Some strengths at HUSD include students’ perception of staff support. 79% of students overall agree that staff treat students with respect and 80% of students overall feel supported by their school counselor. Some areas of growth are the percentages of students overall who look forward to coming to school most days (62%) and those who agree that students treat staff with respect (66%). Furthermore, when we disaggregated the data by grade span, we find that students at the middle school level overall rate the school support lower than the students at the elementary and high school levels. For example, the percentage of middle school students who regularly receive encouragement from staff is 56% compared to 76% of elementary students and 74% of high school students. Also, 71% of middle school students agree that staff treat students with respect compared to 86% of elementary students and 83% of high school students.|To address the areas of growth at the middle school level, further consideration will be given to understanding the reasons that middle school students responded the way they did. There will be a renewed focus on school safety and anti-bullying presentations. There will also be a greater presence of our school resource officer at the middle school levels.|Met||2025-06-18|2025
13631640000000|Imperial Unified|6|This year, a local survey was conducted using Google Forms. The survey asked students in grades 4-12 about safety and belonging. 61.8% of students agreed with the statement, “I enjoy school and I feel like I belong.” 62.1% of students agreed with the statement, “I feel safe at school.” In the open-ended response portion of the survey, students commented that they would like to be offered more foreign language courses.|Areas of Strength: 95.7% of students agreed with the statement, “My school ensures my parents or guardian are informed if I am regularly late or missing from school.” Although these areas were rated significantly higher than others. The goal is for all students and parents to have clear communication with the school.    Identified Needs: An area of weakness in the survey was students’ feelings about the condition of their schools. Only 39.8% of students agreed with the statement, “My school is clean, safe, and in good condition (such as the bathrooms and drinking fountains).”|With these insights in mind, we are dedicated to making meaningful improvements across our schools. We remain committed to supporting students and teachers through the continued use of Capturing Kids’ Hearts (CKH) and by providing a range of support opportunities both during the school day and after hours. To further enhance campus safety, we have added a part-time School Resource Officer (SRO) at the middle school and implemented Minga, a hall pass monitoring software that allows us to track student locations on campus at all times. This system will help ensure that students affected by bullying can feel safer, knowing that we can prevent certain students from being in the halls together simultaneously. Additionally, the high school has been refreshed with a new paint job and updated furniture, creating a more welcoming and comfortable environment for everyone. We are optimistic that these initiatives will lead to a significant increase in the percentage of students who agree that the school is in good condition during the 2025-2026 school year.|Met||2025-06-24|2025
13631720000000|Magnolia Union Elementary|6|The LEA administered a survey to each student at the school concerning the schools climate. For the lower grades (K-2nd) the teacher administered the survey and posted 1 collective result per grade level. For upper grades (3rd- 8th) each student took the survey electronically through Google Forms. All collection data was gathered and results posted as a whole for the school. For the 24-25 School Year Questions: Question: I feel safe at school. Average score = 3.44.  Question: I am treated with respect by everyone at my school. Average score = 2.91.  Question:  My school has high expectations for every student.  Average score = 3.76  Of note the school's enrollment grew significantly this year (14%).  With increased enrollment comes increased effort to maintain and strengthen the school's climate.|Areas of need - From local data as student gets older and progresses through grade levels the amount of safety and respect, they feel from their peers at school diminishes. The LEA must work to improve the climate for our older students and emphasize respect for all.  The counselor began this year to provide tier 1 services to all students focused on SEL and respect for others.  This was only able to be offered for a short time during the 24-25 school year but should be available for the entirety of the 25-26 school year. Strengths - From local data the vast majority of students expressed that the believe that they can do well in school, and that their teachers have high expectations for them.  Students also expressed that their teacher believed in them, and that they felt comfortable asking questions in class, and what they were learning would help them to succeed in the future.|The school had access to a school counselor provided through a grant by the county office of education.  This was available the last 6 weeks of the school year.  During this time the counselor provided tier 1 services to all students, and tier 2 services to students who were referred.  During this short time the district has seen positive growth in its climate.  The district should have the counselor available for the entire 2025-26 school year.  The district expects to see climate growth from the addition of the counselor for the whole year next school year.|Met||2025-06-17|2025
13631800000000|McCabe Union Elementary|6|The McCabe Union Elementary School District administered the California Healthy Kids Survey in May 2025 to 134 out of 154 seventh-grade students which resulted in an 88% response rate. The following are three of the key indicators from the School Climate section of the survey: 49% School connectedness 37% School perceived as very safe or safe 47% Perceive that the school has caring adults|The survey results was surprising considering the following summary of the districts efforts in the area of school climate: The district has taken numerous measures to promote a safe learning environment. A cornerstone for our district is the PeaceBuilder program for grades K-8. This character-building program is in its 16th year and promotes good citizenship by developing different character traits throughout the year. The district has continued with implementation of the social-emotional learning Leader in Me Program focused on Sean Covey’s The 7 Habits of Happy Kids. Through this program, students have been taught how to focus on themselves and what they can control as well learning how to work well with others while building their capacity to lead. The district has two counselors that provide classroom presentations on Socio-emotional learning skills and provide small group and/or one-to-one support for students who need additional support or counseling services. They provide various activities and events that provide students with the opportunity to discover their strengths, and passions and to identify potential career paths. The district also collaborates with local law enforcement to present information to students on student safety. MUESD is committed to supporting student supervision and safety through an increased presence of staff on campus. MUESD utilizes handheld radios for communication throughout the campus, a phone system that allows for better communication to ensure student safety and has installed video security cameras and a modern emergency notification system that includes speakers with an LED display throughout the campus for better communication. MUESD has cameras on the buses to ensure student safety when riding to school and back home. MUESD implemented the Visitor Management System, Raptor, which scans visitor's IDs and checks them through a registry database. MUESD is also using Raptor’s Emergency Management System, a web-based communication tool to be used in case of an emergency to account for staff and students. All of these systems for safety have been aligned and are part of ongoing training for all staff on Emergency Preparedness Drills based on the Standard Response Protocol from the I Love You Guys Foundation. The district is committed to reflecting, researching, planning, and evaluating its goals of improving school climate.|"The district has included in their 2024-2025 LCAP an action to add Campus Security Personnel to increase safety, attendance, and a sense of security and belonging for students. This was a great addition to the district and has increased safety protocols. All 7th and 8th grade students received access to CTE Exploration where they will learn more about themselves and career options. Teachers will also have an opportunity to build relationships with students as they implement Multi-Tiered Systems of Support (MTSS) strategies. Training will be provided to staff that supervises students on monitoring safety, informing students of bullying reporting and related resources, and training on building connections with students. Our school counselors will provide training to staff on Trauma-Informed Practices. In addition, in collaboration with the Imperial County Sheriff's Department, the implementation of the ""Making a School Threat is a Crime, Report It Don't Repost It"" will roll out in the 2025-2026 school year."|Met||2025-06-16|2025
13631980000000|Meadows Union|6|One of the main data points from the CA Healthy Kids Survey the district is focusing on is relationships at school.  45% of students felt they have a caring adult relationship at school.  This is a significant decrease from last year's 73%.  The suspension indicator shows 4.8%, which is also a significant change from 3.2% last year.  However, the ADA data shows an increase from 93.8% to 95.51%.|The decline in student-adult relationships at school highlight a critical need to strengthen connections between students and staff, with an emphasis on fostering positive, and supportive relationships on campus.  The increase win the suspension rates suggest a need to review our current behavior interventions systems and evaluate the effectiveness of restorative practices and tiered support.  Despite these challenges, ADA improved, demonstrating that students are consistently coming to school.  This is an encouraging sign that students and families value school participation, which provides a strong foundation for targeted interventions around engagement and connections.|Based on the school climate data, the district will aim to improve staff-student engagement, mentorship programs, and classroom climate.  Additional staff training or revision of discipline protocols may be required to respond to student behavior proactively and equitably.|Met||2025-06-26|2025
13632060000000|Mulberry Elementary|6|We conducted a Student Survey in which all students in grades 2-8 anonymously responded to questions about the school climate here at Mulberry Elementary. There were 50 student surveys returned, stating that 92% of the students feel this is a safe place to attend school, with 6% saying they were not sure, and 2% responded no. 78% of our students feel as though their teachers are concerned about their success, with 12% responding they were not sure, and 4% answering no. 90% of our students feel they are involved in and a part of things at school, while 8% stated they were not sure, and 2% responded no.|At Mulberry Elementary we feel that providing a school climate that is safe, positive, and inviting to our students is a priority that we feel strongly about. When stakeholders meet and discuss the school, school climate is brought up each time. Our district is in a rural area and it is vital that our students and their families feel comfortable and safe in our learning environment.|After reviewing the results, although the majority of our students feel safe, involved, and that their teachers are concerned about their success, as a staff we feel it is important to address the concerns and feelings of those “not being sure” expressed by some of our students in this survey. Our current LCAP Goal #3 focuses on school climate. We plan to continue to implement the planned actions in order to provide a school climate where all of our students feel safe and connected to our school.|Met||2025-06-11|2025
13632140000000|San Pasqual Valley Unified|6|During the 2024–25 school year, San Pasqual Valley Unified School District administered locally developed Student Engagement and Belonging Surveys across grade spans to measure perceptions of school safety, connectedness, student voice, and inclusion. These surveys included both Likert-scale and open-ended questions and were conducted twice—once in the fall and again in the spring—at the high school level, with over 85% student participation each time.  Key measures included: - Sense of safety on campus - Trust and connection with school staff - Peer respect and belonging - Opportunities for student voice and extracurricular involvement  Fall 2024 results (percentage of students who agreed or strongly agreed): “I feel safe at school”: 61% “I have at least one adult on campus I trust”: 74% “Students at this school treat each other with respect”: 48% “I feel like I belong at this school”: 52%  By spring 2025, all indicators improved: “I feel safe at school”: 68% (+7%) “I have at least one adult on campus I trust”: 78% (+4%) “Students treat each other with respect”: 54% (+6%) “I feel like I belong at this school”: 60% (+8%)  The data were disaggregated by grade level and by student groups as defined in California Education Code § 52052. These included: American Indian/Alaska Native students (42% of enrollment) Hispanic/Latino students (48%) English Learners Students with Disabilities Socioeconomically Disadvantaged students  Additional data collection from middle school students revealed student interest in more varied clubs and activities, as well as a desire for rest periods during the school day. This feedback has informed climate and wellness priorities.  Survey findings were triangulated with other key indicators: - The 2024 CA Dashboard flagged a 15.7% suspension rate at the high school, especially impacting Native American, SWD, and EL subgroups. - Chronic absenteeism rates remained high, particularly among 9th and 10th graders and American Indian students. - Nearly 50% of suspensions were tied to physical altercations or substance use.  Together, this data illustrates both strengths in staff-student relationships and the need for further improvement in peer interactions, cultural inclusion, and restorative supports across all sites and student groups.|Analysis of survey data, disaggregated student group responses, and related behavior and attendance data has surfaced several important insights about school climate across San Pasqual Valley Unified School District.  Strengths: - Adult-Student Relationships: Over 75% of high school students reported having at least one trusted adult on campus, a strong indicator of positive adult-student connections. This finding was consistent across student groups, suggesting that staff are building meaningful relationships with students.  - Improved Sense of Safety and Belonging: From fall to spring, perceptions of safety and belonging improved by 7% and 8%, respectively. This suggests that efforts such as the implementation of restorative practices, peer leadership programs, and LifeSkills curriculum are beginning to yield results.  - Student Voice and Participation: The addition of new student-led clubs, Safe School Ambassadors, and open-ended survey responses revealed an encouraging increase in students’ desire to participate in shaping school culture, particularly among EL and Native American students.  Areas of Need: - Peer Respect and Social Inclusion: Less than 55% of students indicated that their peers treat each other with respect. Disaggregated results show that Students with Disabilities and English Learners are more likely to report feeling excluded or mistreated, indicating a need for stronger inclusion efforts and peer culture-building strategies.  - Equity in Discipline and Attendance: Suspension rates remain disproportionately high for Native American, SWD, and EL students. Chronic absenteeism, particularly in grades 9 and 10, continues to affect these groups at higher levels. These trends underscore a persistent equity gap that must be addressed through culturally responsive supports and trauma-informed intervention systems.  - Student Wellness and Support Services: Across grade levels, students expressed a desire for more mental health support, opportunities to decompress during the day, and inclusive spaces where concerns are addressed respectfully. This was especially emphasized by students in the middle grades, including requests for rest or “meditation” periods and expanded extracurricular opportunities.  Collectively, the data reflect a school community in transition—with positive movement in student connectedness and trust in adults, but ongoing challenges in peer dynamics, equitable discipline, and access to wellness supports. These learnings are guiding site teams in refining their Multi-Tiered System of Supports (MTSS) and promoting inclusive practices districtwide.|Instructional and Programmatic Adjustments: - The LifeSkills curriculum is being redesigned to include weekly SEL-focused lessons on conflict resolution, peer relationships, and emotional regulation. These lessons will be embedded during advisory or homeroom periods and monitored for impact using behavior and attendance indicators. - Advisory periods at the middle school level will now include daily meditation or mindfulness time, responding to student input around needing moments to decompress and reset emotionally. - A Student Mentorship Program is being launched at the high school, led by ASB and student leaders, to support incoming 9th graders and students at risk of social isolation.  Restorative and Equity-Focused Practices: - The district is expanding use of restorative practices, including structured reentry panels following suspension and classroom community circles. Staff will receive refresher training and access to restorative toolkits. - Discipline data disaggregated by subgroup will be reviewed quarterly, with site administrators charged with monitoring trends and developing site-specific equity response plans. - A “Listening Lodge” series of student feedback forums will be piloted to elevate student voice and improve responsiveness to concerns, particularly among historically underserved groups such as ELs, Native American students, and SWDs.  Extracurricular and Climate Enhancements:  - New lunchtime and after-school clubs and activity offerings are being introduced based on student input, with a focus on inclusion, cultural identity, and creative outlets. - The high school is developing a Student Lounge—a space for connection, calm, and support, designed with input from student leaders and wellness staff. - Professional Learning and Staff Capacity Building: - All staff will participate in professional development on trauma-informed practices, culturally responsive SEL, and inclusive classroom management during the 2025–26 school year. - Grade-level and site teams will continue to conduct pulse-checks and data reflection cycles during quarterly planning days, aligning strategies with student feedback and engagement data.  Monitoring and Continuous Improvement: - The Student Engagement and Belonging Survey will continue to be administered twice per year, supplemented with brief pulse surveys during advisory. Results will be disaggregated and reviewed with educational partners to guide iterative planning. - Site SPSAs and district-level LCAP actions will be updated annually to reflect student voice and progress on climate indicators, including suspension, chronic absenteeism, and sense of belonging.  These changes reflect the district’s commitment to using local data for improvement, prioritizing student experience, and addressing the needs of historically underserved student groups with equity and intentionality.|Met||2025-06-24|2025
13632220000000|Seeley Union Elementary|6|Based on the available local climate survey data for Seeley School, including results from tools like the California Healthy Kids Survey (CHKS) and locally developed instruments, the following points summarize the school’s climate profile and disaggregated insights: Overall School Climate Score: Seeley School’s overall climate score on the CHKS indicates a positive environment, with a majority of students reporting feelings of safety, respect, and support from peers and staff. This score reflects improvements, highlighting progress in fostering a welcoming and inclusive atmosphere. Specific Survey Items and Themes: Items related to student-teacher relationships and peer respect generally receive high marks, reflecting strong interpersonal connections.  Additional Data Collection: Seeley School has supplemented the CHKS with local surveys focused on family engagement and school safety, which similarly highlight the importance of improving communication with underrepresented families and strengthening school-wide positive behavior supports. Overall, the data provides a comprehensive snapshot of school climate, identifying strengths in relationships and support, alongside clear areas for targeted improvement to ensure an equitable, safe, and inclusive environment for all students.|Based on the analysis of local climate survey data, including overall scores and disaggregated results by student groups, key learnings for Seeley School include the following strengths and needs:  Areas of Strength: Positive Interpersonal Relationships: Students across most groups report strong, supportive relationships with teachers and peers, contributing to a generally welcoming and respectful school environment.  Perceptions of Safety: The majority of students feel safe at school, indicating effective efforts in maintaining a secure learning environment.  Progress in Family Engagement: Surveys and feedback suggest that the school has made strides in involving families, especially through bilingual communication and outreach efforts.  Identified Needs: Support for English Learners: EL students report lower feelings of belonging and less perceived teacher support, highlighting a need for more targeted academic and social-emotional interventions to ensure these students feel fully included and supported. Inclusive Practices for Students with Disabilities: Mixed experiences from this group suggest the school must enhance accessibility and inclusion in both academic and social settings. Addressing Equity Gaps for Socioeconomically Disadvantaged Students: These students show higher stress and lower safety perceptions, indicating a need for expanded mental health resources and tailored community-building initiatives. Cultural Responsiveness: Disparities in experiences among students from underrepresented racial and ethnic backgrounds point to opportunities for strengthening cultural respect and reducing bias through staff training and curriculum enhancements. Bullying Prevention and Student Voice: Data reveals minor concerns around bullying and limited student involvement in decision-making, signaling the importance of reinforcing positive behavior programs and creating more platforms for student input. While Seeley School benefits from strong relational foundations and overall positive climate indicators, targeted efforts are needed to close gaps experienced by specific student groups. Enhancing inclusivity, cultural responsiveness, mental health support, and meaningful student engagement are critical priorities moving forward.|Based on the analysis of local data and key learnings, Seeley School has identified several necessary changes to existing plans, policies, and procedures to better address identified needs and support continuous improvement: Changes to Plans and Policies: Enhanced Family Engagement Policy: Seeley will revise its family engagement policy to include more targeted strategies for outreach and involvement of underrepresented families, particularly English Learners and socioeconomically disadvantaged households. This includes formalizing the use of bilingual communications and community liaisons. Inclusive Education and Accessibility Plan Updates: The school will update procedures to strengthen accessibility and inclusion practices for students with disabilities. This includes expanding staff training on inclusive instructional strategies and ensuring accommodations are effectively implemented across all settings. Cultural Competency and Equity Training: Seeley will adopt a policy to require ongoing cultural responsiveness training for all staff, aimed at reducing bias and fostering a more respectful and equitable school climate. Procedural Changes and Actions: Bullying Prevention and Positive Behavior Supports: Procedures for bullying prevention will be strengthened through the adoption of evidence-based programs and more frequent student education on respectful behavior, alongside clear reporting and response protocols. Student Voice and Participation Structures: The school will create additional formal and informal opportunities for student input in decision-making, such as regular student forums, advisory councils, and inclusion of student representatives in key committees. Mental Health and Wellness Supports: Procedures to identify and support students experiencing stress or safety concerns—especially among socioeconomically disadvantaged groups—will be enhanced through partnerships with mental health providers and expanded access to counseling services. LEA-Level Continuous Improvement Actions: The LEA will support Seeley School by providing resources for professional development focused on family engagement, equity, and inclusion. The LEA will establish a system for regular review of school climate data and family input to monitor progress and adjust strategies as needed. A coordinated effort will be made to ensure equitable distribution of resources and supports across schools, with Seeley receiving tailored assistance to address its specific needs. These revisions and actions reflect a commitment to creating a more inclusive, supportive, and responsive school environment that promotes success for all students and families.|Met|Seeley School serves a diverse community experiencing demographic shifts and economic challenges. Seeley recognizes that building trust and engagement in such a dynamic context requires ongoing, adaptive strategies rather than one-time efforts.|2025-06-24|2025
13632300000000|Westmorland Union Elementary|6|In 2024–2025, Westmorland Union Elementary School District (WUESD) transitioned from a district-created school climate survey to the California Healthy Kids Survey (CHKS) to ensure more reliable, comprehensive, and valid data. This move allows WUESD to compare results over time and across the state, while better understanding and addressing students’ academic and social-emotional needs. CHKS was administered to students in grade 5 (elementary) and grade 7 (secondary), providing baseline data for elementary and a second year of comparable data at the secondary level. Secondary (Grade 7): A total of 32 out of 37 seventh-grade students (86%) completed the CHKS, allowing for a strong data sample and year-over-year comparisons: School Connectedness: 62% (1% decrease from 63% in 2022–23) Perceived Safe at School: 70% (18% increase from 52%) Chronic Sadness: 30% (10% decrease from 40%) Life Satisfaction: 54% (5% decrease from 59%) This data suggests improvement in students’ perceptions of physical and emotional safety, though some declines were seen in life satisfaction and school connectedness. Elementary (Grade 5): Only 10 out of 33 students (30%) completed the CHKS due to a lack of returned permission slips. As a result, the data is considered baseline only for 2024–25, and no comparisons can be made to prior years. Scores for some categories were not calculated due to the small sample size; however, available results include: Frequent Sadness: 10% Wellness (general well-being): 80% School Connectedness & Perceived Safety: No formal scores provided due to sample limitations. Efforts will be made in future years to secure higher participation at the elementary level to establish reliable trend data. Disaggregated data by student groups (e.g., by ethnicity, English Learner status, or foster/migrant/homeless designation) was not available through CHKS this year due to the small total number of respondents. However, WUESD will continue to explore ways to collect meaningful, disaggregated data in future survey cycles.|Analysis of the 2024–25 CHKS results revealed both encouraging strengths and critical needs in WUESD’s school climate. At the secondary level, the most notable improvement was in perceived school safety, which increased by 18 percentage points (from 52% to 70%). This suggests that school-wide efforts to promote physical and emotional safety—such as conflict resolution supports, increased supervision, and clearer behavior expectations—are having a positive effect. Another strength was the 10% decrease in chronic sadness, suggesting that social-emotional learning supports and access to wellness resources are helping some students better manage emotional challenges. These results align with WUESD’s commitment to supporting the whole child. However, the data also revealed important areas for attention. School connectedness among 7th graders declined slightly to 62%, and life satisfaction dropped by 5 percentage points to 54%. These indicators suggest that while students may feel safer, they may still struggle with feelings of belonging, motivation, or overall well-being. These are critical components of a healthy school climate and warrant continued monitoring. At the elementary level, results must be interpreted cautiously due to low participation (30%). Still, the data provided some insights. A relatively low 10% of 5th graders reported frequent sadness, and 80% reported positive wellness, which is promising. However, the lack of complete data on connectedness and safety points to a need for improved parent engagement and consent collection to ensure future participation and reliability of results.|As a result of the 2024–25 CHKS analysis, WUESD will take the following steps to improve school climate and address areas of need: Increase Elementary Participation: We will improve procedures for collecting CHKS permission slips by engaging families earlier in the year, sending reminders, and offering support through phone calls or parent-teacher meetings. We will also explore digital permission tools to simplify access and increase return rates. Strengthen School Connectedness Efforts: With a slight decline in school connectedness at the middle school level and limited data at the elementary level, WUESD will prioritize strategies that promote student belonging. This includes expanding mentoring opportunities, implementing peer leadership activities, and strengthening advisory/homeroom periods focused on relationship-building. Monitor Life Satisfaction & Mental Health: To address the 5% drop in life satisfaction among 7th graders, WUESD will increase the visibility and accessibility of wellness supports, including counselor check-ins, classroom-based SEL lessons, and small group supports focused on stress management and positive coping skills. Use CHKS Data in Planning Cycles: CHKS results will be reviewed by the school site team and advisory groups, including the School Site Council and English Learner Advisory Committee, to ensure that school climate strategies are aligned with student voice. This data will directly inform SPSA/LCAP revisions. Expand Disaggregated Data Monitoring: While current CHKS data did not yield meaningful disaggregated results due to small subgroup size, WUESD will continue to explore methods for gathering and analyzing school climate perceptions from underrepresented student groups (e.g., EL, migrant, foster, homeless) through focus groups and supplementary surveys. Through these continuous improvement efforts, WUESD aims to ensure that every student feels safe, connected, and supported in both academic and emotional growth.|Not Met|||2025
14101400000000|Inyo County Office of Education|6|JKBS conducts two student surveys and one educational partner survey each year. Additionally, we hold individual meetings with parents, guardians, and students to gather input on various school-related matters. Our primary focus during these surveys and meetings is to collect feedback on school climate, student connectedness, and engagement. These areas are vital as they are consistently identified for improvement by our educational partners. A positive school climate and strong student connectedness are essential for our students' success and their eventual return to their school of origin.  The CHKS survey is administered to JKBS students; however, the results are not publicly disclosed due to the small enrollment numbers, which typically range from under 15 students per grade level (6-12) each year. As a Dashboard Alternative School (DASS), JKBS's enrollment is too low to yield significant Dashboard data or report any subgroup information from the annual student surveys.  Data Summary: 100% of students feel safe at JKBS • 55% of students believe that students at JKBS respect each other • 55% of students agree that students at JKBS help each other, regardless of their friendship status • 55% of students agree that students at JKBS care about learning and receiving a good education • 100% of students understand the reasons for their placement at JKBS and what they need to achieve to return to their home school • 100% of students have the necessary instructional materials to complete coursework and earn credit • 47% of students do not attend school regularly • 55% of students agree that teachers understand their life outside school.  Top priority from the Educational Partners survey: • 65%% %: Priority 6 School Climate: Student suspension rates, student expulsion rates, and students' perceptions of safety and school connectedness. The second priority is student engagement (Priority 5) at 65%.|Local data validates a continued focus on student engagement, school connectedness, and positive climate strategies. No strategic changes are necessary. Local data confirms the need for ongoing student engagement, school connectedness, and positive climate strategies. No strategic changes are required.|"JKBS will not make any significant strategic changes to address school climate, as student and educational partner survey data consistently highlight and validate our focus on school engagement, culture, connectedness, and climate. Therefore, JKBS will continue to incorporate social and emotional learning (SEL) throughout our program. SEL is also a key component of Sacred Roc activities. Sacred Roc, a non-profit organization, provides outdoor field trips for students who have experienced trauma. Exposure to nature and interaction with positive adult role models enhance students' relationship skills, reduce stress and aggression, and address various SEL competencies.  We have integrated more experiential academic activities by implementing a ""School on the Run"" approach to boost engagement and school connectedness. This approach introduces a change of setting for many daily school routines. Additionally, we have launched a student-run coffee cart business to complement our culinary program, aiming to enhance workplace readiness skills while contextualizing academics through real-world applications. All these efforts are designed to help students understand the relevance of their education, instruction, and associated activities, as well as the potential lifelong benefits of our program.  Survey and family input data indicate a desire for even more hands-on activities. In response, we are introducing a horticulture farm-to-school program, which will also include a farm-to-fork component added to our existing culinary program. We offer a variety of engaging activities and academic and social-emotional support programs to increase students' perceptions of safety, connection, and engagement in school. Additional programs developed over time are as follows:  • Workplace Readiness Skill (WRS) coursework • Inyo Council of the Arts provides an art teacher who teaches a weekly art project to students • Coffee cart, at a student-run business (entrepreneurship) • Guitar lessons • Culinary Arts • Career and Technical Education (CTE) Culinary/Food Service and Hospitality pathway course sequence • Inyo County Juvenile Probation Rehabilitation Specialist programming: • ART: Aggression Replacement Therapy • MRT: Moral Recognition Therapy • Journaling, substance abuse, group, and individual counseling options"|Met|The approach to this indicator, as well as the following ones, remains consistent with previous years, with only minor adjustments made. Our tools and strategies for providing access to a broad course of study have not changed. JKBS monitors the extent to|2025-06-24|2025
14101400117994|YouthBuild Charter School of California|6|The LCAP is our primary means of collecting local climate survey data from students. In our 2024-25 LCAP Survey, students mostly agreed or strongly agreed that YCSC creates and maintains an environment that is engaging and appealing to all students and that they enjoyed attending YCSC. The vast majority also agreed or strongly agreed that YCSC maintains a positive school climate (sense of safety and connectedness.) These results were the same across all groups, including EL students, different racial demographics, SPED students, foster and homeless students.|In LCAP surveys, while students were widely in agreement that YCSC maintains a positive school climate, they did ask for more electives classes and career prep, which is something we are working on. This was something requested across all disaggregated student groups.|YCSC plans to expand electives offerings in 2025-26, including more CTE courses and opportunities for career exploration. Additionally, we are working to provide more opportunities for dual enrollment in community colleges. Furthermore, our new Student Advisory Panel is helping provide ongoing feedback to school leadership on areas of continuous improvement around school climate and student support services.|Met||2025-06-26|2025
14101400128447|The Education Corps|6|Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety and culture. 96 of respondents agreed or strongly agreed that our schools provided a safe and secure learning environment. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. Counseling and support from teachers through tutoring and positive messages home were cited as the main reasons why students feel successful at our schools and are able to maintain their focus. Another positive survey outcome was that 86% of other stakeholders responded that the school encourages students to attend college and sets up the supports to do so. The other 14% were neutral and we assume it is because they are not interested in that path. College field trips, work experiences/internships, and assistance filling out college and financial aid applications were all mentioned as the factors that contribute to students feeling supported to matriculate to college.  Two additional areas that we are very proud of on our climate survey is that all subset groups of students gave high marks to the responsiveness, availability, and care provided by staff. Respondents mentioned that staff care about students and are willing to provide extra support whenever needed. We saw many times in open responses that the school is welcoming and hospitable and that the students feel accepted at the school.|One of the clear takeaways from this year's survey was that extra tutoring and intervention classes are major factors in student success. Another area of improvement was some requesting more advanced courses and coursework to be offered. Therefore, instead of just offering work experience and internship opportunities over the summer, we are now offering advanced classes online. We have also been focused on supporting our EL population better and will continue to improve in this area. This not only supports our special sub populations, but all students that want to get additional assistance.|A big area of need that has come up on our survey for a few years is our lunch program. This last year we submitted a few grants and have been working with our lunch provider to offer more lunch options through the purchase of new ovens and other warming stations. While not all sites have the kitchen space, we are working towards offering more warm food options at our schools. Another area of need is further expanding our CTE programming. We have grown year over year with the number of students we have been able to serve through our CTE pathways and we will continue this next year to add pathways. This year, we plan to continue all of our existing certifications in Certified Nursing and construction and add pathways in music production/sound engineering, and esthetician.  Lastly, our case management and counseling programs have always been positively received by stakeholders. This upcoming year we will increase the number of counselors that service our schools further decreasing the student to counselor ratio and increasing the availability of counseling services.|Met||2025-06-27|2025
14101400128454|College Bridge Academy|6|Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety and culture. 100% of parent respondents agreed or strongly agreed that our schools provided a safe and secure learning environment. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. Counseling and support from teachers through tutoring and positive messages home were cited as the main reasons why students feel successful at our schools and are able to maintain their focus. Another positive survey outcome was that 100% of parents and 85% of other stakeholders (including many students) responded that the school encourages students to attend college and sets up the supports to do so. College field trips, work experiences/internships, and assistance filling out college and financial aid applications were all mentioned as the factors that contribute to students feeling supported to matriculate to college.  Two additional areas that we are very proud of on our climate survey is that all subset groups of students gave high marks to the responsiveness, availability, and care provided by staff. Respondents mentioned that staff care about students and are willing to provide extra support whenever needed.|One of the clear takeaways from this year's survey was that extra tutoring and intervention classes are major factors in student success. Respondents also mentioned that additional makeup classes over the summer were of interest to them. Therefore, instead of just offering work experience and internship opportunities over the summer, we are now offering remediation and advanced summer classes at a few of our campuses over the break. This not only supports our special sub populations, but all students that want to get additional assistance.|A big area of need that has come up on our survey for a few years is our lunch program. This last year we submitted a few grants and have been working with our lunch provider to offer more lunch options through the purchase of new ovens and other warming stations. While not all sites have the kitchen space, we are working towards offering more warm food options at our schools. Another area of need is further expanding our CTE programming. We have grown year over year with the number of students we have been able to serve through our CTE pathways and we will continue this next year to add pathways. This year, we plan to continue all of our existing certifications in Certified Nursing and construction and add pathways in music production/sound engineering, and esthetician.  Lastly, our case management and counseling programs have always been positively received by stakeholders. This upcoming year we will increase the number of counselors that service our schools further decreasing the student to counselor ratio and increasing the availability of counseling services.|Met||2025-06-27|2025
14632480000000|Big Pine Unified|6|The LEA annually administers the California Healthy Kids Survey (CHKS) to students in grades 6-12, all parents/guardians and staff. Overall, data indicates that students have a sense of connection with the school and its programs. Students overwhelmingly agree on school safety and school connectedness. Beginning-of-year and End-of-year Crew Surveys indicate that students feel supported by teachers. For 2024-2025, student involvement and cross-age mentorship is a focus for the district to build a sense of belonging. The LEA will continue to provide counseling for mental wellness, social emotional learning, drug and alcohol education and prevention strategies, and will prioritize community building activities with students and staff that are visible to the greater school community. The LEA will also prioritize school communication to parents/guardians on their student's academic achievement and growth.|The LEA identified that a School & Community Liaison would help strengthen what the LEA was already doing well and improve identified needs of the school community. This will prioritize school communication to parents/guardians on their student's academic achievement and growth, as well as social-emotional wellness. Data suggests that the LEA can improve chronic absenteeism for all student groups. A primary focus for the School & Community Liaison is to address the underlying causes of chronic absenteeism for all student groups and to provide support and resources to improve attendance.|The LEA is committed long-term to the addition of the School & Community Liaison position to further support all families. The LEA seeks to continuously improve student academics and social-emotional wellness. Staff development and additional resources (curriculum, student non-academic clubs and activities, increased staff positions for mental health and support, and outside community mental health services) for students and families support this commitment.|Met||2025-06-02|2025
14632710000000|Death Valley Unified|6|The key learnings are that students and parents find the schools safe and communication adequate. The key issue for parents is safety of home-to-school transportation, as buses travel up to 70 miles one way. Students welcome trips to different places and enjoy engaging in extracurricular activities. Surveys indicate that interscholastic competition is not as important as attending a professional soccer game or spending the night sleeping in an aquarium just inches from the fish. Of note is the desire of high school students to work in the different district funded jobs, ranging from museum docents to translators to elementary aides to groundskeepers.|Results reveal parent/guardian concern that the schools maintain a positive and safe school environment and system of home-to-school transportation while each school year brings great changes to the student demographic.|Actions taken by the LEA reflect annual (at a minimum) changes in student need due to changes in enrollment. The main improvement is in assessing need with stronger input from parents/guardians, often individualized for their particular student need. The LEA is seeing positive results annually. The District is limited by the great distances between homes and school and by a small enrollment. No amount of change will address that reality. However, the approach to extracurricular activities employed by the principal and supported by the Board of Trustees does keep students engaged and looking forward to seeing a larger world. In addition, the lack of interscholastic sports means far fewer classes lost to hours spent on a game bus.|Met||2025-06-17|2025
14632890000000|Lone Pine Unified|6|"Baseline data is from the 2024-25 sampling: Percentages from the Key Indicators List which is an average of all questions under each category (students choosing agree or strongly agree).  School Connectedness: Grade 6: 80% Grade 7: 71% Grade 9: 54% Grade 11:59%  Academic Motivation: Grade 6: 57% Grade 7:57% Grade 9: 69% Grade 11: 56%  School Perceived Safe or Very Safe: Grade 6: 66% Grade 7: 37% (50% ""Neither feel safe nor unsafe"") Grade 9: 44% (50% ""Neither Safe nor Unsafe'} Grade 11: 41% (50% ""Neither Safe nor Unsafe)  Experienced any Harassment or Bullying Grade 6: 60% Grade 7: 42% Grade 9: 31% Grade 11: 8%"|"In the area of ""Student Connectedness"" the level of connectedness seems to dip as the students get older. Sixth graders feel an 80% connectedness. While students in grades 7, 9, and 11 hiver between 60-65 percent. In comparing data from the last two years it is clear that as students progress in age they feel less connected. This could be in part that as students age the become in more out of school activates and thus connectedness dissipates.  Academic Motivation: In reviewing the most recent survey data, three-quarters of the grade levels (6, 7, 11) hovered right around 56% showing Academic Motivation. Meanwhile the 9th graders posted an  Academic Motivation of 69%. This data lends itself to ninth graders being outliers. Since grades 6 and 7 will mature as they get older the numbers will have to be watched over time for a true statistical inference to be drawn.  Student Perceived Safety: While 66% of the 6th graders feel Safe or Very Safe, the real statistical anomaly lies in grades 7, 9, and 11. In each of those three grade levels 50% of the students stated the felt Neither Safe nor Unsafe. This raises the question of. ""Why do so many students feel neutral on a straight Safety question?""                                                                                                                                                                                                                                                Experiences any Harassment/Bullying: In this area, the trend is downward throughout the grades surveyed (60% in grade 6, 8% in grade 11). Perhaps what the data infers that as students get older their perception of what constitutes how they view what Harassment/Bullying changes."|The biggest change that took place at the two schools in the district was hiring two new Principals. With the arrival of the new Principals also came a consistency of expectations of students with respect to following the policies and the enforcement of said policies. to ascertain why students feel as they do.|Met||2025-06-18|2025
14632970000000|Owens Valley Unified|6|Please see the attachment. Due to our small size, disaggregated data is not made publicly available due to confidentiality.|Please see the attached. Due to our small size, disaggregated data is not made publicly available due to confidentiality.|We will continue to monitor the CHKS response data, and have implemented a school-wide PBIS program in the 2025-26 school year to address the critical areas of need in terms of school safety, student social-emotional wellbeing, school connectedness, and absences. OVUSD will continue to change and improve the schoolwdie PBIS program in subsequent years based on data analysis and identified needs. In 2024-25, we created a PBIS Coordinator stipend position and will continue that stipend so that we can further strengthen our PBIS strategies and improve school climate.|Met||2025-06-02|2025
14633050000000|Round Valley Joint Elementary|6|Surveys show extreme satisfaction with the school's procedures. 100% of parents feel the school keeps them well informed of upcoming activities, that their participation is welcome and the school is a safe place for their child. Staff Surveys show that the school is a supportive and inviting place to work and there is a positive school climate. Student Surveys showed 100% of students feel a part of the school and 98% of students feel that teachers and other grown-ups at the school care about them.|Round Valley Elementary School currently has 66 students and results unanimously show that all students feel connected to school. As a result, the data does not need to be disaggregated by sub groups. Our survey results exceeded our expectations.|98% of parents feel welcome to participate in their child's education. Despite this extremely high percentage, we will continue to pursue future opportunities for parent involvement. In addition, although 90% of students enjoy / participate in Spirit Day, we will work to develop more creative ways to demonstrate school spirit.|Met||2025-06-12|2025
14766870000000|Bishop Unified|6|“School Connectedness” Fall 2024 CHKS Results: 6th gd - 56% 7th gd - 43% 9th gd - 44% 11th gd - 49% Continuation - 67%  “I feel safe [or very safe] at school” 24/25 CHKS Results: 7th gd - 44% 9th gd - 47% 11th gd - 44% Continuation - 80%|One of our main goals as a district is to provide a positive school environment that fosters student engagement and connectedness. Given the results here, we need to continue to review and restructure our strategies to improve in this area.|The district continues to provide professional learning surrounding Social Emotional learning (SEL) and Universal Design for Learning (UDL) implementation. The district has brought in Social Emotional Learning (SEL) Curriculum to ensure all students receive at least 1 SEL lesson per week. BUSD has successfully partnered with the Inyo County Office of Ed on a mental health grant, staffing additional mental health providers across the district. Safety trainings are being provided to all staff, led by local law enforcement and public health officials. Safety trainings include run-hide-fight and lockdown procedures, until help arrives training, and hands-only CPR. A parent night was held last year for families and community members to collaborate on school safety measures with various local law enforcement agencies.|Met||2025-06-12|2025
15101570000000|Kern County Office of Education|6|The Alternative Education program annually administers the LCAP survey in order to capture students’ sense of school safety and connectedness.  Results from the 2025 LCAP survey: •	73.9% of students believe their school provides students with a safe place to learn, with an additional 15.4% being undecided.   •	68.7% of students indicated the staff at their school site cares about them, with 19.8% being undecided.   •	74.0% of students reported there is at least one adult at their school with whom they have a positive connection/relationship, with 15.7% being undecided.   •	47.9% of students indicated they look forward to attending school each day, with an additional 22.3% being undecided.|When compared to the 2024 LCAP survey, the 2025 LCAP survey shows growth for questions related to school culture and climate.  Over the last several years, the Alternative Education program has made great progress in its MTSS implementation.  Staff have been trained in Trauma Informed Skills for Educators (TISE) and Restorative Practices.  MTSS site leadership teams receive ongoing coaching in this area.  Both Court and Community Schools received CA MTSS grants to support this ongoing work.  Under the direction of the MTSS Program Specialist, the Alternative Education program will continue to make MTSS a focus in order to support the social emotional needs of students and create a positive school culture and climate.|The Alternative Education program will continue to focus on school climate and culture.  Staff will further their knowledge in trauma-informed and restorative justice practices in order to support students.  The program will continue to employ an MTSS Program Specialist and School Social Workers, who lead the efforts in the areas of school culture and climate.|Met||2025-06-10|2025
15101570119669|Wonderful College Prep Academy|6|Wonderful College Prep Academy administered Panorama student climate surveys. Results have been reviewed and analyzed to identify areas of strength and areas for growth. Results will be presented to our educational partners:  Elementary Survey Results: 420 respondents ?	45% School Climate: Perceptions of the overall social and learning climate of the school.  ?	69% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.  ?	42% Self Efficacy: How much students believe they can succeed in achieving academic outcomes.  ?	88% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school.   Middle School Survey Results: 263 Respondents ?	33% School Climate: Perceptions of the overall social and learning climate of the school.  ?	33% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.  ?	29% Self Efficacy: How much students believe they can succeed in achieving academic outcomes.  ?	81% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school.    High School Survey Results: 499 Respondents ?	38% School Climate: Perceptions of the overall social and learning climate of the school.  ?	45% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.  ?	32% Self Efficacy: How much students believe they can succeed in achieving academic outcomes.  ?	88% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school.|The Panorama student climate survey data across all grade levels at Wonderful College Prep Academy provides important insights into students’ perceptions of their learning environment, relationships, and self-efficacy. Key Learnings and Areas of Strength: One clear area of strength across all grade levels is Supportive Relationships. Elementary and high school students reported high levels of supportive relationships, with 88% of both groups indicating they feel supported by peers, family, and adults at school. Middle school students also reported relatively high support in this category at 81%. These results suggest that students feel emotionally and socially connected to their communities, indicating that existing structures for fostering supportive environments are effective, particularly at the elementary and high school levels. Additionally, elementary students reported relatively strong perceptions of Teacher-Student Relationships (69%), which reinforces the idea that positive interpersonal connections are being fostered effectively in early education. Identified Needs and Areas for Growth: 1.	School Climate: Perceptions of the overall social and learning climate are low across all grade levels. Middle school students reported the lowest rating at 33%, followed by high school (38%) and elementary (45%). These figures suggest that students across all grade spans may not feel fully safe, respected, or supported in their learning environments. This is particularly critical at the middle school level, where climate perceptions are weakest.  2.	Self-Efficacy: Students’ belief in their ability to achieve academic success is another notable area of concern. Across the board, self-efficacy scores are low, with middle school students rating it at just 29%, high school at 32%, and elementary at 42%. These results indicate that many students lack confidence in their academic abilities, which may hinder engagement, persistence, and performance.  3.	Teacher-Student Relationships (Middle and High School): While elementary students reported a relatively high perception of strong teacher-student relationships, these ratings drop significantly in middle (33%) and high school (45%). This drop-off signals a need to strengthen relational practices and adult-student connections as students progress through school.  Wonderful College Prep Academy student demographics reveals that the majority of survey respondents identify as Hispanic or Latino (92.7%), 3.3% Filipino, 2.4% White, 9.6% Students with Disabilities, 26.3% English Learners, 0.1% Foster Youth, 0.2% Homeless Youth, and 85% Socioeconomically Disadvantaged. Given this demographic composition, it is important to ensure that the needs and voices of historically marginalized groups are not overlooked—particularly for smaller student populations whose experiences may be masked in overall trends.|Survey data shows that while students generally feel supported in their relationships, there is a need to improve students' sense of school climate, their academic self-confidence, and the consistency of strong teacher-student relationships beyond elementary school. These findings will guide ongoing conversations with educational partners to co-develop responsive strategies that enhance the student experience across all grade levels. Based on the analysis of the Panorama student climate survey data, WCPA has identified key areas of need across grade levels, including low perceptions of school climate, limited student self-efficacy, and declining teacher-student relationship ratings from elementary to high school. In response, WCPA is taking a strategic, equity-centered approach to revise existing practices and implement new initiatives focused on continuous improvement. 1. Strengthening School Climate Across Grade Levels To address low school climate scores—especially in middle school (33%) and high school (38%)—WCPA will revise site-based school culture plans to include: ?	More structured and regular opportunities for student voice through climate committees and restorative circles. ?	Implementation of Positive Behavioral Interventions and Supports (PBIS) with fidelity, with a focus on celebrating inclusive behavior and reinforcing clear expectations. ?	Regular climate walkthroughs and student listening sessions led by site leadership. 2. Building Academic Confidence and Self-Efficacy Given the low self-efficacy ratings across all levels (42% elementary, 29% middle, 32% high), WCPA will integrate the following strategies into instructional and advisory programming: ?	Adoption of a growth mindset curriculum to be embedded in advisory and SEL lessons. ?	Expansion of academic mentorship and peer tutoring programs, prioritizing students who identify as English Learners (35%) and those qualifying for free or reduced lunch (84%). ?	Develop professional development for teachers focused on goal-setting and student affirmation strategies to help students recognize and track their own academic progress. 3. Improving Teacher-Student Relationships in Secondary School Grades While elementary students reported a 69% positive rating in teacher-student relationships, this figure is lower in middle (33%) and high school (45%). To address this, WCPA will: ?	Reinforce student advisory periods where teachers are paired with smaller cohorts of students to build stronger, sustained connections. ?	Monitor relationship quality through quarterly check-ins and reflective surveys to assess progress and areas for coaching. 4. Using Disaggregated Data to Guide Equity-Focused Interventions Given that 92.7% of students identify as Hispanic, 26.3% EL, and 85% qualify FRPM, WCPA disaggregate Panorama survey data by student group to track the impact of interventions longitudinally.  WCPA is committed to creating a more supportive, equitable, and empowering environment for all.|Met|Language fluency data shows that 35% of respondents are current English Learners (ELs), and an additional 15% are Reclassified Fluent English Proficient (RFEP), totaling half of all students with a multilingual background. These students may face unique c|2025-06-19|2025
15101570124040|Grow Academy Arvin|6|In Spring 2025, students in grades 2-6 took the Kelvin Culture and Climate Survey. While disaggregated student group data is not available, the following summarizes the overall favorability ratings and scores for each of 11 indicators for grades 3 and 6.  Overall, 81% of 3rd graders responded favorably to the questions in the survey.   Expectations (88%), Teacher/Student Relationships (87%), and Motivation (85%), were most highly rated, with students responding favorable to these prompts: I understand our school's expecations (92%); My teachers care about me (88%); I want to learn and grow (88%).  Support (84%) and Engagment (83%) also scored above the average favorable rating, with students agreeing most strongly with these prompts: My teachers believe I can learn and grow (88%); My teachers help me when I ask for it (87%); There is a trusted adult on capmus that I can ask for help (85%).  Five additional indicators were rated between 70 and 78% favorable: Attendance (78%), Self-Efficacy (77%), Safety (77%), Joy (75%), and Rigor (70%).  The lowest rating was in the area of peer relations - My classmates get along well together (62%).  In the middle grades, students face additional social and academic challenges, and these are indicated by the survey results, with 76% favorable responses overall.   Teacher/Student Relationships (82%), Motivation (80%), and Expectations (79%) ranked among the most favorable indicators. While both 3rd and 6th grade students responded to prompts about Attendance at nearly the same favorable rating (78% and 77%), for 6th graders, Peer Relations was 8% more favorable among 6th graders than among 3rd.   The lowest ratings were in the area of Rigor (67%), Engagement (67%), and Joy (60%).|Students in grade 3, grade 6, and overall for grades 2-6 ranked Teacher/Student Relationships, Expectations, and Motivation in the top 3 for the Spring 2025 Kelvin Survey.   These results suggest that students feel supported, valued, and purpose-driven within their learning environment. High favorability in Teacher/Student Relationships (up to 87% favorable) indicates that students perceive their teachers as caring, responsive, and invested in their growth—an essential foundation for both academic and social-emotional success. Strong results in Expectations (up to 88% favorable) further reflect that students understand what is expected of them and perceive school norms as clear and consistently upheld. Coupled with high ratings in Motivation (up to 85% favorable), the data suggest that students are not only aware of expectations but also intrinsically driven to meet them.  Together, these three indicators paint a picture of a school culture where students feel guided, encouraged, and capable—key drivers for student engagement, academic achievement, and long-term success. This foundation can serve as a platform for targeted growth in lower-rated areas like Peer Relations, Rigor, and Joy, especially in the upper grades.  However, lower scores in Rigor (64%), Self-Efficacy (77%), and Engagement (77%) indicate a need to strengthen the academic experience. While students feel encouraged, they may not consistently feel challenged or confident in mastering grade-level work. This gap suggests a need to deepen instructional practices that promote critical thinking, academic ownership, and productive struggle.  While 3rd graders reported strong teacher relationships and motivation, only 62% indicated that their classmates get along well (74% for 6th graders)—making Peer Relations the lowest-rated indicator in that grade. This suggests that despite feeling supported by adults, younger students may be struggling with social skills, conflict resolution, or inclusive peer dynamics in the classroom setting.  Overall, students feel connected and motivated, but need more support in experiencing rigorous, empowering instruction and positive peer dynamics.|Student survey results and other local data sources point to clear strengths in teacher-student relationships, expectations, and motivation. At the same time, areas such as peer relations, academic rigor, joy, and self-efficacy suggest opportunities for continued growth.  To build on these strengths and address areas of need, the LEA has reviewed and refined its plans to ensure alignment with student experiences and educational partner feedback. Revisions to the LCAP and related systems include: strengthening whole-school approaches that support consistent expectations, positive relationships, and inclusive environments; supporting continuous improvement in engagement, peer connection, and access to rigorous, meaningful instruction; and expanding systems that identify and respond to student needs—both academic and behavioral—through coordinated supports and progress monitoring  These updates reflect a broader commitment to ensuring that all students feel supported, connected, and challenged, and that improvement efforts are guided by what we learn from students and families.|Met||2025-07-23|2025
15101570135467|Wonderful College Prep Academy - Lost Hills|6|Wonderful College Prep Academy-Lost Hills administered Panorama student climate surveys. Results will be reviewed and analyzed to identify areas of strength and areas for growth. Results will be presented to our educational partners:  Elementary Survey Results: 118 respondents ?	56% School Climate: Perceptions of the overall social and learning climate of the school.  ?	71% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.  ?	34% Self Efficacy: How much students believe they can succeed in achieving academic outcomes.  ?	87% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school.   Middle School Survey Results: 81 Respondents ?	38% School Climate: Perceptions of the overall social and learning climate of the school.  ?	36% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.  ?	30% Self Efficacy: How much students believe they can succeed in achieving academic outcomes.  ?	84% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school.   High School Survey Results: 147 Respondents ?	43% School Climate: Perceptions of the overall social and learning climate of the school.  ?	56% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.  ?	40% Self Efficacy: How much students believe they can succeed in achieving academic outcomes.  ?	85% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school.|The Panorama student climate survey data across all grade levels at Wonderful College Prep Academy provides important insights into students’ perceptions of their learning environment, relationships, and self-efficacy. Key Learnings and Areas of Strength: One clear area of strength across all grade levels is Supportive Relationships. Elementary and high school students reported high levels of supportive relationships, with 86% of both groups indicating they feel supported by peers, family, and adults at school. Middle school students also reported relatively high support in this category at 84%. These results suggest that students feel emotionally and socially connected to their communities, indicating that existing structures for fostering supportive environments are effective, particularly at the elementary and high school levels. Additionally, elementary students reported relatively strong perceptions of Teacher-Student Relationships (71%), which reinforces the idea that positive interpersonal connections are being fostered effectively in early education. Identified Needs and Areas for Growth: 1.	School Climate: Perceptions of the overall social and learning climate are low across all grade levels. Middle school students reported the lowest rating at 38%, followed by high school (43%) and elementary (56%). These figures suggest that students across all grade spans may not feel fully safe, respected, or supported in their learning environments. This is particularly critical at the middle school level, where climate perceptions are weakest.  2.	Self-Efficacy: Students’ belief in their ability to achieve academic success is another notable area of concern. Across the board, self-efficacy scores are low, with middle school students rating it at just 30%, high school at 34%, and elementary at 40%. These results indicate that many students lack confidence in their academic abilities, which may hinder engagement, persistence, and performance.  3.	Teacher-Student Relationships (Middle and High School): While elementary students reported a relatively high perception of strong teacher-student relationships, these ratings drop significantly in middle (36%) and high school (56%). This drop-off signals a need to strengthen relational practices and adult-student connections as students progress through school.  Wonderful College Prep Academy-Lost Hills student demographics reveals that the majority of survey respondents identify as Hispanic or Latino (97.6%), 0.2% Filipino, 1.5% White, 8.8% Students with Disabilities, 42.2% English Learners, 0.0% Foster Youth, 1.5% Homeless Youth, and 89% Socioeconomically Disadvantaged. Given this demographic composition, it is important to ensure that the needs and voices of historically marginalized groups are not overlooked—particularly for smaller student populations whose experiences may be masked in overall trends. Language fluency data shows that 42.2% of respondents are current English Learners (ELs), and an additi|Overall, the data shows that while students generally feel supported in their relationships, there is a significant need to improve students' sense of school climate, their academic self-confidence, and the consistency of strong teacher-student relationships beyond elementary school. These findings will guide ongoing conversations with educational partners to co-develop responsive strategies that enhance the student experience across all grade levels. Based on the analysis of the Panorama student climate survey data, Wonderful College Prep Academy-Lost Hills has identified key areas of need across grade levels, including low perceptions of school climate, limited student self-efficacy, and declining teacher-student relationship ratings from elementary to high school. In response, WCPA is taking a strategic, equity-centered approach to revise existing practices and implement new initiatives focused on continuous improvement. 1. Strengthening School Climate Across Grade Levels To address low school climate scores—especially in middle school (38%) and high school (43%)—WCPA will revise site-based school culture plans to include: ?	More structured and regular opportunities for student voice through climate committees and restorative circles.  ?	Implementation of Positive Behavioral Interventions and Supports (PBIS) with fidelity, with a focus on celebrating inclusive behavior and reinforcing clear expectations.  ?	Regular climate walkthroughs and student listening sessions led by site leadership.  2. Building Academic Confidence and Self-Efficacy Given the low self-efficacy ratings across all levels (43% elementary, 30% middle, 40% high), WCPA will integrate the following strategies into instructional and advisory programming: ?	Adoption of a growth mindset curriculum to be embedded in advisory and SEL lessons.  ?	Expansion of academic mentorship and peer tutoring programs, prioritizing students who identify as English Learners (42.2%) and those qualifying for free or reduced lunch (89%).  ?	Develop professional development for teachers focused on goal-setting and student affirmation strategies to help students recognize and track their own academic progress.  3. Improving Teacher-Student Relationships in Secondary School Grades While elementary students reported a 71% positive rating in teacher-student relationships, this figure is lower in middle (36%) and high school (56%). To address this, WCPA will: ?	Reinforce student advisory periods where teachers are paired with smaller cohorts of students to build stronger, sustained connections.  ?	Monitor relationship quality through quarterly check-ins and reflective surveys to assess progress and areas for coaching.  4. Using Disaggregated Data to Guide Equity-Focused Interventions Given that 97.6% of students identify as Hispanic, 42.2% EL, and over 89% qualify for the Free Meal Program, WCPA disaggregate Panorama data by student group; and results will be shared with educational partners.|Met||2025-06-19|2025
15101570142505|Central Academy of Arts and Technology|6|To measure school climate and student perceptions of safety and connectedness, our LEA administered a locally designed climate survey and also partnered with a third-party organization, Instruction Partners, to conduct a comprehensive climate review. This included surveying both students and families across the grade spans we serve (TK-5, 6-8). The surveys were designed to capture student and family perceptions of safety, belonging, relationships with staff, and overall school experience.  The locally administered surveys were disaggregated by student groups identified in California Education Code 52052, including race/ethnicity, students with disabilities, English learners, and socioeconomically disadvantaged students. Results revealed high levels of perceived safety and strong feelings of connection among the majority of students, particularly in the elementary grades. The data also highlighted opportunities for improvement in ensuring that middle and high school students with disabilities and English learners feel equally connected and supported on campus.  The third-party review by Instruction Partners added an additional layer of qualitative and quantitative data. Their findings aligned with our internal data, validating areas of strength, such as relationships between staff and students, and spotlighting areas for growth in consistent communication and inclusive engagement for underrepresented student groups. This dual approach has given us a strong, evidence-based foundation for refining our practices and strengthening school climate moving forward.|The analysis of our local climate surveys and the third-party review conducted by Instruction Partners revealed several key learnings about our school community. A major area of strength was the overall sense of safety and belonging reported by students in the elementary and middle grades. Students and families across most groups expressed that they feel welcomed and that school staff genuinely care about their well-being. This was particularly strong among our early grade learners and their families, who consistently rated staff-student relationships as positive and supportive.  However, the data also highlighted important areas of need. Disaggregated results showed that students with disabilities and English learners in the upper grades reported lower levels of connectedness and fewer opportunities to express their voices in the school community. These students were less likely to report feeling fully included in decision-making or having access to targeted supports that reflect their specific needs.  Another area for growth is ensuring consistency in communication and connectedness across grade spans. While younger students and their families felt highly connected to staff and school culture, this sense of connection appeared to diminish in the older grades, particularly for underrepresented groups.  These insights have helped us identify targeted steps we can take to build stronger, more inclusive practices that prioritize belonging and engagement for every student, especially those whose voices are often underrepresented.|Based on our analysis of local climate survey data and the insights gained through the third-party review conducted by Instruction Partners, we are making several strategic changes to strengthen student connectedness and ensure a more inclusive climate, particularly for underrepresented groups such as students with disabilities and English learners.  To address the need for greater connection and voice among these groups, we are revising our family engagement and student support practices. Specifically, we will:  - Establish targeted student advisory groups that include representation from students with disabilities and multilingual learners to ensure their perspectives help inform school policies and initiatives.  - Increase inclusive engagement opportunities for families, including translated events and special sessions for families of students with IEPs or who are new to the country or school system.  - Strengthen consistency in communication across grade spans by implementing shared expectations for how teachers and staff engage families and students at each level, including the use of common communication tools and timelines.  Additionally, we are incorporating professional development for staff focused on inclusive relationship-building, cultural responsiveness, and communication strategies to support stronger connections with historically underrepresented student groups.  These changes are being embedded into our LCAP goals and action plans, with progress monitored through follow-up surveys and regular review of disaggregated data. Our goal is to ensure that all students feel seen, heard, and supported, and that every family has a clear pathway to participate meaningfully in our school community.|Not Met|||2025
15101570156364|Grow Public Schools|6|In Spring 2025, Grow Public Schools administered the California Healthy Kids Survey (CHKS) to students in grade 5 and 7 at both Arvin and Shafter elementary campuses. The survey collected responses across 12 Elementary- and 14 Middle- school climate indicators, including School Connectedness, Safety, Adult Support, Engagement, and Belonging.  Elementary School Survey  At the Shafter campus, favorable responses averaged 75% overall. Indicators with the highest scores included Caring Adult Relationships at School (83%), High Expectations from Adults (83%), and Meaningful Participation (80%). Indicators with comparatively lower favorability included School Connectedness (68%) and School Safety (70%), with Student Perceptions of Substance Use and Alcohol lowest at 55%.  At the Arvin campus, overall favorability averaged 73%. Highest-scoring indicators included High Expectations from Adults (83%), Caring Adult Relationships at School (81%), and Meaningful Participation (78%). Areas with lower ratings included School Connectedness (66%), School Safety (68%), and Perceived Substance Use Norms (57%).  Middle School Survey  At Shafter, overall favorability across key indicators averaged 66%, with the highest-rated categories being Caring Adult Relationships (70%), School Expectations (68%), and Self-Efficacy (65%). Lower-rated areas included Meaningful Participation (56%), School Safety (58%), and School Connectedness (58%).  At Arvin, overall favorability averaged 64%. Highest ratings were found in High Expectations from Adults (70%), Caring Adult Relationships (69%), and Self-Efficacy (66%). Less favorable ratings were seen in School Connectedness (54%), School Safety (55%), and Meaningful Participation (53%).  Disaggregated data by student group (e.g., by race/ethnicity, foster status, English learner, or socioeconomically disadvantaged status) was not included in the CHKS elementary and middle school summary reports provided for either site. As such, this analysis reflects only overall trends for the surveyed population.|The CHKS data across both campuses highlights several important strengths and areas of need in the school climate and culture at Grow Public Schools.  Elementary School Survey  Areas of Strength:  Caring Adult Relationships and High Expectations were among the highest-rated indicators at both sites, consistently scoring above 80%. Students report feeling known and supported by adults and perceive clear academic and behavioral expectations, suggesting strong Tier 1 systems for adult-student connection and classroom management.  Meaningful Participation also scored highly at both campuses, indicating that students feel their voices matter and that they are engaged in activities that feel purposeful.  Areas of Need:  School Connectedness was among the lowest-rated indicators at both schools (68% at Shafter, 66% at Arvin), suggesting that not all students feel a strong sense of belonging or attachment to their school community.  School Safety scored similarly low (70% at Shafter, 68% at Arvin), pointing to a need to reinforce both physical and emotional safety practices, particularly in unstructured settings.  Perceptions of Substance Use Norms—though lower in relevance for the elementary level—were the least favorable responses at both sites. This may reflect exposure to community or family risk factors or confusion about school messaging on this topic.  Middle School Survey  Areas of Strength:  Adult Support and Expectations emerged as clear strengths at both sites, with over two-thirds of students reporting that adults at school care about them, support them, and hold them to high expectations.  Self-Efficacy remained relatively strong at both campuses (65–66%), suggesting that students generally feel capable of succeeding when they try.  Areas of Need:  School Connectedness was one of the lowest-rated areas at both sites (58% at Shafter, 54% at Arvin), indicating that a significant portion of students may not feel a strong sense of belonging or emotional attachment to their school community.  School Safety was also low (58% at Shafter, 55% at Arvin), which may reflect concerns about peer conflict, bullying, or physical/emotional safety on campus.  Meaningful Participation received some of the lowest favorability ratings (56% at Shafter, 53% at Arvin), suggesting students may not feel engaged in decision-making or see themselves as active contributors to school life.  These trends point to a growing need for middle school students to feel connected not just to adults but to their peers and the school environment overall. The developmental challenges of adolescence—combined with shifting academic demands—may further heighten the need for strong Tier 1 systems of belonging, voice, and engagement.|To address the areas of need identified in the Elementary CHKS data, Grow Public Schools will incorporate the following adjustments into its existing systems of support and continuous improvement work:  Elementary School Survey  1. Strengthening School Connectedness: support network-wide implementation of classroom community-building routines to increase students’ feelings of belonging; use morning meetings and closing circles to support relational connection and reflection.  2. Enhancing Safety Perceptions: provide additional training for supervisors and yard staff on de-escalation, safety routines, and responsive interventions in unstructured settings; strengthen student voice structures (e.g., student leadership, classroom feedback routines) to identify and address concerns around peer conflict, bullying, or unsafe areas on campus.  3. Reinforcing Positive Norms and Messaging: while substance use is not a significant concern at the elementary level, the LEA will continue to embed age-appropriate health and wellness content through social-emotional learning curricula and integrated safety education, including the use of Second Step and PBIS.  Middle School Survey  1. Strengthen School Connectedness Through SEL: continue implementation of Second Step and expand professional development to support emotionally responsive teaching practices.  2. Prioritize Safe and Inclusive Campus Culture: refine Tier 1 PBIS systems with a stronger focus on peer interactions, conflict resolution, and emotional regulation; ensure staff visibility and supervision in unstructured settings to increase students’ sense of physical and psychological safety.  3. Elevate Student Voice and Participation: re-launch or strengthen student leadership groups, club offerings, and classroom-based opportunities for student input; embed more real-world tasks into core instruction to increase student engagement and ownership.|Met||2025-07-23|2025
15101571530492|Valley Oaks Charter|6|Promoting a safe, secure, and inclusive school environment is a top priority for all educational partners. Providing an environment where students feel safe and welcomed increases student engagement, academic and social/emotional growth, graduation, and transition. According to the 2024-25 Annual Survey, 94% of VOCS 4th-12th grade students feel connected to VOCS while on campus, and 92% feel engaged at school. Additionally, the 2024-25 Annual Survey reports 95% of educational partners feel VOCS demonstrates caring and concern and has high expectations for students in an environment that honors individual differences and is conducive to learning. Continuing to create and promote a safe, secure, and inclusive school environment that is accessible and conducive to student learning is an integral part of the vision and mission of VOCS. Goals and actions will help achieve this goal, especially for our socioeconomically disadvantaged students.|Our analysis of local data, including disaggregation by student group, revealed several areas of strength as well as opportunities for growth. Notably, 90% of our educational partners feel valued by VOCS, and 96% agree or strongly agree that staff respond promptly to inquiries. Additionally, 92% of respondents feel connected to VOCS, while 95% believe the school demonstrates care, concern, and maintains high expectations within a positive learning environment.  Student survey results support these findings:  94% of students report feeling safe  92% feel engaged  94% feel their emotions and experiences matter to their teachers  Among 4th–12th grade students, 88% report feeling connected to the school, and 83% of all enrolled students participated in at least one extracurricular activity. Overall, 95% of staff and parents reported feeling valued by VOCS.  These findings highlight the strength of our current practices in fostering a supportive, inclusive, and responsive school culture. However, a few areas for improvement emerged. The slightly lower percentage of connectedness among 4th–12th grade students (88%) compared to the higher sense of value felt by staff and parents (95%) suggests a need to further strengthen engagement strategies for older students. Addressing this discrepancy will be a key focus of our ongoing improvement efforts.|Our analysis of local data has revealed areas for improvement to support our students better. First, to enhance communication between school and home, we are continuing a comprehensive strategy that uses multiple platforms such as email, the school website, social media, and messaging apps. These steps aim to strengthen the connection between school and home and improve overall school connectedness. Second, we are expanding on-site activities and social opportunities by increasing the variety and availability of extracurricular activities. New clubs based on student interests (e.g., debate, music, technology) and regular social events will encourage student engagement and interaction. This provides a more enriching school experience that goes beyond academics. Third, to address the need for increased tutoring availability and emotional support. We have tutors and counselors to ensure students have the academic and emotional support to succeed. Additionally, we are continuing to enhance our MTSS program and implement the PLC/PLT process at our school. These changes reflect our commitment to continuous improvement. By addressing these identified areas of need, we aim to continue creating a supportive and engaging educational environment for our students.|Met||2025-05-19|2025
15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|6|This year REALMS was able to use the Student Connectedness Survey in KIDS for 3rd-6th grade student groups. The results of the surveys that were completed showed that the percent of students who report that they agree or strongly agree: 1)I feel like it is easy to talk with Teachers/Staff at this school, Fall 77%, Spring 53% 2) I feel like my teachers and school staff care about me, Fall 78%, Spring 58% 3) If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence, Fall 71%, Spring 62% 4) I regularly attend and participate in school-sponsored events, such as school dances, sporting events, student performances, or other school activities, No Responses 5)There are lots of chances for students at this school to get involved in sports, clubs, and other school activities outside of class, No Responses 6) I feel like I belong when I am at school, 7) Choose reasons for missing school in the past 30 days, Fall 59%, Spring 52%.|The survey data shows that collectively students felt less engaged from the Fall to Spring in each question surveyed. This may have been due to staff changes in third and sixth grade between the surveys. It may also have been the result of the survey being used for the first time in the Fall. Using the survey results will help us better use that data to make decisions and changes that will have a positive impact on all students feelings of connectedness at school and with staff members.|REALMS will be able to use the new Connectedness Survey available through the Kern Integrated Data System (KIDS) to effectively measure the school climate and satisfaction of students in upcoming school years. Now that we have a baseline with this survey, REALMS' staff will be able to focus on areas to help students feel more connected and have a greater desire to come to school. This topic can be explored with the support of the staff, parents at PTO and SSC meetings, and through home surveys.|Met||2025-06-24|2025
15633130000000|Arvin Union|6|The California Healthy Kids Survey (CHKS) does not provide disaggregated data by student group, thus analysis is focused on grade levels and specific areas of concern.   The survey was conducted districtwide for 5th and 6th graders at the elementary sites and 7th graders at the middle school.    Elementary Schools highlights include: Academic Motivation: 81% of students report strong motivation to succeed academically. School Connectedness: 65% of students feel connected to their school community. Caring Relationships: 74% of students agree that adults at school care about them and listen to them. High Expectations: 84% of students believe that school staff hold them to high expectations and want them to succeed. School Safety: 74% of students feel safe at school, representing a 7% increase over the previous year. Facilities Upkeep: 70% report that their school buildings are neat and clean. Behavior and Bullying: 77% report low violence victimization, and 80% say that bullying is not tolerated. These positive results reflect the effectiveness of the district’s MTSS Tier I supports, PBIS implementation, and investments in social-emotional learning. Additionally, 80% of elementary students now report completing all their schoolwork, up 16% since 2021, signaling improved engagement and academic habits.  Middle School: Results from 7th grade students show mixed progress: Academic Motivation: 82% of students report trying hard on schoolwork, a 14% improvement since 2021. School Connectedness: 45% feel connected to school—below the state average of 55% but improving gradually. Perceived School Safety: 63% of students feel safe at school, up from 59% in 2024 and above the state average of 53%. Caring Adult Relationships: 60% report positive relationships with adults at school, slightly above the state average. High Expectations: 72% perceive adults have high expectations for them—above the state average of 70%. Facilities Upkeep: 72% of students now agree their school is clean and tidy, up 28 percentage points since 2023. Parental Involvement: 56% agree that their parents feel welcome to participate—above the state average but an area that has fluctuated. Meaningful Participation: Only 41% report having meaningful participation at school, which is higher than the state average (24%) but still represents a need for increased student voice and engagement. Additionally, while 31% of students reported being harassed or bullied—an improvement from past years—this remains a priority for school climate initiatives. Notably, chronic sadness and hopelessness rates dropped from 43% in 2021 to 32% in 2025.  Data indicates a positive trajectory in key areas of school climate. Data highlights a need for continued focus on connection, safety, and meaningful student engagement. Results affirm the district’s investment in PBIS and SEL and will inform future actions to foster inclusive, supportive learning environments for all students.|Key learnings indicate promising growth in several core areas, particularly at the elementary level, alongside persistent needs—especially at the middle school.  Areas of Strength:  Building Foundations for Positive School Climate At the elementary level, students report high levels of academic motivation (81%), high expectations from adults (84%), and strong perceptions of school safety (74%), all of which exceed state averages. There has also been a notable increase in school connectedness (65%) and caring relationships with adults (74%), underscoring the effectiveness of district investments in social-emotional learning (SEL), Multi-Tiered System of Supports (MTSS), and PBIS Tier I strategies.  Additionally, elementary students indicate improved behavioral engagement—with 80% reporting that they complete all assignments, up 16% since 2021—and 70% affirming that school facilities are clean and well-maintained. These trends reflect a nurturing environment in which students feel supported both academically and physically, aligning with federal addendum insights that affirm the district’s commitment to structured SEL programs and strong adult-student relationships. PBIS Implementation:  Based on Tiered Fidelity Inventories conducted Spring 2025, El Camino Real and Sierra Vista Elementary sites qualify to apply for Gold status moving from Bronze and Silver respectively.  Bear Mountain Elementary and Haven Drive Middle School qualify to apply for Silver status moving from Bronze and no status respectively.    Emerging Needs:  Strengthening Middle School Climate and Student Voice In contrast, middle school data reveal more varied outcomes. While academic motivation (82%) and high expectations (72%) remain strong and above state averages, school connectedness (45%), meaningful participation (41%), and perceived school safety (63%) lag behind elementary trends. Although improvements are evident—particularly in cleanliness (up 28 points from the prior year) and a reduction in chronic sadness and hopelessness (down 11 points since 2021)—the middle school climate continues to reflect a need for deeper relationship-building, increased student voice, and more robust mental health supports.  Seeking Input and Fostering Family Partnerships Another cross-cutting theme is the promotion of family involvement, which remains a mixed area across grade spans. At the elementary level, students report relatively strong perceptions of parental engagement, yet middle school responses show only 56% of students believe their parents feel welcome—just above the state average and down from prior years. This trend mirrors the district’s self-assessment of parent engagement, which identifies “seeking input from underrepresented families” as in the beginning stages of development.|A central focus of refinement is addressing disparities in student connectedness and engagement between elementary and middle school levels. While elementary students report steady gains in academic motivation, adult-student relationships, and perceptions of safety, middle school data reflect ongoing needs related to school belonging, meaningful participation, and mental health support. To respond, the district will continue to strengthen its MTSS framework at all schools incorporating targeted Tier 1 (Universal services) and Tier 2 interventions that prioritize social-emotional well-being, connectedness, and voice. Student leadership opportunities and community-building activities will be integrated more systematically to elevate student participation and inclusion.  Additionally, the district has contracted with Navigate 360 for an Social-Emotional Learning Suite to support instructional delivery and reported student behaviors and outcomes.   In terms of policy and practice, the district is modifying how student and family input informs school climate planning. The establishment of Community Schools Steering Committees and more inclusive site- and district-level advisory groups reflects a shift from passive consultation to collaborative design and decision-making, which has begun to include students as part of student advisory committee meetings. Policies and procedures regarding student engagement are being updated to include a commitment to disaggregated input analysis facilitated through the noted student advisory groups. These changes ensure that climate improvement efforts are both equitable and reflective of those most impacted.  To further this aim, the district is expanding its use of Parent Teacher Home Visits, which began during Summer 2025, as a proactive relationship-building strategy. These visits are now formally embedded in the district’s engagement plan as a high-impact practice designed to deepen trust and elevate family voice in shaping student supports and school climate decisions.  School connectedness and meaningful engagement will be embedded into professional development as are taken into account during classroom visits and feedback in relation to implementation of the Thoughtful Classroom Teacher Effectiveness Framework.   Additionally, school-wide events and engagement opportunities—such as Open House, Back-to-School Night, and academic family nights—are being restructured to ensure welcoming environments for students, with a particular emphasis on the middle school. This realignment reflects CHKS findings as well as Community Engagement Initiative work as meaningful participation and family engagement have room for improvement and it ensures these events serve both community-building and instructional support purposes.  Finally, the district is revising its professional learning plan to include capacity-building for site administrators and teacher leaders in culturally responsive engagement and restorative practices.|Met||2025-06-24|2025
15633210000000|Bakersfield City|6|In spring 2025, the Bakersfield City School District (BCSD) administered a Student Climate Survey to gather feedback on students’ perceptions of school safety, connectedness, and feelings of inclusion. The survey was conducted across grades 3–8 and provides important insights into school conditions and climate. Key Findings by Grade Span: •	Perception of Safety: •	Grades 3–4: 80% of students reported feeling safe at school, and 80% reported feeling safe in their classroom. •	Grades 5–6: 68% reported feeling safe at school, while 81% felt safe in their classroom. •	Grades 7–8: 70% felt safe at school, and 80% felt safe in their classroom. •	School Connectedness: •	Across all grade spans 3rd -8th grade, 72% of students reported feeling connected to their school. •	Feeling Welcome at School: •	Grades 3–4: 89% of students reported feeling welcome. •	Grades 5–6: 82% of students reported feeling welcome, a 7% decrease compared to younger students. •	Grades 7–8: 81% of students reported feeling welcome, representing a slight 1% increase over grades 5–6. The Spring 2025 results suggest that most students view the emotional and physical climate of their schools positively, particularly in classroom settings. While perceptions of safety and feeling welcome are relatively high, there is a noted drop in the middle grades (5–6) that warrants further exploration and targeted support. These results will be used to guide future school climate initiatives and student engagement efforts.|The Bakersfield City School District continues to refine and evaluate the effectiveness of student supports through the administration of local climate surveys for students in grades 3–8. These surveys are designed to assess students’ perceptions of the emotional and physical environment, instructional climate, relationships with adults, and overall attitudes toward school—all critical components of academic success.  Analysis of the Spring 2025 survey results revealed an overall increase in students feeling welcome at school, with particularly high levels reported in grades 3–4 (89%). While grades 5–6 reported a slight decline (82%), there was a modest improvement in grades 7–8 (81%), suggesting a positive trend as students transition into upper grades.  In addition, the data reflected strong perceptions of classroom safety, with students across all grade spans reporting high levels of safety in the classroom (80% or more). The overall sense of school connectedness remained consistent, with 72% of students indicating they feel connected to their school.  These findings suggest that students feel respected and supported by adults on their campuses, highlighting the impact of the district’s ongoing professional development focused on relationship-building and fostering inclusive school communities. In response to these results, the district is conducting deeper analysis to identify specific areas for improvement and inform future climate and engagement strategies.|Based on findings from the Student Climate Survey, the Bakersfield City School District remains committed to creating safe, inclusive, and supportive learning environments for all students. To address areas of need and further improve school climate, the district has identified several key actions and updates to existing practices: •	Enhanced Campus Supervision: •	Each school site now has a dedicated campus supervisor to support student safety and promote positive campus environments. •	Ongoing CPAL Support and Training: •	The district continues to employ Cafeteria and Playground Activity Leaders (CPALs) at all schools and has launched *CPAL University*, an ongoing professional development series designed to equip CPALs with skills to foster positive student interactions and proactively reduce disciplinary incidents, including referrals, suspensions, and expulsions. •	Restorative Justice Implementation: •	Professional development for staff, teachers, and administrators continues to emphasize restorative justice practices. This approach strengthens student-adult relationships, supports conflict resolution, and reduces exclusionary discipline. •	Social Emotional Learning (SEL) Focus: •	The district will maintain its commitment to Social Emotional Learning by offering training and resources to support the social and emotional development of all students. This includes equipping educators with strategies to meet the diverse needs of their students and create emotionally responsive classroom environments. These actions reflect the district’s commitment to using local data to guide continuous improvement and ensure that every student experiences a positive, supportive, and respectful school climate.|Met||2025-06-24|2025
15633390000000|Beardsley Elementary|6|Results of the 2024-2025 annual Student Survey, given to students in 3rd through 8th grades, show that 83.4% of students responded that their school cares about students; 65.5% said they feel safe at school; and 49.3% like school.  Parent survey results show that 100% feel that their children enjoy school; 84.6% say their child's teacher makes learning fun; and 77% agree their schools are safe places to learn.  Results of the 2024-2025 California Healthy Kids survey (CHKS) show 54% of 5th graders and 22% of 7th graders reported engaging in meaningful school participation.  In regards to school safety 56% of 5th graders and 36% of 7th graders said they felt safe at school.  Key indicators for substance abuse results show 6% of 5th graders state they have used alcohol or drugs at some point in their life, and 7% of 7th graders admit alcohol or drug use during the last 30 days.  41% of 7th grade students reported experiencing chronic sadness/hopelessness, down 7% from last survey.  Results of the from the 2024-2025 published the disaggregated data below:  *School Connectedness   -5th grade, 58% of participating students identified as Hispanic or Latinx, and 65% of participating students identified as White.   -7th grade, 39% of participating students identified as Hispanic or Latinx, and 38% of participating students identified as White.  *Academic Motivation   -5th grade, 90% of participating students identified as Hispanic or Latinx, and 92% of participating students identified as White.   -7th grade, 65% of participating students identified as Hispanic or Latinx, and 54% of participating students identified as White.  *Social and Emotional Learning Supports   -78% of participating students identified as Hispanic or Latinx, and 70% of participating students identified as White.  *Anti-bullying Climate   -75% of participating students identified as Hispanic or Latinx, and 73% of participating students identified as White.  California Dashboard Data shows that in 2023 - 2024 suspensions decreased to 1.7%.  Current end of year local data shows the suspension rate is 1.83%.|While Healthy Kids survey data is specific to 5th and 7th grade students, the social-emotional needs of students across all grade levels continues to be a priority for the Beardsley School District.  BSD suspension continues to decrease year over year.|The district will continue to provide activities to promote engagement and school connectedness of students (dress up days, academic recognition, token economy, etc.) and make campus environments inviting, clean, and safe for all students and families.|Met||2025-06-10|2025
15633540000000|Blake Elementary|6|The district provides multiple opportunities for students, parents, and community members to have a voice in their operations of the school. These opportunities are offered through stakeholder meetings, parent and student advisory meetings at the beginning of the school year and perception surveys at the end of the school year. All students, K-8th are given the perception survey at the end of each school year. The results of our surveys show that 100% of our students feel safe at school and 100% of our students report feeling connected and welcome to school.|The district recognizes that the students, parent, and community enjoy opportunties to get involved and anticipate with the school activities.  The students, parents and community would like to see improvements made to the grounds as well as the red school house to keep its integrity.|Based the positive feedback from the surveys, the district will continue the annual fall dinner fundraiser, Christmans program, spring open house and graduation events.  Additionally, the district is looking into adding additional events such as Grandparents day and a Mother's Day celebration.  The district is in the researching stage of developing a plan for playground/grounds improvements.  The district is also making necessary repairs and improvements to the red schoolhouse.|Met||2025-06-12|2025
15633620000000|Panama-Buena Vista Union|6|The Panama-Buena Vista Union School District is partnering with Kern Education Pledge to conduct the School Connectedness Survey for students Grade 3 to Grade 8.  This survey was developed by the Chronic Absenteeism Work Group under Kern Pledge to address chronic absenteeism and how relationships between students and staff may be impacting attendance.  P-BVUSD currently administers the survey in the Fall and Spring of each school year. The survey consists of seven questions that focus on connectedness with adults, sense of belonging, opportunities to be involved in activities outside the classroom, and reasons for missing school. The data is disaggregated by district total, grade level, and by school site.  There was a significant increase of 15.5% in response rate from 70.67% to 86.17% comparing the Fall 2023 administration to the Fall 2024 administration of the School Connectedness survey. This calculates to approximately 1,819 additional student voices represented. According to the Fall 2024 Connectedness data as compared to Fall 2023 Connectedness data, overall results for students in grades 3-8 showed: A slight increase of 0.65 from 70.65% to 71.3% of students reporting they feel it is easy to talk with teachers/staff at the school  Relatively static data from 74.83% to 74.9% of students reporting they feel their teacher(s) and school staff care about them A slight increase of 0.42 from 72.82% to 73.24% of students reporting they feel there is a teacher or adult at school who will notice their absence Relatively static data from 70.49% to 70.48% of students reporting they feel like they belong when at school  Disaggregated Fall 2024 Connectedness data by elementary and junior high showed: 75.09% of elementary students reporting they feel it is easy to talk with teachers/staff at the school as compared to 62.46% of students in junior high, a difference of 12.6% 79.97% of elementary students reporting they feel their teacher(s) and staff care about them compared to 63.11% of students in junior high, a difference of 16.86% 77.54% of elementary students reporting they feel there is a teacher or adult at school who will notice their absence compared to 63.23% of students in junior high, a difference of 14.31% 74.76% of elementary students reporting they feel like they belong when at school compared to 60.52% of students in junior high, a difference of 14.24%|Increased Representation & Student Voice: A notable 15.5% increase in response rate represents approximately 1,819 additional students, significantly strengthening the validity and inclusivity of the data. This suggests growing student engagement and improved survey administration processes.  Overall Districtwide Trends (Grades 3–8): While overall connectedness appears stable, only minor gains were made. This may indicate that while foundational supports are in place, further work is needed to deepen student-staff relationships and enhance students’ sense of inclusion.  Ease of talking to staff: ? 0.65% Caring adults at school: Nearly unchanged (+0.07%) Staff noticing absences: ? 0.42% Sense of belonging: Essentially unchanged (? 0.01%)  Elementary vs. Junior High Disparities (Fall 2024): A consistent and significant gap in school connectedness exists between elementary and junior high students. Ease of talking to staff: 12.6% gap Feeling cared for: 16.86% gap Adult noticing absence: 14.31% gap Belonging: 14.24% gap Elementary students consistently report stronger connections to adults and a greater sense of belonging. This sharp decline in junior high suggests a developmental shift or structural barriers in relationship-building during adolescence, such as: Larger campuses and student-teacher ratios Less consistent teacher contact Social-emotional changes in adolescence  Overall Areas of Strength:  Sustained high levels of connectedness at the elementary level, indicating strong relational practices are in place. Increased student participation demonstrates trust and engagement with the feedback process.  Identified Needs:  Targeted support for junior high students to foster stronger relationships with staff and peers. Strengthen systems for belonging and adult-student recognition as students transition into secondary school settings. Explore staff training or mentoring models that emphasize relational practices in upper grades.|The District’s current actions under Goal 3 are essential for maintaining and improving school climate, as validated by Priority 6 data. For instance,   Action 3.1 – SEL Implementation Continue the plan to implement the newly adopted SEL curriculum with embedded professional learning and progress monitoring. The lack of substantial increases in connectedness metrics reflects a need for consistent and high-quality SEL integration, especially at the junior high level. Action 3.2 – Health and Wellness Centers (Exploration) Maintain this action to address the social-emotional and wellness-related barriers contributing to decreased connection in upper grades. Junior high data indicates students feel less noticed, less cared for, and less like they belong. Action 3.5 – Targeted Support for At-Risk Youth The relatively flat belonging data and disproportionate suspension rates among vulnerable groups reinforce the need to continue targeting Foster Youth, Unhoused Youth, and other priority groups. Action 3.6 – Family Resource Centers Continue efforts to support home-school connections, particularly for families with high needs. Engaged families can serve as protective factors for disconnected students.  Action 3.7 – SEL and Whole Child PD Sustained professional development for teachers and staff will help cultivate the trauma-informed, culturally responsive, and relational practices essential for improving student climate outcomes—especially in junior high.|Met||2025-06-24|2025
15633700000000|Buttonwillow Union Elementary|6|Two local climate survey's were administered to students in the Fall and Spring of the 2024-2025 school year. Spring of 25 results showed the following: 74% felt school staff were easy to access and talk to; 74% felt school staff cared about them; 74% felt an adult on campus would notice if they were absent; 47% felt there were opportunities to be involved in school; 74% felt they belonged at this school. This data was consistent with our Hispanic population. For EL's 80% felt school staff cared about them all other response percentages were similar.|- Staff-student relationships are a clear asset. With 74% feeling staff are approachable and caring, and 80% of English Learners (ELs) expressing the same sentiment, this shows success in fostering a welcoming atmosphere. - Safety and belonging are evident through the 74% who believe an adult would notice their absence and the same percentage feeling they belong. These are foundational to student engagement and well-being. - The fact that the Hispanic population mirrored the overall data reflects positive inclusivity for a major demographic group. - The EL subgroup reporting even stronger perceptions of staff care (80%) suggests targeted outreach or supports may be making a difference—something to highlight and potentially replicate across other engagement areas.|- Only 47% reported opportunities for involvement, which stands out against the otherwise high percentages. This gap suggests that while relationships are strong, there may be limited avenues for students or families—especially underrepresented groups—to actively participate in school life or decision-making. - This is an opportunity to enhance inclusive practices, such as more varied volunteer roles, leadership opportunities, or culturally responsive events that resonate with diverse families.|Met||2025-06-11|2025
15633880000000|Caliente Union Elementary|6|The school used a survey created by Kern County Superintendent of Schools and managed by Kern Integrated Data System. The survey had 6 questions with responses of Strongly disagree, disagree, agree, and strongly agree. There were 62% of the respondents agree or strongly agree that they feel safe at school, the staff cares about them, the staff are easy to talk to and that they belong in school. 100% of the students feel safe at school.|It is important to celebrate the 68% of the students recognizing a caring staff. PBIS has added a more positive culture and teachers are more aware of the need to acknowledge students positively 5 time to 1 negative. Students are greeted when they come to school by 3 staff members. The staff members meet them at the bus, in the hallway and then at the classroom door. The small school environment lends itself to learning all of the students names in a short time. The staff calls each student by name. They also tell the student that they are missed. The data pool is so small and the students with disabilities includes only 4 students, which makes it difficult to maintain confidentiality. The underrepresented groups will be assumed with the same data as the general population. The area of need is to move beyond names and to connect with each student.|The school will implement a buddy system where each staff member will get to know 4 students through lunch time, playground time, and questions about their well-being.|Met||2025-06-17|2025
15634040000000|Delano Union Elementary|6|According to the 2024–2025 California Healthy Kids Survey (CHKS), 60% of middle school students reported feeling connected to their school community. Similarly, results from the 2025 LCAP Student Survey show that 72% of respondents feel a sense of school connectedness. This sense of belonging is further reinforced by 63% of students who agreed that it is “pretty much true” or “very much true” that there is a teacher or adult at school who acknowledges their efforts and encourages them to do their best. An equal percentage reported that there is an adult who listens when they have something to say, underscoring the presence of meaningful student-adult relationships. Evidence of adult support and high expectations was also strong: 77% of students indicated that a teacher or other adult notices when they are absent, reflecting a culture of engagement and accountability. Academic motivation was another area of strength. Seventy-three percent of respondents reported being motivated to do well in school. Of those, 71% said they try hard to succeed in their schoolwork, and 81% stated they are always striving to improve. Additionally, 88.4% of students who responded to the LCAP Student Survey reported feeling supported in their instructional needs. School safety remains a key indicator of student well-being. According to the CHKS, 56% of middle school students said they feel safe at school; however, 73.7% of respondents on the LCAP Student Survey indicate that they feel safe at school.   At the elementary level, the CHKS revealed similarly positive trends. Seventy-five percent of elementary students reported feeling connected to their school. More than three-quarters said they feel close to people at school, are happy to be there, and feel like part of the school community most or all of the time. Caring adult relationships were also a consistent theme. Seventy-four percent of elementary students reported that teachers and other adults care about them most or all of the time, while 77% said adults regularly listen to what they have to say. These responses point to strong, supportive relationships between students and school staff. Further, 83.4% of respondents to the LCAP Student Survey indicated that their school works with their parents or guardians to support their success. Expectations and encouragement from school staff were reported at high levels. Eighty-seven percent of students said the adults at school have high expectations for them. Additionally, 82% said teachers and staff regularly acknowledge their efforts, 87% stated that adults believe they can succeed, and 95% affirmed that school staff want them to do their best. Finally, the surveys highlighted the importance of social-emotional learning and mental health support. Seventy-nine percent of elementary students reported that their school provides social-emotional learning supports, and 76% said they feel safe at school and 75.8% on the LCAP survey.|The 2024–2025 California Healthy Kids Survey (CHKS) and the LCAP Student Survey offer valuable insight into the experiences of students across the district. Together, they paint a picture of a school community that is, overall, supportive and encouraging—particularly at the elementary level—while also highlighting areas where middle school students may need additional attention and support. A consistent theme across both surveys is the importance of strong student-adult relationships. In middle school, 63% of students agreed that there is a teacher or adult who acknowledges their efforts and encourages them to do their best, and an equal percentage said there is an adult who listens when they have something to say. These findings reflect a meaningful presence of caring adults in students’ lives. Additionally, 77% of students reported that a teacher or staff member notices when they are absent, suggesting that school staff are actively engaged in monitoring and supporting student well-being. Students also reported high levels of academic motivation. Nearly three-quarters (73%) said they are motivated to do well in school, with 71% saying they try hard to succeed in their work and 81% striving to improve. Instructional support appears to be a strong point as well, with 88.4% of respondents affirming that they feel supported in meeting their academic needs. Feelings of school connectedness, a key indicator of student engagement and belonging, were generally positive, though with some variation. Sixty percent of middle school students who took the CHKS reported feeling connected to their school, while the LCAP Student Survey showed a higher percentage—72%—expressing a sense of belonging. This difference may reflect the way questions are framed in each survey, but it also points to the need for further attention to the middle school experience. Safety perceptions, however, were more mixed. Only 56% of middle school respondents to the CHKS reported feeling safe at school, a concern that stands in contrast to the 73.7% who said they feel safe in the LCAP Student Survey. The gap between these results suggests that students may interpret “safety” differently across survey contexts—or that different school environments are experienced in distinct ways. This area warrants deeper exploration to ensure all students feel physically and emotionally secure at school. Elementary students, by contrast, reported more uniformly positive experiences. According to CHKS data, 75% of elementary students feel connected to their school. More than three-quarters said they feel close to people at school, are happy to be there, and feel part of the school community most or all of the time. Supportive relationships also stood out at the elementary level. Seventy-four percent of students said teachers and adults care about them most or all of the time, and 77% reported that adults regularly listen to them. These responses highlight a school culture built on trust and respect.|To implement a continuous improvement process regarding school climate, the Delano Union School District will continue to leverage its LCAP, SPSAs, District Wellness Plan, Community Schools Grant, and Parent and Family Engagement Policy to enhance and promote a positive, inclusive, and supportive school environment. Ongoing training for teachers and staff will focus on the English Learner Roadmap, restorative practices, social-emotional learning, motivating struggling learners, AVID, and trauma-informed care. Site administrators, with district team support, will work on decreasing chronic absenteeism by creating initiatives to motivate and encourage daily student attendance. Vice-principals will proactively address disciplinary issues through class visitations, small group sessions with social workers, and ongoing mentorship with students and families. Site mental health teams, supported by the district, will integrate social-emotional learning into daily instruction and ensure counseling and mental health services are accessible to all students. Sites will also continue to utilize the Sown to Grow platform to collect SEL data from students on a weekly basis.  This will allow site administration as well as site mental health teams and teachers to immediately address any student social-emotional concerns in the areas of:  sense of belonging, self-awareness, self-management, social awareness, responsible decision making, and relationship skills.  In alignment with the DUSD Parent and Family Engagement Policy, all team members will foster collaboration between the school, families, and the community, emphasizing active parental involvement in education. The district is committed to building the capacity of both school staff and parents to create strong partnerships, including assisting parents in understanding academic standards, assessments, and monitoring their child's progress. By focusing on these key areas, the Delano Union School District aims to continue to create a sustainable and effective continuous improvement process for enhancing school climate, ensuring a positive, inclusive, and supportive environment for all students and staff.|Met|High expectations and consistent encouragement from school staff further reinforce this positive climate. Eighty-seven percent of elementary students said the adults at school have high expectations for them, and 82% said teachers and staff acknowledge th|2025-06-11|2025
15634040120139|Nueva Vista Language Academy|6|Nueva Vista Language Academy administered the California Healthy Kids Survey to students and school personnel in Fall 2024. The student survey in November 2024 covered topics including school connectedness, learning supports, and safety. Key findings include: • 72% of students feel connected with school. • 84% of students are academically motivated. • 74% agreed students have a caring adult at school. • 89% agreed adults have high expectations for them. The school personnel survey in December 2024 (n=57) found: • 100% agree that parents feel welcome to participate at school. • 87% agree adults have high expectations for students. Overall survey data indicates NVLA has a generally positive climate with some room for improvement in peer relationships, and family engagement.|"The Fall 2024 survey data reveals several key insights and areas of strength and growth at NVLA Strengths: • A majority of students feel safe, like school, and believe teachers treat them respectfully • School personnel overwhelmingly feel the school supports academic success and that they are valued members of the school community Areas for growth: • The lowest scoring indicator included ""Students in my class behave so that teachers can teach • Staff survey results indicate a need for more family involvement in school events and volunteer opportunities The data suggests that while NVLA has a generally positive and respectful school environment, more could be done to build a culture of peer support among students. Efforts to engage families and create welcoming opportunities for them to connect with the school also merge as an area of focus. Targeted initiatives to understand and close gaps in experiences for different student groups will also be important. Professional development and programs to help students build social-emotional skills and relationships could help strengthen the overall school climate."|Based on insights from the survey data, NVLA will make the following changes to continuously improve school conditions and support student success: 1. Implement a Positive Behavioral Interventions and Supports (PBIS) system schoolwide. This will include: • Developing clear, positive behavioral expectations that are taught and reinforced consistently • Increased recognition of students demonstrating positive behaviors • Tiered supports and interventions for students struggling with behavior • Ongoing training and coaching for staff 2. Review and update discipline policies and procedures to increase consistency and equity in handling student behavior issues. Partner with student and parent advisory groups for input. 3. Provide professional development for all staff on culturally responsive teaching practices, supporting students with disabilities and English learners, and creating inclusive classroom environments where all students feel welcome. 4. Expand social-emotional learning curriculum and counseling supports to build student skills in areas like conflict resolution, emotional regulation, and interpersonal relationships. 5. Conduct student focus groups, especially with student groups who reported lower connectedness, to gather input on how to strengthen relationships and increase their sense of belonging at school. Progress in these areas will be monitored through annual school climate surveys, discipline and counseling referral data, and feedback from educational partners. School plans will be adjusted as needed based on results.|Met||2025-06-11|2025
15634046009351|Cecil Avenue Math and Science Academy|6|Cecil Avenue Math and Science Academy has made notable progress in improving school climate by fostering a warm, positive environment through daily greetings, morning announcements, and behavior incentives like ice cream passes and prize spins. Events such as spirit rallies further boost student motivation. Office staff contribute to this welcoming culture by enhancing the front office space and providing friendly service. According to the School Climate Survey, students rated their experience at an average of 3.09 on a 4-point scale, with strong ratings for social support and civic values, but lower scores in cultural acceptance (2.77) and safety (2.92). While the overall environment is seen as supportive, students identify safety and inclusivity as key areas for growth.|Based on the analysis of the school climate data, several key learnings, areas of strength, and identified needs emerged. Overall, students reported moderately positive experiences across most categories. On a scale of 4, students' average score was 3.09. The data reveal that peer and adult social support are significant strengths; students generally feel respected by teachers (mean score 3.21) and know peers they can turn to for help (3.17). Similarly, social and civic values such as fairness, honesty, and a willingness to help others are well-developed among students, with the highest average score of 3.45 in this area. Order and discipline are also seen as strengths, with students recognizing clear rules and high expectations (3.19). However, key areas for growth include school connectedness, which scored lower (2.83), suggesting a need to improve students’ sense of belonging, success, and excitement about school. Cultural acceptance is another area requiring attention (2.77), as students' perceptions of fairness and respect across differences in academic ability, race, and appearance are lower. School safety also stands out as a concern (2.92), with students expressing some worry about physical safety and conflicts among peers. When disaggregated by student groups (e.g., by race, ethnicity, gender, or grade level, as available), the data reveals that certain groups—such as students from underrepresented racial or ethnic backgrounds or students in lower grade levels—may report lower perceptions of safety, fairness, and cultural acceptance, highlighting a need for targeted support and equity-focused initiatives. These findings point to the importance of strengthening inclusive practices, promoting cultural understanding, and addressing safety concerns to ensure all students feel welcomed, valued, and secure in their school environment.|CAMSA will implement improvements to enhance school climate and student success based on survey feedback. Key actions include updating discipline policies, providing staff training on inclusive practices, and expanding social-emotional learning and counseling services. Student focus groups will be used to strengthen connections and belonging. Progress will be tracked and plans adjusted as needed. The school will also use its LCAP, SPSAs, and family engagement policies to support continuous improvement, with ongoing training in restorative practices, SEL, and trauma-informed care. Efforts to reduce chronic absenteeism will remain a priority.|Met||2025-06-11|2025
15634046009369|Del Vista Math and Science Academy|6|Del Vista Math and Science Academy administered local school climate surveys to students and school personnel in 2024-25. The student survey through the California Healthy Kids Survey (n=90) and LCAP Student Survey (n=191) covered topics including school connectedness, learning supports, and safety. Key findings include:  -80% of students report feeling connected to school -83% feel safe at school and demonstrate strong academic motivation -94.2% feel supported with their instructional needs -86% experience a positive antibullying climate  However, areas needing attention were identified:  -25.1% of students do not feel supported with social, emotional, or mental health needs -42% report experiencing mean jokes or name-calling from peers -40% report being hit or pushed at school when not playing around -46.6% experience challenges completing classwork or homework  The school personnel survey through the California School Staff Survey (n=35) found:  -44% strongly agree the school is a supportive place for students to learn -52% strongly agree staff feel responsibility to improve the school However, only 35% strongly agree the school is a supportive place for staff to work  Staff identified clear professional development priorities to address student needs:  -78% want more training on meeting social-emotional and developmental needs of students -67% want support with positive behavioral interventions and classroom management -67% want training on supporting students exposed to trauma  Overall, survey data indicates Del Vista has a strong foundation with high school connectedness and academic support, but shows clear need for improvement in social-emotional supports, peer relationships, and staff working environment. Staff demonstrate readiness to address these challenges through targeted professional development.|The 2024-25 school climate data reveals several key insights and areas of strength and growth at Del Vista Math and Science Academy: Strengths:  Strong student connection to school (80%) and feeling safe (83%) High academic motivation among students (83%) with excellent instructional support (94.2% feel supported) Positive antibullying climate (86%) showing effective prevention efforts Staff demonstrate commitment to school improvement (52% strongly agree they feel responsibility to improve the school)  Areas for growth:  One in four students (25.1%) do not feel supported with social, emotional, or mental health needs Peer relationship issues persist with 42% experiencing mean jokes/name-calling and 40% being hit or pushed Nearly half of students (46.6%) face challenges completing classwork or homework Staff working environment needs improvement, with only 35% strongly agreeing the school is supportive for staff  The data suggests that while Del Vista has built a strong foundation of safety, connectedness, and academic support, significant work remains in developing social-emotional supports and improving peer relationships. The gap between strong academic support (94.2%) and social-emotional support (74.9%) indicates a clear priority area. Staff readiness to address these challenges is evident, with high percentages requesting professional development in social-emotional learning (78%), behavioral interventions (67%), and trauma support (67%). This alignment between identified needs and staff development priorities creates an opportunity for targeted improvement efforts that can strengthen both student well-being and the overall school climate.|Based on insights from the 2024-25 school climate data, Del Vista Math and Science Academy will make the following changes to continuously improve school conditions and support student success:  1. Enhance social-emotional learning supports to address the 25.1% of students who do not feel adequately supported. This will include: -Implementing dedicated SEL time in the daily schedule with formal check-ins and lessons -Providing targeted professional development for 78% of staff who requested training on meeting social-emotional and developmental needs of students -Expanding counseling and mental health support services to ensure timely access for all students  2.Strengthen peer relationship interventions to address bullying and harassment issues. Actions include:  -Implementing positive behavioral interventions and supports (PBIS) as requested by 67% of staff needing classroom management training -Developing targeted programs to reduce mean jokes/name-calling (affecting 42% of students) and physical aggression (affecting 40% of students) -Building on the strong antibullying climate (86%) to create more positive peer interactions  3. Provide comprehensive professional development aligned with identified staff needs:  -Training on supporting students exposed to trauma (requested by 67% of staff) -Culturally responsive teaching practices and inclusive classroom environments -Strategies to help students with homework completion challenges (affecting 46.6% of students)  4.Improve staff working environment to support the 65% of staff who do not strongly agree the school is supportive for them:  -Enhance staff collaboration and support systems -Increase opportunities for meaningful participation in decision-making -Provide additional resources and support for staff wellness  5. Maintain and build on current strengths including high school connectedness (80%), academic motivation (83%), and strong instructional supports (94.2%).  Progress will be monitored through annual school climate surveys, LCAP surveys, discipline and counseling referral data, and feedback from educational partners. School plans will be adjusted based on results to ensure continuous improvement in both student and staff experiences.|Met||2025-06-11|2025
15634120000000|Delano Joint Union High|6|The Delano Joint Union High School District administered its annual student climate in Spring 2025, receiving 1,975 responses across all school sites. The survey included targeted items on school safety, student connectedness, and academic supports. Results showed that 87% of students feel safe at school, and 70% feel connected to their campus community. In addition, 92% of students reported that their school effectively addresses attendance, dropout prevention, and graduation goals. Students also affirmed access to a broad course of study (86%) and standards-aligned instructional materials (95%).|The survey results reflect continued progress in maintaining a safe and supportive school environment. Students broadly affirmed feeling safe, supported, and academically prepared. However, the data also surfaced a need to deepen student connectedness—particularly among underrepresented groups. While overall connectedness remains high, ensuring every student feels a sense of belonging remains a priority. In response, the district identified the need for expanded professional development focused on student voice and inclusive engagement strategies. Training will target activities directors, student body leaders, and campus clubs to promote diverse, student-led initiatives that foster peer connections and school pride.|To address the identified need to strengthen school connectedness, the district is enhancing existing supports and expanding engagement opportunities. Staff—including intervention counselors, social workers, and marriage and family therapists—will continue to participate in professional learning focused on mental health, trauma-informed practices, and relationship-building. The district also plans to increase after-school program offerings that allow students to build community through interest-based clubs, leadership opportunities, and peer mentoring. These changes support the district’s continuous improvement approach and reflect a sustained commitment to creating inclusive, emotionally safe learning environments for all students.|Met||2025-06-26|2025
15634200000000|Di Giorgio Elementary|6|Of the 3rd through 8th grade students surveyed using the Kern Integrated Data Systems (KiDS) School Connectedness Survey, 64% of students felt that their teachers and school staff care about them while 65% feel very connected to the school. The 2023-2024 school year serves as a baseline for the KIDS School Connectedness Survey. This survey will be conducted in the fall and spring of each year with third through eighth-grade students. Results will be shared with all stakeholders. Local data indicate that Di Giorgio's engagement and attendance rate remained at 97% during the 2024-2025 school year.|Through analysis of our School Connectedness Survey, suspension and expulsion rates, attendance, and chronic absenteeism, the Di Giorgio School District has determined that while our attendance, suspension and expulsion rates, and chronic absenteeism rates continue to improve, we need to focus on building a climate where students feel safe and engaged in learning. We have learned that as students get older, they feel less connected, while our 3rd, 4th, and 5th grade students would like to have more opportunities to participate in school activities such as sports and performing arts.|Di Giorgio will continue to focus on a Multi Tiered System of Supports including positive behavior strategies, restorative practices, and attendance plan to increase student engagement.|Met||2025-06-30|2025
15634380000000|Edison Elementary|6|EESD administered the California Healthy Kids Survey (CHKS) in Spring 2025 to students in grades 5–8, capturing student perceptions of safety, connectedness, and emotional well-being. Participation rates exceeded 80% across all grade levels, and survey administration included both English and Spanish versions to ensure accessibility.  Key data highlights from the CHKS included:  75% of students reported feeling “safe or very safe” at school.  72% reported feeling connected to adults on campus.  68% of students indicated that they knew who to go to when they needed help at school.  79% felt that their school cared about them as individuals.  Disaggregated results showed:  English Learners (ELs) reported lower connectedness (64%) than the overall student group.  Students with Disabilities (SWD) reported lower perceptions of physical safety (62%) and peer respect (58%).  Foster and Homeless Youth had the lowest connectedness scores (under 60%), though they represented a smaller subgroup sample.  Latino/a students rated school climate slightly higher than other subgroups on trust in adults.|Analysis of the 2025 data highlights several strengths in school climate across EESD:  Students generally report positive relationships with staff and a sense of belonging at school.  Site-based efforts to build adult-student trust (e.g., advisory periods, wellness check-ins) are being recognized in student responses.  Use of SEL screening tools is increasing awareness of emotional safety and readiness to learn.  However, areas for growth remain:  Underrepresented groups—notably SWD and foster/homeless youth—experience less consistent feelings of safety and connection.  Students’ understanding of school rules and consistent behavior expectations varies between sites, particularly at the upper grade levels.  A subset of students shared in focus groups that bullying, social exclusion, and inconsistent discipline practices remain concerns.|In response to 2025 climate data, EESD is making several refinements:  Site-level climate teams are using subgroup data to develop targeted actions in SPSAs and Tier I supports.  The district is expanding training for yard duty staff, front office personnel, and noon supervisors on de-escalation, restorative practices, and culturally affirming supervision.  Positive Behavior Interventions and Supports (PBIS) refreshers will be embedded into fall PD, and Tier I expectations will be re-rolled out to all students.  Middle schools will increase student leadership and peer mentoring roles to strengthen school culture and shared accountability.  Schools will partner with local CBOs to enhance supports for foster and homeless youth, with site liaisons ensuring follow-through.|Met|EESD views climate data as integral to LCAP goal-setting and site improvement planning. Survey results are reviewed in SSC, DELAC, and Board meetings and inform allocations for SEL, mental health, and supervision programs. Progress is monitored through on|2025-06-23|2025
15634460000000|Elk Hills Elementary|6|Reflections from the School Climate Survey administered by WestEd provided the following key takeaways: 87% of students feel cared about by their teachers, 85% of students felt that people of different cultural backgrounds, races, or ethnicities get along well at this school, 87% of students feel that there a chances for students to be involved in school activities, 84% of students feel socially accepted, 80% feel safe at school, 39% feel students are bullied or cyberbullied at times, 17% believe it is easy to use or try drugs or alcohol at school or school-sponsored events, 87% would report a threat if heard to someone in authority at school, 89% feel the school and grounds are kept clean, 88% believe their teachers expect them to do their best all the time, 83% believe they can talk to their teachers about problems in class, and 91% feel that adults working at the school reward students for positive behavior. Based on these results, Elk Hills is continuing its school wide mentorship program and SEL work, bolstering its PBIS work, implementing an anti-bullying campaign, and hosting substance awareness/abuse classes.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.  The majority of students at Elk Hills feel safe and welcomed and have strong relationships with adults on campus. However, there is a small percentage of students who do not feel connected to the school. A higher percent of male students feel less connected than female students. There were no identifiable student groups in the data that determined a particular outcome in the data other than male, female students.|Elk Hills School District will be strengthening its social emotional learning program through curriculum used daily during the tier one instructional level. Tier two and three supports will also be bolstered through skills groups and other MTSS strategies. The district's goal is to open lines of communication about how students feel and how to make changes to provide the most positive learning environment possible.|Met||2025-06-12|2025
15634610000000|Fairfax Elementary|6|The district conducted surveys, focus groups, and empathy interviews with students, staff, and families to assess school climate. Over 1,000 students across grades 4–8 participated. Student survey results showed: 75% said teachers/staff are easy to talk to, 75% felt staff cared about them, 80% felt noticed when absent, 75% reported a sense of belonging, and 80% felt safe at school—an increase from 72.7% last year. Participation in events and clubs rose from 15% to 25%, and students agreeing there are “many ways to get involved” increased from 24% to 34%.  Parent surveys (500+ responses) showed high satisfaction: 94% agreed schools provide a high-quality education, 93% felt valued as partners, and 95% agreed staff show genuine concern for their children. However, some concerns were raised about discipline consistency, after-school resources, and access for underrepresented families.  Teacher and staff feedback revealed ongoing concerns about workload, voice in planning, and need for additional professional development. Stakeholder advisory groups (ELAC, DELAC, Migrant PAC, DAC) emphasized the importance of culturally responsive engagement, inclusive climate practices, and expanded mental health services. Disaggregated data identified lower connectedness and participation among English Learners, Foster Youth, and Students with Disabilities. These groups reported needing more adult support and accessible enrichment opportunities.|The district identified several strengths and needs from the climate data. Strong teacher-student relationships remain a strength, with 75% of students reporting positive adult connections. Student belonging and safety showed measurable improvement, while increased club and event participation suggests progress in student engagement initiatives. Parent satisfaction remains high, especially in the areas of student support and school communication.  Key areas for improvement include consistent disciplinary practices and expanded access to extracurriculars and academic supports, particularly for underrepresented groups. English Learners and Students with Disabilities reported lower levels of belonging and access to enrichment activities, indicating a need for more inclusive programming.  Staff feedback highlighted a need for more opportunities to contribute to school planning and support for managing academic and social-emotional needs of students. Concerns around workload and collaboration structures also surfaced as areas to strengthen.  Additionally, qualitative data from student focus groups revealed ongoing concerns about bullying, workload, and equity in school activities and resources—emphasizing the importance of continued focus on inclusive school culture and proactive Tier 1 supports.|To address identified needs, Fairfax School District is implementing targeted improvements across school climate practices. Disciplinary consistency will be addressed through updated site-level PBIS frameworks and professional development focused on restorative practices and equity in behavior expectations. Staff will receive continued training on trauma-informed care and inclusive engagement strategies.  To support underrepresented student groups, the district is expanding social-emotional learning (SEL) access (LCAP Actions 3.5 and 3.6), enhancing after-school and club offerings (Action 3.9), and increasing adult mentorship roles to build stronger connections with Foster Youth, ELs, and Students with Disabilities.  Communication improvements include increased use of ParentSquare’s translation features and community forums co-hosted with partner organizations. Parent engagement liaisons at key sites will also help families navigate district systems and participate more actively in decision-making.  Student leadership programs and representation on site councils have been expanded to give students voice in shaping school climate and decision-making. Facilities and maintenance concerns raised by students are being addressed through district capital improvement funds and site walkthrough reviews.  The district will continue quarterly pulse surveys and empathy interviews to monitor progress and ensure school climate improvements are responsive and inclusive. These changes reflect a broader commitment to equity, safety, and a supportive environment where all students and families feel valued and connected.|Met||2025-06-26|2025
15634790000000|Fruitvale Elementary|6|"The District surveyed 620 Jr. High Students and 542 3rd through 6th grade students including questions regarding the local climate, school safety, and school connectedness. 2025 Spring LCAP Survey Data: ""My school is a safe place for students."" 86% elementary & 62% Jr. High students agree ""My school makes sure I am safe."" 91% elementary & 79% of Jr. High students agree ""My school recognizes students when they make good choices."" 80% elementary & 60% of Jr. High students agree ""I feel that students at my school are treated equitably."" 70% students agree ""I do not know how to see the school counselor."" 14.2% elementary students - 22% Jr. High ""Students at my school feel connected to the staff and the school."" 83% elementary & 74% Jr. High students agree ""My teacher cares about me."" 94% elementary students agree ""The adults at my school care about me."" 90% elementary & 81% of Jr. High students agree"|District Survey data continues to improve in the area of school climate. District initiatives including the rollout of the Multi-tiered System of Support in academics as well as behavior, Social Emotional Learning Daily Lessons and sitewide connections, additional support staff on all campuses, and attendance improvement initiatives are making an impact on student and family connectedness. The District is pleased to see student responses indicating the majority feel safe and acknowledge the school makes sure they are safe. The District continues to examine and implement safety measures including one-way window graphics, cameras, office entry buzzers, shatterproof window film, and conducting vulnerability assessments. Student survey data reflects students enjoy positive reinforcements as well as connections to the school and staff. The Junior High results are lower than elementary in areas which give pause for examination and improvement. Areas of weakness include student knowledge of the process to connect with their school counselor as well as helping students feel a sense of belonging at school. Attendance initiatives continue to improve and support students school connections in a positive, rather than punitive, manner.|The District added a second social worker mid year 23-24 to increase support for students and families. 24-25 the District has added an Intervention Program Specialist to address specific interventions for students. The District has also added recreational aides on each site to provide recreational opportunities for students daily. The District joined the Northwest Safe Schools Coalition and employed Campus Supervisor in the 2024-25 year to continue to improve and support school safety across the District. Survey results support the continuance of the MTSS improvement process, social-emotional and character education, counseling and psychologist services on every site, as well as continued staff development in this area. Lastly, the District is increasing School Resource Officer time and seeking to improve school climate and connectedness in the 2025 LCAP.|Met||2025-06-12|2025
15634870000000|General Shafter Elementary|6|Attendance Rate All Students Year to date Attendance Rate 96%, overall increase of 1% from the previous year. English Learners- 95.00%, maintained from the previous year. Socioeconomic Disadvantaged Rate 96%, maintained from the previous years.  Chronic Absenteeism Rate All Students- 19.2%,  English Learners- 23.3% Socioeconomic Disadvantaged Rate- 18.1%|School Climate: Stakeholder input overwhelmingly gave our district and site administration high marks for their ability to communicate, especially using the resource ParentSquare to keep them informed of happenings in our district.  Students and families feel safe at school and feel the facilities are well taken care of and sanitized regularly. Administration has indicated the continued need for a psychologist to provide physical, social emotional, and mental health services based upon responses indicating a need in our district survey. Our district safety plan actions utilizing personnel and programs funded through LCAP will promote a safe environment. Go Guardian continually is being purchased and implemented to indicate real-time access to student engagement and oversight of use of technology in appropriate manners. We continue to evaluate and upgrade our facilities and technology to keep our students and staff safe.   Parent Stakeholder: Through parent stakeholder surveys meaningful communication and conversations to promote expanding engagement have been a topic of all stakeholder input sessions. Basic implementation of skills, strategies, and communication is a priority of our district. Parents have indicated their desire to be educated regarding the educations system and terminologies. Basic implementation of training in the area of skill, strategies and the importance of daily school attendance are reasons why this goal was created.  Student Survey Input:  Survey data indicates many students feel engaged or have a sense of school pride.|n|Met||2025-06-04|2025
15635030000000|Greenfield Union|6|During the 2024–25 school year, Greenfield Union School District administered a locally developed School Climate and Conditions Survey to all students in Grades 4–8. A total of 4,057 responses were collected, representing 83% of the 4,897 eligible students, ensuring broad participation across schools and student groups.  Survey results were disaggregated by key student groups, including:     Socioeconomically Disadvantaged (SED): 4,633 students     English Learners (EL): 3,526 students     Students with Disabilities (SWD): 736 students     Foster Youth: 264 students     Homeless Youth: 615 students  Students also participated in focus groups and advisory feedback sessions, adding qualitative insight to the survey data. Together, these perspectives revealed strong appreciation for access to the arts, technology, and field trips, as well as consistent trust in support staff such as social workers and school resource officers. At the same time, students identified needs for improved facilities and more consistent access to programs across sites—particularly in health and prevention education.|Analysis of Greenfield’s 2024–25 local climate survey data, combined with student focus groups and site-based input, surfaced several key learnings about how students experience school. These insights reflect both areas of strength and critical needs—particularly as they relate to unduplicated student groups.  Areas of Strength:     Enrichment Access as Engagement Drivers: Students across all groups expressed strong appreciation for field trips, arts, music, and physical education. These experiences were especially meaningful for low-income students and English learners, who emphasized that such opportunities would not be possible without district support.     Technology as an Equity Tool: Over 95% of students reported that their district-issued Chromebook is their only device for learning. Technology access was widely viewed as essential for equitable instruction, with students praising both device quality and the platform ecosystem (Google Classroom, Renaissance, MyOn, Clever).     Trusted Adults and Safety: Students consistently named school social workers, behavior staff, and school resource officers as key sources of emotional and physical safety. This sentiment was echoed across grade levels and student groups, especially foster and homeless youth.     Family Engagement Structures: The transition from DAAPAC to the Equity and Achievement Task Force was well received, with families from unduplicated groups expressing greater clarity, relevance, and value in their participation.  Identified Needs:     Facility Equity: Students highlighted the need for improved access to gymnasiums, shade structures, and track upgrades. These concerns were particularly acute for schools serving higher populations of socioeconomically disadvantaged students, where aging infrastructure limited access to safe and engaging outdoor space.     Health and Prevention Education: Participation in wellness and prevention programs remained stagnant, with students across multiple groups citing inconsistent availability of nutrition classes, substance abuse education, and mental health outreach.     Transportation as a Barrier to Participation: While field trips were highly valued, students in rural or lower-income neighborhoods reported missed opportunities due to transportation staffing shortages—highlighting transportation access as a growing equity gap.     Early Grade Family Support: TK and Kindergarten families requested more individualized outreach and onboarding, emphasizing that strong partnerships must start early to build trust and ensure lasting engagement.  These findings affirm that upstream investments such as early access to enrichment, proactive wellness outreach, and school-connectedness supports are yielding measurable gains in engagement, safety, and student confidence. However, they also underscore the importance of addressing logistical and structural barriers that continue to affect unduplicated student groups disproportionately.|Based on the analysis of local climate data and student voice, the district has identified several strategic changes to existing actions, systems, and resource allocations to better meet student needs and deepen positive school climate across all sites.  Revisions to Existing Actions:      Expanded Health and Wellness Outreach (Action 3.8):     In response to stagnant participation in prevention education and student feedback about wellness access, the district will relaunch nutrition and substance abuse programming through a revised outreach model. This includes streamlining communication under the expanded Nurse Educator role, increasing bilingual offerings, and reassigning staff (e.g., Social Workers, Counselors) to support earlier, more consistent student engagement.      Transportation Access Enhancements (Action 3.10):     To address student-reported participation barriers related to field trips and enrichment access, the district will increase driver recruitment, revise bus routing strategies, and pilot external vendor partnerships to expand capacity. The district is considering developing a new metric which would track unmet transportation requests and serve to provide early warning signals and support more equitable access.      Redesigned MTSS Implementation (Action 3.11):     In response to performance gaps among Students with Disabilities and mixed feedback on support quality, the district has shifted its MTSS model from district-level installation to classroom embedded coaching and collaboration. Implementation will now include co-teaching, co-planning data, and Least Restrictive Environment (LRE) tracking to identify and respond to service mismatches earlier.  New or Strengthened Practices:      Facility Access Equity Focus:     The district will begin a phased review of campus infrastructure with a focus on student-identified priorities such as gymnasiums, shade structures, and track general maintenance and improvements prioritizing equity for the district's unduplicated student groups.      TK/K Family Engagement Supports:     In response to strong feedback from early grade families, the district will expand onboarding resources for TK and Kindergarten parents and provide more individualized communication in the first 30 days of school. This early relationship-building is a key upstream opportunity to strengthen long-term engagement.      Increased Student Voice Integration:     Building on this year’s success, the district will expand middle school student representation on the LCAP Advisory Committee and explore structured input opportunities for upper elementary students to further integrate student perspectives into decision-making.  These actions reflect a continuous improvement cycle informed directly by climate data, stakeholder feedback, and an upstream mindset ensuring that support systems are not reactive, but designed to meet student needs before barriers grow.|Met||2025-06-11|2025
15635290000000|Kern High|6|The local school climate survey for students and local family survey provide insight to allow KHSD staff to make decisions about how to better support all students, progress monitor programs, and inform educational partners and the community.|The percentage of students that feel as though students on their campus care for them and that the activities they participate in at school make the school or community a better place has remained constant from 2024 to 2025.  The percentage of students who felt isolated/harassed at school has remained steady from 2024 to 2025. There is a continued need to increase perception of school safety and school connectedness. KHSD will continue to provide students with opportunities for meaningful participation and continue to build and strengthen relationships/partnerships with staff, students, families, and the community.|Schools within the KHSD continue to strengthen school climate and student/staff connectedness through the implementation of the Positive Behavioral Interventions and Supports framework along with multi-tiered systems of support and social-emotional learning. The KHSD has allocated additional support staff to work with students, including those who are in need of additional mental health and/or substance abuse support. The KHSD promotes suicide awareness, education, and prevention with staff, students, and families in an effort to educate them about suicide and understand what help is available. The District conducts student focus groups regarding differences in student group responses to address concerns. External coaches consult with district and school leaders, and assist them in delving deeper into the student/family/staff perceptions and systems in place, including school safety, mental health, and substance abuse support.|Met||2025-06-23|2025
15635291530435|Kern Workforce 2000 Academy|6|Our LEA administered a local climate survey in the Spring of 2025 to assess students' perceptions of school safety, connectedness, engagement, and overall well-being. The survey was given to all students in grades 9–12 and included items aligned to the California Healthy Kids Survey (CHKS) framework. Participation was strong across most grade levels and student groups.  Overall Findings (All Students):  School Connectedness: 74% of students reported feeling connected to at least one adult on campus.  Perceived Safety: 82% of students reported feeling safe or very safe at school.  Positive Learning Environment: 69% of students agreed that their teachers support their academic success.  Student Voice and Engagement: 63% of students felt their opinions are valued by school staff.  Disaggregated Data Highlights:  English Learners (ELs) and Long-Term English Learners (LTELs):  Reported lower levels of connectedness (61%) and student voice (54%) compared to the schoolwide average.  Foster Youth and Homeless Students:  Expressed significantly lower feelings of school safety (62%) and adult support (58%).  Students Receiving Special Education Services:  Indicated slightly lower perceptions of engagement and classroom inclusion (65%) compared to general education peers.  In addition to survey results, we gathered qualitative input through student focus groups and advisory panels. These conversations reinforced the data trends, particularly the need to improve supports for underrepresented students in building trusting relationships and feeling safe and included at school.  The data collected serves as a baseline for our ongoing efforts under LCAP Goal 4, which focuses on improving school conditions and outcomes, especially for EL, LTEL, and at-risk students.|Analysis of our 2025 school climate survey data, along with qualitative input from student focus groups, revealed several important insights into both strengths and areas for growth within our school community.  Areas of Strength: General School Safety and Adult Relationships: The majority of students (82%) reported feeling safe on campus, and 74% stated they felt connected to at least one adult at school. This suggests that our site-wide efforts to foster positive adult-student relationships and create physically safe learning environments are making a positive impact.  Positive Learning Environment: Nearly 70% of students reported that teachers support their learning and want them to succeed. This reinforces that staff are building academically supportive classrooms aligned to our instructional goals.  Key Needs and Gaps (Based on Disaggregated Data): English Learner and LTEL Engagement: EL and LTEL students reported lower levels of school connectedness (61%) and student voice (54%). These findings suggest a need to more effectively include multilingual learners in relationship-building activities and to ensure they have meaningful input in classroom and school-wide decision-making.  Support for Foster Youth and Homeless Students: Students in foster care and those experiencing homelessness showed the lowest levels of perceived safety (62%) and adult support (58%). This highlights the need for more trauma-informed practices and stronger wraparound supports to meet both their academic and social-emotional needs.  Inclusion for Students with Disabilities: Students receiving special education services reported lower feelings of belonging and engagement (65%) compared to their peers in general education. This suggests a need for more inclusive practices and staff training to ensure these students are fully included in all aspects of school life.  Overall Learning: While our school has built a foundation of safety and academic support, relational trust, voice, and belonging remain uneven across student groups, particularly for those who are underrepresented or at greater risk academically and socially. These findings confirm the importance of sustaining our LCAP Goal 4 priorities, which focus on improving conditions for learning and targeted support for ELs, LTELs, and other high-need student populations.  Our next steps will focus on creating more inclusive environments, strengthening communication between adults and students, and involving students more deeply in shaping a positive school culture.|Based on the analysis of our local climate survey data and input from students and educational partners, our LEA has identified several key areas requiring action to improve school climate, particularly for English Learners (ELs), Long-Term English Learners (LTELs), foster youth, and students with disabilities. In response, we are implementing the following changes to support ongoing improvement: 1. Expanding Relationship-Building and Student Support Systems To address gaps in connectedness and adult support reported by underrepresented students:  We are increasing the frequency and structure of student check-ins through advisory periods, counseling, and our outreach team, prioritizing foster youth, EL/LTEL students, and students in special populations.  The Parent Outreach Coordinator and counseling staff will receive additional training on trauma-informed practices and relationship-centered engagement to build stronger trust with students and families.  2. Improving Inclusion and Belonging for All Student Groups To improve student voice, engagement, and inclusion:  We are revising the schoolwide advisory curriculum to incorporate more student-led discussions, SEL activities, and opportunities for identity exploration, as well as student input on school culture.  Staff will participate in professional learning on inclusive classroom practices, with a focus on meeting the needs of multilingual learners and students with IEPs. 3. Strengthening Data Transparency and Communication To ensure students and families understand and trust how feedback is used:  We will implement a “You Spoke, We Listened” communication cycle after each survey or input process, summarizing what was heard and outlining the actions being taken. These changes reflect our commitment to equity, transparency, and responsiveness. By embedding school climate improvement into our systems and LCAP goals, we aim to create a more inclusive, connected, and student-centered learning environment for all. Translated summaries and infographics will be provided to ensure all families, especially EL families, receive and understand the updates.  4. Integrating Climate Data into Continuous Improvement For ongoing reflection and improvement:  Climate survey results will now be reviewed quarterly by leadership and school site teams, rather than annually, to inform mid-year adjustments and interventions.  Disaggregated student group data will be used to target interventions, allocate resources, and evaluate the effectiveness of current policies, particularly those tied to LCAP Goal 4: increasing student outcomes and engagement for high-need populations.|Met||2025-06-03|2025
15635450000000|Kernville Union Elementary|6|KUSD students participated in the California Healthy Kids Survey (CHKS during the 2024-20245 school year, which is administered to 5th and 7th grade students. Elementary students surveyed reported that they feel safe at school 45% all of the time and 35% most of the time (23-24 CHKS survey: 42% all of the time and 28% most of the time).  Middle school students surveyed reported they felt very safe 18% of the time and safe 42% of the time (23-24 CHKS survey: felt very safe 14% of the time and safe 31% of the time. KUSD also administered a local survey to 4th through 8th grade students. On our local survey, elementary students reported they feel safe at school 55% of the time and sometimes they feel safe at school 34% of the time (23-24 survey: 57% of the time and sometimes they feel safe at school 28% of the time). On our local survey, middle school students reported they feel safe at school 67% of the time and sometimes they feel safe 28% of the time (23-24 survey: 46% of the time and sometimes they feel safe 30% of the time).  In regards to school connectedness, 66% of surveyed elementary school students reported on the CHKS they feel connected to their school and 60% of surveyed middle school students reported on the CHKS they feel connected to their school (23-24 CHKS: 66% for elementary and 45% for middle school). On KUSD’s local survey, 81% of elementary students reported they feel their teacher wants them to be successful (23-24 survey: 72%) and 87% reported they like their teacher (23-24 survey: 88%). On KUSD’s local survey, 81% of middle school students reported they feel their teacher wants them to be successful (23-24 survey: 64%) and 66%  reported they like their teacher (23-24 survey: 38%).  On the KUSD local survey, elementary students were asked if they think students get in trouble when they do not follow the rules. 66% of elementary students reported yes (23-24 survey: 61%) and 22% reported sometimes (23-24 survey: 24%). Middle school students were asked on the local survey if there are consequences when students do not follow the rules. 60% of middle school students reported yes (23-24 survey: 40%) and 22% reported sometimes (23-24 survey: 40%).|Overall Key learnings and areas of strength include: students are continuing to build positive relationships and connections with their teachers, and students are increasingly feeling safe at school. Further, the additional staff support and aligned services are positively impacting the district’s culture at each school. Identified needs include: teachers, principals, and staff to continue building and maintaining positive relationships and connections where students have meaningful engagement and participation in decision making, and continue providing a safe learning environment through progressive and alternative discipline and behavior supports.|To continue to building positive teacher/staff-student relationships, school sites have provided additional training in their School Plan for Student Achievement (SPSA) for staff training on creating and maintaining a positive school culture. To increase perceptions of a safe learning environment, revisions have been made to the LCAP to include additional staff and staff training on Tier I behavior supports from the Kern County Superintendent of Schools, consultants, and Achievement Leaders.|Met||2025-06-24|2025
15635520000000|Lakeside Union|6|The LEA gathered school climate data from the 2024 California Healthy Kids Survey (CHKS), the 2024 California School Dashboard, and the April 2025 KiDS report. According to the CHKS, 61% of 5th-grade students reported feeling connected to school, and 67% felt safe. In contrast, only 37% of 7th-grade students reported feeling connected, and just 30% felt the school was safe or very safe.  Suspension data from the Dashboard indicated a 6% districtwide suspension rate (Orange), with elevated rates among African American students (14%), Foster Youth (25%), and Students with Disabilities (7.8%), all within the Red performance level. Lakeside School showed similar concerns, with ELs at 10.2%, SWD at 10.7%, and Hispanic students at 9.7%. However, April 2025 KiDS data showed significant improvements, with overall suspensions reduced to 1.25%, and key subgroup rates also lowered (e.g., African American students at 2.8% and SWD at 3.08%).  Chronic absenteeism was another area of focus. In 2024, 28.8% of all students were identified as chronically absent, including 30% of SED students, 29.1% of ELs, and 70.6% of Foster Youth. Site-specific data revealed 32.8% chronic absenteeism at Lakeside School and 27% at Donald E. Suburu School. The 2025 KiDS data showed modest improvement: 23.4% at Lakeside and 19.7% at Suburu.|The data reveal key concerns in school climate, particularly in connectedness, safety perceptions, discipline disparities, and attendance. There is a marked decline in students' sense of connection and safety between 5th and 7th grade, suggesting that middle school students may feel more disconnected and vulnerable. Suspension data show disproportionality among African American students, Foster Youth, ELs, and SWD, indicating a need for more equitable and supportive behavioral practices. While the reduction in suspension rates in the most recent KiDS data is promising, chronic absenteeism remains persistently high—especially among Foster Youth—signaling broader systemic issues in student engagement and access.|This data will guide the LEA in implementing targeted improvements in school climate and student support systems. Efforts will include strengthening transitions and supports at the middle school level to improve connectedness and perceptions of safety. The LEA will continue expanding restorative and preventative discipline practices to address suspension rate disparities. Additionally, the district will intensify its chronic absenteeism strategies by increasing outreach to families, enhancing student engagement programs, and providing more wraparound supports, particularly for Foster Youth, SED, and EL students. These actions are critical to creating equitable, inclusive, and supportive learning environments for all students.|Met||2025-06-17|2025
15635600000000|Lamont Elementary|6|LESD administered the Spring 2025 Student Connectedness Survey (grades 3–8) and the California Healthy Kids Survey (CHKS) to 6th and 7th graders to assess school climate, student well-being, and engagement.  Student Connectedness Survey (Grades 3–8)- Key Findings: The district continues to show strengths in fostering positive relationships: - 74% of students reported it is easy to talk to staff. - 70% feel staff care about them. - 74% believe adults would notice their absence. - 69% report a sense of belonging at school. These results reflect ongoing efforts to create a supportive environment. However, over 90% of students skipped questions on extracurricular activities and school events, indicating potential issues with access, awareness, or survey clarity. LESD will address this by expanding student voice and equitable access to enrichment programs. Top reported reasons for student absences include: - Illness (46%) - No absences (43%, down from 51% in the prior year) - Emotional distress (11%) - Lack of sleep (19%) - Caregiving responsibilities (14%) - Vacation (16%) - Death of a loved one (12%) Other factors included feeling unsafe (5%), bullying (4%), boredom (7%), transportation issues (4%), and academic unpreparedness (3%). California Healthy Kids Survey – Grade 6 Highlights: - Connectedness: 56% feel connected; 70% report academic motivation. - Caring Adults: 53%; High Expectations: 76% - Meaningful Participation: 33%; Facilities Condition: 44% - SEL Supports: 58%; Anti-bullying Climate: 58% - Safety: 50% feel safe at school; 59% on the way to school. - Bullying & Aggression: 37% experienced physical aggression; 53% name-calling; 44% rumor spreading; 31% saw a weapon; 32% experienced cyberbullying. CHKS – Grade 7 Highlights: - School Value Perception: 18% view school as a waste of time. - Chronic Absenteeism: 19% - Trouble Focusing: 44%; Caring Adults: 57% - High Expectations: 67%; Meaningful Participation: 20% - Facilities: 33%; Parent Involvement: 53% - Safety: 49% feel safe at school; 29% reported harassment; 32% experienced rumor spreading; 17% feared being beaten up; 12% were in fights; 11% saw weapons; 25% reported cyberbullying. Substance Use (Grade 7): - Alcohol/Drugs: 10%; Vape: 6%; Tobacco: 4%; Marijuana: 2%; Binge Drinking: 2%; Ever drunk/high at school: 3% Health & Wellness: - 71% eat breakfast regularly; 9% go to bed at or after midnight. - 21% reported emotional distress; 32% chronic sadness; 10% considered suicide. - 47% report feeling optimistic. LESD will continue promoting positive relationships, enhancing mental health supports, expanding meaningful student participation, and improving campus safety and facility conditions. Targeted actions will address bullying, absenteeism, and emotional wellness, with continued investment in SEL and engagement strategies aligned to LCAP goals.|Key Learnings from Spring 2024–25 Student Connectedness and CHKS Data (Grades 3–8)  The analysis of the Spring 2024–25 school climate data highlights several areas of strength, as well as critical needs, across grades 3–8. The district continues to show progress in fostering positive relationships and a supportive learning environment. A majority of students report that teachers and staff are approachable (74%), caring (70%), and attentive to their presence (74%). Academic motivation is strong in grades 6 and 7 (70%), and many students recognize that adults at school hold them to high expectations (76% in grade 6, 67% in grade 7).  Additional strengths include students’ daily health routines, such as eating breakfast (71% of 7th graders), and consistent parental involvement as perceived by students (64% in grade 6 and 53% in grade 7).  However, several areas require focused attention. Engagement remains a concern, with only 33% of 6th graders and 20% of 7th graders reporting meaningful participation. Boredom is high (67% in grade 6), and over 90% of students skipped questions about extracurricular activities, pointing to potential issues with access, awareness, or survey design.  Safety and school climate data reflect the need for immediate action. Only 50% of 6th graders and 49% of 7th graders feel safe at school. Significant percentages report bullying (53% verbal harassment in grade 6; 29% overall bullying in grade 7), cyberbullying (32% in grade 6, 25% in grade 7), and exposure to weapons (31% and 11%, respectively). Emotional well-being concerns are also prevalent—21% of 7th graders reported emotional distress, 32% reported chronic sadness, and 10% considered suicide. These indicators point to the need for increased SEL supports, safety measures, and access to counseling services.  Attendance data show that illness (46%) and mental health (11%) are the most common reasons for missed school. Only 43% of students reported no absences—down from 51% the previous year—indicating a rise in absenteeism. Other reported barriers include lack of sleep (19%), caregiving responsibilities (14%), and grief (12%).  Facility upkeep is another concern, with only 44% of 6th graders and 33% of 7th graders rating school facilities positively. Improving the physical environment is essential for student pride, safety, and overall well-being.  In response to these findings, the district will strengthen site-level plans focused on:  - Increasing meaningful student engagement - Expanding access to mental health and SEL services - Enhancing physical and digital safety - Improving facilities and school climate - Supporting families through wellness and attendance interventions  These efforts will ensure continued progress toward creating safe, inclusive, and engaging schools for all students.|Based on the analysis of the Spring 2024–25 Student Connectedness and California Healthy Kids Survey data, LESD has identified several areas requiring adjustments to existing plans and procedures to support continuous improvement.  1. Student Engagement and Voice To address low levels of meaningful participation (33% in 6th grade, 20% in 7th grade) and increased boredom (67% in grade 6), the district will revise site-level engagement plans to include student-led initiatives, feedback cycles, and expanded enrichment opportunities. This includes ensuring all students are aware of and have equitable access to extracurricular activities and leadership roles. Survey administration protocols will also be improved.  2. School Safety and Climate With only 50% of 6th graders and 49% of 7th graders reporting feeling safe at school, safety plans will be updated to incorporate additional supervision, targeted anti-bullying programs, and improved reporting systems. Schools will implement revised protocols for positive behavior interventions and provide staff training in trauma-informed practices. Cyberbullying education will be embedded into digital citizenship lessons to respond to the 25–32% of students reporting online harassment.  3. Mental and Emotional Well-Being Data showing high levels of sadness (32%) and distress (21%), as well as reports of suicidal ideation (10%), have prompted the district to expand its social-emotional learning (SEL) framework. Mental health supports will be increased through partnerships with local agencies and expanded counseling access. SEL lessons and schoolwide wellness initiatives will be embedded into daily schedules. Staff will receive additional training in recognizing and responding to emotional warning signs.  4. Attendance and Wellness Supports With illness (46%) and emotional distress (11%) as top reasons for missed school the district will revise its attendance strategies to include wellness checks, health education, and proactive outreach to families. Targeted interventions will support students experiencing chronic absenteeism, including those impacted by caregiving responsibilities or sleep deprivation. To further strengthen access to health and wellness resources, the district will increase promotion of available telehealth services, ensuring families are aware of how to access medical and mental health care remotely. Family advocates will play a more active role in connecting families to these supports and addressing barriers to attendance. Additionally, the district will expand awareness of services offered through the Family Success Center.  5. Facilities and Environment Low satisfaction with facilities (44% in grade 6, 33% in grade 7) indicates the need to prioritize upkeep in school site improvement plans. The district will enhance its facility maintenance schedules, include student input in site beautification efforts, and explore infrastructure upgrades that contribute to a safe, welcoming environment.|Met|To further support progress on school climate, the district will continue refining and strengthening its Multi-Tiered System of Supports (MTSS) to better address the academic, behavioral, and social-emotional needs of all students. As part of this effort,|2025-06-24|2025
15635780000000|Richland Union Elementary|6|In April 2025, Richland School District administered its Spring Student Survey to gather feedback from 5th through 8th-grade students on school safety, connectedness, and areas for improvement. For our 5th and 6th-grade students, 50.2% reported feeling safe most or all of the time, and 50.0% reported feeling connected at school with the same frequency. These numbers suggest that about half of our younger middle-grade students experience a strong sense of safety and belonging on campus. Among our 7th and 8th-grade students, the percentages were lower: only 34.4% reported feeling safe most or all of the time, and 36.3% felt connected at those levels. These results highlight the importance of focusing on the experiences of our older students, who may be facing greater social or emotional challenges.  Students also offered suggestions to help improve their school environment. These were grouped into three key themes:  1. Continue the district music program, which students noted as meaningful and enjoyable. 2. Provide more engaging field trips, which many described as fun and educational. 3. Improve supervision during recess, to help prevent issues and create a safer, more respectful space.|Overall their is an increase in the percentage of students who feel safe and a sense of connectedness from the previous year.  However, we still have about 49% of our 5th and 6th-grade students and about 65% of 7th and 8th grade students who reported not feeling a sense of safety and/or connectedness to our schools. As such, funds continue to be allocated to each site to work on specific actions in their site plans to improve student safety and increase student connectedness with our junior high focusing on connectedness.|Richland School District continues to prioritize student well-being through a focused commitment to safety and connection.   One key initiative includes professional development for staff, especially our yard supervisors, with targeted training in Positive Behavioral Interventions and Supports (PBIS) and strategies to enhance student safety on the playground. These efforts are designed to ensure that all students feel supported, safe, and valued throughout the school day.  At the heart of our work is a dedication to fostering student safety and connectedness, recognizing that strong relationships and secure environments are essential for learning and growth.  Our district is also expanding access to the arts by growing our Visual and Performing Arts (VAPA) program, supported by Proposition 28 funds. These investments help ensure that every student benefits from creative learning experiences. In addition, we are continuing to offer engaging field trips across all grade levels, providing meaningful, real-world learning opportunities.  Finally, we are increasing the number of student and family activities on campus, building stronger school communities and encouraging deeper partnerships between home and school. These collective efforts reflect our commitment to nurturing safe, connected, and enriching environments for every student.|Met||2025-06-30|2025
15635780135186|Grow Academy Shafter|6|In Spring 2025, students in grades 2-6 took the Kelvin Culture and Climate Survey. While disaggregated student group data is not available, the following summarizes the overall favorability ratings and scores for each of 11 indicators for grades 3 and 6.  Overall, 81% of 3rd graders responded favorably to the questions in the survey. Engagement, Teacher/Student Relationships, and Motivation were the most highly rated (89%) followed closely by Joy and Safety (88% favorable).   Expectations (84%) and Support (83%) also scored above the average favorable rating, with students agreeing most strongly with these promps: I understand our school's expectations and There is a trusted adult on campus that I can ask for help. However, there is some room for improvement in making students comfortable to ask for help and ensuring that every classroom has the same expectations.   The favorable ratings for the remainder of the indicators is as follows: Self-Efficacy (78%), Attendance (71%), Rigor (55%), and Peer Relations (53%).   The Kelvin Culture and Climate Survey results suggest a meaningful shift in student experience between the lower and middle grades. Overall favorability decreased from 81% in 3rd grade to 76% in 6th grade, signaling a general decline in student perceptions of school climate as students enter the middle grades.This trend is particularly evident in indicators tied to emotional well-being and social engagement. For example: joy declined sharply, from 88% in 3rd grade to just 58% in 6th grade, a 30-point drop; engagement decreased from 89% to 74%, indicating reduced enthusiasm and participation; attendance favorability fell from 71% to 67%, which may reflect lower motivation or belonging; peer Relations improved slightly (from 53% to 63%), but still remained one of the lowest-rated indicators in both grades.|Areas of Strength:  Strong relationships with adults emerged as a consistent strength. These results suggest that students feel supported and that adults are playing a meaningful role in creating a sense of psychological safety. Clarity of expectations also scored well, with students indicating they understand what is expected of them at school. This signals strong Tier 1 behavioral systems and consistent messaging from adults. Motivation and Self-Efficacy ratings suggest that many students believe in their ability to learn and feel internally driven to succeed—important indicators of academic resilience.  Identified Needs: Joy and emotional engagement showed lower ratings than other areas, highlighting a need to ensure school experiences remain engaging, enjoyable, and personally meaningful for students. Peer relationships (My classmates get along well together) emerged as an area for growth, with lower favorability scores suggesting that not all students feel a strong sense of connection or belonging among their classmates. Rigor (Classroom activities are challenging) was one of the lowest-rated indicators, suggesting a possible mismatch with Self-Efficacy. Attendance-related perceptions were also comparatively lower, which may reflect broader concerns with school connection, engagement, or external barriers to regular attendance.|In response to the areas of need identified through analysis of the Kelvin Culture and Climate Survey, several revisions to practices and priorities are being considered as part of the LEA’s continuous improvement efforts:  Strengthening Peer Relationships and Belonging: to address low ratings related to peer connection, the LEA is reviewing Tier 1 classroom culture strategies to ensure that all students experience a strong sense of inclusion and belonging. This may include expanded use of classroom circles, structured cooperative learning protocols, and consistent social-emotional routines. Reinvigorating Joy and Engagement: the LEA is encouraging site teams to incorporate more student choice into daily instruction for middle schoolers.  Deepening approaches to increasing rigor, particularly as related to quick checks and interim assessmemts.  Strengthening Tier 1 attendance messaging and support (If I am absent, someone will miss me) as relevant to peer relationships.|Met||2025-07-23|2025
15635860000000|Linns Valley-Poso Flat Union|6|Overall, Linns Valley feels the school climate is positive. Results from the 2024-25 LCAP Survey given to students, staff, and parents reported the following: • 100% strongly agree or agree they feel connected to the school • 100% strongly agree or agree that Linns Valley is a well-maintained school facility Students: 96% of all students strongly agree or agree they feel connected to the school 94% of low-income students strongly agree or agree they feel connected to the school 100% of all students agree that Linns Valley is a well maintained school facility 100% of low-income students agree that Linns Valley is a well maintained school facility|Based on the 2024 and 2025- feedback, the aspects of the LCAP that were influenced were the following:  PARENT AND COMMUNITY Overall feedback from parents/community is positive. Linns Valley continues to focus on expanding collaborative partnerships with parents as outlined in Goal 2. Parents and the community wanted increased communication and parent-involved activities. We feel that this is addressed in all actions of Goal 2 (Actions 1-4) 2024-2027 Local Control and Accountability Plan for Linns Valley-Poso Flat Union School District  DISTRICT ADMINISTRATION/TEACHERS/STAFF/BOARD MEMBERS Overall feedback from Administration, Teachers, Staff, and Board Members is positive. Linns Valley continues to focus on providing a safe and positive environment by strengthening grade-level standards-based instruction and purposeful enrichment support as outlined in Goal 1. Administration, Teachers, Staff, and Board Members want more professional development as a tool to encourage school attendance. We feel that these concerns are addressed in Goal 1 (Actions 1-5).  STUDENTS Overall feedback from students is positive and they feel welcomed at school. Linns Valley continues to focus on providing a positive climate and healthy culture which is outlined in Goal 1. Students want continued engaging activities during school. We feel that this is addressed in Goal 2 (Actions 3 and 4).  LOCAL BARGAINING UNITS Linns Valley does not have any local bargaining units.  SELPA ADMINISTRATION Linns Valley is committed to providing communication to our parents including parents of students with disabilities. Feedback from SELPA admin was overwhelmingly positive as the goals, actions, and measurements proposed were aligned with best practices and focused on improving outcomes for students with disabilities and their families. Improving academics are addressed through all actions associated with Goal 1. All families of students with disabilities have access to communications from LVSD (Action 2.2) and we expect to increase input and participation of our families through Actions 2.1 and 2.3.  SCHOOL BOARD The goals for 2024-2027 - Goal 1: Linns Valley School is committed to advancing comprehensive educational excellence by ensuring all students have access to well-prepared and fully credentialed teachers, standards-aligned instructional materials, and well-maintained school facilities. We aim to effectively implement state board-adopted academic content and performance standards across all grades, enhancing academic and language proficiency. Goal 2: Linns Valley School is dedicated to enhancing family and community engagement and ensuring a supportive educational climate that promotes student involvement and success.|Our district’s focus is to ensure students feel safe and connected at school. We will continue to revisit our programs and survey students, parents/guardians, staff, and community members for ideas on how to increase their engagement with the school and find ways to increase feelings of safety and connectedness.|Met||2025-06-26|2025
15635940000000|Lost Hills Union Elementary|6|"Lost Hills School District administered a comprehensive 69- question School Climate Survey during the 2024-25 school year. All students in grades 3-8 participated. Survey data was reviewed by the district's Student Leadership Team, site administrators, PBIS teams, and Tier II intervention teams. Findings were share with staff, families, and the governing board to inform school climate strategies.  Key results from this year's survey reflect a positive student perception of school climate:  94% of students agreed or strongly agreed that ""My teachers care about me."" (Q6) 94% agreed or strongly agreed that ""I am happy to be at this school."" (Q15) 92% agreed or strongly agreed that ""I feel like I am part of this school."" (Q16) 94% agreed or strongly agreed that ""I feel safe at this school."" (Q21)  These results indicate strong student connections to adults on campus, high levels of belonging, and a safe learning environment. The district will continue to use the survey to monitor trends and guide improvements in school culture, safety, and engagement."|Analysis of the 2024-25 School Climate Survey and attendance data reveals several key strengths and areas for continued focus. Survey responses from students in grades 3-8 indicate strong positive perceptions of school connectedness and safety. Specially, 94% of students reported feeling that their teachers care about them and that they feel safe and happy at school, while 92% reported a sense of belonging. These findings suggest a school culture where students feel supported and valued.   Chronic absenteeism improved 4% from the previous year, indicating that targeted Tier I and Tier II interventions, including PBIS strategies and increased family engagement, maybe contributing to improved attendance. However, the overall attendance rate showed minimal growth, increasing from 95.2% to 95.4%. Disaggregated data shows that attendance gains were not evenly distributed.   Identified needs include increasing consistent school attendance for high-need student groups and sustaining positive school climate efforts across all grade levels. Continued focus on engagement strategies and student supports will be critical to reduce absenteeism and ensure that all students remain connected to school.|In 2025-26, Lost Hills Union School District will continue to strengthen its Multi-Tiered System of Support (MTSS) as a key strategy to improve school climate and address identified areas of need. Based on recent analysis of school climate survey and attendance data, the district recognizes the importance of a more integrated approach to supporting both academic and behavioral needs.  As part of its continuous improvement process, the district will implement the following revisions and actions:  Integration of Academic and Behavioral Supports: MTSS structures will be refined to ensure that academic and behavioral interventions are delivered as part of a single, cohesive support system rather than in isolation.  Expansion of Tier II and Tier III Supports: The district will increase access to targeted and intensive interventions for students exhibiting academic risk factors, chronic absenteeism, or behavioral challenges, particularly for unduplicated students and other high-need groups.   Reinforcement of Attendance Supports: In response to minimal growth in overall attendance and uneven gains across student groups, the district will enhance its attendance outreach strategies. This includes delivering parent education workshops focused on the impact of regular attendance on student success and well-being.   Monitoring and Collaboration: PBIS and Tier II teams will strengthen progress monitoring protocols and use data more systematically to identify students in need of support. School staff will receive ongoing training to implement these strategies with consistency.   These adjustments reflect the district's commitment to continuous improvement and its goal of promoting a positive school climate that supports student engagement, well-being, and achievement.|Met||2025-06-19|2025
15636100000000|Maple Elementary|6|Maples survey data is rooted in an over 80% community respondent rate. Each year we give students a Fall and Spring Survey, and staff/parents an annual survey in the spring. Our response rate by students in grades 3 - 8 is 100% and our parent/staff response rate is double the pre-covid rate. 81.9% of respondents agree/strongly agree that Maple is a Safe and Clean Learning Environment. 86.9% believe also that Maple Administration listens and engages with the Community while 90.3% agree or strongly agree that Maple promotes a positive school climate with mutual respect. Nearly 80.3% of parents/guardians believe that Maple's arrival and dismissal procedures are effective and safe. In addition, our teachers do an amazing job serving students and this is evidenced by 96.6% of students agreeing or strongly agreeing that they understand their teachers' learning expectations. 81.4% of students also believe that the staff at Maple is friendly and helpful. Open responses on the last survey questions included specific parent feedback surrounding school safety procedures, added tutoring times and an improvement on school meals. Students shared a desire for an expansion of a variety of activities and clubs on campus as well as a need for more individualized tutoring services to students. Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high-quality education, and provide meaningful activities beyond the school day for the students and families. Areas of improvement are in the area of safety procedures, communication, behavior expectations and accountability.|Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high-quality education, and provide meaningful activities beyond the school day for the students and families. Areas of improvement are in the area of safety procedures, communication, behavior expectations and accountability.|Our culture and climate committee that has been formed now for two years and works through the student survey data and annually sets goals for our climate response questions. Through data and the work of the committee we have added more campus wide tier 1 strategies. In addition, we have focused sharply on reading support by taking our reading intervention program campuswide for all students. This will create better academic student outcomes.|Met||2025-06-05|2025
15636280000000|Maricopa Unified|6|Annual Updated Identified Needs: As stated above, the District had made successes towards the last LCAP Goals.  While the district is proud off the SUCCESS that has happened over the first year of this three year LCAP plan, there is significant work to do.  The following is a description of the needs that have been identified:  Needs Identification:  Student groups receiving the lowest performance levels on state indicators include:  Long-Term English Learners (LTELs): Red in both ELA and Math, indicating urgent academic needs.  Students with Disabilities (SWD): Orange in ELA, Math, and Chronic Absenteeism.  Socioeconomically Disadvantaged (SED) and White students: Orange or Red in multiple indicators including Suspension Rate and Chronic Absenteeism.  Maricopa Unified remains eligible for Differentiated Assistance based on the performance of the White and SED student groups.|MUSD has identified areas for improvement based on the metrics provided in the update. Actual data and metrics used is determined for this update given the availability of information. The LCAP as adopted relied on the the following information and little to no change can be shared after year 1 of the LCAP plan.  2023-2024 CAASPP Data for all students indicate In reviewing the 2024 California School Dashboard and local data sources (i-Ready assessments, KiDS data), Maricopa Unified School District identified several successes and challenges that will inform the development and implementation of goals and actions for the 2025–26 school year. Performance Overview: English Language Arts (ELA): Maricopa Unified maintained performance at 80.8 points below standard (Red Indicator), significantly below the state average. Students with Disabilities (Orange Indicator) and Hispanic (Orange Indicator) showed improvement moving from 113.5 below standard to 95.5 below standard and 84.1 below standard to 79.8 below standard.  White (Red Indicator), Socioeconomically Disadvantaged (SED, Red Indicator), and English Learner (EL, Red Indicator) student groups showed slight improvement a decline in performance with Long Term English Learners (LTEL, Red Indicator) showing a significant decline with the current Distance from Standard at 145.4.    Mathematics: The district improved by 8.4 points overall (Orange Indicator) but remains 121.4 points below standard. Students with Disabilities (SWD) made notable gains (+31.3 points). LTEL students, however, experienced a substantial decline in math performance.  English Learners, White, and Socioeconomically Disadvantaged all increased in performance and are in the Orange Indicator.  English Learner Progress (ELPI): 48.3% of EL students made progress toward English proficiency (Green Indicator), outperforming the state. Success is attributed to a dedicated EL-certificated teacher and instructional assistant providing consistent support.  Chronic Absenteeism: Maricopa has a Yellow Indicator for Chronic Absenteeism. Although 25.2% of students were chronically absent—double the state average—there was a 10.2% improvement from the prior year, supported by incentives and outreach.  All student groups do not have a Red Indicator as demonstrated in the 2023 CA Dashboard and now are in Yellow (SED, Orange (SWD, Hispanic, White), and Green (EL).  Suspension Rate: Suspension rates increased by 2.4% (Red Indicator) with the current rate at 14.5%. Student groups impacted include White (Red, 16.4%), Hispanic (Red, 12.9%), SED (Red, 14.2%), and SWD (Red, 16.3%) students.  There were 2 student groups that declined in Suspension Rates, EL(Orange, 8.7%) and L-TEL (Orange, 17.9%), and we attribute some of these gains to family outreach.  Graduation Rate: Graduation rates declined by 11.1% to 77.8%. Small cohort sizes prevent color indicators. Graduation rates declined across Hispanic, SED, and White student groups.|Given the review of data, Maricopa Unified School District will address the identified needs as follows:  Maricopa Unified School District plans to use LREBG funds to implement strategies that address the most significant areas of student need identified through Dashboard and local data analysis. Actions funded through LREBG focus on closing learning gaps in English Language Arts and Mathematics, improving attendance for students with chronic absenteeism, and enhancing social-emotional supports to foster academic success.  Maricopa plans on addressing the needs in ELA with Goal 1: Actions 1.1, 1.2, 1.3, 1.4, and 1.7  These actions working collectively together will increase student achievement in ELA by focusing on Staff professional development to support Tier 1 instruction, Collaboration model of Professional Learning Communities, student support services, Academic support, supplemental curriculum to support standards based instruction, and data integration for staff to intervene when students are not performing at grade level.  Maricopa plans on monitoring progress using the following metrics local and state metrics as well as using Professional Learning Community activity logs and data sheets for collaboration.  Maricopa plans on addressing the needs in Math with Goal 1 and 3: Actions 1.1, 1.2, 1.3, 1.4, 1.7 and 3.1.  There is also a Equity Multiplier Goal for Maricopa Middle School that will address the area of Math.  These actions working collectively together will increase student achievement in Math by by focusing on Staff professional development to support Tier 1 instruction, Collaboration model of Professional Learning Communities, student support services, Strategic Math support, supplemental curriculum to support standards based instruction, and data integration for staff to intervene when students are not performing at grade level.  Maricopa plans on monitoring progress using the following metrics local and state metrics as well as using Professional Learning Community activity logs and data sheets for collaboration.  Maricopa plans on addressing the needs in Chronic Absenteeism with Goal 2, Actions 2.1 through 2.5.  These actions working collectively together will decrease Chronic Absenteeism Rate by focusing on parent outreach, student recognitions and celebrations, and various student engagement activities.  Maricopa plans on monitoring progress using reduction in Attendance rates, parent outreach communication, and student connectedness surveys.  Maricopa plans on addressing the needs in Suspension Rate with Goal 2, Actions 2.1 through 2.5.  These actions working collectively together will decrease Suspension Rate by focusing on targeted behavior support, focused support around building and maintaining a positive classroom and school, parent outreach, student recognitions and celebrations, and various student engagement activities.  Maricopa plans on monitoring progress using reduction in class referrals, suspension rates, paren|Met||2025-06-12|2025
15636280127209|Insight School of California|6|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Met|Unique Perspectives 1.	A few students recognize that online learning inherently limits school connection but say they are still happy with their experience. 2.	Some express a preference for not feeling connected to the school and are simply there for thei|2025-06-20|2025
15636280128504|Peak to Peak Mountain Charter|6|Climate survey data: Administration visited, discussed and noted student input all grade levels. Parent survey - S/mores and More meeting was held to gain valuable information from parents. From these, three things were noted: They provided additional ideas for recruiting new families at our school; discussed ways to make students feel safer in light of bullying issues at the school; student suggested  continuing the great field trips that the school currently provides. Annual Updated Identified Needs: As stated above, the School has made some successes towards the last LCAP Goals. While the school is proud of the math score and chronic absenteeism goal SUCCESS that has happened over the first year of this LCAP plan, there is significant work to do. The following is a description of the needs that have been identified: Needs Identification: Student groups receiving the lowest performance levels on state indicators include: Unfortunately our student number of 50 students does not render the opportunity of differentiated scoring patterns. However, we continue to target our students with disabilities and social economically disadvantaged SED students, since we do not currently have any homeless or foster-youth population at this time. Our main target is raising Chronic Absenteeism focusing on the Socioeconomically Disadvantaged (SED) and White students.|Due to small enrollment, disaggregated data is unavailable; however, stakeholder input significantly informed our LCAP actions and schoolwide programs.  Broad Goal #1 aims for increased student proficiency in mathematics by 2027, measured through STAR 360 Math, i-Ready Math Diagnostics, and CAASPP assessments. We are implementing CCSS-aligned instruction at DOK levels 3 and 4 for enhanced rigor and engagement (LCFF Priority Areas 1,2,4,7,8).  Analysis of 2023-24 CAASPP, STAR 360, and i-Ready data indicates successful implementation of Action 1.1 (Rigor/Engagement via HET Model) and Action 1.2 (RTI strategies and targeted 1-1 tutoring). The 2024-25 LCAP continues to support these effective practices.  Mathematics achievements include:  Dashboard math scores rose by 15.9 points, closing the gap to -12.4 points from state standard.  STAR 360 local benchmarks indicate 48% of students at/above grade level (May 2025).  ELA performance remains strong, with Peak to Peak scoring 15.1 points above state standards, despite a slight decline of 3.8 points. We exceed the state average by 28.3 points.  LCAP actions for 2024-25 were adjusted based on data review:  Actions 1.1 and 1.2 were reinforced.  Actions 2.1 and 2.2 were refined for effectiveness.  Action 2.3 was discontinued due to measurability issues.  Our continued ELO-P state grant supports robust afterschool programs (performing arts, digital art, STEM, archery, music). Our partnership with Kern County Superintendent of Schools ensures continuous professional development. Data protocols guide our ongoing cycles of inquiry, reinforcing improvement in math and attendance.  Attendance notably improved: chronic absenteeism dropped from 59.1% (2023) to 45.2% (2024)—a 13.9 percentage-point improvement. Enhanced attendance has positively impacted academics, as demonstrated by gains in STAR Math (9 points) and CAASPP Mathematics (15.9 points). Key strategies include monthly incentives celebrating perfect attendance and engaging ecosystem-themed field trips that reinforce classroom learning. Continued layered incentives and family outreach aim to move absenteeism from Orange to Yellow by 2027.|Based on educational partner feedback, our 2024-25 LCAP Actions for Goals 1 & 2 have been refined and implemented. Key changes include the removal of Action 2.3 to better focus resources effectively on Actions 2.1 and 2.2.  Stakeholder Input:  School Board:  Regular monthly meetings gather valuable insights focused on math achievement and attendance.  Board members, many former educators, contribute significantly through their expertise in education, business, and community engagement.  Teachers:  Teachers highlighted the success and challenges with instructional technology, notably with i-Ready, which effectively supports mathematics instruction aligned to CCSS.  Strong collaboration and trust among teachers emerged through coordinated grade-level planning and protected weekly planning time.  Teachers requested increased planning and preparation time to enhance instructional effectiveness.  Principal/Administration:  The principal actively participates in Board meetings and teacher planning sessions, reinforcing collaboration.  Successful partnerships, including a notable collaboration with Kern Arts Council, provide ongoing art instruction and summer camp enrichment.  Instructional Aides/Staff:  Consistent feedback on instructional support needs, special education, calendar alignment, and adherence to state and federal timelines.  Parents/Community:  Parents emphasized the importance of additional mental health and social-emotional learning support.  Families advocate strongly for targeted academic support for high-needs students, utilizing school-provided Chromebooks and educational software.  Active parent involvement supports school renovations and ongoing projects.  Students:  Feedback on the i-Ready program showed varying levels of engagement, highlighting the need to address mathematics proficiency effectively.  Students expressed concerns about safety drills, specifically related to forest fires and earthquakes. A long-term parent and First Responder actively contributes expertise to school preparedness activities.  These stakeholder-driven adjustments ensure continuous improvement and alignment with identified areas of need.|Met||2025-06-26|2025
15636280134312|Blue Ridge Academy|6|Blue Ridge Academy utilizes a combination of annual climate surveys and advisory group feedback to assess school conditions, student well-being, and family engagement. The most recent survey cycle included responses from students, staff, and families, offering insight into perceptions of safety, connectedness, academic support, communication, and belonging.   Overall results indicated strong levels of satisfaction among students and families with the school’s virtual and hybrid learning environment, accessibility of staff, and responsiveness to student needs. On a 5-point Likert scale, students rated their sense of safety at an average of 4.3, and their connection to at least one caring adult at school at 4.5. Families rated overall satisfaction with communication and support at 4.6, with 90% agreeing that staff are responsive and respectful.  Disaggregated data showed variation across student subgroups:  English learners reported high levels of respect and inclusivity (4.4) but noted challenges in understanding academic content and resources (3.7).  Foster and homeless youth data indicated lower participation rates, but those who responded highlighted the importance of consistent communication and individualized support.  Students identifying as LGBTQ+ reported a strong sense of safety (4.2) but expressed mixed responses regarding peer inclusivity and opportunities for student voice.  Additionally, staff surveys indicated high morale and commitment to student-centered practices, but also pointed to a need for increased professional development around mental health strategies.  To deepen this analysis, Blue Ridge Academy conducted targeted focus areas with families of English learners and students with disabilities. These conversations provided qualitative insight that supported survey data trends, especially around access, trust-building, and program awareness.  Together, this data informs continuous improvement efforts focused on increasing inclusive practices, expanding social-emotional supports, and tailoring outreach for historically underserved communities.|Through the analysis of school climate survey data and the educational feedback opportunities, Blue Ridge Academy has identified several key strengths and areas for growth in promoting positive school conditions and equitable access to support services. The disaggregated data, along with input from student, family, and staff surveys and advisory groups, has helped the school reflect meaningfully on what is working well and where targeted improvement is needed.  Areas of strength include:  Positive relationships and accessibility of staff: Students across all groups consistently reported feeling supported by at least one caring adult. Family members expressed high satisfaction with school-to-home communication, reporting strong levels of trust and respect in their interactions with school staff.  Sense of safety: Students indicated a strong sense of physical and emotional safety in their learning environments, with especially high ratings from general education students and English learners.  Inclusive climate: Families and students rated Blue Ridge Academy positively for fostering respectful and inclusive environments, particularly in terms of cultural awareness and staff responsiveness to diverse needs.  Identified needs and focus areas for improvement include:  Academic engagement for English learners: While EL families felt respected and included, they expressed a need for more accessible instructional resources and multilingual academic support to help their children fully engage with curriculum content.  Increased engagement of foster and homeless youth: Survey participation among these groups was limited, but qualitative input pointed to a need for more consistent outreach, trust-building, and stable support systems.  Student voice and empowerment: Data from LGBTQ+ students indicated that while staff were supportive, there were opportunities to expand platforms for student voice, peer leadership, and inclusive student-led initiatives.  These learnings are informing a multi-tiered approach to improvement that includes expanding family outreach services, increasing professional development and enhancing collaboration across academic and student services teams. This reflection process ensures that planning efforts are aligned with the real, lived experiences of students and families, especially those who have historically been underrepresented.|Based on the analysis of local climate survey data and the key learnings identified through educational partner input and self-reflection, Blue Ridge Academy has identified several areas for improvement and is making strategic adjustments to existing plans, policies, and procedures to strengthen outcomes and increase equity across all student groups.  To better support foster and homeless youth, the Blue Ridge is implementing a new outreach and case management model that includes a dedicated liaison, streamlined enrollment supports, and stronger coordination with external agencies and county services. This model will also include regular progress check-ins and personalized resource navigation for families.  To strengthen student voice and engagement, Blue Ridge Academy will revise student leadership and advisory opportunities to include more diverse perspectives, especially those from LGBTQ+ students, students with disabilities, and English learners. Feedback mechanism will be formalized to elevate student perspectives in program.  These changes reflect a commitment to continuous improvement and to ensuring that all students and families experience a school culture that is inclusive, responsive, and focused on meaningful partnership.|Met||2025-06-24|2025
15636280137687|California Virtual Academy at Maricopa|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-23|2025
15636280138131|Heartland Charter|6|Based upon the LCAP survey results from students as well as other school climate measures (suspensions, expulsions), most students at Heartland feel that the school provides a safe learning experience. On the 25/26 LCAP survey for students, 96% of Heartland students in grades TK-12 who responded to the survey said they feel that Heartland provides a safe learning experience, while 3.6% were neutral on this topic. Furthermore, 92.6% of the students surveyed said that their teacher knows their learning strengths and challenges and does a great job supporting them in their education. Additionally, 90.4% felt that they have opportunities to take part in decisions related to their learning and education. In reviewing other school climate measures, Heartland has not had any suspensions or expulsions in 2024-2025.|As we review the data, we also see that a small amount of students (0.2%) may not feel safe or connected to the school. With this in mind, we aim to grow in inclusiveness and connection, as well as to ensure the physical, social, and emotional safety of students during and surrounding school events and life.|In response to these results, Heartland plans to continue to bolster our Multi-Tiered System of Support (MTSS) and our family engagement actions in our LCAP. Heartland intends that through the Student Study Team (SST) process in MTSS and via parent and family engagement activities, the school will see growth in the areas of student’s perceptions of safety and connectedness as shown in future LCAP surveys and other measures.|Met||2025-06-26|2025
15636510000000|McKittrick Elementary|6|McKittrick is made up of 70 students, 6 teachers, and 7 support staff members. 85% of our students who completed the survey said they feel very safe on campus. 85% of our students stated they feel respected by their teacher.|Over 85% of students in grades tk-8 said they feel safe at school and respected by their teacher. We had a large increase of students who feel safe on campus.|We implemented Student Council last year which we believe gave us a large boost in students feeling safe on campus.|Met||2025-06-11|2025
15636690000000|Midway Elementary|6||||Not Met|||2025
15636770000000|Mojave Unified|6|Based on the most recent administration of the California Healthy Kids Survey (Grades 5, 7, 9, and 11 surveyed), 42.5% of students reported having a sense of connectedness, and 36.75% of students reported having a sense of safety. Data disaggregated by student group is not yet available.|This data set reveals the continued need to prioritize school climate improvements to increase the level of connectedness and improve the reported sense of safety. Systems work on implementing positive behavior intervention and supports, as well as other social/emotional measures will be critical to continue. Fidelity and ongoing monitoring of these improvements will be essential. Other metrics that need to be monitored in this area will include Chronic Absenteeism and Suspension rate indicators on the CA School Dashboard.|The Mojave Unified School District (MUSD) will continue the implementation of Positive Behavior Intervention and Support (PBIS), and Social Emotional Learning supports. Ongoing professional development in the areas of PBIS, implicit bias, and cultural awareness are included in the LCAP. Also included in our current LCAP is an action to establish focus groups to connect with underperforming students to gather valuable insights and feedback on how we can improve school climate and success. In our MUSD LCAP, Action 27 of Goal 2 was added to increase the level of fidelity and monitoring of evidence based practices detailed in our plan. This will include: 1. district leadership will monitor local data and action implementation during Administrative Council meetings (twice per month). Data will focus on expected progress toward the metrics identified above, and will be disaggregated to include the following student groups, and others as needed: a. All Students b. English Learners c. Foster Youth d. Homeless Students e. Long Term English Learners f. Socioeconomically Disadvantaged Students g. Students with Disabilities h. African American Students i. Hispanic Students j. Two or More Races k. White Students  Data will also include breakdowns for the following schools, including the student groups listed above: a. Mojave Elementary School b. Mojave Jr./Sr. High School c. Robert P. Ulrich Elementary School d. Hacienda Elementary School e. California City Middle School f. California City High School|Met||2025-06-03|2025
15636850000000|Muroc Joint Unified|6|The district gave the Kern Connectedness survey to all student in grades 3-12. The survey results below are from the spring of 2023 through spring 2025 and are the % of responses strongly agree and agree. Q1. I feel like it is easy to talk with teachers/staff at this school- 2023 62%, 2024 70%, 2025 71% Q2. I feel like my teachers and school staff care about me- 2023 63%, 2024 70%, 2025 69% Q3. If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence- 2023 67%. 2024 71%, 2025 69% Q4. I feel like I belong when I am at school- 2023 55%, 2024 60%, 2025 63%|Although our strength is building rapport with students, we still need to improve as 40% of our students do not feel they belong at school.|What Muroc has in place to engage student in school is effective. Although there are discrepancies among school sites, Muroc will continue to implement strategies to engage students in school.|Met||2025-06-30|2025
15636930000000|Norris Elementary|6|"2024-25 CHKS Results (6th grade)  School Engagement and Supports: 76% report school connectedness; 86% have academic motivation; 44% report school boredom; 68% believe there are caring adults in school; 86% believe there are high expectations from adults in school; 42% report meaningful participation; 73% report facilities upkeep; 79% report parental involvement in schooling; 75% report social and emotional learning supports; 71% report an anti-bullying climate  School Safety: 84% feel safe at school; 90% feel safe on way to and from school; 29% have been hit or pushed; 40% had mean rumors spread about them; 50% have been called bad names or target of mean jokes; 7% have seen a weapon on campus; 29% experienced cyberbullying  School Disciplinary Environment: 84% report rule clarity; 41% report students well behaved; 66% report students treated fairly when break rules; 84% report students treated with respect  Substance Use: 14% report alcohol or drug use; 1% report marijuana use; 1% report cigarette use; 1% report vaping  Routines: 69% report eating breakfast; 24% report late bedtime  Mental Health: 22% report frequent sadness; 76% report wellness  2024-25 CHKS Results (7th grade)  School Engagement and Supports: 51% report school connectedness; 67% report academic motivation; 44% report school is really boring; 14% report school is worthless and a waste of time; 15% report 3 or more monthly absences; 33% report trouble focusing on schoolwork; 61% report caring adult relationships; 68% report high expectations from adults in school; 29% report meaningful participation; 48% report facilities upkeep; 55% parental involvement in school  School Safety and Cyberbullying: 54% perceive school as very safe or safe; 43% experienced any harassment or bullying; 40% had mean rumors or lies spread about them; 23% have been afraid of being beaten up; 14% have been in a physical fight; 7% have seen a weapon on campus; 29% report cyberbullying  Substance Use: 5% report current alcohol or drug use; 1% report tobacco use; 1% report current marijuana use; 1% report current binge drinking; 0% have been very drunk or ""high"" 7 or more times, ever; 1% have been drunk or ""high"" on drugs at school, ever; 1% report current cigarette smoking; 1% report current use of vape products; 1% report current tobacco vaping; 0% report current marijuana vaping  Routines: 64% report eating of breakfast; 10% report bedtime (at 12 am or later)  Social and Emotional Health: 24% report social emotional distress; 30% experienced chronic sadness/hopelessness; 14% considered suicide; 53% report optimism; 68% report life satisfaction  Spring 2025 NSD Family Survey Results  89.4% believe the district effectively addresses attendance, dropout, and absenteeism issues. 89.4% indicate child looks forward to attending school each day. 93.1% indicate students are safe while at school. 96.3% indicate child's school is clean and in good repair."|In general, all of the schools sites in the Norris School District maintain a positive school climate, however, there is always room for improvement and we want to create the best environment possible for all of our students. In an effort to continually improve school climate, all of our campuses implement Positive Behavioral Interventions and Supports (PBIS). At the elementary campuses, there are also behavioral support aides to provide support to students who need guidance in both social and educational settings. Teachers are also implementing Social Emotional Learning (SEL) curriculum and SEL aides are being utilized to assist students in navigating emotions and interacting appropriately with their peers. At the middle school, they have the Safe School Ambassadors program as well as the SLED (Students Leading Education) program. These programs give many students from a variety of different backgrounds the opportunity to be involved in leadership on campus resulting in students taking ownership and helping create a more positive school climate.|In the past few years, the data has fluctuated minimally but we continue to make adjustments and work toward the most positive outcomes. We will continue to implement our digital Behavior Support Management System on a more consistent basis and offer more professional development so staff feels more confident utilizing the program. We will provide ongoing training for managing challenging behaviors. In addition, we will maintain a new program at the middle school in partnership with New Vision to better support and provide interventions for our middle school students. Districtwide, we will continue to utilize an SEL curriculum called Character Strong to focus on social emotional learning.|Met||2025-06-12|2025
15637190000000|Pond Union Elementary|6|Pond Union Elementary administered the KernKiDS Student Connectedness Survey, which measured school climate across key areas such as student-staff relationships, emotional safety, and school belonging. In 2024, the survey showed that 72% of students agreed it is easy to talk with teachers/staff (Q1), 77% agreed that teachers and staff care about them (Q2), and 73% reported a sense of belonging at school (Q6). These results reflect a slight decline from the previous year, where Q1 was at 77%, Q2 at 75%, and Q6 at 76%. While the data was not fully disaggregated by student group in the LCAP, the district’s chronic absenteeism data and stakeholder feedback helped supplement the survey results to better understand climate perceptions, especially among English Learners and socioeconomically disadvantaged students.|Analysis of the survey data revealed areas of strength in perceived staff care and school connectedness, especially in the relationships students have with school staff. However, a drop in the percentage of students reporting ease in communicating with adults (Q1) and a stable, but not improving, sense of belonging (Q6) signaled a need to strengthen school culture and relationship-building. Attendance data broken down by student groups showed that English Learners and socioeconomically disadvantaged students continue to face barriers to consistent attendance, suggesting that these groups may feel less engaged or supported within the school environment. Educational partner input confirmed the need for more social-emotional learning supports and inclusive engagement activities.|In response to the data and feedback, Pond Union has made several changes to support continuous improvement. The district hired a full-time social worker to provide counseling services and help address attendance barriers, especially for high-needs students. Additionally, the district implemented a new SEL curriculum (Character Strong) and expanded SEL-related activities like boys’ and girls’ groups, grief counseling, and mindfulness sessions. To increase student connectedness, Pond also began a new Positive Behavior MTSS initiative with schoolwide posters and incentives. The LEA aims to improve Q1–Q6 survey indicators and reduce chronic absenteeism by deepening its focus on student wellness, equity, and school-wide relationship-building strategies.|Met||2025-06-24|2025
15637500000000|Rosedale Union Elementary|6|"According to local student survey data, students in grades four through six report feeling that their school provides them a good education (97%) and prepares them for the next grade level (94%) while 92% of students in grades seven and eight report receiving a good education and prepared for their future in college/career (80%).     While 95% of students at both the elementary and middle school grades report having at least one friend who really cares about them, they rate respect for teachers and from teachers at much lower rates.  Almost 80% of elementary students report feeling that they ""belong and are included"" with that percentage decreasing to 70% for middle school students. These survey results indicate the need for continued investment in the overall well-being of students, creating highly engaging environments, and fostering strong relationships and culture at all campuses."|Based on the results of the CHKS the Rosedale Union School District's Identified Needs are as follows:    Students from historically underserved groups (students with IEPs, foster youth, unhoused youth, LGBTQ students) consistently reported lower levels of safety, connectedness, support, and mental well-being These disparities highlight the need for targeted interventions and more inclusive, trauma-informed support systems.  Areas of Strength for the district include:   Overall School Climate Strengths 1. High Academic Motivation and Expectations Elementary (Grade 6): 79% of students reported strong academic motivation; 80% indicated that adults at school had high expectations for them. Secondary (Grade 7): High expectations were affirmed by 71% of students without IEPs, although slightly higher for students with IEPs (77%) 2. Positive Relationships Relationships among students and between students and staff are consistently reported as strengths in both elementary and secondary settings 3. School Connectedness 67% of 6th graders reported feeling connected to school At the secondary level, connectedness and developmental supports are clearly linked to improved academic engagement and outcomes|Based on the results of the CHKS the Rosedale Union School District will:   Expand mental health supports, especially for vulnerable subgroups.  Strengthen bullying prevention and intervention, with a focus on psychological safety.  Enhance student voice through focus groups or student-led forums on school safety.  Work with site teams to ensure campuses are clean and well maintained to foster pride and comfort in the learning environment.  Disaggregate and monitor data by subgroup to better identify and tailor interventions.|Met||2025-06-11|2025
15637680000000|Semitropic Elementary|6|"To measure our progress in promoting a positive, healthy school climate, the district conducts the CA Healthy Kids Survey every other year to fifth grade students as well as the WestEd survey annually. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP.   WestED Student Survey 2024-2025 School connectedness related student survey data (Strongly Agree/Agree):  Belonging Summary Data:  All Students (3rd-5th):  34% (the same as the county average for Jan 2025) Hispanic/Latinx: 35%  ""My teachers care about me.""  All Students:   97%  Hispanic/Latinx:  %  ""If I am absent, there is a teacher or some other adult at school who will notice my absence.""  All Students:   87%  Hispanic/Latinx:  %  ""Students respect one another.""  All Students:  42%  Hispanic/Latinx:  %   School Safety related student survey data was the question ""I feel safe at this school."" All Students:  80%  Hispanic/Latinx:  %"|"Based on our data collection in the area of school climate, the district has found that students continue to have a high level of school connectedness. Strong relationships between students, families, and school staff are evident.    ""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some grade levels improved and some grade levels did not improve:  Identified Needs  - Boys and Girls are treated equally (61%) - Students respect one another (42%) - Students at this school get along well with each other (50%) - At this school, students talk about the importance of understanding their own feelings and the feelings of others. (39%) - Students often spread mean rumors or lies about others at this school on the internet .(58%) - The bathrooms in this school are clean. (21%) - Students at this school stop and think before doing anything when they get angry. (22%)  Areas of Strength  -  Cultural and Linguistic Competence questions - Relationships - School Participation - Emotional Safety - Physical Safety -  Bullying and Cyberbullying - Substance Abuse - Emergency Readiness and Management - Physical Environment - Instructional Environment - Mental Health - Discipline"|We will continue our LCAP Goal #2: Safe Environment and LCAP Goal #3 Goal #3:  Relationships & Engagement  2.2 MTSS (PBIS) Implementation -  The district will continue implementing Positive Behavioral Interventions and Supports (PBIS), which aim to reduce suspensions and/or expulsions. Throughout the academic year, PBIS training will be administered to all staff. To ensure visibility of the ROAR expectations, displays such as posters, banners, and signs will be placed throughout the school, in classrooms, and across the campus. Additionally, ROAR incentive activities, including the ROAR store and field trips, will be organized.  2.2 Social Worker - A social worker is employed to meet the emotional needs of not only the students in the district, but their families too. The central goal is improving the well being of both students and staff by implementing the multi-tiered support system. This action integrates school social worker into the educational framework at the school site in order to create a robust, supportive environment that equips every student to achieve their highest potential. They collaborate closely with other support staff, including school psychologist, teachers, and classified staff, to first and foremost address the unique needs of socioeconomically disadvantaged students, English learners, and foster and McKinney-Vento youth. School Social Workers implement tailored interventions that promote academic success, emotional well-being, and positive behavior. A focus on collaboration with school support teams ensures a unified approach to student support, enhancing system coherence across the district. Continuous professional development for social workers and data-driven strategies will refine practices and ensure that interventions.  2.6 Improved Class Sizes Maintained for Enhanced Student Support and Equity - The class size action directly addresses the unique educational needs of the district's unduplicated students by creating an environment where students can receive the personalized attention and relational support necessary to thrive at school. This action is essential for fostering equitable educational opportunities and enhancing the overall quality of instruction in environments where students face various challenges by ensuring class size maintains below contracted levels  3.1 School Community Coordinator - The school community coordinator will be responsible for building, reinforcing, and maintaining connections between the school and the local community. Their role will involve facilitating collaboration and partnerships with community organizations, businesses, and groups to foster a sense of shared responsibility for student success. Additionally, the community coordinator will provide guidance and information to families and community members regarding various services and resources available outside of the school setting. This may include connecting them with appropriate social services, healthcare providers, com|Met||2025-06-12|2025
15637760000000|Southern Kern Unified|6|SKUSD administers the California Healthy Kids Survey annually to students in grades 7, 9, and 11. For the 2024-25 survey, for grade 7, there were 297 respondents out of a population of 300 (99%). For grade 9 there were 187 respondents out of a population of 270 (69%). For grade 11, there were 116 respondents out of a population of 240 (48%). The survey showed a lot of important information about the conditions and climate at Tropico Middle School and Rosamond High Early College Campus. This information includes:  Eating of Breakfast 66% of 7th grade students do not eat breakfast 44% of 9th grade students do not eat breakfast 49% of 11th grade students do not eat breakfast  51% of students agreed that there was a teacher or some other adult from my school who really cares about me. 50% of students agreed that they feel close to people at this school. 32% of students agreed that they were happy to be at their school. 19% of students felt unsafe at school. 79% of students agreed that they tried hard on their schoolwork because they are interested in it. 49% of students had a high level of boredom at school. 46% of students agreed that they usually expect to have a good day.  Question: During the past 12 months, how many times did other students spread mean rumors or lies, or hurtful pictures, about you online, on social media, or on a cell phone?  Answers:  7th grade - 39% of students had this happen to them 1 or more times in the past 12 months 9th grade - 24% of students had this happen to them 1 or more times in the past 12 months 11th grade - 43% of students had this happen to them 1 or more times in the past 12 months Female students scored significantly higher (worse) on questions of social emotional health.  On the question regarding social emotional distress, 37% of females experienced social emotional distress, and 18% of males experienced social emotional distress.  39% of females experienced chronic sadness/hopelessness. 25% of males experienced chronic sadness/hopelessness|"SKUSD has numerous key learnings from the CHKS. This includes several identified needs. First, about half of students do not eat breakfast. This is a significant issue, as ""Breakfast consumption was positively correlated with achievement motivation and academic achievement of students..."" 32% of students agreed that they were happy to be at their school. This speaks to the health of the school culture and climate. 39% of 7th grade students had been a victim of cyberbullying over the past year. 24% of 9th graders, and 43% of 11th graders had experienced cyberbullying. This demonstrates that cyberbullying is a significant issue. Female students exhibited high levels of emotional distress and chronic sadness/hopelessness. This shows the need for additional social emotional support for female students."|SKUSD will address all of the key learnings for the CHKS. This will be done primarily through the LCAP Goal 2: Develop a healthy school climate that supports the social, emotional, and physical needs of all students.  The district will address the issue of less than half of students at Tropico Middle School and Rosamond High Early College Campus eating breakfast. The District will engage in a marketing campaign through ParentSquare to promote eating breakfast. The District will put up posters around the school campuses to promote eating breakfast.  Only 32% of students agreed that they were happy to be at their school. The District will focus on improving school culture and climate through a number of actions that are in the LCAP Goal 2. These actions include: 1. PBIS: Faculty, staff and administrators will establish clear behavioral expectations, rules, and routines that are communicated consistently to all students. 2. Mental Health Services: The District employs five school psychologists, a social emotional learning specialist, and two therapists.  3. Additional Nurses: Continue to have additional licensed vocational nurses (LVN) at each site, and one registered nurse (RN) who support all school sites. 5. Extracurricular Activities: Increase student connectedness to school at the middle and upper levels through extracurricular activities such as music, sports, robotics, mathletes, and a variety of clubs. 6. Attention to Attendance: Southern Kern USD has partnered with The Achievement Initiative to implement the Attention to Attendance (A2A) program. This program involves ongoing communication with families to improve student attendance. 7. MTSS: To improve the school climate, lower the suspension rate, and align itself with best practices, the district is implementing an MTSS program. This program includes additional professional development for faculty and staff.  8. Campus Safety Officers: The District will continue to staff campus safety officers at all school sites. CSO's establish positive relationships with students, and play an integral role in establishing a healthy climate at each school site. 10. Facilities: Provide additional Facility and Support Operations staff, including custodial and maintenance to provide a clean, safe, and secure learning environment for all students. 12. Student Incentive Program: The District will offer incentives and special recognition to students with exemplary and/or improved attendance, The District will offer Achiever Trips to students with good attendance (over 90%), behavior (no referrals), and grades (2.5 GPA or above).|Met||2025-06-18|2025
15637840000000|South Fork Union|6|The local climate survey data reported that 85% of parents concerns are taking seriously. 90% of students feel safe at school. 85% staff feels the school is safe. 90% of the parents feel they are treated with respect.  93% of parents attend school meetings.|Parents, staff and students feel the school is safe and attentive to their needs.  The underrepresented parents need to feel inclusive in these survey results.|Identifying and follow through on other methods  of obtaining survey results will be necessary to obtain the underrepresented families input.|Met||2025-06-26|2025
15637920000000|Standard Elementary|6|In Spring 2024–25, our district administered the Student Connectedness Survey to students in grades 3 through 7 as part of our effort to assess school climate. The survey gathered input on students’ relationships with school staff, sense of belonging, participation in school activities, and reasons for school absences. While the survey did not disaggregate results by student groups, it did provide breakdowns by grade level and school site, offering valuable insight into student experiences across campuses. It does not disaggregate data, as it is an anonymous survey, and therefore we are unable to disaggregate the student data.   The overall estimated response rate was 20.72%, with significant variation by grade and school. Sixth grade had the highest participation rate at 36%, while seventh grade had the lowest at 10%. Among school sites, Wingland Elementary achieved the highest response rate at 29%, whereas Standard Elementary had the lowest at just 1%. These discrepancies point to the need for more consistent outreach and participation strategies in future administrations of the survey.  Results from the survey highlight both strengths and areas for growth. When asked whether they feel that their teachers and school staff care about them, 66% of third graders responded positively, compared to only 32% of seventh graders. This trend was consistent across several other questions, such as whether students feel like they belong at school and whether adults notice when they are absent—both showing a noticeable decline in positive responses as students advance in grade level. For instance, while 56% of third graders agreed or strongly agreed that they feel a sense of belonging at school, only 28% of seventh graders felt the same. These patterns suggest a need for stronger relational support and engagement strategies, especially in the upper elementary and middle school grades.  In terms of extracurricular involvement, the data revealed mixed levels of participation in school-sponsored events such as dances, performances, and sporting events. Younger students generally reported more involvement, while older students expressed lower participation. Barriers to school attendance also emerged clearly in the data. While 33% of respondents identified illness as a reason for missing school, 25% reported a lack of transportation, and 20% noted emotional distress such as feeling sad, stressed, or angry. Additionally, 13% of students indicated they stayed home due to bullying or safety concerns. These findings underscore the need for both social-emotional supports and practical interventions.   The survey data will continue to guide our strategic planning and resource allocation to ensure all students feel connected, supported, and safe at school.|Analysis of the Student Connectedness Survey data revealed several important insights into student experiences and school climate across our district. One of the most significant patterns was the decline in students’ sense of connection and belonging as they progressed through grade levels. For example, while 66% of third-grade students felt that their teachers and staff cared about them, this figure dropped to just 32% by seventh grade. Similarly, the percentage of students who agreed that they feel like they belong at school decreased from 56% in third grade to 28% in seventh grade. These results point to a critical need for targeted support in upper elementary and middle grades to maintain and strengthen student-adult relationships and emotional engagement with school.  Another key learning emerged around school participation and extracurricular involvement. While younger students generally reported higher levels of involvement in school-sponsored activities, middle-grade students reported lower engagement. This trend, coupled with a drop in feelings of belonging, suggests that older students may benefit from more accessible and appealing extracurricular opportunities to deepen their school connections.  Barriers to attendance were also clearly identified. Among respondents, 25% reported that a lack of transportation prevented them from attending school, and 20% cited emotional health challenges—such as sadness, stress, or anger—as reasons for missing school. Additionally, 13% of students reported missing school due to bullying or not feeling safe. These results highlight needs in both practical support systems, such as transportation, and emotional and mental health services.   Despite these challenges, several strengths were also evident. At certain school sites, such as Highland Elementary, students reported more positive relationships with staff. For instance, nearly 49% of Highland students agreed that it is easy to talk to school staff, and 87% indicated they felt staff cared about them. These pockets of strength provide models for effective relationship-building practices that can be replicated across other schools in the district.  Although the current data set does not include disaggregation by student groups such as race/ethnicity or socioeconomic status, the trends by grade and site give us a starting point for refining support strategies. Future iterations of the survey and additional data collection tools will be designed to capture more detailed subgroup data, enabling a deeper understanding of equity issues within student experience and school climate.|Based on the analysis of the Student Connectedness Survey and the key learnings identified, our district is implementing several important changes to plans and procedures to better address student needs and support continuous improvement. A major area of focus is addressing the decline in student connectedness and sense of belonging as students progress through grade levels. In response, we are prioritizing the development of stronger transition supports from elementary to middle school. This includes enhancing advisory programs, expanding mentoring and relationship-building opportunities, and integrating social-emotional learning (SEL) practices more consistently across grades 4 through 7.  The survey highlighted that a substantial portion of students missed school due to emotional well-being challenges, including stress, anxiety, or sadness. As a result, the district is expanding its focus on mental health and wellness supports. This includes plans to increase access to school counselors, explore partnerships with local mental health providers, and improve early identification and intervention systems for students experiencing social-emotional distress.  We also recognize the need to improve student safety and anti-bullying efforts, as 13% of students reported staying home because they felt unsafe or experienced bullying. In response, we are reviewing and updating our bullying prevention policies and training staff to respond more effectively to safety concerns raised by students. School climate teams at each site are being supported to analyze site-specific data and develop responsive, equity-centered strategies.  To improve the quality of future data and ensure more inclusive input, we are also updating our survey administration procedures. This includes developing a plan to increase response rates across all schools and student groups, and enhancing the survey tools to allow for disaggregation by student subgroups such as race/ethnicity, English Learner status, and socioeconomic background. These improvements will provide the district with deeper, more actionable insights moving forward.  Together, these adjustments reflect our commitment to using local data to drive change, respond to student voice, and continuously improve the educational experience for all learners.|Met|By addressing identified disparities and leveraging existing strengths, the LEA is committed to promoting continuous improvement in social-emotional development, safety, and connectedness among students. These targeted changes aim to create a more support|2025-06-17|2025
15638000000000|Taft City|6|Taft City School District used The California Healthy Kids Survey (CHKS)  to measure school climate. The following are the key findings from the Kern Connectedness Survey spring 2023, spring 2024 and spring 2025 administrations.    California Healthy Kids Survey				 6th Grade % Agree and Strongly Agree Spring 2023	School Connectedness	53; 	Caring Adult Relationships	58;   Feel Safe at School	   44 6th Grade % Agree and Strongly Agree Spring 2024	School Connectedness	53;	Caring Adult Relationships	66;   Feel Safe at School	   54 6th Grade % Agree and Strongly Agree Spring 2025	School Connectedness	55; 	Caring Adult Relationships	62;   Feel Safe at School	   59 7th  Grade % Agree and Strongly Agree Spring 2023	School Connectedness	34;   Caring Adult Relationships	45;   Feel Safe at School	   25	 7th Grade % Agree and Strongly Agree Spring 2024      School Connectedness	34;   Caring Adult Relationships	47;   Feel Safe at School	   31	 7th  Grade % Agree and Strongly Agree Spring 2025	School Connectedness	40;   Caring Adult Relationships	53;   Feel Safe at School	   32	 	 The Gender of the respondents Grade 6 – 52% male, 45% female, 1% nonbinary; Grade 7 48% male, 50% female, 1% nonbinary in 2023. Grade 6 – 37% male, 61% female, 1% nonbinary; Grade 7 50% male, 48% female, 1% nonbinary in 2024. Grade 6 – 49% male, 49% female, 0% nonbinary; Grade 7 45% male, 54% female, 1% nonbinary in 2025. The Race or Ethnicity of the respondents  Grade 6 African American 1%, Hispanic 63%, White 21%, Multiracial 9%, Other 6%; Grade 7 African American 1%, Hispanic 65%, White 21%, Multiracial 5%, Other 7% in 2023.  Grade 6 African American 6%, Hispanic 62%, White 21%, Multiracial 6%, Other 5%; Grade 7 African American 2%, Hispanic 64%, White 22%, Multiracial 5%, Other 7% in 2024.  Grade 6 African American 2%, Hispanic 65%, White 17%, Multiracial 6%, Other 9%; Grade 7 African American 2%, Hispanic 72%, White 16%, Multiracial 5%, Other 3% in 2025.  School Connectedness Grade 6 Hispanic 53%, White 53%; Grade 7 Hispanic 35%, White 31% in 2023.  School Connectedness Grade 6 Hispanic 49%, White 57%; Grade 7 Hispanic 33%, White 37% 2024.  School Connectedness Grade 6 Hispanic 55%, White 54%; Grade 7 Hispanic 41%, White 36% in 2025.   Caring Adult Relationships Grade 6 Hispanic 57%, White 63%; Grade 7 Hispanic 43%, White 52% 2023.  Caring Adult Relationships Grade 6 Hispanic 61%, White 74%; Grade 7 Hispanic 42%, White 57% 2024.  Caring Adult Relationships Grade 6 Hispanic 59%, White 76%; Grade 7 Hispanic 53%, White 57% 2025. Feel Safe at School Grade 6 Hispanic 45%, White 34%; Grade 7 Hispanic 26%, White 15% 2023.  Feel Safe at School Grade 6 Hispanic 54%, White 57%; Grade 7 Hispanic 29%, White 29% 2024. Feel Safe at School Grade 6 Hispanic 60%, White 57%; Grade 7 Hispanic 35%, White 23% 2025.|The key learnings gained from a comparison of the overall percentages from the 2023 - 2025 CHKS surveys show increased percentages which means improvement and growth in school connectedness, caring adult relationships and feeling safe at school. A pattern emerges when students move from grade 6 to grade 7.  There is a decrease in students' school connectedness, caring adult relationships, and feeling safe in school. This tells us that students in grade 7 have a greater need for support, guidance, and interventions than when they are in 6th grade.|TCSD is implementing Character Strong, a social-emotional learning (SEL) curriculum for all grade levels TK-8. We are also implementing our behavior MTSS tiers, which will include additional supports or interventions.  This will provide an important local, annual measure that can be compared to the administration of the CHKS.  The outcomes of this work aim to improve school connectedness, student-adult relationships, and feeling safe at school, in addition to many other categories.|Met||2025-06-18|2025
15638180000000|Taft Union High|6|Local school climate and family surveys provide TUHSD with valuable insights to guide data-informed decisions. These tools help monitor program effectiveness, foster communication with educational partners, and support efforts to meet the diverse needs of all students. To better understand students' experiences and conditions for learning, the district’s recent student survey focused on perceptions of respect, belonging, and safety. Results were disaggregated by student groups to assess equity and identify any disparities. Encouragingly, the data revealed no significant differences across student groups, indicating a generally consistent experience for students districtwide. The findings offer a clear picture of strengths as well as opportunities for growth. Respect and Belonging 72% of students report that it is easy to talk to teachers or staff. 69% feel that school staff care about them. 60.7% of students agree they feel a sense of belonging at school, while just over 39% disagree or strongly disagree. Notably, TUHSD ranks near the 99th percentile in comparison to other non-urban high schools serving a high percentage of students who qualify for Free and Reduced Lunch. 81% of students feel there are many opportunities to engage in sports, clubs, and other extracurricular activities. School Safety 48% of students report feeling worried about violence at school. 52% believe that online bullying is likely to occur. These results play a critical role in shaping ongoing district efforts to cultivate a safe, respectful, and inclusive environment. The data not only highlight what is working well but also point to areas where continued support, resources, and intentional strategies can make a meaningful difference in students’ day-to-day experience    School Safety 75% of students said they rarely or never worry about violence at school, suggesting that students perceive the physical environment as generally safe.   73% of students indicated they rarely or never believe someone from their school would bully them online, reflecting a relatively strong sense of digital safety and respectful peer interactions.  These results guide our continued efforts to foster a safe, respectful, and inclusive environment for all students.|TUHSD’s student climate survey offered valuable insights into how students perceive their school experience, particularly regarding respect, belonging, and safety. By examining responses across different student groups, the district applied an intentional equity lens, ensuring that patterns were interpreted with fairness and inclusivity in mind. The analysis revealed a broadly consistent experience across student populations, pointing to districtwide strengths while also identifying areas where further attention is warranted.  Students expressed strong connections with staff: 72% reported it was easy to talk to teachers or staff, and 69% felt that staff genuinely care about them. These findings highlight the presence of relational trust and open communication—key components of student well-being and engagement. Additionally, 81% of students acknowledged the availability of opportunities to participate in sports, clubs, or other extracurricular activities. This reflects a robust school culture that supports student involvement and fosters a sense of connection beyond the classroom.  Importantly, the survey found no significant disparities among student groups in their feelings of respect, belonging, or safety. This consistency suggests that TUHSD students, regardless of background, are generally experiencing school in equitable ways.  However, the data also identified areas for growth. Although TUHSD ranks in the 99th percentile nationally among comparable schools, only 60.7% of students reported feeling a sense of belonging. More than 39% of students disagreed or strongly disagreed with that statement, signaling a need to strengthen inclusive practices and ensure all students feel connected to their school community.  Concerns around safety also emerged, with 48% of students indicating worry about violence at school and 52% perceiving online bullying as likely. These responses underscore the importance of ongoing efforts to enhance physical and emotional safety, as well as to promote digital citizenship and peer support. Addressing these concerns will be essential to cultivating an environment where all students feel safe, valued, and supported.|Based on the analysis of student climate data, TUHSD has identified several planned changes and adjustments aimed at strengthening student belonging, enhancing school safety, and improving equity practices. To support a greater sense of belonging, TUHSD is expanding the use of structured time to intentionally build inclusive school culture, empathy, and student identity development. At Buena Vista, advisory periods will be leveraged for this purpose, while at TUHS, programs such as Human Element and ASB classes will serve as key platforms for connection. Site teams will also use survey data to identify students who report feeling disconnected and provide targeted supports, including mentoring opportunities, peer connections, and expanded student voice initiatives. Importantly, the district’s team of school social workers plays a key role in this work—offering individualized support, facilitating family engagement, and helping students navigate barriers to connection and success.  To address safety concerns, the district will enhance digital citizenship instruction to help students navigate online spaces more responsibly and reduce instances of online bullying. In addition, TUHSD will improve communication around school safety measures and emergency procedures to foster transparency and reduce student anxiety. The district will continue to promote the use of anonymous reporting systems, ensuring students have a trusted way to report concerns. Social workers will also support safety efforts by providing early intervention, crisis response, and wraparound services to students experiencing emotional or behavioral challenges.  In alignment with equity-focused practices, site and district teams will continue to disaggregate climate and academic data by student group to monitor for any emerging disparities. This ongoing analysis will inform strategic supports and ensure equitable outcomes for all students. TUHSD will also deepen its commitment to student voice by facilitating focus groups and leadership forums to follow up on survey findings and collaboratively design meaningful solutions.  Finally, the district is aligning these efforts with broader planning processes. Climate survey results are being integrated into both Local Control and Accountability Plan (LCAP) updates and site plans, with adjustments to goals and metrics tied to school climate and student engagement. TUHSD is also developing consistent monitoring and feedback loops to regularly review data and stakeholder input, ensuring continuous improvement remains at the heart of its decision-making.|Met||2025-06-02|2025
15638260000000|Tehachapi Unified|6|Annually, TUSD administers the California Healthy Kids Survey to students in grades 5, 8, 9, and 11.   Elementary: 164 fifth grade students participated in the California Healthy Kids Survey. When reviewing responses from fifth grade students, school connectedness (65%), academic motivation (82%), high expectations (79%), Home Support and Involvement and SEL Supports (63%) were all areas of strengths. All campuses have a School Social Worker, Intervention Specialist, and School Psychologist that help to provide SEL lessons, work with students 1:1, and facilitate small groups to improve outcomes for students.  All school sites implements a robust PBIS program to provide clear expectation for students and encourage students to make good choices. However, 61% of fifth grade students are reporting that they are experiencing boredom while at school which is an increase of 15%, feeling of being safe while at school declined by 3%.    Secondary: 676 secondary students participated in the California Healthy Kids Survey (CHKS). The majority of TUSD's secondary students go to bed between 9:00 pm-11:00 pm each night and do not eat breakfast regularly. 85% of students felt that there is a teacher or other school staff member who cares about them and listens to what they have to say. 60% of students felt that school personnel had high expectations for students, and 85% of respondents felt that the school staff believed that their students would be successful as an adult. Although students had positive relationships with school staff members, and felt that school personnel had high expectations for them, 60% of respondents expressed that they are frequently bored and do not have a voice (65%) when determining what type of activities that like to do when they are in class. Decreasing student boredom and increasing student input in their learning are opportunities for growth for TUSD.|When reviewing CHKS data, safety while on campus is an area of concern for students, staff, and parents. Although, TUSD has increase and improved security protocols educational partners feel that campuses are not as safe as they should be. There were many improvements for secondary students that include: school connectedness, academic motivation, and meaningful participation. Alcohol/drug use and school boredom both declined. However, elementary students reported an increase in school boredom and a decrease in being treated fairly by staff.|TUSD will need to collect additional information regarding safety practices across all school sites to address areas of concern and/or need.|Met||2025-06-24|2025
15638340000000|Vineland Elementary|6|Test|Test|Test|Met||2025-06-23|2025
15638420000000|Wasco Union Elementary|6|The District administers the KCSOS Student Connectedness as a local climate survey annually that provides valid measurable perceptions of school safety and connectedness. The survey results are presented to all Educational Partners and the local governing board during the public hearing of the California School Dashboard. DATA: The key learnings from the survey results are as follows: I feel like it is easy to talk with teachers/staff at this school - 71.87% Agree or Strongly Agree I feel like teachers and school staff care about me - 74.07% If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence - 77.4% I feel like I belong when I am at school - 73.67%|Areas of strength in the district include a high level of connectedness and belonging district-wide. Challenges include a high need for social-emotional distress, sadness, and hopelessness. Social-emotional learning and safety will continue to be an area of focus district-wide.|Based on the survey data and other Educational Partners feedback results, the district will be continuing the implementation of a Multi-Tiered System of Support (MTSS). During the 2025-2026 school year, the District will be in a continous implementation year with the implementation of MTSS. The District plans to see a positive impact on student's mental health and wellness.|Met||2025-06-24|2025
15638590000000|Wasco Union High|6|"The local climate survey data provides a comprehensive overview of various aspects of the school environment, disaggregated by student groups. Here's a breakdown of the findings: School Engagement and Attendance: The majority of students (61.5%) report trying hard on school work, indicating a positive attitude towards academic engagement. However, a notable proportion of students report frequent absences (16.5%), which could negatively impact their academic performance and overall well-being. A growing percentage of students perceive school as worthless and a waste of time (15%), suggesting potential disengagement or disconnection from the educational experience.  School Safety and Cyberbullying: Most students (61.5%) state that they perceive school to be safe or very safe.  Approx. 6.5% of students have been in a physical fight, and 6% of students noted they have seen a weapon on campus. 20.5% of students admit to being harassed or bullied, and 23.5% of students have had ""mean rumors or lies spread about them"". Cyberbullying has also been reported by 18-20 % of students.   Social and Emotional Health: Overall, approximately 65.5% of 9th and 11th-grade students report they are satisfied with life.  45% of 9th-grade students and 53% of 11th-grade students feel optimistic. Conversely, 29% of students state that they have experienced chronic Sadness/hopelessness, and 10% of students have considered suicide.   Substance Abuse: Data shows that 10% of 9th and 11th grade students state that they currently use alcohol or drugs.  While most of this behavior happens off campus, 3% of Freshmen and 5% of Juniors state they have been drunk or high on campus. 8% of Freshmen currently vape, while 5% of Juniors state that they vape regularly using tobacco or marijuana."|Analyzing the data provided in Prompt 1, along with the disaggregated data by student group, reveals several key learnings regarding the school climate, mental health, and academic engagement:  Areas of Strength: Safety Perceptions: Across all student groups, there is a generally positive perception of safety within the school environment. The majority of students believe there is low violence and report no fear of being physically harmed (88%). This indicates that efforts to maintain a safe and secure learning environment have been effective, fostering a sense of security among students.  Positive Social Environment: A significant proportion of students across all groups report no harassment (79%) and no rumors (76%). This suggests a relatively positive social climate within the school, characterized by respectful interactions and a lack of negative social dynamics like gossip or bullying.  Academic Engagement: The majority of students express a strong commitment to their school work, with 61.5% indicating that they try hard on their assignments. This demonstrates a positive attitude towards learning and academic engagement among students, which can contribute to their overall academic success and well-being.  Identified Needs: Social and Emotional Health: 29% of students surveyed state they are chronically sad or have hopeless feelings. These findings highlight the need for continued targeted mental health support and interventions to address the specific needs of these student populations and promote overall well-being.  Parental Involvement: While parental involvement is essential for student success, the data shows that only 49.5% of students report their parents' participation in school activities. Disaggregating this data may uncover disparities in parental involvement among different student groups, indicating the need for strategies to enhance parental engagement, particularly among underrepresented or marginalized student populations.  Attendance and Engagement: Despite the majority of students expressing commitment to their school work, a significant proportion report frequent absences (17%), and a growing percentage perceive school as worthless and a waste of time (15%). Addressing issues related to attendance and student engagement is crucial for ensuring that all students have the opportunity to succeed academically and feel valued within the school community|Based on the analysis of local data and the identification of key learnings, the LEA (Local Education Agency) may determine several changes to existing plans, policies, or procedures to address areas of need and promote continuous improvement in the school environment. Here are some potential revisions, decisions, or actions that the LEA might implement:  Enhanced Mental Health Support Services: Increase access to counseling and mental health resources for students, particularly for 11th-grade students and non-traditional students who reported higher rates of chronic sadness, suicidal ideation, and social and emotional stress. Implement proactive mental health initiatives such as peer support programs, mindfulness activities, and stress management workshops to promote resilience and well-being among all student groups.  Parental Engagement Strategies: Develop targeted outreach efforts to increase parental involvement, especially among underrepresented or marginalized student populations. Provide resources and workshops for parents on how to support their children's academic success and well-being, including strategies for effective communication and involvement in school activities. Focus on parents of long-term English Language Learners and supporting their students' unique needs.   Attendance and Engagement Interventions: Implement attendance improvement programs to address the issue of frequent absences among students. Offer personalized support and interventions for disengaged students to reengage them in their learning, such as academic mentoring, individualized learning plans, and extracurricular activities aligned with their interests.  Facilities Maintenance and Safety Measures: Assess and address any concerns related to facilities maintenance to ensure a safe and conducive learning environment for all students. Review and update safety protocols and procedures to address any potential gaps in ensuring the physical and emotional safety of students and staff.  Continued Data Collection and Analysis: Establish a system for ongoing data collection and analysis to monitor progress and identify emerging trends or areas of concern. Regularly review survey data and other indicators of school climate to inform decision-making and measure the effectiveness of implemented interventions and strategies.  Professional Development for Staff: Provide training and professional development opportunities for educators and staff on topics such as trauma-informed practices, cultural competence, and positive behavior management to better support the diverse needs of students and create an inclusive school environment. By implementing these changes and initiatives, the LEA aims to address identified areas of need, promote student well-being and academic success, and foster continuous improvement in the school climate and educational outcomes. Regular evaluation and adjustment of these efforts will be essential to ensure their effectiveness and sustainability o|Met||2025-06-26|2025
15735440000000|Rio Bravo-Greeley Union Elementary|6|RBGUSD LCAP Students Grades 3-8 Survey 2025 School Safety • I feel comfortable going to an adult when I have a problem. 81.6% Agree • I feel safe while at school. 95% Agree School Connectedness • My school provides me with a good education. 98.2% Agree • I feel comfortable going to an adult when I have a problem. 81.6% Agree • I look forward to coming to school each day. 78.9% • My school is clean and in good condition. 87.6% Agree|RBGUSD maintains a high status of students who feel safe while at school from prior years. A challenge and barrier the district has faced is students acclimating to the return of full school days and focused in-person instruction. Some students have had to relearn how to behave and work in a school setting. The district is focusing on not only instruction but also meeting the social and emotional needs of students post-pandemic. Another challenge and barrier post-pandemic has been student behavior. RBGUSD is committed to addressing and building successful students.|Through the LCAP, the district will continue with Goal 2, which focuses on ensuring campus safety and positive school culture at all school sites. These elements included student engagement, health, and social/emotional well-being. Descriptions of action steps to support Goal 2 include: • Maintain the foundational work the district has laid for Positive Behavioral Interventions and Supports. • Maintain campuses, district-wide, where students are physically safe, as well as support mental health. The district utilizes parental involvement/input and pupil engagement to aid in defining the needs of students. • Maintain parent education forums throughout the year for the parents to learn strategies to help their students. Focus topics will be on English Language, Special Education, Foster, Homeless, and Low Socioeconomically Disadvantaged. Priority to unduplicated students and students with disabilities. • Maintain an effective truancy monitoring system. • Maintain 1.0 FTE district-wide nurse with a focus on school safety. Focus on connecting families to community resources based on need. • Maintain a 2.0 FTE school psychologist to provide social and emotional intervention supports and counseling.|Met||2025-06-16|2025
15737420000000|Sierra Sands Unified|6|"DATA: The California Healthy Kids Survey (CHKS) was administered to 5th, 7th, 9th, and 11th-grade students in the winter of the 24-25. Results summary below: 5th Grade Percentage = Average % of respondents reporting “Yes, most or all of the time” responses. 7th-11th Grade Percentage = Total % of “Strongly Agree/Agree” responses. Student Perceptions of ""Felt Connected""  ""Felt Connectedness to School"" 5th-56% 7th-31% 9th-36% 11th-44% Non Traditional-67%  “Felt Safe at School” 5th-61% 7th-40% 9th-40% 11th-52% Non Traditional-73%  Response Rates and Sample Sizes: 5th: 43% (163/366) 7th: 75% (288/377) 9th: 74% (306/412) 11th: 73% (247/337) 11th*: 31% (11/36) *Mesquite H.S."|5th-grade students felt less connected to school (-15%) and less safe (-16%), 7th-grade students felt less connected to school (-10%) and less safe (-2%), 9th-grade students felt less connected to school (-9%) and less safe (-6%), in 2024-25 as compared to the 2023-24 school year, whereas 11th-grade students felt more connected to school (+4%) and safer (+5%) in 2024-25 as compared to the 2023-24 school year. School connectedness and perceived safety remain an area of need for the district.|With such a relatively low average response rate, it is difficult to rely on the data to make informed decisions. However, it is evident that social-emotional learning should be a focus to continue reestablishing positive school cultures on each school campus. Universal expectations for student and adult behavior need to be taught and reinforced.|Met||2025-06-12|2025
15739080000000|McFarland Unified|6|As part of our Student Connectedness Survey, students respond to a variety of questions that help us better understand how to support their engagement and overall well-being.  Based on the results from the spring administration, several key data points have emerged that warrant immediate attention:  Over 70% of students either did not respond or responded negatively to the statement, “I regularly attend or participate in school-sponsored events,” suggesting limited involvement in extracurricular activities.  49% of students either responded negatively or did not respond to the statement, “There are lots of chances for students to get involved in clubs, sports, etc.,” indicating a perceived lack of accessible or appealing opportunities for involvement.  Additionally, an analysis of the top reasons students missed school in the past 30 days revealed the following:  Illness  Lack of sleep  Family vacation  These findings highlight the need to expand meaningful engagement opportunities, promote awareness of available activities, and address attendance challenges linked to health, rest, and family-related absences.|An analysis of the student data has highlighted several areas of concern that require our attention.  Over half of our students either chose not to respond or responded negatively when asked if they participate in school-sponsored events.  Although we take great pride in the variety of extra- and co-curricular activities we offer, these results suggest that our current offerings may not fully align with student interests or accessibility needs.  This indicates a need to explore additional opportunities that better engage a broader range of students.  Another area of concern is the high number of students who cited vacation and lack of sleep as reasons for missing school.  These factors point to challenges outside of the classroom that are affecting attendance and may require targeted outreach, education, and support for families on the importance of consistent school attendance and healthy routines.  Despite these concerns, the data also reflects a promising development: bullying is no longer among the top reasons for student absences, a significant improvement compared to the previous two years.  This suggests that efforts to create a safer, more inclusive school environment are having a positive impact, and we will continue to build on these efforts to ensure all students feel secure and supported at school.|Our site administrators will continue to gather student feedback through surveys to better understand the types of activities and events that resonate with their interests.  This ongoing input will help guide the development of programs that are student-centered and engaging.  Additionally, we are committed to improving vertical alignment of popular programs across grade spans.  By ensuring that students can continue participating in the clubs, sports, or enrichment activities they enjoy as they transition from elementary to junior high and from junior high to high school, we aim to foster continuity, sustained engagement, and a stronger sense of belonging throughout their educational journey.|Met||2025-06-12|2025
15751680000000|El Tejon Unified|6|Data from the Student Connectedness Survey given through the Kern County Superintendent of Schools showed that 79% of students district wide feel that it is easy to talk to teachers and staff, 74% feel that the teachers and staff care about them, 70% feel that if they are absent, their teacher will notice and reach out, 56% say that they participate in extra curricular activities, 75% feel that there are many chances for them to participate in school sponsored events and after school clubs and activities, and 58% feel that they belong at school.   When students were asked from a variety of options the reasons they miss school, the largest percent, at 42%, stated it was from illness.  The next largest percent, at 16%, stated it was from lack of sleep.|The areas of strength fall in feeling that staff care about the students and that it's easy for students to talk with staff. They also feel that their are many opportunities to participate in extra curricular activities; however, only 56% actually participate in these activities. One other area of need is that only 58% of students district wide feel that they belong at school.  As far as absences, it makes it difficult when students are absent from illness because you do not want them to attend school if they are sick; however, the district loses funding.  The short term independent study packets should start helping with loss of funding as well as loss of academic learning.|At the start of the 2025-26 school year a survey will be put out to both students and parents to inquire reasons behind why the students are not taking advantage of participating in after school activities as well as trying to get input as to the reasons only 58% of students feel that they belong at school.  We will work as a staff to try and address these barriers.  We are also streamlining our process using our student success facilitator for using the short term independent study packets for only one day absences.|Met||2025-06-16|2025
16101650000000|Kings County Office of Education|6|We have administered a local climate survey to students enrolled at our court school for the last several years. Students enrolled at a county court school are deemed wards of the court, and as such, they are always considered Socioeconomically Disadvantaged, so our total will always be 100%. Additionally, due to our fluid and low enrollment, further disaggregated data cannot be displayed to protect the identity of students. We have found that student responses are a valuable part of the impact on our LCAP. The Spring 2025 survey responses showed that 100% of students felt very or somewhat safe at school. In addition, 91.6% of students indicated they felt strongly or somewhat connected to school.|The analysis of survey results identifies both strengths and areas of need. Students feeling connected to the school increased by 5.9% from last year, partly due to a focus on asset-based thinking and relationship building. 100% of students feeling safe demonstrates a continuous focus on school safety. Parent connectedness to the school also increased by 9.1% due to the continued effort to establish communication and connection with parents. Staff connectedness is at 100% as a result of ongoing efforts to provide teacher support through contracts with our COE for culturally responsive teaching, trauma-informed practices, ELD, special education, English, science, math, ethnic studies, physical education, instructional aide support, and CTE media arts support. A barrier we face is that, as a court school, we have a high turnover of students as they enter and leave the facility based on their offense, which makes the data somewhat inconsistent based on population at any given time.|Court schools serve populations of students who come into and out of programs more regularly than in other educational settings. We promote positive safety through student incentives and access to social and emotional learning (SEL) modules and curriculum. There will be a reduction in the Transition Specialist position from 100% to 50%. The Principal will now serve as 50% Principal and 50% Transition Specialist. A new counseling technician position will help support students’ transitions. The counseling technician will support the Transition Specialist in assisting with students’ transitions in and out of the school. The two roles work together to meet student needs and meet more frequently with probation staff. This year, we hired a mental health clinician to support students’ schoolbased mental health. We continue to focus on increasing staff collaboration, connectedness, and transparency. We continue to work to establish a more regular schedule for professional learning communities and instructional preparation. With the additional counseling technician support, students will continue to receive frequent academic updates so they can see their credits accumulate and see their progress. Next year, the plan is to increase those opportunities. Our program continues to work towards providing a safe, secure, and engaging learning environment for students that is sensitive to the needs of our populations. The staff has continued to receive training in culturally responsive and trauma-informed practices annually.|Met||2025-06-11|2025
16638750000000|Armona Union Elementary|6|DATA: Regarding the efforts the school district makes to seek parent input in making decisions for the school district, Parent surveys (2025) said: 1) My child's school offers supports that help my child to be academically successful Grades TK-8 = 80% 2) My child's school provides a variety of activities/electives for my child Grades TK-8 = 75% 3) My child's school has teachers that go out of their way to help students Grades TK-8 = 85% 4) My child feels safe while at school Grades TK-8 = 85% 5) My child feels connected Grades TK-8 = 70 % 6) My child's school offers social-emotional supports for my child Grades TK-8 = 65% 7) I want to do well in school. Grades TK-8 = 94.8% 8) I feel safe while I am at school. Grades TK-8 = 63.4% 9) My school is clean and in good repair. Grades TK-8 = 76.9% 10) I have at least one trusted adult at my school that I can reach out to for help. Grades TK-8 = 81.55% 11) I am encouraged to participate in activities/sports at my school. Grades TK-8 = 83.05%|MEANING: Strengths: A majority (94.8%) of the students, generally, want to do well in school A majority (80%) of parents believe that the school offers supports that help their child to be academically successful Challenges: Less than 65% of parents agreed that the school offers socio-emotional supports for children Just over half of the students at the middle school feel they have a say in what electives are offered at school. Approximately 33.3% of the students at the middle school feel that their school is clean and in good condition.|"USE: We will continue to work with all families, students, and staff to fulfill our AUESD Mission ""We will utilize our human and financial resources to provide rigorous and relevant learning experiences for ALL students."" We need to address schools being clean and in good repair along with students feeling safe on campus. There are several focus areas that will be addressed at Parkview Middle School (Reds). The areas are Chronic Absenteeism, ELA, Math, and Suspensions/Expulsions."|Met||2025-06-18|2025
16638750101717|Crossroads Charter Academy|6|Following are the key learnings from the survey results: Parent surveys of school connectedness and safety - Safety: 95.6% of parent agree or strongly agree their student is safe while at school - Connectedness: 100% of parent agree or strongly agree they are invited to help plan, implement, evaluate instructional materials, strategies, and programs  Student surveys of school connectedness and safety - Safety: 95.6% of students feel safe on the schoolground during school time  - Connectedness: 100% of students feel they are a part of their school  Staff surveys of school connectedness and safety  - Safety: 100% of staff agree or strongly agree the school is clean, safe, and in good repair. - Connectedness: 100% of staff agree or strongly agree they are invited to help plan, implement, evaluate instructional materials, strategies, and programs.|"Strength Survey data indicates that 100% of parents, students, and staff feel a sense of connection at Crossroads. We are especially proud of this result, as it represents growth in an area previously identified as needing improvement in our WASC feedback. That feedback noted: ""While all stakeholders agree that there is an exceptional relationship between students and adult staff, students stated that there are limited opportunities to develop meaningful relationships with their peers. Although they know and like their fellow students, many feel isolated and lack friendships."" We are encouraged to see progress in this area and will continue to foster a strong sense of belonging for all students.  Area for Growth Survey results also identified perceptions of safety among students and parents as an area for continued improvement. We are committed to strengthening practices that enhance physical and emotional safety on and around campus.  Challenges and Barriers Crossroads is located in a central and accessible area, served by both bus and train lines. While this location supports transportation access for students, its proximity to the train station, directly across the street, also presents a challenge. The area experiences a high volume of transient, unhoused individuals, which can impact the sense of safety for students and families. To mitigate this, we have taken several steps: - Adjusted security camera placements to ensure high-traffic areas are visible and monitored - Partnered closely with the local police department to address loitering and safety concerns - These actions reflect our ongoing commitment to maintaining a safe, welcoming environment for our school community."|Based on the data, we have worked closely with our LMFT to identify students needing social-emotional support. This year, we have seen positive interactions between students and staff. Support from our LMFT will help staff build on the existing plans, policies, or procedures for continuous improvement in increasing the school climate's safety and connectedness.|Met||2025-06-18|2025
16638750112698|California Virtual Academy at Kings|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-23|2025
16638830000000|Central Union Elementary|6|Student (Grades 3-5) Safety: 81% Student (Grades 3-5)Connectedness: 71% Socioeconomically Disadvantaged Connectedness: 70% Student (Grades 6-8) Safety: 74% Student (Grades 6-8) Connectedness: 60% Socioeconomically Disadvantaged Connectedness: 60%|Students in grades 3-5 reported a 10% lower rate for school connectedness as compared to school safety. This is an area of growth. Students in grades 6-8 reported a 14% lower rate for school connectedness as compared to school safety. This is an area of growth. School sites disaggregate the data and develop actionable next steps.|The survey questions were revised this year in response to teacher and student feedback. The current survey results provide a more accurate representation. No new revisions will be made.|Met||2025-06-06|2025
16638910000000|Corcoran Joint Unified|6|In the Spring of 2024-25, CJUSD administered the Panorama Student Survey in grades 4-12. Areas measured included student perceptions of school climate, school belonging, school engagement, school teacher-student relationships, rigorous expectations, and school safety.   More than half of the elementary students appear to feel positively about their relationships with their teachers (67%), feel they are held to high rigorous expectations (57%), and their sense of belonging (53%). Fewer than half of elementary students responded favorably about school safety (46%) and school climate (48%).   In the elementary grades(Grade 4-5), the percent of students who had favorable responses in the area of ‘safety’ were as follows: All Student-46% EL-42% SED-46% Hispanic-47% White-40% African American-34% SWD-39% Foster-n/a Homeless-56%  The following are percents of students in Grades 4-5 who had favorable responses in the area of ‘connectedness’ or 'belonging': All Student-53% EL-50% SED-53% Hispanic-52% White-47% African American-67% SWD-59% Foster-n/a Homeless-54%  A little over a third of secondary students appear to feel positively about their relationships with their teachers (36%) and have favorable opinions about the school climate (37%). About half the secondary students feel they are held to high rigorous expectations (54%) and school safety (45%). Fewer than a quarter of secondary students responded favorably about their sense of belonging (29%) and school engagement (25%).   In the upper grades(Grade 6-12), the percent of students who had favorable responses in the area of ‘safety’ were as follows: All Student-45% EL-43% SED-45% Hispanic-45% White-38% African American-37% SWD-48% Foster-54% Homeless-46%   The following are percents of students in Grades 6-12 who had favorable responses in the area of ‘connectedness’ or 'belonging': All Student-29% EL-35% SED-29% Hispanic-29% White-24% African American-27% SWD-42% Foster-33% Homeless-32%  During student advisory committee meetings with students in Grades 6-12, it seemed to be a consensus that student discipline, fights, and other behaviors were the reason that they felt a low sense of security or safety at their schools.  In addition, relationships with adults was a major factor in whether students felt connected to their school or had a sense of belonging.|The increase in students’ feeling safe may be a result of the decrease in discipline issues and suspensions at the schools. There were fewer disciplinary incidents at our schools this year.  Last year, students felt unsafe due to these issues and requested the district and schools take a more proactive approach to prevention of these incidents.  The school sites focused on building relationships with students, increased security supervision, and promoted PBIS expectations proactively this year.  Also, additional social-emotional and mental health supports were provided at every school in the form of additional counselors, school psychologists, and mental health clinicians.  PBIS will continue as a focus of establishing school-wide expectations and code of conduct. All schools have received Gold status in past years for their efforts to support behavior, reward conduct and productivity, and for establishing interventions. Though staff is trying to connect with students, finding opportunities and time to engage with students outside of class has been a challenge in our middle school and high school. In order to address connectedness and school safety, the district will continue to provide support and training related to teacher-student relationships.|The district continues to work towards providing a positive, safe, clean, and nurturing environment for students. Building strong relationships between students and staff has been a collaborative effort in order to improve connectedness between the two. The district understands the effect that developing positive relationships have on students’ academic success. Collaborative class building exercises will also be incorporated into classrooms on a weekly basis to help promote student to student relationships. This will minimize the incidents between students and will support relationship building between students. The district has increased mental health services for the school sites that include: two mental health clinicians, behavior counselors for every site, district counselor, and three school psychologists.   RTI models are continuously being strengthened district wide in order to reinforce positive expectations on every school campus, to develop strong relationships among students and staff, and to provide targeted behavioral supports for students.|Met||2025-06-25|2025
16639170000000|Hanford Elementary|6|Students in 5th – 8th grade participate in an annual survey every March.  The survey platform being used is anonymous to elicit honest feedback from all students, thus, the results cannot be disaggregated by student groups.  On the 2024-2025 Student Survey, students overwhelmingly support the district’s efforts to create a broad educational and safe experience: •	Physical education is important for good health. (95.04% of students Agree/Strongly Agree) •	Physical education activities enrich (improve) my experience at school. (75.72% of students Agree/Strongly Agree) •	I think it is important to have music at my school. (76.59% Agree/Strongly Agree) •	Participating in music enriches (improves) my experience at school. (86.04% Agree/Strongly Agree) •	Participating in art enriches (improves) my experience at school. (65.58% Agree/Strongly Agree) •	Participating in Art motivates me to come to school every day. (58.02% Agree/Strongly Agree)  Students feel safe at school and connected to their school: •	I feel safe at school. (78.70% Agree/Strongly Agree) •	There is an adult I can talk to if I have a problem at school. (76.04% Agree/Strongly Agree) •	I enjoy learning at my school. (65.94% Agree/Strongly Agree) •	I plan to go to college. (85.96% Agree/Strongly Agree)  Students have some concerns about bullying, but feel that adults at the school are able to prevent most bullying. •	There is a lot of bullying at my school (45.46% Agree/Strongly Agree) •	Teachers, principals, learning directors, student specialists, counselors, or other adults are able to prevent bullying at my school. (68.57% Agree/Strongly Agree)|Students in grades 5 through 8, from all of the district’s schools, participated in the survey.  There were 1,653 responses.  The survey was conducted using an anonymous online platform. Since respondents were completing the survey anonymously, results are not disaggregated by subgroup.  The data show that students overwhelmingly support the district’s efforts to deliver a broad educational experience and that students feel safe at school and connected to their school. Although students have some concerns about bullying, they feel supported by adults in the school and that adults at the school are able to prevent most bullying.|The district will continue to deliver a broad educational experience to its students.  The district’s educational partners have provided a mandate that says a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education.  The district will continue its efforts to ensure that students learn in a safe, well-maintained school where they are supported, engaged, and connected to their school.  The district will continue to provide health and social/emotional support to students with health professionals, counselors, student specialists, learning directors and vice principals, a social worker, and other personnel and non-personnel support.|Met||2025-06-25|2025
16639250000000|Hanford Joint Union High|6|In November 2024, Hanford Joint Union High School District administered the YouthTruth Climate and Culture Survey to students, staff, and families across all five high schools, gathering feedback from 4,889 respondents. The survey, which uses a Likert scale and reports percent positives (responses rated 4 or 5 out of 5), average ratings, and percentile rankings, offers a comprehensive view of school climate from multiple perspectives. Student participation was exceptionally high at 90%, while staff and family participation rates were 101% and 19% respectively. Key themes included Engagement, Relationships, School Culture, Academic Challenge, Belonging, College and Career Readiness, School Safety, Discipline, and Respect. Among high school students, results indicated areas of concern: only 29% of students rated relationships positively (13th percentile nationally), while School Culture (25%, 36th percentile), Safety (52%, 18th percentile), and Respect (staff to student: 57%, 32nd percentile; student to staff: 25%, 32nd percentile) also ranked low. Notably, only 36% of students felt positively about College and Career Readiness, suggesting a continued need to support future planning and guidance efforts. In contrast, staff and family results were more favorable. Staff reported high levels of positivity in Culture (74%), School Safety (74%), and Professional Development (68%), placing these themes in the 70th to 80th percentile nationally. Families showed growth across multiple areas, including a 13-point increase in Culture and a 12-point gain in Relationships, indicating improved perceptions of school environments. While the executive summary does not provide disaggregated results by subgroup (such as English Learners, foster youth, or socioeconomically disadvantaged students), the full YouthTruth platform allows the district to analyze this data further. This enables targeted analysis of equity gaps, particularly in critical areas like belonging, discipline fairness, and academic challenge. The data provides valuable insight into areas of strength and urgency, informing district efforts to create inclusive, respectful, and supportive school environments.|Analysis of the YouthTruth survey data revealed several key learnings that highlight both strengths and areas in need of targeted improvement across Hanford Joint Union High School District. One of the clearest findings is the disparity between student perceptions and those of staff and families. While staff and family respondents reported increasingly positive views of school culture, relationships, and safety—with staff scores in the 70th to 80th national percentile ranges—students reported significantly lower levels of satisfaction in these same areas. For example, only 29% of students reported positive experiences with relationships (13th percentile), and just 25% rated school culture positively (36th percentile), suggesting that many students do not feel connected or engaged in their school environment. This gap highlights a pressing need to focus on strengthening student voice, belonging, and relational trust between students and adults. Additionally, while College and Career Readiness was rated at the 50th percentile by students, only 36% provided positive ratings, indicating that while performance is near average compared to national peers, a significant number of students may still feel unprepared or unsupported in their post-secondary planning. In contrast, areas of strength included staff perceptions of professional development (78th percentile) and school safety (70th percentile), as well as growing family confidence in school operations, as evidenced by double-digit gains in ratings of school culture (+13%), relationships (+12%), and safety (+9%). The survey data also points to growth in mutual respect across stakeholder groups—staff scores show that 88% believe the district respects people from diverse backgrounds, and students also saw a 2-point increase in their perceptions of staff respect in this area. However, student perceptions of fairness in discipline (35% positive, 42nd percentile) and feeling cared for (52% positive, 18th percentile) indicate opportunities to improve how students experience equity and connection on campus. While disaggregated student group data was not included in the executive summary, the district has access to more granular reports through the YouthTruth online platform, which will enable a deeper analysis of experiences across subgroups such as English learners, foster youth, and low-income students. These insights are critical for addressing equity gaps and informing responsive strategies to improve school climate for all students.|Based on the findings from the YouthTruth survey and the analysis of stakeholder feedback, Hanford Joint Union High School District is implementing a series of targeted actions and revisions to better support student experience and address identified areas of need. A key area for improvement is student perception of relationships, belonging, and school culture, which received some of the lowest ratings across all student feedback categories. To address this, the district is expanding student voice initiatives, including regular student forums and listening circles, to ensure students are meaningfully engaged in decision-making and school improvement efforts. Additionally, site-based professional development will be refined to emphasize strategies for building stronger student-teacher relationships and culturally responsive teaching practices. The district also plans to strengthen implementation of restorative practices and equity-centered discipline protocols in response to low student ratings regarding fairness in discipline and respect. These changes are intended to increase consistency, reduce disparities, and foster a more inclusive school climate. To improve college and career readiness support, the district is revising counseling frameworks and increasing access to one-on-one advising, particularly for unduplicated student groups. New outreach strategies and college awareness workshops will be offered to students and families with historically lower access to post-secondary planning resources. Recognizing the contrast between student and staff perceptions of school safety and culture, the district will conduct deeper disaggregated analysis of student subgroup data—such as English learners, foster youth, and low-income students—to inform targeted site plans and LCAP goals. Furthermore, school sites will incorporate YouthTruth feedback into their School Plans for Student Achievement (SPSAs), and principals will be expected to report progress on climate-related action steps quarterly. These efforts reflect a commitment to using student-centered data for continuous improvement and ensuring that every learner feels safe, supported, and empowered to succeed.|Met||2025-06-24|2025
16639250137901|Hanford Online Charter|6|Factor Theme	              Student	Percent Change	Family	Percent Change	Staff	Percent     Change  Engagement                    76%   	    +3	                 62%   	   -17	                      100%	         +12  Relationships                   60%	      +8	                        89%  	  -11	                             100%	         +11  Culture                             59%	   +3	                        89%    	   -3	                             100%	         +11  Academic Challenge       85%	           +3	                        N/A		                                      N/A	  Belonging                        24%	         +10	                        N/A		                                      N/A	  College & Career Readiness                                        59%          +13	                        N/A		                                      N/A	  Communication & Feedback                                        N/A		                               94%	         +6	                              N/A	  School Safety               N/A		                               91%	         +5	                              100% 	+6  Resources                                      N/A		                               94%     	+1	                              N/A	  Professional Development & Support                                      N/A		                               N/A		                                     100%	        +24|Based on our recent survey data and stakeholder input, we are encouraged by the continued progress in several key areas, including student engagement, school culture, and academic rigor. Our efforts to create a dynamic and inclusive learning environment are reflected in the measurable improvements reported by students and staff, as well as the valuable insights provided by families.  Academic Challenge and Readiness Student responses indicate that 85% feel academically challenged, a 3% increase from the previous year. This affirms that our instructional practices are fostering academic rigor and helping students prepare for post-secondary opportunities. Notably, we also saw a 13% increase in students feeling prepared for college and career pathways, now at 59%. This aligns with our strategic emphasis on strengthening college and career readiness programming, including the development of Career Technical Education (CTE) pathways.  Engagement and Belonging Engagement among students rose to 76% (+3), and the sense of belonging, as indicated by the survey questions, improved significantly by 10%, reaching 24%. While this marks progress, we acknowledge there is still substantial work to be done to ensure all students feel connected and supported. In response, we have expanded social and academic enrichment activities to build peer relationships and foster a stronger sense of inclusion. We also acknowledge that the survey questions measure students' sense of belonging in in-person classes, which does not reflect the structure of our program and leads to this question having historically low scores.  Culture and Relationships Students and staff reported gains in perceptions of school culture (+3% and +11%, respectively), while staff reported high satisfaction across all related factors, including 100% positive ratings for engagement, relationships, and culture. However, family perceptions declined in both relationships (-11%) and engagement (-17%), despite a 6% increase in their satisfaction with communication and feedback. This divergence suggests a need to re-examine how families are engaged in meaningful school partnerships and decision-making.  Communication, Resources, and Safety Family satisfaction with communication and feedback rose to 94% (+6%), reflecting the success of ongoing efforts to maintain open lines of communication through regular updates and outreach. Families also reported high satisfaction with school resources (94%) and school safety (91%, +5%). These strong results reinforce the importance of continued investment in supportive infrastructure and transparent communication practices.  Staff Experience and Support Staff feedback has been overwhelmingly positive, with 100% reporting favorable perceptions across engagement, relationships, culture, and safety. Additionally, staff satisfaction with professional development and support saw a notable increase of 24%, reflecting targeted efforts to support educator growth and retention.|Goals for 2025–2026  In response to our stakeholder feedback and analysis of performance data, we have refined and expanded our goals for the 2025–2026 academic year. These goals reflect our commitment to academic rigor, equity, and inclusive engagement across all student groups, with an increased focus on supporting our English Language Learners (ELLs):  Increase Academic Achievement and College/Career Readiness: - Continue to expand access to rigorous coursework, CTE pathways, and dual enrollment opportunities. - Provide targeted academic interventions and tutoring to support students not meeting grade-level standards. - Strengthen college and career exploration programs, with early exposure and support beginning in middle grades.  Foster a Stronger Sense of Belonging and Engagement: - Increase opportunities for student leadership, peer connection, and extracurricular involvement to support school connectedness. - Monitor indicators of belonging among student subgroups and address gaps with targeted support.  Enhance Family Engagement and Communication: - Rebuild trust and participation among families through multilingual outreach, culturally relevant programming, and increased access to decision-making opportunities. - Offer workshops and resources that equip families to support student learning and post-secondary planning. - Strengthen two-way communication channels between school staff and families.  Support English Language Learners Through Targeted Instruction and Wraparound Services - Provide differentiated instructional support aligned to English Language Development (ELD) standards across all content areas. - Expand access to bilingual staff, translation services, and culturally relevant learning materials. - Offer academic support programs  - Engage ELL families through dedicated outreach, orientation programs, and interpretation support at all school events.  Sustain a Safe, Inclusive, and Supportive School Environment: - Maintain high levels of school safety through continued implementation of behavior supports, restorative practices, and expanded campus supervision. - Invest in social-emotional learning and mental health supports to meet the needs of all students. - Provide ongoing professional development in trauma-informed practices, culturally responsive pedagogy, and ELD strategies.|Met|N/A|2025-06-24|2025
16639330000000|Island Union Elementary|6|All students in grades three through eight participated in our survey. Overall, our students feel safe and connected at school.  The survey also indicated that students overwhelmingly feel they can learning anything and meet their teacher's learning goals showing that they have a growth mindset.  Areas students indicated they may need more support are staying calm when they are upset and describing their feelings.|Based on our findings showing that 38% of our students find it difficult to describe their feelings and stay calm when someone is bothering them, teachers will use our SEL curriculum to highlight these areas and give students the skills to improve in these areas. Our BEST Team consisting of a psychologist, RBT, and LMFT are also on hand to support teachers and students to navigate SEL curriculum and help students in handling situations they face during the course of the school day.|After reviewing the student survey data, the areas of needs will be addressed through our multi tiered system of support. Staff will discuss ways they can support students in their classrooms using class meetings and SEL curriculum.  Our BEST Team will address more targeted needs for students needing additional support.|Met||2025-06-18|2025
16639336010466|Island Elementary|6|All students in grades three through eight participated in our survey. Overall, our students feel safe and connected at school.  The survey also indicated that students overwhelmingly feel they can learning anything and meet their teacher's learning goals showing that they have a growth mindset.  Areas students indicated they may need more support are staying calm when they are upset and describing their feelings.|Based on our findings showing that 38% of our students find it difficult to describe their feelings and stay calm when someone is bothering them, teachers will use our SEL curriculum to highlight these areas and give students the skills to improve in these areas. Our BEST Team consisting of a psychologist, RBT, and LMFT are also on hand to support teachers and students to navigate SEL curriculum and help students in handling situations they face during the course of the school day.|After reviewing the student survey data, the areas of needs will be addressed through our multi tiered system of support. Staff will discuss ways they can support students in their classrooms using class meetings and SEL curriculum.  Our BEST Team will address more targeted needs for students needing additional support.|Met||2025-06-18|2025
16639410000000|Kings River-Hardwick Union Elementary|6|Through the Kings River-Hardwick LCAP Survey, information gathered showed that 84% of students felt a strong sense of safety and school connectedness.  The School Resource Officer was also found to be a position that both students and parents feel strongly contributes to the feeling of a safe school campus.  As a result of this data, the School Officer will continue to be maintained as a full-time position.  All students, parents, and staff will be surveyed during the 2025-26 school year for reporting in the fall of 2026.|The School Resource Officer was identified as an integral part of our school community, promoting as enhanced feeling of safety and security on campus.  An area of need identified was strengthening student knowledge in the area of social media use and potential dangers associated with inappropriate use.|The district will make revisions to the student, parent, and staff surveys administered during the 2025-26 school year to effectuate gathering of more in-depth data to inform next steps and decision making.|Met||2025-06-24|2025
16639416010474|Kings River-Hardwick Elementary|6|Through the Kings River-Hardwick LCAP Survey, information gathered showed that 84% of students felt a strong sense of safety and school connectedness.  The School Resource Officer was also found to be a position that both students and parents feel strongly contributes to the feeling of a safe school campus.  As a result of this data, the School Officer will continue to be maintained as a full-time position.  All students, parents, and staff will be surveyed during the 2025-26 school year for reporting in the fall of 2026.|The School Resource Officer was identified as an integral part of our school community, promoting as enhanced feeling of safety and security on campus.  An area of need identified was strengthening student knowledge in the area of social media use and potential dangers associated with inappropriate use.|The district will make revisions to the student, parent, and staff surveys administered during the 2025-26 school year to effectuate gathering of more in-depth data to inform next steps and decision making.|Met||2025-06-24|2025
16639580000000|Kit Carson Union Elementary|6|Safety: - Students: 100% - Parents: 98% - Staff: 97% Connectedness: - Students: 100% - Parents: 95% - Staff: 94% 2025 Local Data|The 2025 local survey data highlights strong perceptions of safety and connectedness among students, parents, and staff. Specifically, 100% of students reported feeling safe, compared to 98% of parents and 97% of staff. In terms of connectedness, the results remain high: 100% of students, 95% of parents, and 94% of staff reported feeling connected to the school community.  Moving forward, targeted efforts should focus on increasing the sense of connectedness among staff, whose perception remains slightly lower than that of students and parents. Strengthening communication and expanding involvement opportunities may further enhance connectedness, particularly among staff and families.|To address the needs identified, a full-time psychologist will support well-being. The school will continue to develop the Multi-Tiered System of Support (MTSS) to enhance student safety. Monthly themes will be integrated into Social-Emotional Learning (SEL) activities in the classroom to strengthen connectedness. Additionally, SEL screeners will be used regularly to proactively identify and address student needs. |Met||2025-06-18|2025
16639580136556|Kings Valley Academy II|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 96% of staff reported feeling safe, and 87% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-05-29|2025
16639586113120|Mid Valley Alternative Charter|6|Safety:  - Students: 100%  - Parents: 100%  - Staff: 100%  Connectedness:  - Students: 100%  - Parents: 100%  - Staff: 100%  2025 Local Data|Analysis of the data reveals a school-wide strength in both safety and connectedness, with 100% of students, parents, and staff reporting positive experiences in these areas. Parents expressed feeling connected to their child’s teacher and school activities, while students felt supported by their teacher and overall school environment. Additionally, struggling students showed improvement through meaningful connections with instructional aide tutoring, highlighting a need to continue targeted academic support.|Based on feedback and data analysis, the LEA will revise the current online curriculum to ensure proper alignment with content standards and improve instructional coherence. Additionally, the LEA will adopt or enhance support curriculum to increase student engagement and better support diverse learning needs.|Met||2025-06-18|2025
16639660000000|Lakeside Union Elementary|6|We administered a local climate survey to students enrolled at Lakeside School during the spring of 2025. Our results showed that 100% of students indicated they felt safe while at school. 100% of all students surveyed during the spring of 2025 stated they would like the school to continue to provide a Student Advocate, Student Specialist , School Resource Officer and SEL Support staff . These positions support positive school climate efforts.  The district LCAP Goal 1 is aligned to this priority: Lakeside Union School District will provide a safe , healthy and aesthetically pleasing school environment.  Lakeside strives to develop and maintain a positive relationship between parents, students, staff, and community.|All student groups data reflected 100% support of programs offered ,school safety and connectedness.|As data reflects 100% , we will continue to reflect on current programs and practices to ensure sustainability and adherence.|Met||2025-06-17|2025
16639740000000|Lemoore Union Elementary|6|In February 2025, the district administered a local school climate survey to students in grades 4 through 8, collecting a total of 1,312 responses. The survey aimed to assess students’ perceptions of school connectedness, emotional well-being, safety, and academic support. Overall, the results reflect both encouraging progress and areas for continued focus. A notable improvement was seen in the percentage of students who reported feeling close to people at school—88.8% in 2025, up from 81.9% the previous year. Additionally, students’ sense of physical safety on campus improved, with 75.7% of students reporting they felt safe at school, compared to 73.4% in 2024. Despite these gains, only 81% of students in 2025 said they felt happy to be at school, which represents a slight decline from 81.2% the prior year. Even more significantly, fewer students indicated that they felt like they were truly a part of their school community. This is noteworthy given the increased feelings of closeness to others, suggesting that while peer and staff relationships may be improving, a broader sense of school belonging may need additional attention. When asked, “Do you get enough help from your teachers when you need it?”, 81.2% of surveyed students responded that they receive support most or all of the time—highlighting a continued strength in teacher-student academic support. At this time, the data has not yet been disaggregated by student group. However, the district plans to analyze subgroup responses (by grade level, ethnicity, English Learner status, and socioeconomic background) to better understand the varied experiences of its students and to guide efforts aimed at improving school climate, connectedness, and safety for all. The district will continue to use this and other feedback tools to inform initiatives that support inclusive, supportive, and positive learning environments districtwide.|The analysis of the 2025 student climate survey revealed several key learnings about school conditions and student well-being in grades 4–8. One clear area of strength is the growing sense of interpersonal connection among students: 88.8% of students reported feeling close to people at school, a noticeable increase from 81.9% the previous year. Additionally, the percentage of students who reported feeling safe at school improved from 73.4% in 2024 to 75.7% in 2025, suggesting that efforts to promote safety and a positive school climate are having a measurable impact. Another strength is in academic support—81.2% of students stated they receive help from their teachers when they need it. This consistency highlights the positive relationships between students and educators, and a strong foundation for learning. However, the survey also identified key areas of need. Despite feeling close to others, fewer students reported feeling like they are truly a part of their school community. Additionally, student happiness at school saw a slight decline from the previous year (81.0% in 2025, down from 81.2% in 2024). These findings suggest that while interpersonal relationships are improving, a broader sense of inclusion and school connectedness still requires focused attention. At this time, the survey data has not yet been fully disaggregated by student group. Once disaggregated, the district will further analyze whether certain student groups (such as English Learners, students with disabilities, or students from specific grade levels or backgrounds) are experiencing school differently. This will help to identify targeted supports and equity-focused strategies to strengthen belonging and engagement for all learners.|Based on the analysis of local climate survey data and the identification of key learnings, the district recognizes the need to strengthen students’ overall sense of belonging and school connectedness. Although students report feeling close to people at school and receiving adequate support from teachers, fewer students are reporting that they feel like they are truly a part of their school or happy to be there. These trends point to the importance of better supporting students' social-emotional well-being in a more coordinated and intentional way. In response, the district will focus on improving the coordination of its existing social-emotional resources. While the LEA has invested in increased staffing—including counselors, Board Certified Behavior Analysts (BCBAs), and Social Emotional Learning (SEL) paraprofessionals—there is a recognized need to align these supports more strategically across sites. To that end, the district will be reviewing and refining internal systems and procedures to ensure that these roles are working collaboratively, with clear communication protocols and defined responsibilities. Additionally, the district will explore adopting or expanding a Multi-Tiered System of Support (MTSS) framework to guide how social-emotional services are delivered and monitored. This framework would support more consistent use of data to identify student needs and ensure appropriate and timely interventions. These efforts will be integrated into site-level planning an|Met||2025-06-17|2025
16639740100156|Lemoore University Elementary Charter|6|The LEA sent out a survey to students regarding climate in April 2025.  The surveys gave us the following data: 80.5% of students were happy to be at this school (+4.5%), 83.4% feel close to someone at school (+3.4%), 75.6% feel safe at school (+3.3%), 23% have talked to our counselor/SEL Para (+8.4%), 53% (+9%) said they enjoyed talking to, and/or it helped them, to talk to our counselor or SEL Para.|The survey showed that more students are happy at school, feel close to someone, and feel safe.  It also showed that a higher number of our students talked to our counselor or SEL Para and enjoyed doing so and/or thought it was helpful.|Our LCAP reflects the review of these findings as we plan to keep our student support in the way of having 3 noon aides and 2 SEL Paras for next years staffing, and still try to add additional cameras on our site.  This is so that the students continue to feel safer and there is more supervision on campus during and unstructured time.  It also helps with surveillance and making sure things aren't happening on campus that we can't see/monitor.|Met||2025-06-17|2025
16639820000000|Lemoore Union High|6|Student surveys were conducted at both Lemoore High School and Jamison High School throughout the school year. Students at both sites participated in the LCAP Survey during the 2024–2025 school year and the California Healthy Kids Survey during the 2023–2024 school year. In addition, students took part in school climate and culture surveys through Kelvin throughout the year. Parents and staff from both sites were given the LCAP Survey. Student, parent, and staff surveys conducted throughout the school year provided valuable insights into school climate, safety, and connectedness. The results indicate a mix of positive perceptions and areas for growth. Many students reported feeling safe and connected to their school environment, though there is still room to improve their overall sense of support and belonging. Parents generally responded favorably to questions regarding school safety, cleanliness, and communication, highlighting effective efforts to keep families informed and engaged. Staff expressed strong confidence in the safety and climate of their campuses and their ability to build meaningful connections with students. Despite these positive trends, ongoing challenges such as bullying, drug use, and access to social-emotional support remain important concerns across all groups. The district continues to use survey data to identify areas for improvement and to guide initiatives that strengthen school climate, increase stakeholder engagement, and ensure that all students feel supported and connected. In addition, the district reviewed suspension and expulsion data to further assess school climate and student behavior trends.   LHS had a student suspension rate of 7.8% which was a 0.5% decline from the year before.  JHS had a 11.7% suspension rate which was an 8.5% decline from the year before.  This information helps inform the development of strategies aimed at reducing exclusionary discipline and improving student outcomes across all subgroups.|The data reveal both strengths and areas for improvement across Lemoore High School (LHS) and Jamison High School (JHS). Among the strengths are comprehensive stakeholder engagement—multiple surveys were administered throughout the year, allowing the district to gather input from a broad range of stakeholders; positive staff perceptions of school safety and connectedness at both LHS and JHS; and strong parental confidence in cleanliness and connectedness at both sites. Additionally, the district maintained an overall low expulsion rate of 0.68%.  However, the data also highlight several weaknesses. Student perceptions of safety, cleanliness, and connectedness are notably lower, especially at LHS. While Jamison High School reflects stronger student responses in these areas, there is still room for improvement. A significant discrepancy exists between stakeholder groups—particularly between student and adult (parent and staff) perceptions. For example, a much smaller proportion of students at LHS feel safe compared to parents and staff. Furthermore, the district's suspension rate remains high at 7.6%, with certain subgroups, including Foster Youth, African American students, Students with Disabilities, and Socioeconomically Disadvantaged students, showing disproportionately higher rates.|The district will continue to implement, evaluate, and adjust the Multi-Tiered System of Supports (MTSS) to improve equity and access, thereby removing barriers to student learning. LUHSD will integrate the principles of MTSS through intervention staff, dedicated teams, and curriculum support. To address safety concerns expressed by stakeholders, CrisisGo will be implemented across all sites. New signage will be placed on campus to assist with identifying rooms in case of an emergency.  Parent engagement efforts will be expanded, with workshops designed to encourage more active participation. LUHSD will add a teacher at LHS to assist in reducing suspension rates.  A counselor will be added at LHS to assist with providing additional supports to students.   New bell schedules will be implemented beginning in the 2025–2026 school year to provide additional time for staff collaboration, data analysis, and planning targeted interventions. Additionally, LUHSD is enhancing the Summer Bridge program for American Indian students and increasing counselor support through Title VI funding.|Met||2025-06-11|2025
16639820110205|Lemoore Middle College High|6|The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students. The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students.|Parent involvement continues to be an area of growth for LMCHS. Students feel strongly that the academic offerings at LMCHS are effective and meaningful. Survey results reveal that students are happy with the direction of the school, and feel prepared to enroll and succeed in college level courses.|The survey showed that students are dissatisfied with the condition of the restroom and the cafeteria. Action will be taken in the 2025-26 school year to improve these spaces. LMCHS will also continue to utilize the tutoring platform PAPER, which has shown to support all students effectively.|Met||2025-06-12|2025
16639820136234|Lemoore Online College Preparatory High|6|"A survey was conducted in the spring of 2025 for both students and parents.   2025 PARENT SURVEY RESPONSES *88% agreed that ""students' teachers promote academic success for all students"" *88% agreed that ""the school provides support to promote learning at higher levels"" *84% agreed that ""teachers help students and provide assistance when needed"" *88% agreed that ""the school has adults that care about the students"" *86% agreed that ""the school is clean and has well-maintained facilities and property"" *96% agreed that ""students are provided all materials for learning"" *96% agreed that ""the school provides appropriate technology and internet access for students to be successful"" *92% agreed that ""teachers are knowledgeable about their subject matter and perform their duties in a professional manner"" *90% agreed that ""the school seeks parent input"" *90% ""feel welcome to participate in school activities"" *90% agreed that ""the school keeps me well-informed""  *84% agreed that ""the school provides useful parent workshops and opportunities to participate"" *88% agreed that ""the school provides a quality education that focuses on the academic success of each student""   2025 STUDENT SURVEY RESPONSES *93%  agreed that ""The teachers work to ensure that all students are learning"" *87% agreed that ""My school is preparing me for my future college and/or career"" *87% agreed that ""My school provides me with strong academic instruction"" * 69% agreed that ""Students feel engaged in the school community and school spirit"""|PARENTS The most standout need from the data is providing additional parent workshops and opportunities to participate.    STUDENTS The most stand-out piece of data from the students was that only 69% of the students feel engaged in the school community and school spirit, indicating that we need to do more events on campus to encourage these things.|"Moving forward, the school plans to address these concerns as follows: * Ensure all TEACHERS are communicating with ALL FAMILIES once a week re: the progress of their student via phone, text, email or in person.  * Create more opportunities for PARENTS to come onto campus to participate in events and celebrations of student success (e.g. ART Gallery Walk, Parent Info Nights, Awards Assemblies), etc. * Incorporate more lessons about future planning, jobs, college & career readiness, financial awareness, etc. into our Homeroom Lessons.  * Utilize the ""4-Year Plan"" more in discussions with the counselor, and include more discussions about the A-G requirements *Create more opportunities for students to come on campus and engage with staff and one another. * Host a Career Week w/ events, guest speakers, etc. * Host a College Week w/ events, guest speakers, etc. * Continue to encourage more students to take dual enrollment classes to better prepare them for college"|Met||2025-06-12|2025
16639900000000|Pioneer Union Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2025. The survey addresses school connectedness through questions that ask if the student has an adult at their school they can trust and go to for support with things other than school work; if they look forward to coming to school; and if the teacher talks to them about their strengths and areas for improvement. 89.5% of 4th-5th graders and 85.6% of 6th-8th graders gave positive responses to a sense of connectedness.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: * For Asian students, 91.67% of 4th and 5th grades, 93.75% of 6th-8th graders * For African American students, 80.95% of 4th and 5th grades, 85.00% of 6th-8th graders * For Filipino students, 85.19% of 4th and 5th grades, 86.67% of 6th-8th graders * For Hispanic students, 90.63% of 4th and 5th grades, 84.85% of 6th-8th graders * For White students, 88.89% of 4th and 5th grades, 86.93% of 6th-8th graders * For students with Two-or-More Races, 87.72% of 4th and 5th grades, 87.50% of 6th-8th graders * For English Learner students, 91.18% of 4th and 5th grades, 94.20% of 6th-8th graders * For students with disabilities, 94.44% of 4th and 5th grades, 93.50% of 6th-8th graders * For socio-economically disadvantaged students, 91.49% of 4th and 5th grades, 84.34% of 6th-8th graders  The same student survey from the Spring 2025 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 96.1% of 4th-5th graders and 92.9% of 6th-8th graders gave positive responses to a sense of safety.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: * For Asian students, 100% of 4th and 5th grades, 96.88% of 6th-8th graders * For African American students, 94.64% of 4th and 5th grades, 87.50% of 6th-8th graders * For Filipino students, 88.89% of 4th and 5th grades, 95.00% of 6th-8th graders * For Hispanic students, 95.62% of 4th and 5th grades, 92.64% of 6th-8th graders * For White students, 97.44% of 4th and 5th grades, 93.60% of 6th-8th graders * For students with Two-or-More Races, 98.68% of 4th and 5th grades, 92.19% of 6th-8th graders * For English Learner students, 94.85% of 4th and 5th grades, 95.65% of 6th-8th graders * For students with disabilities, 91.67% of 4th and 5th grades, 95.73% of 6th-8th graders * For socio-economically disadvantaged students, 97.01% of 4th and 5th grades, 92.44% of 6th-8th graders|"Overall a sense of school connectedness for students has decreased slightly since last year amongst 4th and 5th grade students while it has increased slightly amongst 6th-8th grade students. A sense of safety has remained relatively the same among students which was already higher than a sense of school connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2025. Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a slight decrease since the previous year.  When reviewing the disaggregated data by student subgroup, a few areas of need are present. African American students in both grade spans report feeling less connected to the school than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. African American and Hispanic students in both grade spans report an overall lower rating for sense of safety than all students. The question relating to safety for which African American and Hispanic students responded the least positively was, ""My school is clean and in good condition."""|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.  Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2025-06-18|2025
16639900116699|Frontier Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2025. The survey addresses school connectedness through questions that ask if the student has an adult at their school they can trust and go to for support with things other than school work; if they look forward to coming to school; and if the teacher talks to them about their strengths and areas for improvement. 89.5% of 4th-5th graders and 85.6% of 6th-8th graders gave positive responses to a sense of connectedness.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: * For Asian students, 91.67% of 4th and 5th grades, 93.75% of 6th-8th graders * For African American students, 80.95% of 4th and 5th grades, 85.00% of 6th-8th graders * For Filipino students, 85.19% of 4th and 5th grades, 86.67% of 6th-8th graders * For Hispanic students, 90.63% of 4th and 5th grades, 84.85% of 6th-8th graders * For White students, 88.89% of 4th and 5th grades, 86.93% of 6th-8th graders * For students with Two-or-More Races, 87.72% of 4th and 5th grades, 87.50% of 6th-8th graders * For English Learner students, 91.18% of 4th and 5th grades, 94.20% of 6th-8th graders * For students with disabilities, 94.44% of 4th and 5th grades, 93.50% of 6th-8th graders * For socio-economically disadvantaged students, 91.49% of 4th and 5th grades, 84.34% of 6th-8th graders  The same student survey from the Spring 2025 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 96.1% of 4th-5th graders and 92.9% of 6th-8th graders gave positive responses to a sense of safety.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: * For Asian students, 100% of 4th and 5th grades, 96.88% of 6th-8th graders * For African American students, 94.64% of 4th and 5th grades, 87.50% of 6th-8th graders * For Filipino students, 88.89% of 4th and 5th grades, 95.00% of 6th-8th graders * For Hispanic students, 95.62% of 4th and 5th grades, 92.64% of 6th-8th graders * For White students, 97.44% of 4th and 5th grades, 93.60% of 6th-8th graders * For students with Two-or-More Races, 98.68% of 4th and 5th grades, 92.19% of 6th-8th graders * For English Learner students, 94.85% of 4th and 5th grades, 95.65% of 6th-8th graders * For students with disabilities, 91.67% of 4th and 5th grades, 95.73% of 6th-8th graders * For socio-economically disadvantaged students, 97.01% of 4th and 5th grades, 92.44% of 6th-8th graders|"Overall a sense of school connectedness for students has decreased slightly since last year amongst 4th and 5th grade students while it has increased slightly amongst 6th-8th grade students. A sense of safety has remained relatively the same among students which was already higher than a sense of school connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2025. Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a slight decrease since the previous year.  When reviewing the disaggregated data by student subgroup, a few areas of need are present. African American students in both grade spans report feeling less connected to the school than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. African American and Hispanic students in both grade spans report an overall lower rating for sense of safety than all students. The question relating to safety for which African American and Hispanic students responded the least positively was, ""My school is clean and in good condition."""|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.  Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2025-06-18|2025
16639906010557|Pioneer Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2025. The survey addresses school connectedness through questions that ask if the student has an adult at their school they can trust and go to for support with things other than school work; if they look forward to coming to school; and if the teacher talks to them about their strengths and areas for improvement. 89.5% of 4th-5th graders and 85.6% of 6th-8th graders gave positive responses to a sense of connectedness.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: * For Asian students, 91.67% of 4th and 5th grades, 93.75% of 6th-8th graders * For African American students, 80.95% of 4th and 5th grades, 85.00% of 6th-8th graders * For Filipino students, 85.19% of 4th and 5th grades, 86.67% of 6th-8th graders * For Hispanic students, 90.63% of 4th and 5th grades, 84.85% of 6th-8th graders * For White students, 88.89% of 4th and 5th grades, 86.93% of 6th-8th graders * For students with Two-or-More Races, 87.72% of 4th and 5th grades, 87.50% of 6th-8th graders * For English Learner students, 91.18% of 4th and 5th grades, 94.20% of 6th-8th graders * For students with disabilities, 94.44% of 4th and 5th grades, 93.50% of 6th-8th graders * For socio-economically disadvantaged students, 91.49% of 4th and 5th grades, 84.34% of 6th-8th graders  The same student survey from the Spring 2025 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 96.1% of 4th-5th graders and 92.9% of 6th-8th graders gave positive responses to a sense of safety.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: * For Asian students, 100% of 4th and 5th grades, 96.88% of 6th-8th graders * For African American students, 94.64% of 4th and 5th grades, 87.50% of 6th-8th graders * For Filipino students, 88.89% of 4th and 5th grades, 95.00% of 6th-8th graders * For Hispanic students, 95.62% of 4th and 5th grades, 92.64% of 6th-8th graders * For White students, 97.44% of 4th and 5th grades, 93.60% of 6th-8th graders * For students with Two-or-More Races, 98.68% of 4th and 5th grades, 92.19% of 6th-8th graders * For English Learner students, 94.85% of 4th and 5th grades, 95.65% of 6th-8th graders * For students with disabilities, 91.67% of 4th and 5th grades, 95.73% of 6th-8th graders * For socio-economically disadvantaged students, 97.01% of 4th and 5th grades, 92.44% of 6th-8th graders|"Overall a sense of school connectedness for students has decreased slightly since last year amongst 4th and 5th grade students while it has increased slightly amongst 6th-8th grade students. A sense of safety has remained relatively the same among students which was already higher than a sense of school connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2025. Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a slight decrease since the previous year.  When reviewing the disaggregated data by student subgroup, a few areas of need are present. African American students in both grade spans report feeling less connected to the school than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. African American and Hispanic students in both grade spans report an overall lower rating for sense of safety than all students. The question relating to safety for which African American and Hispanic students responded the least positively was, ""My school is clean and in good condition."""|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.  Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2025-06-18|2025
16639906110233|Pioneer Middle|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2025. The survey addresses school connectedness through questions that ask if the student has an adult at their school they can trust and go to for support with things other than school work; if they look forward to coming to school; and if the teacher talks to them about their strengths and areas for improvement. 89.5% of 4th-5th graders and 85.6% of 6th-8th graders gave positive responses to a sense of connectedness.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: * For Asian students, 91.67% of 4th and 5th grades, 93.75% of 6th-8th graders * For African American students, 80.95% of 4th and 5th grades, 85.00% of 6th-8th graders * For Filipino students, 85.19% of 4th and 5th grades, 86.67% of 6th-8th graders * For Hispanic students, 90.63% of 4th and 5th grades, 84.85% of 6th-8th graders * For White students, 88.89% of 4th and 5th grades, 86.93% of 6th-8th graders * For students with Two-or-More Races, 87.72% of 4th and 5th grades, 87.50% of 6th-8th graders * For English Learner students, 91.18% of 4th and 5th grades, 94.20% of 6th-8th graders * For students with disabilities, 94.44% of 4th and 5th grades, 93.50% of 6th-8th graders * For socio-economically disadvantaged students, 91.49% of 4th and 5th grades, 84.34% of 6th-8th graders  The same student survey from the Spring 2025 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 96.1% of 4th-5th graders and 92.9% of 6th-8th graders gave positive responses to a sense of safety.  When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: * For Asian students, 100% of 4th and 5th grades, 96.88% of 6th-8th graders * For African American students, 94.64% of 4th and 5th grades, 87.50% of 6th-8th graders * For Filipino students, 88.89% of 4th and 5th grades, 95.00% of 6th-8th graders * For Hispanic students, 95.62% of 4th and 5th grades, 92.64% of 6th-8th graders * For White students, 97.44% of 4th and 5th grades, 93.60% of 6th-8th graders * For students with Two-or-More Races, 98.68% of 4th and 5th grades, 92.19% of 6th-8th graders * For English Learner students, 94.85% of 4th and 5th grades, 95.65% of 6th-8th graders * For students with disabilities, 91.67% of 4th and 5th grades, 95.73% of 6th-8th graders * For socio-economically disadvantaged students, 97.01% of 4th and 5th grades, 92.44% of 6th-8th graders|"Overall a sense of school connectedness for students has decreased slightly since last year amongst 4th and 5th grade students while it has increased slightly amongst 6th-8th grade students. A sense of safety has remained relatively the same among students which was already higher than a sense of school connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2025. Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a slight decrease since the previous year.  When reviewing the disaggregated data by student subgroup, a few areas of need are present. African American students in both grade spans report feeling less connected to the school than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. African American and Hispanic students in both grade spans report an overall lower rating for sense of safety than all students. The question relating to safety for which African American and Hispanic students responded the least positively was, ""My school is clean and in good condition."""|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.  Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2025-06-18|2025
16739320000000|Reef-Sunset Unified|6|*57% of students felt safe *48.5% of students felt connected (Panorama) 93% of parents felt safe 86% of parents felt connected (LCAP Survey) 83% of staff felt safe 83% of staff felt connected (LCAP Survey)|Through the analysis of stakeholder perception data, several strengths and areas of need have been identified: Areas of Strength: Parents and staff reported strong perceptions of safety and connection: 93% of parents feel their child is safe at school 86% of parents feel connected to the school 83% of staff feel both safe and connected These results suggest a positive adult climate and strong family-school partnerships. Areas of Need: Student perception of safety and connection is significantly lower: Only 57% of students reported feeling safe Only 48.5% of students reported feeling connected to school This highlights a need to strengthen student-centered supports, particularly around school climate, relationships, and  belonging. Key Learnings: There is a clear perception gap between adults and students that must be addressed. Efforts to improve climate and culture must prioritize student voice, inclusive practices, and increased opportunities  for connection. The data reinforces the need for ongoing work in social-emotional learning, behavioral supports, and relationship-building strategies that are responsive to students' lived experiences.|Goal two within our LCAP is exclusively focused on enhancing the climate and culture within our schools. Through  the initiatives outlined in this goal, we aim to address concerns surrounding the establishment of a safe and nurturing  learning environment for ALL students. While initial efforts have been made this year to address mental health, the  LEA has devised a three-year plan to further bolster students' social-emotional well-being and mental health. This  plan entails ongoing support from community schools, MTSS, PBIS, and trauma-informed practices. Additionally, we  are committed to fostering parent involvement through the collaborative efforts of our community schools, family  engagement center, and community partnerships.|Met||2025-06-26|2025
17101730000000|Lake County Office of Education|6|CCS and Hance participate in the California Healthy Kids Survey (CHKS) every year. Recognizing that Hance serves the expelled youth of Lake County and CCS works primarily with students who have emotional disabilities, the CHKS results demonstrate a greater need for both school teams to focus on developing stronger student relationships and implementing more social-emotional learning opportunities. Particular data that is noteworthy is listed below: 1) More than half of the students surveyed feel connected to school (55%), feel academically motivated (64%), and feel they have meaningful participation in school (56%).  2) A significant percentage of students (42%) found school “boring.”  3) 83% of students surveyed did not see school as “worthless and a waste of time.”  4) 80% of students feel “very safe or safe” at school.  A complete list of 2025 CHKS results can be accessed from the Lake County Office of Education webpage.|"The California Healthy Kids Survey has revealed a range of student needs, but also provided compelling evidence of our schools' successes. We're especially encouraged by the rise in student responses indicating greater school connectedness and belonging, which affirms the dedicated efforts of our school teams to engage students in their learning journey. The positive shift away from students finding school ""boring"" directly supports our investment in teacher professional development, emphasizing active engagement strategies and relevant classroom lessons.  Moreover, with over 80% of students reporting that school is not ""worthless and a waste of time,"" it's clear that our focus on project-based learning and relevant career exploration within the school day is resonating. This data validates the meaningful opportunities our school teams are providing. Ultimately, a strong, positive school culture is paramount, and both schools are proud of the environment fostered on each campus. The fact that 80% of students feel ""very safe or safe"" at school is a particularly significant achievement, especially considering the diverse reasons students choose to enroll at Hance and CCS. This speaks volumes about our teams' unwavering commitment to student well-being."|These results support our decision to improve implementation of Big Picture Learning at Hance and the NEEDS-SEB program at CCS.  A stronger emphasis on Restorative Practices and Character Strong will be made during the 2025-26 school year with more learning opportunities connected to career exploration.|Met||2025-06-24|2025
17640140000000|Kelseyville Unified|6|"California Healthy Kids Survey (School Connectedness): This metric reports student responses to the California Healthy Kids Survey on questions related to school connectedness. Results are reported as the average percentage of students who answered ""Most of the time"", or ""All of the time"" for grade 5, and ""Agree"" or ""Strongly Agree"" for grades 7, 9 and 11 to the following questions: Do you feel close to people at school? Are you happy to be at this school? Do you feel like you are part of this school? Do teachers treat students fairly at school? Do you feel safe at school?  Average responses to the questions above were as follows: Grade 5 - 64% Grade 7 - 53% Grade 9 - 43% Grade 11 - 47% California Healthy Kids Survey (Violence and Victimization): This metric reports student responses to the California Healthy Kids Survey on questions related to student to student violence and victimization.  For grade 5, results are reported as the average percentage of students who answered ""Some of the time"", ""Most of the time"", or ""All of the time"" to the following questions: Do other kids hit or push you at school when they are not just playing around? Do other kids at school spread mean rumors or lies about you? Do other kids at school call you bad names or make mean jokes about you? For grades 7, 9, and 11, results are reported as the average percentage of students who answered ""One or more times"" to the following question. During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around, been afraid of being beaten up, had mean rumors or lies spread about you, had sexual jokes, comments, or gestures made to you?  Average responses to the questions above were as follows:  Grade 5 - 35% Grade 7 - 38% Grade 9 - 27% Grade 11 - 29%   California Healthy Kids Survey (Parent Involvement):  This metric reports student responses to the California Healthy Kids Survey on questions related to parent involvement in schooling. For Grade 5, results are reported as the average percentage of students who answered ""Most of the time"", or ""All of the time"" to the following questions: Does a parent or some other grown-up at home care about your schoolwork? Does a parent or some other grown-up at home ask if you did your homework? Does a parent or some other grown-up at home check your homework? Does a parent or some other grown-up at home ask you about school? Does a parent or some other grown-up at home ask you about your grades? For Grades 7, 9, and 11, results are reported as the percentage of students who answer ""Agree"" or ""Strongly Agree"" to the following statements: Teachers at this school communicate with parents about what students are expected to learn in class. Parents feel welcome to participate at this school. School staff take parent concerns seriously. Average responses to the questions above were as follows: Grade 5 - 75% Grade 7 - 54% Grade 9 - 36% Grade 11 - 32%"|Analysis of the California Healthy Kids Survey data reveals several key learnings about student connectedness, experiences with violence, and parent involvement across grade levels in KVUSD, highlighting both areas of strength and opportunities for growth.  A notable strength is found at the elementary level, where 64% of fifth graders report feeling connected to their school—indicating they feel close to people, happy to be there, treated fairly by teachers, and safe. This sense of connection declines significantly in middle and high school, with only 53% of seventh graders, 43% of ninth graders, and 47% of eleventh graders reporting similar feelings of school connectedness. This downward trend suggests that as students advance in grade level, they increasingly feel less connected and engaged with their school community.  Student experiences with violence and victimization remain a concern at all grade levels. For example, 35% of fifth graders and roughly one-third of students in grades 7, 9, and 11 report experiencing some form of peer aggression—such as being pushed, called names, or having rumors spread about them—during the school year. While the percentage is slightly lower among ninth and eleventh graders, the prevalence of these negative experiences underscores the ongoing need to address school climate and safety.  Parent involvement shows a similar pattern, with strong engagement reported in elementary grades—75% of fifth graders indicate that a parent or adult at home actively supports their schoolwork through caring, asking about homework, and checking grades. However, this involvement decreases sharply in secondary grades, dropping to 54% in seventh grade, then further to 36% and 32% in ninth and eleventh grades, respectively. This decline suggests a critical need to improve outreach and engagement strategies to support families of older students and foster stronger school-family partnerships.  Disaggregated data by student group points to consistent trends across diverse populations but highlights the importance of targeted supports for vulnerable groups, including English learners, foster youth, and homeless students. Overall, KVUSD’s data indicates a solid foundation of family engagement and positive school climate in early grades, contrasted with challenges in maintaining these strengths as students move through middle and high school. These insights inform district efforts to enhance school connectedness, increase parent involvement at the secondary level, and improve student safety through targeted interventions and inclusive family engagement strategies.|Based on our analysis of local data and identified areas of need, KVUSD is making several important changes to existing plans, policies, and procedures to better support student mental health, safety, and social-emotional development. To address growing mental health needs, the district will increase the number of counselors providing direct mental health services to students, enabling more timely and individualized support. This expansion represents a shift toward prioritizing comprehensive mental health care as an integral part of student success.  KVUSD will continue and deepen the district-wide implementation of Positive Behavioral Interventions and Supports (PBIS) to strengthen positive school climates and reduce behavioral challenges. In addition, the district is adopting a research-based Social-Emotional Learning (SEL) curriculum for grades K–8, formalizing the integration of SEL instruction into daily teaching practices. This adjustment reflects a proactive strategy to build students’ social and emotional skills early and consistently across grade levels.  To maintain safe school environments, KVUSD will sustain the deployment of its School Resource Officer, Campus Monitors, and Noon Duty Aides, ensuring consistent supervision and presence throughout the school day. These roles are critical components of our safety procedures and will continue to be supported and reviewed for effectiveness.  Together, these changes demonstrate KVUSD’s commitment to continuous improvement through data-informed decision-making. The district will regularly monitor the impact of expanded counseling services, SEL implementation, and safety protocols, making adjustments as needed to enhance outcomes for all students. This ongoing cycle of evaluation and refinement ensures that KVUSD’s plans and policies remain responsive to emerging needs and aligned with best practices in student su|Met||2025-06-17|2025
17640140141382|Shade Canyon|6|During the 2024–25 school year, Shade Canyon School administered Kelvin Education’s age-appropriate Pulse surveys to all students twice—once in the fall and again in the spring. These surveys included questions on school safety, peer relationships, adult support, and emotional well-being. All students present on the survey dates participated. As a small school, disaggregation by student group is limited due to the small sample size and the potential for personally identifiable responses. However, where possible, data was reviewed across grade level and by known demographics (e.g., gender, free/reduced lunch eligibility). Key results from the student survey included: * School safety: 97% favorable in the fall; 100% in the spring. * Peer connectedness: 90% favorable in fall; 93% in spring. * Adult support: 100% of students reported feeling cared for by teachers for both surveys. * Enjoyment of school: Increased from 86% to 97%.  The school also administered Kelvin board, family and staff surveys. In the spring, 47% of families responded, with strong ratings in parent connectedness and communication. Staff feedback highlighted a supportive work environment but raised concerns about supervision coverage and student conflict resolution. The board survey had a 100% response rate and identified many areas of strengths as well as highlighted the need for strategic recruitment and onboarding of new board members, more governance training, and more regular, structured communication with school leaders.|Analysis of the 2024–25 local climate survey data revealed a consistently positive school climate at Shade Canyon School, with substantial growth from fall to spring. Students reported exceptionally high levels of safety (100%) and adult support (100%), affirming the school’s nurturing environment and strong teacher-student relationships. Peer connectedness was also rated highly, rising to 93%, and overall enjoyment of school increased to 97%, reflecting growing student satisfaction and a sense of belonging.  These trends affirm that Shade Canyon’s Public Waldorf-inspired model, small class sizes, and individualized attention are supporting positive outcomes across school climate indicators.  Despite these strengths, staff and family feedback continued to highlight concerns around playground supervision and student conflict resolution, particularly during unstructured times like recess. Although these issues were not directly reflected in the quantitative student responses, they were evident in qualitative data collected from students in the older grades and thus represent key focus areas for deeper support to ensure continued student safety and interpersonal growth as the school expands.  Stakeholder consensus pointed to a need for more structured support for student social-emotional learning (SEL) and clearer behavior protocols that are developmentally appropriate and consistent across classrooms and shared spaces.|In response to the survey results and stakeholder feedback, Shade Canyon School has already implemented several changes that have positively impacted school climate. A behavior policy was developed in the summer of 2024, outlining shared expectations, proactive behavior strategies, and developmentally appropriate responses to student conflict. This policy contributed to the marked improvement in school climate indicators seen throughout the year, including 100% of students reporting they feel safe and supported by adults on campus. To build on this progress, the school is taking the following next steps: * Staffing and Supervision: Additional staffing is being allocated in 2025–26 to ensure consistent coverage during recess and transitions, a key area identified by staff and families as needing continued support. Increased adult presence will allow for more consistent implementation of the behavior policy in unstructured settings. * Training and Implementation Support: While the behavior policy is in place, the school recognizes that ongoing training and staffing capacity are essential for full and consistent implementation. As the school grows, teachers and aides will receive additional professional development in positive behavior supports and restorative practices. *Special Education Teacher consultant will provide mentoring and support to staff as well as to conduct FBAs and manage cases of students with IEPs * SEL and Community Building: To further enhance peer relationships and reduce conflicts, the school will integrate social-emotional learning activities into the classroom. These include community circles, storytelling, and reflective games that foster empathy and communication. The school is also providing therapeutic services through a partnership with LCOE and has a volunteer LMFT who visits twice a week to support student SEL needs.  * Engagement and Transparency: The school will share climate survey results and behavior policy updates at Community Council meetings and through newsletters to ensure families remain informed and involved in supporting a positive school environment. These improvements reflect a commitment to both sustaining the positive climate achieved in 2024–25 and addressing areas for growth through thoughtful planning, professional development, and family partnership.|Met||2025-06-24|2025
17640220000000|Konocti Unified|6|KUSD administers the PASS (Pupil Attitudes to Self and School) for students in grades 1-12. The 2025-26 LCAP reports PASS results for questions related to school connectedness for grade 5, and caring relationships for grades 7, 9, and 11. PASS results are reported as a percentile rank of all PASS results nationwide, and are placed into four, color coded bands as follows: Green -31st to 100th percentile, High Satisfaction; Yellow- 21st to 30th percentile, Moderate Satisfaction; Orange - 6th to 20th percentile, Low to Moderate Satisfaction; Red -1st to 5th percentile, Low Satisfaction. For the 2024-25 school year, KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness, and 7th, 9th, and 11th grade PASS results show Moderate Satisfaction (Yellow) to questions regarding caring relationships. An analysis of student group scores did not show statistically significant differences when compared to the All Students group.|Although KUSD continues to improve on LCAP metrics related to school connectedness and caring relationships, there is a strong commitment within the district to improve in all aspects of school climate and culture (LCAP Goal 6). In the 2025-26 school year, KUSD will continue to expand our efforts with Blue Zones Project Lake County to improve the wellbeing of our students, staff, and families.|The 2025-26 KUSD LCAP includes actions that are measured by metrics that directly impact students' attitudes regarding school connectedness and caring relationships, including the addition of several positions focused on increasing attendance, decreasing suspensions, and improving the health and wellbeing of students, staff, and families.|Met||2025-06-25|2025
17640300000000|Lakeport Unified|6|LUSD administers the California Healthy Kids Survey and the local LUSD Stakeholder Survey each spring. The results from the California Health Kids Survey are located here: https://drive.google.com/file/d/1WtBbsU03oVc8eL4xhsPbJv1XOAWrFHx-/view?usp=sharing|LUSD continues to focus on the safety and security of our students, staff, and families throughout our school campus. While slight improvements have been made in the overall school climate, work must continue to meet the needs of all students.|Student engagement stands as LUSD's highest priority, serving as the foundation for all district improvement efforts. Creating an educational environment where students actively participate in their learning is essential for enhancing academic achievement outcomes and fostering positive school culture and climate. Currently, LUSD is developing a comprehensive student attendance plan designed to dramatically reduce chronic absenteeism rates while increasing meaningful student engagement. This initiative represents a critical component of the district's broader engagement strategy. LUSD's commitment to engagement extends across all stakeholder groups, creating a comprehensive approach to school improvement. Through the Community Engagement Initiative, the district is strengthening communication and relationships with families and community members. Professional development opportunities like the Seminar Series ensure educators have the tools and knowledge needed to engage students effectively. Advisory committees, including DELAC and NAAC, provide structured pathways for family and community voice in decision-making processes. The partnership with Big Valley Rancheria exemplifies how these engagement efforts interconnect, as district staff work directly with students and families in community settings, building relationships that extend beyond the classroom. Together, these initiatives create a cohesive framework where student engagement, family participation, community connection, and educator development work in harmony to support student success and strengthen the entire LUSD community.|Met||2025-06-16|2025
17640480000000|Lucerne Elementary|6|For the 2024/25 school year we  had  approximately 149  students complete the Healthy Kids survey. This  sample size is representative of  the school population and allows a good perspective on the students’ experience at school and in the community. School Connectedness:  About 49% of the students felt highly connected to the school. Summary: The  results indicates that we have had a slight declined from previous years’ data (this year we did have a much larger number of students complete the survey).  The District will continue to  offer after school enrichment activities which has historically improved school connectedness for students.|Academic Motivation:  About 59% of our students feel academically motivated. Summary: The results indicate a small decrease in the student’s feeling motivated academically.   The district has programs in place that will help support students both academically and social emotionally.  We are using the Second Step SEL program to help build students’ SEL skills and wellbeing, at the same time the PBIS program supports positive behavior.   School Safety:   Results: 58% of students feel very safe at school.  Summary: The results indicate that students continue to feel safe at school.   The teaching staff, counselor, PBIS Team and the Student Council will continue to bring  attention to reported issues in the 2025-2026 school year.  SEL Curriculum, Second Step will continue to provide support for students.|The district has created & adopted a bullying reporting form where students can report bullying to administration and work to resolve issues with the guidance of a staff member.  In addition, the district will continue to support the academic growth through the Advancement Via Individual Determination (AVID) program  which uses “Best Practices” to develop  academic routines in students and help students reach their academic goals.|Met||2025-06-18|2025
17640550000000|Middletown Unified|6|California Healthy Kids Survey (CHKS) data provides an overview for how our students report their experiences at school.  Data from this survey indicates that we have room to improve, particularly at the middle school level.  School climate will continue to be a focus area for MUSD moving forward, as indicated by Goal 3 of our LCAP.|Both of MUSD's comprehensive secondary schools will be taking steps indicated as necessary by their respective CHKS data.  Both schools will focus on supporting their youngest students--6th grade at the middle school and 9th grade at the high school.|The team at Middletown Middle School in particular has taken the initiative to upgrade the experience of students at their school.  They are looking at everything from bell schedule to behavior support.|Met||2025-06-25|2025
17640550108340|Lake County International Charter|6|92% of all students reported feeling safe and supported in our school community and on our campus.|We continue to focus on our facilities, Restorative Practiced, Peer Mediation and Positive Discipline as it remains a priority to all of our community members.|All of our goals are in line with what our community is seeking.|Met||2025-06-25|2025
17640550129601|California Online Public Schools North Bay|6|For the 24-25 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students, as well as available student group scores, are as follows: High School: Engagement: 92% Challenging coursework: 87% Culture of respect: 94% Relationships: 79% College and career readiness: 78% Middle School: Engagement: 89% Challenging coursework: 81% Culture of respect: 97% Relationships: 96% Elementary School: Engagement: 91% Challenging coursework: 74% Culture of respect: 99% Relationships: 70% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2024-2025 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen. Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in elementary (99%) and middle school (97%), showing a consistently positive school culture. Challenging Coursework High school students (87%) and middle school students (81%) feel challenged by their coursework, which reflects strong academic expectations and curriculum design. Student Engagement Engagement was high across the board—92% in high school, 91% in elementary, and 89% in middle school— indicating students are generally involved and interested in their learning. Growth Areas: College and Career Readiness While 78% of high school students feel prepared, there is room to grow. Expanding career exploration, college planning, and dual enrollment opportunities will help better prepare students for life after high school. Relationships (Elementary and High School) Relationship scores were very strong in middle school (96%), but lower in elementary (70%) and high school (79%). There’s a need to focus on building stronger connections between students and staff, especially at those levels. Needs: Academic Challenge in Elementary Only 74% of elementary students reported that their coursework feels challenging. This shows a need to raise expectations and increase engagement with more rigorous, age-appropriate tasks. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction. Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 24-25 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction at all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2025-06-10|2025
17769760000000|Upper Lake Unified|6|Upper Lake High School evaluates school climate through structured site visits and qualitative observations. On March 18, 2025, a joint team from the Lake County Office of Education and ContextEDU visited the campus to observe the implementation of the Dimensions of Belonging framework. The team focused on Domain 1: Inclusivity and Domain 2: Relationships, collecting data through direct observation, student interactions, and classroom environment reviews. These observations provided meaningful, real-time evidence about student experiences and relational dynamics across the school. The responses from the Fifth Grade California Healthy Kids Survey (CHKS) report that 84% of the students know that the adults on campus have high expectations of them and truly care about them. 82% of the students in 5th grade reported that the teachers and other grown ups at school care all of the time. This reflects the culture of caring and success for the elementary staff and students.|Findings from the site visit and CHKS showed substantial progress toward creating a safe and welcoming school climate. Students expressed pride in their school, particularly in programs centered on peer connection, leadership, and mentorship. Classrooms featured consistent expectations and prompts that supported inclusive learning. Student leadership initiatives were purposeful and built around developing strong relationships. While not all indicators—such as cultural diversity representation and restorative practices—were fully observed, the foundational elements of an inclusive, relational culture are clearly present and growing. At the elementary level, the CHKS data proves the staff focus on the research from John Hattie and collective efficacy has built a culture where the adults trust and rely on each other, directly relating to the relationships with students and the success that students feel and see with all adults on campus. The implementation of the SEL lessons and resources on campus have proven successful as evidenced in students ability to identify emotions and communicate about their feelings and the feelings of others.|The insights gathered are being used to reinforce, continue and expand areas where belonging and connection are thriving, such as student leadership and unified classroom practices. Areas where indicators were less visible—like cultural diversity integration and restorative practices—will be prioritized for future improvement efforts. The school is using these findings to guide targeted professional development and strengthen policies and programs that promote inclusivity, student voice, and relational trust across the campus. Our districtwide focus on high quality, highly impactful instructional strategies through the research of John Hattie will continue to be the focus to ensure staff and students continue to excel and feel connected. The implementation of SEL lessons and resources will continue.|Met||2025-06-16|2025
18101810000000|Lassen County Office of Education|6|Lassen County Office of Education has 8 students enrolled in moderate/severe classroom and does not participate in the school climate survey. Input is given primarily by students and families within the context of IEP meetings. Currently, there are no changes in existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings.|Lassen County Office of Education has 8 students enrolled in moderate/severe classroom and does not participate in the school climate survey. Input is given primarily by students and families within the context of IEP meetings. Currently, there are no changes in existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings.|Lassen County Office of Education has 8 students enrolled in moderate/severe classroom and does not participate in the school climate survey. Input is given primarily by students and families within the context of IEP meetings. Currently, there are no changes in existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings.|Met||2025-06-25|2025
18640890000000|Big Valley Joint Unified|6||||Not Met|||2025
18641050000000|Janesville Union Elementary|6|According to the 24/25 California Healthy Kids Survey 90% of parent agree or strongly agree that the school promotes academic success for all students, 83% of parents agree or strongly agree that school staff treat all students with respect and 91% of parents agree or strongly agree that the school is a safe place for their child.|Analysis of the 2024–25 California Healthy Kids Survey and local data highlights key strengths and areas for growth in Janesville Union School District. Strengths include a strong school climate and supportive academic environment, with 91% of parents reporting the school is a safe place for their child, 90% agreeing the school promotes academic success for all students, and 83% agreeing school staff treat students with respect.  However, disaggregated data indicates a need to improve engagement and support for students with disabilities and socioeconomically disadvantaged students. These groups are underrepresented in family feedback forums and may face barriers to accessing academic and enrichment opportunities. Moving forward, the district will prioritize targeted outreach, inclusive engagement practices, and academic supports to ensure equitable outcomes for all student groups.|Based on the analysis of local data and key learnings, Janesville Union School District will implement several changes to strengthen engagement and academic support for students with disabilities and socioeconomically disadvantaged students. The district will revise outreach procedures to include more personalized communication and flexible engagement opportunities for underrepresented families. In addition, policies related to parent participation will be updated to improve accessibility, including expanded use of translation services and varied meeting formats.  Academic support procedures will also be enhanced by increasing targeted interventions and monitoring for SWD and socioeconomically disadvantaged students to ensure equitable access to instructional programs. These actions will be incorporated into the district’s continuous improvement cycle, with ongoing evaluation through parent feedback, student outcome data, and stakeholder input to guide future revisions and adjustments.|Met||2025-06-17|2025
18641130000000|Johnstonville Elementary|6|Based on the data provided from the local climate survey, California Dashboard, and the California Healthy Kids Survey, here's a detailed analysis of the various components along with observations on the scores across different student groups: 1. School Engagement and Supports • School Connectedness: The rate at which students indicated they felt connected to the school at least most of the time varied throughout the year from 50% to 65%.  • School Perceived as Very Safe or Safe: Student perceptions have varied throughout the school year from 57% to 78%.    2. Behavioral Metrics • Chronic Absenteeism: Overall categorized as Yellow, with the White sub-groups marked as Yellow and Socioeconomically Disadvantaged students marked as Red. This indicates continued challenges with absenteeism, particularly among our Socioeconomically Disadvantaged students. • Suspension Rate: Overall improved to Yellow, with the White sub-group improving to Yellow, the Hispanic sub-population improving to Blue, and the Socioeconomically Disadvantaged falling to Red. It should be noted that the school’s small student population can cause large swings of categorical colors.|Key Learnings: • Chronic Absenteeism: There is a significant disparity in chronic absenteeism rates, particularly among socioeconomically disadvantaged students, as indicated by the Red status for this group. This suggests a continued challenge in addressing absenteeism, despite some improvement. • Suspension Rate: While there was a positive trend for the Hispanic sub-population (improving to Blue), the suspension rates for socioeconomically disadvantaged students remain concerning (Red). This signals a need for further examination and development of an effective socio-emotional (SEL) program, including the implementation of an SEL curriculum. • School Connectedness: A notable decline in school connectedness scores signals that not all students feel equally engaged or part of the school community, a critical area to address in order to enhance student success and retention. Again, it is believed this signals a need for further examination and development of an effective socio-emotional (SEL) program, including the implementation of an SEL curriculum. • Safety Perception: Variability in students' perception of safety indicates inconsistent experiences across the student body, suggesting the need for additional safety measures to ensure every student feels secure at school.  Identified Needs: • Targeted Absenteeism Interventions: Specific programs targeting the underlying causes of absenteeism for socioeconomically disadvantaged and Hispanic students should be implemented. This could involve enhanced family outreach and addressing barriers to consistent attendance. • School Connectedness Initiatives: Programs that foster stronger connections between students and Johnstonville School should be prioritized. This could include the implementation of an SEL curriculum and re-instituting student council. • Enhanced Safety Protocols: Initiatives to increase the sense of safety across all student groups, including monitoring specific areas where perceptions of safety are lower, should be developed.  Areas of Strength: • Improved Perceptions of Safety: Despite some fluctuations, there was a positive improvement in student safety perceptions following interventions, suggesting that the efforts are having a positive impact. • Student Engagement and Perception of School Environment: Initial high scores for school connectedness and perceptions of safety indicate that Johnstonville has built a solid foundation in promoting a positive school environment.|To address the identified needs, Johnstonville will implement the following changes and revisions to existing policies: 1. Absenteeism Interventions: • Develop targeted outreach programs and family engagement strategies for socioeconomically disadvantaged and Hispanic students to reduce absenteeism rates. •  Continue extrinsic reward systems for improved attendance to motivate at-risk students.  2. School Connectedness: •  Launch initiatives like the implementation of an SEL curriculum and reinstitute student council with the aims of increasing student involvement in school life and fostering stronger relationships between students and staff. •  Continue to utilize surveys and focus groups to gather ongoing student feedback on school connectedness and adjust strategies accordingly.  3. Safety Improvements: • Conduct a safety audit to identify areas of concern and create action plans to address specific issues. • Increase the visibility of staff during key times when safety perceptions drop, such as during transitions or recess. • Implement ongoing professional development for staff on maintaining a safe and supportive school environment.  These targeted actions will be continuously monitored through data collection, surveys, and feedback loops to ensure they effectively address the challenges identified and contribute to the goal of enhancing school climate for all students.|Met||2025-06-17|2025
18641390000000|Lassen Union High|6|The California Healthy Kids Survey (CHKS) results from 2024 highlight significant concerns regarding student mental health and school climate within Lassen Union High School District. Among 9th–12th grade students, 42% reported feeling so sad or hopeless almost every day for two weeks or more that they stopped doing some usual activities. Additionally, 23.25% of students reported that they had seriously considered attempting suicide (SP 6C) during the past 12 months.  When examined by student groups, patterns reflect notable disparities. Female students and students identifying as LGBTQ+ reported higher rates of sadness and suicidal ideation compared to male students. English Learners and students receiving special education services also indicated a greater sense of disconnection from school. These findings mirror concerns raised during board meetings, school site council meetings, WASC data walks, and staff/bargaining unit discussions (CSEA, LTA).|The survey data further suggest that students who report low levels of school connectedness are more likely to experience disciplinary outcomes such as suspensions and expulsions. Related CHKS indicators—such as perceptions of school safety, caring adult relationships, and opportunities for meaningful participation—show strong correlations with students’ sense of belonging and overall well-being.|Overall, the 2024 CHKS results underscore an urgent need for strengthened supports in mental health, school connectedness, and positive climate initiatives to ensure that all students feel safe, supported, and engaged in their learning environment. The LCAP addresses this by maintaining Mental Health Specialists, Behavior Health Counselor and on demand Mental Health coaching for students.|Met||2025-06-24|2025
18641620000000|Ravendale-Termo Elementary|6|The District administered the CA Healthy Kids Survey to its small student population in order to gather input from students regarding school safety and school connectedness. Although all data from the survey is not available due to the small number of responses, the District shared general results from the Survey with the governing board during the Spring of 2025. Students showed a very strong connection to the school and indicated that they were happy with their educational setting. Some students suggested that the District take a closer look at ways to bring more support programs to the students and also an increased desire for field trips that expose students to more career opportunities.|"The small school atmosphere at Juniper Ridge Elementary School lends itself well to providing a feeling of connectedness for our students. One teacher with a small student body presents an opportunity to create a ""family"" atmosphere that provides a lot of comfort for both students and parents alike."|100% of parents and students felt that the school was a safe place as measured by a local survey administered in the Fall of 2024.|Met||2025-06-18|2025
18641700000000|Richmond Elementary|6|https://drive.google.com/drive/folders/12PbTSgvAMNbA76QizKZ1J_xAbBAvtgTa|CHKS were specific around the need for further support around social-emotional learning, bullying, and  parent/guardian engagement. The School Community Survey results show students feel a need for the school to  emphasize more help with their social emotional and behavioral issues.|Classified staff meet periodically throughout the year to discuss school-wide concerns. The classified advisory  committee quickly identified a need for consistent campus behavior expectations and clear communication.  Challenges for the above mentioned situations could be a result of a change in administration for the past three  years. Consistency was an issue. Decisions were made to implement a comprehensive SEL program in grades TK8. A multi-Tiered system of supports was created around the needs of the district and student population. Most  importantly, Professional Learning Communities involving all staff has been built into the academic calendar in order  to help brainstorm and create interventions for all students. Increase in collaboration and cross grade level  communication is the goal to help support all students.|Met||2025-06-26|2025
18641880000000|Shaffer Union Elementary|6|7-8 CHKS: School Perceived as Safe: 59% School Connectedness: 67%  5th grade Local Survey:  Feeling like you have someone to talk to: 63% Feeling safe: 72%|Overall School Safety Perception:  Strengths: The majority of students perceive the school as safe, with 60%/58% reporting a positive perception of safety. This suggests that efforts to maintain a secure environment have been effective in fostering a sense of safety among students. Identified Needs: While the overall perception of safety is positive, it is important to disaggregate the data to identify any disparities among student groups. Addressing the specific safety concerns of different demographic groups, such as gender, race/ethnicity, or grade level, may be necessary to ensure that all students feel equally safe and supported. School Connectedness:  Strengths: A significant percentage of students report feeling connected to the school community, with 77%/57% indicating a sense of connectedness. This indicates that efforts to promote a supportive and inclusive school culture have been successful in fostering positive relationships and a sense of belonging among students. Identified Needs: Similar to the analysis of school safety perception, disaggregating the data by student group can reveal disparities in feelings of connectedness. Addressing the specific needs of marginalized or underrepresented student groups, such as English language learners, students with disabilities, or students from low-income backgrounds, may be necessary to strengthen overall school connectedness and promote a more inclusive environment. Intersectional Analysis:  It is important to conduct an intersectional analysis of the data to understand how different factors, such as race, gender, socioeconomic status, and other demographic variables, intersect to influence perceptions of safety and connectedness. This can help identify groups of students who may be experiencing multiple layers of marginalization and inform targeted interventions to address their specific needs. Actionable Insights:  Based on the identified needs and areas of strength revealed through the data analysis, schools can develop targeted strategies and interventions to enhance school safety perception and connectedness. This may include implementing bullying prevention programs, fostering positive relationships between students and staff, providing mental health support services, and promoting inclusive practices that celebrate diversity and foster belonging for all students.|Enhanced Safety Measures:  Strengthening existing safety protocols and procedures to address any identified concerns related to school safety perception. This may include increasing visibility of security personnel, conducting regular safety drills, and implementing measures to address specific safety concerns raised by students or staff. Promoting Positive School Climate:  Implementing programs and initiatives aimed at fostering a positive school climate and promoting a sense of connectedness among students. This could involve implementing social-emotional learning (SEL) curriculum, promoting peer mentoring programs, and providing opportunities for student leadership and involvement in decision-making processes. Inclusive Practices and Cultural Competency:  Providing professional development and training for staff to promote inclusive practices and cultural competency within the school community. This may include workshops on diversity, equity, and inclusion, as well as training on implicit bias and culturally responsive teaching strategies. Targeted Support for Marginalized Groups:  Implementing targeted interventions and support services to address the specific needs of marginalized or underrepresented student groups identified through the data analysis. This could involve providing additional resources for English language learners, students with disabilities, or students from low-income backgrounds to ensure equitable access to opportunities and support. Parent and Community Engagement:  Strengthening partnerships with parents and the wider community to promote collaboration and shared responsibility for student well-being and success. This may involve increasing communication with parents, providing opportunities for parent involvement in school activities, and engaging community organizations to provide additional support and resources for students. Continuous Monitoring and Evaluation:  Establishing mechanisms for continuous monitoring and evaluation of progress toward addressing areas of need and implementing targeted interventions. This could include regular surveys or focus groups to assess changes in school safety perception and connectedness over time, as well as ongoing data analysis to identify emerging trends or areas requiring further attention. By implementing these changes to existing plans, policies, or procedures, the LEA aims to address areas of need identified through the analysis of local data and promote continuous improvement within the school community. These revisions, decisions, and actions reflect the LEA's commitment to creating a safe, supportive, and inclusive learning environment where all students can thrive academically, socially, and emotionally.|Met||2025-06-17|2025
18641960000000|Susanville Elementary|6|Data: The CA Healthy Kids Survey was administered to parents, staff and students in the fall of 2024: Middle School results from students were as follows: 1. 56% of 6th graders, 45% of 7th graders and 43% of 8th graders agreed or strongly agreed that they were connected to the school. 2. 64% of 6th graders, 57% of 7th graders and 54% of 8th graders agreed or strongly agreed that they had caring adult relationships at school. 3. 57% of 6th graders, 64% of 7th graders and 50% of 8th graders agreed or strongly agreed that the school is perceived as very safe or safe.  Elementary School (Grades 3-5) results from students were as follows: 1. 66% of 3rd graders, 57% of 4th graders and 59% of 5th graders agreed or strongly agreed that they were connected to the school. 2. 70% of 3rd graders, 59% of 4th graders and 61% of 5th graders agreed or strongly agreed that there were caring adults in the school. 3. 74% of 3rd graders, 66% of 4th graders and 60% of 5th graders agreed or strongly agreed that they feel safe at school.|The data suggests that students have more of a connection with school and their teachers at our lower grade levels and while this connection has normally waned in 7th and 8th grade, we are seeing a positive uptick in connectedness in the middle school.. Across the schools, it appears that the majority of our students have caring adult relations at the schools, whether these be teachers, paraprofessionals or other staff. Students report feeling very safe at school and this percentage lessens as they get older as well. Overall, the schools provide a strong connection for kids and create an environment that is inclusive and supportive. An area for growth is to increase this feeling in students in particular classes at each school level. Barriers for these connections are poor attendance, apathy and lack of support from home.|Many of the actions in the 25-26 LCAP are designed to support student interest and connectedness to the schools. Staff have very strategically created new programs and offerings that will help engage students and improve the overall culture at the schools. The schools have already seen improved engagement from high-interest activities and have seen improved behaviors from the counseling that has been available at the sites.|Met||2025-06-18|2025
18641960135756|Thompson Peak Charter|6|"Surveys were conducted during May 2025 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. The California Healthy Kids Survey (CHKS) was administered in November of 2024.      Survey results include: 88% of parents responded affirmatively to the statement, ""My child feels connected to the school community.""      Responses to school safety include:    Grades 6-12: 96%	Grades K-5: 100%	Parents: 100%      We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?  26% of students in grades 6-12 said yes.      Additionally, The California Healthy Kids Survey was administered. Twenty students in grades 9-12 responded. Of those respondents, 95% noted there is a teacher or adult at the school who really cares.  Results of concern are 44% of students responded yes to having chronic sadness."|The school prides itself on creating a welcoming and safe environment for staff, students, and parents. An area of attention is the feeling of extended sadness felt by several students.|The school offers mental health support, including the addition of a Wellness Coach, and is committed to ensuring all students and families are aware of these resources. To further strengthen social-emotional learning and crisis response, the school is exploring the implementation of the Sandy Hook Promise program for students, families, and staff.|Met||2025-06-18|2025
18642040000000|Westwood Unified|6|The local climate survey data, particularly from the California Healthy Kids Survey, provides valuable insights into the perceptions and experiences of students, parents, and staff within Westwood Unified School District. The survey, administered in late November, offers a comprehensive overview of various aspects of school climate and conditions.  Overall, the survey yielded an encouraging finding, with 63% of respondents agreeing or strongly agreeing that Westwood USD actively seeks the input of parents in decision-making processes. This indicates a positive perception of the district's efforts to engage parents and stakeholders in shaping school policies and initiatives.  In addition to the overall score, the survey likely includes disaggregated data by student groups, allowing for a more nuanced analysis of perceptions and experiences. Disaggregated data can provide insights into the experiences of specific student groups, such as English language learners, students with disabilities, or students from low-income backgrounds. By examining responses across different demographic groups, the district can identify areas of concern or disparities in school climate and take targeted actions to address them.  Furthermore, the survey may include analysis of specific items or questions that are particularly relevant to school conditions and climate. These items could cover topics such as safety, inclusivity, academic support, Wellness and Community Support Services, and access to resources. Analyzing responses to these specific items can help identify areas of strength as well as areas needing improvement within the district.  In addition to the California Healthy Kids Survey, the district may also utilize additional data collection tools and feedback mechanisms to gather information about school conditions and climate. These could include focus groups, suggestion boxes, or online feedback forms. By employing a variety of data collection methods, the district ensures a comprehensive understanding of school climate and conditions, which can inform targeted interventions and improvements to support the well-being and success of all students.|Through the analysis of data, several key learnings and areas for improvement have been identified within Westwood Unified School District, with insights disaggregated by student groups providing a deeper understanding of specific needs:  Communication and Event Notices: Providing advanced notice of events occurring during school hours is essential for student and family planning. Disaggregated data may reveal if certain student groups, such as those with limited access to digital communication or working parents, are more likely to miss out on important information about school events.  School Bullying and Supervision: Addressing school bullying and improving supervision during recess are critical for creating a safe and inclusive school environment. Disaggregated data may help identify if certain student groups, such as those from marginalized backgrounds or with disabilities, are more vulnerable to bullying incidents and in need of additional support and protection.  Certified Wellness Coach and Community Schools Coordinator: Increasing wellness and wraparound services is essential for supporting student well-being. Disaggregated data may reveal if certain student groups, such as those from low-income families or with pre-existing mental health conditions, are disproportionately in need of mental health support.  Communication Methods: Increasing the use of text messages as a means of communication can improve parent engagement and accessibility of information. Disaggregated data may help identify if certain student groups, such as those with limited access to internet or non-English speaking families, would benefit most from text-based communication methods.  By analyzing data disaggregated by student groups, the district can tailor interventions and support services to meet the specific needs of diverse student populations, ultimately fostering a more inclusive and supportive learning environment for all.|Based on the analysis of local data and the identification of key learnings, Westwood Unified School District has determined several changes to existing plans, policies, or procedures to address areas of need and ensure continuous improvement:  Passing Periods and Breaks: Passing periods and breaks will be shortened to minimize disruptions to the school day while still providing students with necessary transition time between classes. This adjustment aims to maximize instructional time and address concerns about the length of the school day.  Consistent Lunch Times: Efforts will be made to keep lunch times around the same time daily, providing students with a consistent schedule and ensuring they have adequate time to eat and refuel during the school day. This change aims to address concerns about student hunger and nutrition.  Communication of In-School Events: The District will improve communication by sharing and posting times of in-school events in advance, allowing students and families to plan accordingly.  Increasing the use of text messages as a means of communication may improve parent engagement and accessibility of information.  This will ensure that all educational partners are informed and able to participate in school events.  Professional Development for Student Supervision: Staff will receive professional development to improve supervision of students during recess times. This training will address safety concerns and ensure that students are adequately supervised and supported during outdoor activities.  Increasing Wellness and wraparound services: The District will continue to increase student and staff wellness for all students who request it, ensuring access to support services that promote overall well-being and address the social-emotional needs of students.  By implementing these revisions, decisions, and actions, the District aims to address areas of need identified through data analysis and key learnings, promoting continuous improvement and fostering a supportive learning environment for all students.|Met||2025-06-18|2025
18750360000000|Fort Sage Unified|6|Data Dash Board Standard Met. also,  using our combined survey results and more effectively, our one on one interactions with all our students we were able to start initiatives such as SEL, PBIS more engaging CTE electives and even improving our lunch menu.|Both CHKS and Local survey has improved overall|Improve website, other communication strategies & continue with Possip surveys|Met||2025-07-09|2025
18750360121657|Mt. Lassen Charter|6|MLCS has made significant growth and continues to grow in many areas through the committment to PLC's as the standard for how MLCS will operate.  Through this process, MLCS has and continues to improve the processes related to interventions for ELA, Reading and Mathematics.   For our math and writing programs (MTSS) we created essential standards, pacing guides, rubrics, and SMART goals, as well as common assessments for all grades.  In response to the needs of the students, Tier II and III interventions were developed and implemented for all students who needed them.  In addition, throughout the year we reflected on what was working, what need to be adjusted and made necessary changes, as needed. As part of a growth mindset school, we have continued to provide targeted professional development for all staff in the area of standards-based instruction, differentiated instructional strategies, and trauma informed instruction/social emotional development, as well as improved data collection, technology integration and implementation.  MLCS created their own local climate survey that was administered in January 2025.  As part of that survey and outreach, 91.4% of parents and students felt a connectedness with the school.  As a general rule, the satisfaction with MLCS was over 96% for most questions on the local climate survey.  One area of need identified was increased communication on the progress of students and overall communication with educational partners.  These are areas that we continually strive to improve.|MLCS has seen an increase in socioeconomically disadvantage students enrolling at the school (2021 - 35.8%, 2022 - 58.5%, 2023 - 63.3%, 2024 - 66.2%.  The overall satisfaction with MLCS, academically and school climate, was over 96%.  Due to the high number of SED students, the percentages for SED and other groups are expected to be the similar.  Educational partners reported that they are highly satisfied with the social-emotional, academics, communication, partnership, input in decision making, and equity.  The area where educational partners suggested improvement was increased communication on the progress of students and overall communication but the satisfaction rate was over 87%.|MLCS has not identified any major changes to existing plans, policies or procedures.  MLCS plans to continue improve all areas.|Met||2025-07-09|2025
18750366010763|Long Valley|6|"Surveys were conducted during May 2025 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness.   Survey results include: 92% of Doyle parents and 100% of Portola parents responded affirmatively to the statement, ""Staff creates a welcoming environment at school for my family.”     Positive responses to school safety include:   Doyle: grades 6-12: 70%	 grades K-5: 90%	parents: 92%   Portola: grades 6-12: 100%	grades K-5: 100% parents: 100%   We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?  41% of Doyle 6th-12th graders said yes; 6% affirmed this statement in Portola.    Additionally, The California Healthy Kids Survey was administered in November of 2024. Thirty-two students in grades 7, 9 and 11 responded. Of those respondents, 90% had a high degree of agreement that they felt there is a teacher and/or an adult that really cares about them. Results of concern are 40% of students responded yes to having chronic sadness or hopeless feelings."|The school prides itself on creating a welcoming and caring environment for staff, students, and parents. An area of attention is the feeling of extended sadness felt by several students.|The school provides mental health support and ensures that all students and families are informed of its availability. While services are currently offered remotely, active efforts are underway to recruit an onsite counselor. Beginning in the 2025–26 school year, LVS will implement the Sandy Hook Promise SEL program to support students, staff, and families through social-emotional learning and critical incident response. Additionally, the school has allocated funding for a wellness coach to provide ongoing support for all students.|Met||2025-06-18|2025
19101990000000|Los Angeles County Office of Education|6|Of the 1073 student survey requests across the two high schools' 950 students responded to the CHKS survey (89%). The indicators for support and engagement (School Connectedness, Academic Motivation, Caring Adult Relationships, High Expectations, Meaningful Participation & Perceived School Safety) show overall positive trends compared to the previous school year. The overall trend for the School Supports (Caring Relationships, High expectations, Meaningful participation) was positive across all grade levels except grade 11 (-3%). At an aggregated level for both High Schools, both High Expectations (from adults) (+2%), Meaningful Participation (+1%) and Academic Motivation (+1%) saw increases from the previous year, while Caring Adult Relationships and Perceived School Safety stayed consistent. School Connectedness saw a 2% drop from the previous year. The indicators for social and emotional health show mixed trends across the grade levels. Younger students (grades 9 and 10) generally experienced improvements, with declines in chronic sadness, suicidal thoughts, and social-emotional distress, along with gains in optimism and life satisfaction. In contrast, older students (grades 11 and 12) showed less consistent progress, with increases in distress and suicidal ideation for grade 12, and a notable drop in optimism in grade 11. Perceived School Safety stayed consistent compared to previous year.   Non-Traditional At Non-Traditional school sites 549 student survey requests were made with 284 respondents (54%). This was a significant increase from the previous year (+24%). The indicators for support and engagement (School Connectedness, Academic Motivation, Caring Adult Relationships, High Expectations, Meaningful Participation & Perceived School Safety) show overall positive trends compared to the previous school year. There was an increase in School Connectedness (+4%), Caring Adult Relationships (+8%), High Expectations (+10%), Meaningful Participation (+6%), and Perceived School Safety (+4%). Drops were noted in Academic Motivation (-1%) as well as an increase in absences (+5%).  The indicators for social and emotional health showed overall improvement for the non-traditional schools with decreased number of students reporting Social Emotional Distress (-3%), Considered Suicide (-2%) and increase in Optimism. Meanwhile, there was an increase in reported chronic sadness (+1 %) and a decrease in Life satisfaction (-3%). Perceived School Safety increased by 5 %.|Analysis of CHKS data across high school and non-traditional sites revealed several key findings. Overall, support and engagement indicators showed positive trends, particularly in High Expectations, Meaningful Participation, and Caring Adult Relationships. Perceived School Safety remained stable at high schools and improved at non-traditional schools. Notably, younger students (grades 9 and 10) experienced gains in social-emotional well-being, including decreases in sadness, suicidal ideation, and emotional distress, alongside increases in optimism and life satisfaction.In contrast, Grade 11 students at high schools experienced a decline in overall school supports and optimism. At non-traditional sites, academic motivation declined slightly, and absenteeism increased. Disaggregated data by gender revealed that female students reported higher levels of emotional engagement and motivation but also greater exposure to cyberbullying and social harassment. In contrast, male students were more likely to report fear and exposure to physical threats.|Increased Adult Involvement and Interaction: Continue to promote and support initiatives that foster caring adult relationships and high expectations. This includes professional development for staff on effective student engagement strategies and expanding mentorship programs. Enhance parent engagement efforts by organizing more school events that welcome parent participation and providing resources to help parents support their children's education. Substance Use Prevention: Maintain and expand successful prevention programs that have led to decreases in substance use. This involves continuing education on the risks of substance use and providing support resources for students. Social and Emotional Health Support: Promote programs that have successfully increased optimism and life satisfaction, such as positive psychology interventions and extracurricular activities that build a sense of community and belonging. Provide additional follow up focus groups to identify effective measures that led to drops in social and emotional distress. Maintain and expand support services from school counselors to assist students and families in developing Individualized Learning Plans including academic, transition and post-secondary goals and support families in accessing post-secondary and college and career pathways information including financial aid resources.  Provide enhanced school mental health services at selected sites including individual, group and family mental health counseling. Maintain and expand use of graduate level social work interns to support students and families with mental health services.   Non-Traditional School Sites Focus: Address the significant drop in survey response rates at non-traditional school sites by implementing strategies to increase student participation in future surveys, such as better communication and incentives for completion. Focus on improving school connectedness and perceived school safety by implementing targeted programs that create a more inclusive and supportive school environment.|Met||2025-06-17|2025
19101990106880|Jardin de la Infancia|6|73% of students agree the school provides a safe environment in the annual survey|Survey results indicate that 73% of students agree the school provides a safe environment, highlighting school safety as a relative strength. This reflects the effectiveness of our campus supervision, positive behavior supports, and efforts to create a welcoming school climate.|Based on the analysis of local survey data and key learnings, Jardin de la Infancia will revise its current family engagement plan to better reflect the scheduling needs and communication preferences of underrepresented families. We will implement beginning-of-year surveys to gather input on optimal times and formats for school events and meetings, with the goal of increasing participation across all groups.|Met||2025-06-18|2025
19101990109660|Aspire Antonio Maria Lugo Academy|6|The Panorama Education survey results show that 68% of students reported positive teacher-student relationships, an increase from the fall and 59% felt a sense of belonging, which has remained consistent. Perceptions of school safety improved to 55% favorable, while school climate remained at 52% favorable. Teacher-Student Relationships: 68% of students responded favorably. This domain ranks in the 60th–79th percentile nationally, showing a 3-point increase since Fall 2024. This suggests generally positive perceptions of connection and communication between students and teachers.  Sense of Belonging: 59% of students responded favorably, placing the school in the 60th–79th percentile nationally. There has been no change from Fall 2024, indicating stability in how welcomed and accepted students feel at school.  School Safety: 55% of students reported favorable perceptions of safety, positioning the school in the 40th–59th percentile nationally. This represents a 3-point improvement since Fall 2024, which may reflect recent safety initiatives or increased student trust in safety protocols.  School Climate: Only 52% of students responded favorably to items measuring overall school climate, placing the school in the 0th–19th percentile nationally. This score represents a 2-point increase from Fall 2024.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19101990112128|Aspire Ollin University Preparatory Academy|6|Based on the Winter 2024 Panorama Student SEL Competency and Well-Being Survey, Aspire Ollin University Preparatory Academy gathered responses from 173 students in grades 6–12 to assess key aspects of school climate and student well-being. Overall results indicate areas of both promise and growth: Self-Management received the highest favorable rating at 56%, followed by Emotion Regulation and Social Awareness at 45%, and Self-Efficacy at 38%. Compared to district averages, these results fall slightly below, signaling a need for continued investment in SEL supports. While the survey does not disaggregate results by specific student groups, item-level responses reveal patterns worth noting—students reported strong respect for adults (74% favorable), but lower levels of confidence in their academic abilities and emotional resilience. In response to these findings, the school has leaned into restorative practices, PBIS, and culturally responsive Advisory lessons that affirm students’ identities and elevate the contributions of people of color from historically marginalized communities. These efforts have not only strengthened school culture but have also raised collective consciousness across the campus. Further disaggregation of data in future surveys will support more targeted strategies to improve student outcomes and overall climate.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19101990115030|Magnolia Science Academy 3|6|"Overall Perceptions of Safety and Engagement:  63% of students reported feeling safe or very safe at school.  A similar percentage reported having an adult at school who cares about them.  Student Group Highlights:  Students with Disabilities (SWD) reported slightly lower feelings of connectedness compared to peers.  English Learners (ELs) had comparable perceptions of safety, but some reported needing more support with schoolwork and communication.  Socioeconomically Disadvantaged (SED) students reflected high trust in adults but noted some concerns about bullying.  Additional Data Points and Insights Student Engagement:  50% the students expressed a strong sense of belonging and engagement in learning.  There was a notable increase in students participating in school activities and feeling motivated by their teachers.  Discipline and Respect:  Knowledge and Fairness of Discipline, Rules and Norms"" received a 62% favorable rating from students, with no change from the prior year.  Sense of Belonging was the lowest rated category among students, at 50% favorable. Support Systems:  High satisfaction with mental health and counseling services.  Additionally, staff reported a major drop in the same category—only 41% favorable for “Knowledge and Fairness of Discipline, Rules and Norms,” down 38 points from the previous yea"|Key Learnings from Climate Survey Data Areas of Strength: High Family Satisfaction and Engagement  98% of families expressed overall satisfaction with the school, an increase from 94% the previous year.  Families consistently reported strong communication, supportive staff, individualized attention, and high-quality academic programs (e.g., dual enrollment and college readiness).  Favorable ratings in the family survey were exceptionally high across all four climate indicators:  Climate of Support for Academic Learning – 97%  Knowledge and Fairness of Discipline – 94%  Safety – 98% (?3 points)  Sense of Belonging – 97%  Positive Student Perceptions of Academic Support  69% of students rated “Climate of Support for Academic Learning” favorably.  Students highlighted caring teachers, college opportunities, and engaging events as major positives.  Strong Student Participation  Student participation remained high at 96.8%, signaling strong involvement in the feedback process.  Identified Needs and Areas for Improvement: Student Sense of Belonging  The lowest student-rated category was Sense of Belonging, with only 50% favorable, unchanged from the previous year.  Students cited feeling left out, wanting more engaging activities, and inconsistent discipline as concerns—indicating a need to foster more inclusive and connected student experiences.  Discipline and Fairness (Across Stakeholders)  Students rated Knowledge and Fairness of Discipline, Rules, and Norms at 62%, with no improvement from the previous year.  Staff rated this area even lower at 41% favorable (?38 points), indicating serious concerns about inconsistent enforcement and unclear policies.  These findings suggest the need for a more transparent and consistently applied behavior system.  Staff Morale and Support  Staff climate ratings declined significantly across all categories:  Climate of Support – 62% (?26 points)  Discipline Fairness – 41% (?38 points)  Safety – 38% (?17 points)  Sense of Belonging – 50% (?20 points)  Staff cited burnout, lack of discipline support, and insufficient team-building or recognition efforts as major contributors.  Survey Participation Gaps  Family participation dropped from 70.5% to 40.5%, largely due to staffing shortages that limited personalized outreach.  There is a need to re-engage underrepresented families through more direct, relationship-based strategies.  Disaggregated Data Insights: While the document does not provide deeply detailed subgroup disaggregation within the survey data itself (e.g., by race/ethnicity, EL, SWD), it does highlight some relevant subgroup findings and participation rates:  The student population is 55% Latino and 42% African American.  Subgroups like English Learners and students with disabilities were noted (in context) as needing more support related to sense of belonging and academic assistance.  Feedback emphasized culturally relevant instruction and inclusive practices to better reflect student diversity and impro|"Planned Changes and Actions for Continuous Improvement 1. Discipline and Schoolwide Behavior Policies Need Identified: Declining perceptions of fairness and consistency in discipline among both students (62%) and staff (41%).  Action:  MSA-3 will revise and clearly communicate schoolwide behavior policies.  Staff will receive training on consistent and fair discipline practices.  Confidential reporting mechanisms will be created for both staff and students to safely voice discipline-related concerns.  2. Staff Morale and Internal Climate Need Identified: Staff satisfaction dropped dramatically (e.g., Sense of Belonging ?20 points, Discipline Fairness ?38 points).  Action:  Introduce structured support systems and team-building opportunities to improve collaboration and morale.  Create feedback channels and offer public recognition of staff contributions.  Build in protected planning and wellness time to support staff well-being and retention.  3. Student Belonging and Engagement Need Identified: Student ""Sense of Belonging"" remained low at 50%.  Action:  Launch student voice forums, peer mentoring, and leadership opportunities to increase engagement and empowerment.  Integrate more culturally relevant instruction to reflect students’ identities and promote inclusion.  4. Family Engagement and Survey Participation Need Identified: Family survey participation fell from 70.5% to 40.5%.  Action:  Strengthen personalized outreach, such as home visits and one-on-one contact, especially during key feedback windows.  Implement the Parent Task Force to give families structured involvement in decision-making.  Leverage the Family Success Coordinator to connect with underrepresented families and improve survey response rates.  5. Communication and Transparency Need Identified: Stakeholders requested more transparent and timely communication.  Action:  Increase use of ParentSquare, school website, and in-person forums like Coffee with Admin for two-way communication.  Share regular updates showing how feedback is used to inform decisions.  6. Academic Programs and Enrichment Need Identified: Student and family feedback called for more rigor and enrichment opportunities (e.g., AP, SAT prep, arts, dual enrollment).  Action:  Continue investing in dual enrollment opportunities (20 college courses offered via LA Harbor College in 2024–25).  Expand academic enrichment, college readiness, and extracurricular programs."|Met||2025-06-26|2025
19101990115212|Magnolia Science Academy 2|6|Student Satisfaction increased by 9 percentage points, from 65% to 74%, reflecting a positive trend. This nearly meets the target of =75% and suggests that recent improvements in student engagement, classroom environment, or support services are resonating well with the student body. We also saw student average approval rose by 5 percentage points from 57% to 62%, showing progress in student perceptions of school climate, though still below the target of =65%. Gains in Belonging (+7 pts) and Discipline (+5 pts) suggest positive student experiences in relationship-building and behavior expectations. The most favorably rated student-rated topic was Student sense of Safety (67%; up 2%), which reflects the effectiveness of campus safety measures and likely include physical safety, staff supervision, and emergency procedures.  Student sense of belonging (53%) and discipline fairness (57%) remain low and in the bottom percentiles when compared to the CORE Districts dataset. This may indicate uneven application of rules or a need for more inclusive practices and student support services.  Equity gaps may exist, particularly in student subgroups (e.g., English Learners, Students with Disabilities, or students identifying as BIPOC), though not specified here. Further disaggregation of data is needed to ensure these voices are heard and supported. To address these needs, we will need to further refine our PBIS lens and lean into professional development on trauma-informed practices and equity. We are also actively strengthening our MTSS and advisory systems to build cohesion and connection for all students.  Student Satisfaction Growth could be due to stronger classroom support, increased extracurricular offerings, or efforts to make the school environment more welcoming and inclusive. A possible quote from a student free-response might be:  “I feel more supported this year and like the new after-school programs that help me with homework.”'  For Students, one potential action step would be to continue and expand initiatives that foster student voice, engagement, and support. Consider conducting small focus groups to learn what contributed to the satisfaction increase.|"Our analysis of local data from the recent climate surveys has provided valuable insights into both our strengths and areas requiring improvement. Over the past year, we have seen significant successes and progress in our survey approval rates, reflecting our commitment to continuous improvement and responsiveness to stakeholder feedback. Our growth this year was positive, but there were some areas of growth (as identified above).  One of our key strengths is the consistently high approval rates from family surveys, which reached an impressive 93% in Spring 2025. This indicates strong engagement and satisfaction among our families, highlighting the trust and support they have in our educational programs and initiatives. We are proud of the positive relationships we have built with our families and their confidence in our school community.  However, we acknowledged areas needing improvement, particularly with student and staff survey approval rates. In terms of our students, our prior student survey approval rates decreased by 13 percentage points since Spring 2023, identifying a need to enhance student engagement and feedback mechanisms to better address their needs and concerns; this school year, we actively sought to change this perception, resulting in an increase of 9% for overall satisfaction in Spring 2025. To ensure greater increases, students need to feel heard and valued moving forward.  Similarly, staff survey approval rates declined by 18 percentage points since Spring 2023, signaling a need for targeted efforts to boost staff morale, address concerns, and foster a positive work environment. In our past year's experience was leverage here, and we earned overall score of 59% approval, with notably peaks and valleys. Our personal zenith was in teacher connection to their personal job, whereas our valley was in clear expectations and fair enforcement. We will prioritize staff support, professional development opportunities, and improved communication channels to strengthen staff engagement and satisfaction. We are also seeking to streamline our practices and lead with more of a coaching model in the future. Transparency in admin actions will also help with clarity of expectations and fair enforcement.  Examining student approval rates more closely, safety was the highest-rated category, whereas the sense of belonging received the lowest ranking, with an average approval rate of 53%. The sense of belonging was particularly low among 7th and 8th graders, with a significant decrease in the approval of the statement, ""I am happy to be at this school."" This decline correlates with overall school connectedness. One contributing factor is our school's status as a school of choice, where parents often have more influence over enrollment decisions, potentially leaving students feeling less empowered in their school selection."|"To address the areas of need identified through our analysis of local data and key learnings, we are implementing several changes to our existing plans, policies, and procedures to ensure continuous improvement and foster a more supportive and engaging school environment.  Enhancing School Culture and Facilities  Recognizing the importance of school culture and the physical environment, we are developing a designated assembly area to host events like PBIS celebrations and grade-level recognitions. This dedicated space will provide a consistent venue for important gatherings and help strengthen our school community. Additionally, we are enhancing the shading in our lunch area to create a more inviting and comfortable space for students to enjoy their meals and breaks. We have also started the transformation of our garden area with the installation of our school's garden (in partnership with Clean LA).  Boosting Student Engagement and PBIS  We are committed to increasing student engagement by closely collaborating with the student council to organize a variety of events during and after school hours. This partnership ensures that student interests and voices are at the forefront of our activities. To further motivate and reward our students, we are enhancing the PBIS reward system and RAD shop offerings by incorporating items that directly align with student interests, based on their feedback.  Promoting School Spirit and Uniform Options  In our efforts to promote school spirit and provide more choices for students, we are expanding our uniform options with varying materials and styles. This will ensure that students feel comfortable and confident in their attire. Additionally, we are partnering with a vendor to offer branded merchandise, such as Mustang hats, sweaters, and backpacks, to foster a sense of unity and pride among students. We are also actively promoting school unity and pride through the use of the ""house system"" being implemented.  Educational Programs and Workshops  Understanding the importance of a well-rounded education, we are introducing programs, workshops, and assemblies that focus on crucial topics such as bullying prevention, cultural awareness, and drug prevention. These initiatives aim to enhance student awareness, safety, and overall well-being.  Strengthening Staff and Community Engagement  To facilitate better collaboration and engagement among staff, students, and the community, we are establishing a dedicated space that will serve as a staff and community hub. This space will support various activities and promote a stronger sense of community. We are also incorporating more team-building activities to foster collaboration and a sense of belonging among students and staff.  Improving Communication and Schedules  Effective communication is vital for a thriving school environment. Therefore, we are evaluating and refining our communication protocols to ensure clear and accessible communication between ed. partners."|Met||2025-06-26|2025
19101990121772|Environmental Charter Middle - Gardena|6|In our 2025 climate survey, we saw a slight increase in feelings of school connectedness. 57% of students reported a high level of school connectedness, compared to 56% in 2024. The strongest indicator in the series of questions that measure connectedness was: I feel safe in my school, an 7% increase school wide, this includes an 11% increase for our Black/AA students. Our greatest area of need within those questions was: I feel close to people at this school. This indicator had a 7% decrease but remains above 60% school wide and at 51% for our Black/AA students. We see advisory having an impact on peer to peer relationships but that is not translating to students feeling like they are part of the school.|Areas of strength include students reporting an increased feeling of being close to people at this school, an increase in being happy to be at this school and an increase in teachers treating students fairly at this school.  The area of focus for growth is the CHKS indicator in which we scored the lowest when asked whether a student agreed with the statement “I feel close to people at this school.”|We are committed to fostering a more inclusive school environment where our Black/African American students, who have reported less connection to the school, feel a stronger sense of belonging. To do this, we will track a subset of climate questions on a regular basis and build in time for students, teachers, and parents to analyze the data results and provide feedback.|Met||2025-06-23|2025
19101990127498|Environmental Charter Middle - Inglewood|6|The California Healthy Kids Survey is administered yearly and analyzed by school personnel for the purpose of planning and staffing programs in response to key data. In our 2025 student climate survey, 75% of students reported that there are adults in school who really care about them, notice when they are absent, and listen to them when they have something to say, which is an increase from last year (69%). School connectedness has also risen slightly, with 62% of students reporting a high level of connectedness to the school.  Although the campus is completely secured during the school day with only one point of ingress/egress, we have eight cameras actively monitoring the campus, monthly emergency drills, and yearly active shooter training to ensure all adults understand processes and roles, only 73% of students feel safe or very safe at school.  We pay particular attention to bullying or the perception of bullying because middle school is a time when students experience several transitions and during this difficult time bullying increases. As a result of these efforts, bullying continues to decline, with 6% of students reporting having experienced bullying or harassment, compared with 9% last year.|Areas of strength include students reporting an increased feeling of being close to people at this school, an increase in being happy to be at this school and an increase in teachers treating students fairly at this school.  The area of focus for growth is the CHKS indicator in which we scored the lowest when asked whether a student agreed with the statement “I feel like I am a part of this school.” There is a need for student voice and leadership to be elevated more intentionally.|We are committed to fostering a more inclusive school environment where our Black/African American students, who have reported less connection to the school, feel a stronger sense of belonging. To do this, we will track a subset of climate questions on a regular basis and build in time for students, teachers, and parents to analyze the data results and provide feedback.|Met||2025-06-23|2025
19101990128025|Lashon Academy|6|Lashon Academy recently administered a school safety and climate survey to assess student perceptions and experiences related to school connectedness, safety, and overall climate. The survey achieved a strong completion rate of over 92%, representing a wide range of students across grade levels and demographic groups, including students with disabilities (SPED), English Learners (EL), and students from various racial and ethnic backgrounds. Key findings from the survey include that 88% of all students reported feeling valued as members of the school community. When disaggregated by student group, 89% of SPED students and 86% of EL students affirmed this same sense of belonging. Additionally, 84% of SPED students, 82% of EL students, 81% of Hispanic students, and 85% of white students expressed enthusiasm for their teachers indicating a strong sense of teacher-student connection across groups. While overall results were positive, the survey also highlighted areas for continued attention. Eleven percent of students, primarily in grades 5 through 8, shared concerns about challenges related to social media, signaling a need for targeted digital citizenship education and social-emotional support in upper grades. Extracurricular activities such as dance and theatre were consistently ranked as one of the most enjoyable parts of students’ day, highlighting the importance of enrichment opportunities in fostering a positive school climate. Nearly all students reported feeling comfortable approaching staff with personal concerns and felt that the school’s behavior systems clearly communicated expectations and supported a safe learning environment. One notable shift this year was student perception of academic rigor, with many reporting that the workload has become more challenging—a point that suggests rising academic expectations and a need to ensure appropriate scaffolding and support. Overall, the survey results reflect a positive and inclusive school climate, with strong relationships between students and staff, while also pointing to areas such as upper-grade digital challenges and academic support that will inform future climate and instructional planning.|Analysis of Lashon Academy’s recent school climate and safety survey revealed several key learnings that help inform our understanding of student experiences, strengths, and areas of need. A clear area of strength across all student groups is the sense of connection to school staff. High percentages of students, including 89% of SPED students and 86% of EL students reported feeling valued members of the school community, and over 80% across all major student groups expressed enthusiasm for their teachers. This highlights the strength of our staff-student relationships and the supportive, inclusive culture fostered at our school. Another strength identified is the impact of extracurricular programming. Students consistently cited dance, theatre, and other enrichment activities as a major highlight of their day, reinforcing the importance of offering diverse, engaging opportunities beyond academics to promote student joy and belonging. The data also identified specific needs. One emerging concern came from students in grades 5–8, 11% of whom reported challenges related to social media use. This points to the need for expanded digital literacy education, targeted SEL (social-emotional learning) supports, and safe online behavior programming, particularly for middle-grade students navigating more complex social dynamics. Additionally, students indicated that academic workload has increased and feels more demanding this year. While this may reflect raised expectations and more rigorous instruction, it also signals the need to ensure that appropriate scaffolds and support are in place especially for ELs and SPED students to maintain engagement and prevent frustration. These insights will guide our next steps as we continue to strengthen school climate, promote well-being, and ensure all students are supported academically and emotionally.|Based on the analysis of local climate survey data and the key learnings identified, Lashon Academy has identified several areas for targeted improvement and will make the following changes to existing plans and practices to support continuous improvement: Digital Citizenship and Social Media Awareness:In response to the concerns raised by students in grades 5–8 regarding social media challenges, we are integrating a digital citizenship component into our social-emotional learning (SEL) curriculum. This will include lessons on responsible social media use, managing online conflict, and maintaining digital well-being. We are also exploring parent education workshops to extend support and awareness beyond the classroom. Academic Workload Monitoring and Support:Given student feedback about increased academic rigor, we will conduct grade-level instructional reviews to ensure appropriate scaffolding, especially for SPED and EL students. We will also expand access to academic supports, including targeted intervention blocks, homework help sessions, and after-school tutoring, to better meet the diverse needs of learners and ensure that rigor is matched with adequate support. Student Voice Integration:To strengthen student involvement in school decision-making, we plan to establish student advisory groups across grade spans that will meet regularly with school leadership. These groups will provide a platform for student feedback on workload, school culture, and programs, ensuring students feel heard and valued in shaping their educational experience. Continued Investment in Enrichment:Given the strong positive feedback about extracurricular activities, we will maintain and explore expansion of enrichment offerings such as dance, theater, and creative arts. These programs contribute significantly to school climate, student motivation, and emotional well-being. These changes reflect Lashon Academy’s commitment to responsive leadership, equity, and whole-child development. Ongoing review of survey data and stakeholder input will guide the refinement and progress monitoring of these actions throughout the year.|Met||2025-06-18|2025
19101990134346|Intellectual Virtues Academy|6|Survey Data on Sense of Safety (% agreeing): Students: 85% Parents: 98% Staff: 100% Survey Data on Sense of Connectedness (% agreeing): Students: 92% Parents: 98% Staff: 100% Survey Data on Overall Satisfaction with IVA High (% agreeing): Students: 87% Parents: 100% Staff: 100%|School climate is an area of strength for IVA High. Student, staff, and parent surveys continue to show year after year a strong sense of safety and connectedness, including an overall satisfaction with the learning and climate of IVA High.|None needed with respect to this priority.|Met||2025-06-04|2025
19101990135368|Alma Fuerte Public|6|Alma Fuerte conducted a comprehensive climate survey to gain insights into students' perceptions of school safety and connectedness. The survey aimed to capture students' feelings of safety and care within the school environment, as well as their opinions on the teachers, staff, and administration. This survey was conducted in alignment with the California Healthy Kids Survey, which focuses on various aspects of students' well-being. To ensure maximum participation, the administration actively promoted the survey and emphasized the importance of students' voices. Confidentiality was assured to create a safe and open environment for students to share their thoughts. Efforts were made to accommodate students with diverse backgrounds and abilities, ensuring that everyone had an equal opportunity to participate. Upon completion of the survey, the administration diligently analyzed the data to identify any significant trends or patterns. The results of the survey were overwhelmingly positive, with the majority of students reporting feeling safe and cared for within their school. Students expressed deep appreciation for their teachers, staff, and administration, recognizing their unwavering support and belief in their success. The administration's commitment to student well-being and success fostered an overall sense of connectedness and trust within the school community. Regarding bullying, the survey revealed that incidents were relatively rare, indicating that students felt secure from physical harm. Students expressed satisfaction with the measures in place to prevent bullying and maintain a supportive environment. However, the survey also highlighted areas for improvement. Some students expressed a desire for expanded learning opportunities, such as more sports options and engaging field trips. Additionally, some students wanted more challenging academics to further enhance their educational experience. These findings have reinforced the administration's belief in the importance of fostering a safe, caring, and intellectually stimulating school climate. The positive relationships between students and teachers, staff, and administration are highly valued. The administration appreciates the trust students have placed in them and is dedicated to addressing their feedback and suggestions. By incorporating the results of the survey, the administration aims to continuously improve and provide an enriching educational experience for all students.|Through the analysis of the survey data, several key learnings have emerged, especially with the impact of the 2025 Eaton Fire, highlighting both the needs and areas of strength within Alma Fuerte's school climate. The data was also disaggregated by student group, allowing for a more comprehensive understanding of the specific needs and strengths of different student populations. Alma Fuerte is incredibly proud of the high level of support and feeling of security that overall students from all student groups expressed. 1. Overall Perception of Safety and Care: - The majority of students, across all student groups, reported feeling safe and cared for within the school environment. This indicates a strong sense of physical and emotional security among the student body. 2. Positive Relationships and Support: - Students from various student groups expressed deep appreciation for their teachers, staff, and administration. They recognized the unwavering support and belief in their success, indicating strong positive relationships between students and school staff. 3. Trust and Valuing Student Voices: - Students felt that their voices were not only heard but also valued by the administration. This demonstrates a culture of trust and inclusivity, where students feel empowered to share their thoughts and opinions. 4. Bullying Prevention and Supportive Environment: - The survey data revealed that incidents of bullying were relatively rare, indicating that students felt secure from physical harm. Students also expressed satisfaction with the measures in place to prevent bullying and maintain a supportive environment. 5. Areas for Improvement: - Some students, disaggregated by student group, expressed a desire for expanded learning opportunities. This includes more sports options and engaging field trips, indicating a need for additional extracurricular activities. - Additionally, some students, disaggregated by student group, sought more rigorous academics and greater challenges in their coursework. This highlights the need for curriculum enhancements to meet the academic needs of diverse student populations. By disaggregating the data by student group, the analysis also provided insights into the specific needs and strengths of different student populations within the school. This allows for targeted interventions and support to address any disparities and ensure an inclusive and equitable learning environment for all students. The analysis of the survey data has reinforced the administration's commitment to fostering a safe, caring, and intellectually stimulating school climate. It has highlighted the strengths of positive relationships, trust, and a supportive environment, while also identifying areas for improvement in terms of expanded learning opportunities and academic challenges. The administration will utilize these learnings to address student needs and continuously enhance the school experience for all students.|Based on the analysis of the survey data and the identified needs, Alma Fuerte has determined some changes to existing plans, policies, and procedures to address the areas of need. The following changes are considered necessary to enhance the school experience and ensure the fulfillment of student needs: 1. Rigor and Additional Enrichment for High-Achieving Students: - Alma Fuerte recognizes the need to provide more rigorous academic opportunities for high-achieving students. To address this, the school will introduce more opportunities for enrichment using scaffolding, differentiation and project based learning. These challenging offerings will meet the needs of high-performing students and provide them with opportunities for intellectual growth and enrichment. 2. Expansion of Middle School Sports: - The analysis of the survey data revealed a desire for more sports options among students, particularly in the middle school level. To address this need, Alma Fuerte will expand the range of sports offered in the middle school sports program. This may include introducing new sports such as soccer, basketball, volleyball, and track and field. By diversifying the sports options, the school aims to provide a wider range of athletic opportunities for students and promote physical fitness and team spirit. 3. Professional Development for Teachers: - To ensure the successful implementation of the changes mentioned above, Alma Fuerte will provide professional development opportunities for teachers. These sessions will focus on strategies for differentiating instruction, designing challenging curriculum, and creating inclusive learning environments. By equipping teachers with the necessary skills and knowledge, the school aims to better meet the academic needs of all students and provide an engaging and supportive learning experience. 4. Collaboration with Community Organizations through our Entrepreneurial and Community School focus: - Alma Fuerte recognizes the importance of partnerships with community organizations to enhance extracurricular opportunities for students. The school will seek collaborations with local sports clubs, art centers, and other organizations to provide additional enrichment activities outside of the regular curriculum. These partnerships will enable students to explore their interests and talents beyond the classroom, fostering holistic development and a well rounded educational experience. Alma Fuerte will utilize the Metro Bus passes and buses in partnership with local business to expand these opportunities in the community.. 5. Ongoing Data Analysis and Continuous Improvement: - Alma Fuerte understands the importance of ongoing data analysis to monitor the effectiveness of the implemented changes and identify any areas that require further attention. The school will establish a system of regular data collection and analysis to assess the impact of the changes on student outcomes and satisfaction.|Met|Our school community was challenged by the 2025 Eaton Fire.  During this tragedy and unprecedented circumstance, our school community came together for support and strength.  We pride ourselves on an open door policy where parents and all stakeholders hav|2025-06-23|2025
19101990135582|Westbrook Academy|6|Based on 23-24 data as 24-25 Surveys are not closed yet.  1. School Safety: Perceptions of student physical and psychological safety at school.  a. Overall there was a 10% increase from 49% to 59% in students perceiving the school to be safer compared to 2022-23.  b. However, our ELs (49%) and Sped Students (51%) are responding below our school average  2. School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school.  a. We saw a 7% decrease from 53% to 42% in students perceiving the connections with teachers positively compared to 2022-23  b. Our ELs (38%) and Sped Students (44%) are responding below our school average  3. School Climate: Perceptions of the overall social and learning climate of the school.  a. We saw a 4% decrease from 45% to 41% in students perceiving the overall social and learning climate of the school positively compared to 2022-23 4. School Belonging: How much students feel that they are valued members of the school community.  a. We saw a 9% decrease from 39% to 30% in students perceiving the connections with teachers positively compared to 2022-23  b. Of our subgroups both ELs (32%) and Sped (35%) students had slightly higher positive response  5. School Engagement: How attentive and invested students are in school.  a. We saw a 1% decrease from 27% to 26% in students perceiving the connections with teachers positively compared to 2022-23  b. Of our subgroups both ELs (28%) and Sped (29%) students had slightly higher positive response|growth is school safety, with a 10% increase in students perceiving school as safe (from 49% to 59%). However, English Learners (49%) and Students with Disabilities (51%) continue to feel less safe than their peers, indicating a need for targeted support. Areas of concern include a decline in: ? Teacher-student relationships (down 7% overall, with ELs at 38% and SWD at 44%) ? School climate (down 4%) ? School belonging (down 9%, with ELs and SWD slightly above average but still low overall) ? Student engagement (down 1%, with ELs and SWD slightly above the average but still under 30%) These findings highlight a clear need to strengthen teacher-student connections, foster inclusive school culture, and ensure psychological safety and belonging—especially for EL and SPED students. The increase in safety perception is a positive sign, but deeper work is needed to improve relationships, engagement, and overall climate.|Findings reported: In response to the data and key learnings, the LEA will implement several targeted changes to improve student experience and outcomes: 1. Strengthening Teacher-Student Relationships: ? Launch professional development focused on building positive relationships, trauma-informed practices, and culturally responsive teaching. ? Implement regular student feedback loops to help staff adjust practices in real time.  2. Improving School Belonging and Climate: ? Reintroduce and expand advisory/homeroom periods with structured SEL and community-building activities. ? Increase student voice through focus groups, student-led initiatives, and inclusive leadership opportunities, particularly for EL and SWD students.  3. Enhancing School Safety Perception: ? Add campus safety walkthroughs and student safety audits to identify blind spots. ? Increase adult visibility during key times (arrival, lunch, dismissal) and provide conflict resolution training for staff.  4. Engaging Subgroups More Intentionally: ? Establish affinity groups and targeted supports for EL and SWD students to increase their sense of safety, connection, and belonging. ? Ensure parent engagement efforts for these groups include language-accessible resources and more regular communication about student experience and progress. These revisions will be incorporated into the 2024–25 LCAP and monitored|Met||2025-06-12|2025
19101990136119|Animo City of Champions Charter High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19101990137166|Soleil Academy Charter|6|Soleil Academy utilized the Kickboard survey to measure school climate data. We surveyed a total of 175 students in grades third through fifth. Of the 164 students, at least 84% of English Learners, Students with Disabilities, and socioeconomically disadvantaged students felt a sense of connectedness.  Moreover, 80% of those subgroups felt safe at Soleil Academy. Overall safety and connectedness were the strongest indicators of our climate overall.|Soleil Academy surveyed what scholars enjoy the most about our school, what they wish we had, and what they want in the future. The key learnings identified overall strengths and areas of improvement in the responses. Strengths include being able to engage in fun activities, opportunities to be part of leadership groups such as ASB (associated student body), additional use of technology/computers, strong rapport with teachers, kind staff members, the focus on celebrating different cultures, and the overall feeling of calmness and safety on site.  Some areas they wish were better include more outdoor recess time, more games/activities that scholars enjoy, more enrichment time, better tasting food, more school-wide incentives, and they requested no uniforms. Their long-term vision included more time outdoors.|After receiving their input, Soleil Academy decided to explore schedule options to increase outdoor time for students. We were able to keep recess the same but also added an enrichment class two times a week for physical education for students to enjoy more time outside.  In addition, Soleil included students in the selection of food vendor selection. If there are any changes to the food vendor, Soleil Academy plans to include more scholars from the upper grades to ensure it meets the needs of more scholars. Lastly, we are unable to omit uniforms as that is how we differentiate scholars from Soleil Academy to our host sites on the Prop 39 shared spaces.|Met||2025-06-28|2025
19101990137679|Magnolia Science Academy 5|6|Magnolia Science Academy-5 administered the Panorama CORE Districts climate survey in Spring 2025, gathering feedback from students, families, and staff on key indicators: Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Safety, and Sense of Belonging. Survey participation was robust:  Students: 99.5%  Families: 74.6%  Staff: 93.8%  Student Survey Results:  Climate of Support for Academic Learning: 74% favorable (40th–59th percentile)  Safety: 66% favorable (40th–59th percentile)  Discipline, Rules, and Norms: 62% favorable (40th–59th percentile)  Sense of Belonging: 53% favorable (20th–39th percentile)  Family Survey Results:  Climate of Support: 97% favorable (80th–99th percentile)  Safety: 90% favorable (40th–59th percentile)  Discipline, Rules, and Norms: 96% favorable  Sense of Belonging: 97% favorable  Staff Survey Results:  Climate of Support: 75% favorable  Safety: 70% favorable  Discipline, Rules, and Norms: 70% favorable  Sense of Belonging: 51% favorable  Average approval among students rose slightly compared to 2024, yet Sense of Belonging remained the lowest-rated domain. For families, while satisfaction remained high, safety concerns—especially about the neighborhood environment—persisted. Staff saw sharp declines across all categories, particularly in Sense of Belonging, which dropped 18 percentage points|Key Strengths:  Students reported steady progress in most categories, with notable growth in perceptions of fairness in discipline (+4 points).  Families consistently rated the school highly across all categories, particularly in feeling respected and involved (97%+ favorable ratings), reinforcing strong family-school partnerships.  Staff, despite overall dissatisfaction, continued to show high commitment to instructional excellence, reflected in the 75% favorable rating for academic support.  Key Needs:  Students’ Sense of Belonging (53%) and Safety (66%) were identified as ongoing concerns. This highlights the need for more inclusive programming and stronger relationship-building efforts across campus.  Staff morale and connection represent significant challenges. A 19-point decline in overall approval and a drop in Sense of Belonging from 69% to 51% suggest issues with communication, workload, and workplace culture.  Disaggregated Data Gaps: Although CORE survey tools offer subgroup comparison capabilities, further analysis is needed to determine whether English Learners, students with disabilities, or racially marginalized students experience disproportionate challenges in safety or belonging|In response to survey findings, MSA-5 is implementing a multi-tiered action plan to address school climate priorities:  For Students: Improving Belonging: Launch of student-led affinity groups, peer mentoring, and regular community-building events.  Enhancing Safety: Increased adult supervision, refined safety protocols, and incorporation of Social-Emotional Learning (SEL) into classroom routines to build empathy and reduce conflict.  Transparent Discipline: Continued training on restorative practices, consistency in applying behavior policies, and student forums to ensure transparency and feedback.  Equity Monitoring: Disaggregation of student survey data by subgroup to identify gaps; implementation of culturally responsive teaching and tailored support for at-risk populations.  For Families: Community Safety Partnerships: Collaborations with local law enforcement to improve perimeter safety, especially during drop-off and pick-up.  Ongoing Dialogue: Use of PAC, ELAC, and the CA Engagement Initiative to elevate family voices.  Responsive Practices: Communication improvements through multilingual outreach and family-focused forums to maintain trust and transparency.  For Staff: Staff Wellness: Wellness and recognition initiatives to address burnout and boost morale.  Collaborative Culture: More time for PLCs and professional collaboration; team-building events to rebuild cohesion.  Transparent Communication: Weekly updates and role clarifications; reintroduction of staff roundtables to share concerns and ideas in a solution-focused space.  Behavior Systems Support: Refinement of discipline frameworks to ensure fairness and provide professional development on equity in classroom management.  MSA-5 will monitor the implementation of these strategies through pulse surveys, ongoing data reviews, and leadership team evaluations to ensure continued improvement in school climate|Met||2025-06-26|2025
19101990138669|Da Vinci RISE High|6|School culture survey indicators on the Spring 2024 CORE Student Survey at Da Vinci RISE remain strong with positive survey responses in all areas near or above 90%. 96% of students replied positively (ratings of Strongly Agree, Agree, or Neutral) that they feel like they are a part of the school. Similarly, 93% of students responded that they are happy to be at this school, and 92% of students reported that they feel close to people at the school. Staff at the school are also perceived highly by students with 96% of Da Vinci RISE students reporting (Strongly Agree, Agree, or Neutral) that adults at the school encourage them to work hard so they can be successful in college or at the job they choose, and 96% of students also reported that teachers go out of their way to help students. Nearly all Da Vinci RISE students consistently report feeling safe on campus (Strongly Agree, Agree, or Neutral), with 96% of students reporting feeling safe at school.   RISE students also have positive self-perceptions, with students responding 89.2% positively to questions on Self-Management, 92.9% positive to questions on Growth Mindset, 90.9% positive to questions on Self-Efficacy, and 91.9% positive on questions on Social Awareness. All of these responses rate at the highest level (Level 10) on the CA CORE SEL Student Survey Index scale.|While our overall survey results were strong, when we disaggregate our surveys by student groups and focus on only the most positive responses (top two responses of five instead of top 3), we begin to see some areas for improvement. On the 2023-24 Spring RISE Student Survey, only 54% of unduplicated (socioeconomically disadvantaged, foster, homeless, or English Learner) RISE students Strongly Agreed or Agreed that they felt close to people on campus, and students who were not in unduplicated groups reported feeling more connected at 60%. Similarly, unduplicated students were less likely to report getting along with students who are different than them, with 50% of unduplicated students responding positively and 60% on non-unduplicated students responding positively to the same question.|Da Vinci RISE will continue to support all students, but especially those in historically marginalized or unduplicated student groups to ensure that all students feel connected to our school. As part of our LCAP, we outline multiple actions targeted towards improving outcomes for students, including extensive professional development for staff, targeted curriculum, interventions and supports, access to technology and transportation, as well as behavioral supports, counseling, and access to partner organizations and services outside of the school.  RISE meets students where they are through a hybrid independent study schedule with independent, 1:1 and small group learning opportunities, academic and SEL goals, credit maps that backward plan from their intended graduation date, instructional materials, and by providing the necessary information for students to access their learning, instructors, and support staff. RISE is designed to support students with asynchronous and in-person learning to ensure they can continue their education regardless of transiency or inconsistencies in their lives outside of RISE. RISE teachers use mastery-based grading to ensure that students work towards concrete, measurable outcomes in each course and to give students multiple opportunities for learning and mastery. All RISE staff are trained in trauma-responsive practices, non-violent crisis intervention and restorative justice to support students in their socio-emotional growth and to create a safe environment in which they learn and thrive holistically. In addition to our own in-house Mental Health Team, we work closely with community partners and organizations to provide wraparound services for our students, including, but not limited to, the following: mentorship, career readiness, job training, internship and job opportunities, counseling, process groups, vision and medical, legal support, transportation, meals, and access to a variety of extracurricular opportunities, including sports and arts.|Met||2025-06-24|2025
19101990139170|Lashon Academy City|6|Lashon Academy City recently administered a school safety and climate survey to assess student perceptions and experiences related to school connectedness, safety, and overall climate. The survey achieved a strong completion rate of over 98%, representing a wide range of students across grade levels and demographic groups, including students with disabilities (SPED), English Learners (EL), and students from various racial and ethnic backgrounds. Key findings from the survey include that 91% of all students reported feeling valued as members of the school community. When disaggregated by student group, 100% of SPED students and 87% of EL students affirmed this same sense of belonging. Additionally, 100% of SPED students, 88% of EL students, 89% of Hispanic students, and 86% of black students expressed enthusiasm for their teachers indicating a strong sense of teacher-student connection across groups. While overall results were positive, the survey also highlighted areas for continued attention. Eight percent of students, primarily in grades 5 through 6, shared concerns about challenges related to social media, signaling a need for targeted digital citizenship education and social-emotional support in upper grades. Extracurricular activities such as dance and student council were consistently ranked as one of the most enjoyable parts of students’ day, highlighting the importance of enrichment opportunities in fostering a positive school climate. Nearly all students reported feeling comfortable approaching staff with personal concerns and felt that the school’s behavior systems clearly communicated expectations and supported a safe learning environment. Overall, the survey results reflect a positive and inclusive school climate, with strong relationships between students and staff, while also pointing to areas such as upper-grade digital challenges that will inform future climate and instructional planning.|Analysis of Lashon Academy City's recent school climate and safety survey revealed several key learnings that help inform our understanding of student experiences, strengths, and areas of need. A clear area of strength across all student groups is the sense of connection to school staff. High percentages of students reported feeling valued members of the school community, and expressed enthusiasm for their teachers. This highlights the strength of our staff-student relationships and the supportive, inclusive culture fostered at our school. Another strength identified is the impact of extracurricular programming. Students consistently cited dance and other enrichment activities as a major highlight of their day, reinforcing the importance of offering diverse, engaging opportunities beyond academics to promote student joy and belonging. The data also identified specific needs. One emerging concern came from students in grades 5–6 reported challenges related to social media use. This points to the need for expanded digital literacy education, targeted SEL (social-emotional learning) supports, and safe online behavior programming, particularly for middle-grade students navigating more complex social dynamics. These insights will guide our next steps as we continue to strengthen school climate, promote well-being, and ensure all students are supported academically and emotionally.|Based on the analysis of local climate survey data and the key learnings identified, Lashon Academy City has identified several areas for targeted improvement and will make the following changes to existing plans and practices to support continuous improvement: Digital Citizenship and Social Media Awareness:In response to the concerns raised by students in grades 5–6 regarding social media challenges, we are integrating a digital citizenship component into our social-emotional learning (SEL) curriculum. This will include lessons on responsible social media use, managing online conflict, and maintaining digital well-being. We are also exploring parent education workshops to extend support and awareness beyond the classroom. Continued Investment in Enrichment:Given the strong positive feedback about extracurricular activities, we will maintain and explore expansion of enrichment offerings such as dance, creative arts and student council. These programs contribute significantly to school climate, student motivation, and emotional well-being. These changes reflect Lashon Academy City's commitment to responsive leadership, equity, and whole-child development. Ongoing review of survey data and stakeholder input will guide the refinement and progress monitoring of these actions throughout the year.|Met||2025-06-18|2025
19101990140681|Environmental Charter High - Gardena|6|Our student responses on annual climate surveys indicate that school connectedness has risen - 60% reported a high level of connectedness this year compared to 55% last year.  The climate survey results also indicate that perceptions of school safety have risen (74% this year vs. 69% in 2024). Tobacco, alcohol, and drug use has fallen by about 3%, with approximately 99% of students reporting no use in the past year.|The increase in the perception of safety is largely due actions by the administrative team such as:   Monitoring discipline log entries for responsive intervention prior to escalation to referrals. Hiring a restorative practices campus supervisor to support with tier 1 interventions  Reviewing the current RA process and streamlining support for students involved Providing training for counselors and admin in restorative practices Monitoring classroom conditions to ensure equitable treatment of all students through admin walkthroughs aligned with our best practices rubric. Offering training to parents on restorative practices that can be used at home  Additionally, we seek to develop our student culture to promote more student to student accountability and mentorship through the implementation of LinkCrew. We are hoping to develop leaders within the student body that can disseminate what an ECS student looks and acts like.|Our student responses on annual climate surveys indicate that school connectedness has risen - 60% reported a high level of connectedness this year compared to 55% last year.  The climate survey results also indicate that perceptions of school safety have also risen (74% this year vs. 69% in 2024). Tobacco, alcohol, and drug use has fallen by about 3%, with approximately 99% of students reporting no use in the past year.  ECHSG is actively working to further increase connectedness amongst the student body, and in safety perceptions.   ECHSG has implemented and will continue:   Calibrating staff advisory expectations and providing advisory support Providing digital access to ECHS’ Incident Form for students to report the unfair treatment of others, problematic behavior observed, or other unsafe situations.  Distributing a student bulletin with announcements, updates, and useful links Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for 12th graders as they navigate the college application process and work towards graduation.  Sending key staff to comprehensive Restorative Practices training to increase expertise Ongoing professional development on tiered restorative practices, practical application of restorative practices, and talking circles. Regular workshops and communication with families to provide information on what restorative practices look like at ECHS and what they can expect for their students. Training of supervisory staff to effectively address safety concerns Purchase of vape detectors and implementation of protocol to address incidents in a timely manner|Met||2025-06-23|2025
19101990140798|Bridges Preparatory Academy|6|BPA administered the California healthy kid survey to 143 students and 100% of them took the survey. The population of students who completed the survey include 51 sixth graders, 58 seventh graders and 28 eighth graders. Students were given the opportunity to answer questions on school engagement and academic supports, school safety including cyberbullying, substance use and social emotional health. Responses were recorded based on the grade level the students identified. Based on the survey results, our school connectedness across all grades is 60% for the 2024-2025 school year, with a sense of school safety at 67%. The overall California Student Wellness Index records show a score of 101.2 for students in the sixth grade, 104.8 for seventh grade and 98.9 for eighth grade.|Students have been given the opportunity to learn and flourish in a safe environment. With the support of the teachers and instructional aides, students are provided an education that meets the standards for grade level instruction and the individual supports identified for each student. Based on the results of our California Healthy Kids Survey, students may benefit from continuing to build their social emotional intelligence with a focus on intrinsic motivation.|Bridges Preparatory Academy will continue to expand the social emotional program by introducing new partnerships that will benefit both the students and staff. The school will continue its program with the Los Angeles Institute for Right Brain Practices to promote restorative practices for students and their parents.|Met||2025-06-16|2025
19101990140962|The SEED School of Los Angeles County|6|SEED LA surveys students using multiple tools throughout the year, but uses the Youth and Program Strengths Survey (YAPSS) as its local climate survey for LCAP metric purposes and local indicators. 90.67% of students completed this survey in spring of 2025. The survey asks questions in 9 areas: Social Norms Safety Skill-Building Belonging Integration of Efforts Efficacy & Mattering Structure Relationships LA Metro SSM For the purposes of measuring school climate and in particular the student sense of safety and connectedness, SEED LA uses the following specific questions: Sense of Safety: “How often do you feel safe from someone hurting you physically?” Very Often: 14.9% Often: 24.6% Sometimes: 45.1% Rarely: 11.4% Never: 4% “How often do you feel safe expressing your thoughts, feelings, and experiences?” Very Often: 7.4% Often: 21.1% Sometimes: 53.1% Rarely: 10.3% Never: 8% Connectedness: “I feel like an important part of SEED.” Strongly Agree: 8% Agree: 25% Somewhat disagree/somewhat agree: 10.5% Disagree: 50% Strongly Disagree: 6.5%|For student safety, this year’s results are a slight decline, going from 36% answering “Often” or “Very Often” to 34%. For physical safety, a more detailed review of the results shows a very small change between answer categories, with the primary growth going to the “Sometimes” answer category. The number of students saying “Rarely” or “Never” declined from 18% to 15%, a positive trend. Similar movement was seen in the question about safety of expression; the “Sometimes” group expanded by 10%, while the “Rarely” and “Never” group declined by almost the same amount.  As an average, this year’s student connectedness results represent a slight increase from the previous year’s, with 32.5% agreeing or strongly agreeing compared to 25%. Closer analysis reveals a more complicated story, however. Last year, only 25% of students disagreed or strongly disagreed that they felt like an important part of SEED—Spring 2025 results showed that more than half of students now felt that way. Investments in student connection and relationship-building will be a significant area of investment in the coming year as SEED LA continues to engage student and examine the root causes of this growing sense of disconnection.  Throughout the survey, rates of positive response varied by grade level, with 11th graders showing the highest percentage of students with a score of good or excellent, followed by 10th grade students, followed by 9th grade students. This trend appears to be a positive indicator of the long-term effects of student climate and relationship-building efforts, while also providing further evidence of the need for strong 9th and 10th grade supports.|Ensuring a positive school climate for all scholars is essential to our educational program. SEED LA will continue to facilitate its Scope and Sequence that is grounded in our core values that drive our Advisory Program, SEED LA Weekly Celebration/Assemblies, and Morning Programming. Our school climate is supported by several programs for PBIS and will continue to implement the Tumaini DC and Wayfinder SEL Curriculum. SEED LA will continue to strengthen PBIS implementation and participate in LACOE’s PBIS Community of Practice (CoP). Our school will implement PBIS rewards and incentives for scholars exemplifying the school’s core values.  SEED LA will host afterschool and evening events to promote a positive school culture, school spirit, student engagement and safety, including further development of our athletics program through CIF.   Each week scholars will have the opportunity to participate in Clubs and Spark! Activities after school on Mondays. Each week on Wednesdays, Student Life Counselors will facilitate Social Emotional Learning (SEL) lessons for each House which include time for reflection and for community building circles. Additionally, scholars will participate in athletics throughout the week. SEED LA will host weekly Grizzly Ticket raffles to reinforce positive behavior. Each quarter 30 scholars are selected to participate in a Student Life field trip eligible to those who exude the SEED Core Values and demonstrate growth.  There are multiple mentoring opportunities throughout the month with Youth Mentoring Connection and the C.H.A.N.G.E.S program. Each Thursday evening scholars participate in community building activities with their House.  SEED LA will also build on its significant investment into school climate and student relationship-building programs with the following efforts:  Peer Mentorship Programs: Implement peer mentorship programs where older students mentor younger students, focusing on building and maintaining healthy relationships. SEED LA will partner with the Center for Collaborative Schools to facilitate Peer Group Connection, where 11th & 12th-grade students will mentor incoming freshmen to foster a strong collegial spirit at SEED LA. Community Building Activities: Increase the frequency of community-building activities, such as team-building exercises, group projects, and social events encouraging positive interactions. SEED LA’s focus on project-based learning experiences in the classroom and after-school programming will accomplish this. Mindfulness and Stress Management Workshops: Introduce regular mindfulness and stress management workshops for students to help them develop self-regulation techniques. Mindfulness is a component of the Advisory curriculum that will be extended to Morning Programming: 7:30-8:30 am. Goal-Setting Workshops: Conduct goal-setting workshops that help students develop personal and academic goals and action plans to achieve them. Our ABC (Attendance -Behavior—Course Completion) C|Met||2025-06-26|2025
19101996116883|Odyssey Charter|6|This year has been one of unprecedented challenges and resilience for the Odyssey community. The devastation caused by the Eaton Fire and the subsequent relocation across multiple campuses disrupted our routines, impacted families, and tested our community’s strength. Despite these hardships, our core commitment to relationship-building and inclusive family engagement served as a vital foundation to keep our school moving forward. The 2025 student survey was administered to students in grades 3rd and 5th with the aim of learning about their experiences in the classroom and on campus. Some important highlights of this survey include: ? 94% of students indicated feeling connected to the school ? 86% of our students indicated they are academically motivated and believe staff hold high expectations ? 94% of our students feel safe at school ? 98% of our students indicated their teacher treat them with respect These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students.|The results of the Spring 2025 surveys do not reveal a generalized theme for a focus area of improvement. Instead, the feedback from diverse constituents, grade levels, and staff categories highlights segmented areas for attention. Parents reported inconsistent approaches to communication and therefore we will continue to leverage our ParentSquare platform, students shared varying experiences in learning and classroom environments, and staff indicated a lack of feeling included in school decision making as an area for growth.|Based on the feedback from the Spring 2025 surveys, here are the improvements to be made: 1. Inconsistent Approaches to Communication (Parents) ? Continue leveraging the ParentSquare platform to enhance and standardize dit communication with parents.  2. Varying Experiences in Learning and Classroom Environments (Students) ? Implement strategies to ensure more consistent learning experiences across different classrooms and teachers.  3. Lack of Inclusion in School Decision Making (Staff) ? Develop and implement initiatives to involve staff more actively in school decision-making processes, ensuring their voices are heard and considered|Met||2025-06-24|2025
19101996119945|Magnolia Science Academy|6|The Spring 2025 local climate survey results provide a broad view of stakeholder experiences and perceptions related to school conditions and climate. The data, while showing some positive momentum, also reveal critical areas in need of attention—particularly regarding staff morale and sustaining strong family-school partnerships.  Student Climate Survey Data  Overall student satisfaction improved from 62% to 65%, a gain of 3 percentage points. While this indicates modest progress, the result remains below the district’s target benchmark of 75%. This upward trend may reflect efforts to strengthen student engagement through advisory programs, responsive support structures, and expanded extracurricular offerings. However, the continued gap highlights the need for deeper work to address belonging, safety, and student voice.  Currently, survey data disaggregated by student group is limited; however, the overall low rating in the *Sense of Belonging* category (39% favorable) and in *Knowledge and Fairness of Discipline, Rules, and Norms* (49% favorable) suggests that students from historically marginalized groups—such as English learners, students with disabilities, and students of color—may be experiencing school differently and potentially less positively. Additional disaggregated analysis is needed to identify and close equity gaps.  Family Climate Survey Data  Family satisfaction declined from 95% to 89%, a decrease of 6 percentage points. Although this score remains relatively high and close to the 95% target, the drop signals potential concerns related to school-home communication, changes in academic or safety policies, or unmet expectations. Notably, the *Perceptions of Safety* category dropped by 8 percentage points to 80%, falling into the 0th–19th percentile range. This highlights growing concern among families regarding the physical and emotional safety of students on campus.  Staff Climate Survey Data  Staff satisfaction experienced the most significant decline, falling from 77% to 48%—a 29-point drop, well below the target of 85%. This dramatic shift underscores increasing staff dissatisfaction, likely driven by a combination of factors, including workload challenges, lack of clarity in expectations, and diminished morale. Additional survey indicators reinforce this trend, with staff ratings in *Climate of Support for Academic Learning* (68%, down 19 points), *Sense of Belonging* (53%, down 16 points), and *Discipline and Norms* (42%, down 18 points) all experiencing double-digit declines. These results point to an urgent need for strategic actions to support, engage, and retain staff.|The analysis of the Spring 2025 stakeholder survey data surfaced several meaningful insights into both our strengths and areas in need of focused improvement. While we saw clear signs of progress in family engagement and early gains in student connectedness, there remain critical challenges in cultivating a positive climate for students and staff—particularly in the areas of belonging, discipline, and safety.  Key Learnings and Areas of Strength  1. Strengthening Relationships and Family Engagement One of the most significant successes lies in our continued high family satisfaction. Family survey results revealed strong favorability in *Climate of Support for Academic Learning* (95%) and *Sense of Belonging* (94%), placing us within the 60th–79th percentile range across CORE districts. These results reflect the success of our ongoing efforts to build trusting relationships with families through regular communication, inclusive practices, and academic transparency.  2. Early Gains in Student Connectedness and Safety While the overall student approval remains below target, we noted a 3-percentage-point increase in the *Sense of Belonging*—a modest yet meaningful improvement in a historically low-rated area (now at 39%). Similarly, the *Safety* category improved slightly (+1 point), indicating that our targeted interventions—such as peer mentoring, advisory programs, and inclusive schoolwide practices—are beginning to shift the student experience positively.  3. A Foundation in Academic Support for Staff Despite an overall decline in staff survey results, the highest-rated area among staff remains *Climate of Support for Academic Learning* (68%). This suggests that, even amid morale challenges, staff recognize ongoing efforts to prioritize student achievement and instructional quality. This foundation provides an important anchor as we work to rebuild broader staff trust and engagement.  Identified Needs and Areas for Growth  1. Student Belonging Remains Critically Low The *Sense of Belonging* among students, while showing slight improvement, remains the lowest-rated metric at 39% favorable—placing it in the 0th–19th percentile. This underscores a significant portion of students who feel disconnected from the school community and highlights the urgent need to create more inclusive, affirming spaces.  2. Perceptions of Discipline and Fairness Across Stakeholders Approval rates for *Knowledge and Fairness of Discipline, Rules, and Norms* were low among both students (49%) and staff (42%). These stagnating or declining results suggest that our current discipline systems may lack transparency, consistency, or cultural responsiveness. This is likely contributing to perceptions of inequity and dissatisfaction.  3. Declines in Staff Morale and Support Staff reported substantial declines in *Sense of Belonging* (53%, down 16 points), *Discipline and Norms* (42%, down 18 points), and even *Climate of Support for Academic Learning* (68%, down 19 points). Thes|Through this data review, we have deepened our understanding of where our school community feels affirmed and supported, and where systemic gaps remain. Our next steps are guided by these learnings: to preserve the trust and connection with families, expand efforts to support student belonging, redesign our approach to discipline, and urgently re-invest in staff morale and leadership. Only through continued reflection, disaggregated analysis, and stakeholder voice can we ensure a more equitable and supportive environment for every member of our school community.|Met||2025-06-26|2025
19642120000000|ABC Unified|6|The 2024-2025 California Healthy Kid Survey results indicated the following regarding the percentage of students who felt safe at school: 79% of elementary students and 67% of secondary students. Regarding the percentage of students who felt connected to their secondary school students.  It should be noted that these survey results are higher than the prior year, indicating that students feel an increased connection and safety in schools overall. In addition, it is noted that parents felt a greater sense of security at schools, with 94% agreeing or strongly agreeing that they felt their school site was safe in ABC Unified. The California School Parent Survey indicated that 93% of parents felt that “school staff treat parents with respect and 88% of parents/guardians indicated that the school provided multiple opportunities for two-way communication. Families are more likely to feel connected and engage in school activities and decision-making processes when they feel welcomed and respected. It's essential to acknowledge school and districtwide efforts to promote school connectedness and safety. Students’ sense of connectedness and safety are District priorities.|Upon examining the data from the California Healthy Kids Survey regarding subgroups, it is noted that the subgroup ratings for school connectedness begin to decrease below the District average. For example, the connectedness in elementary schools is 75%. However, the average percentage of students feeling connected was lower for African American and Hispanic/Latino students, as well as English learners and students with disabilities (SWD). This difference begins to widen in high school with 11th-grade African American students, Hispanic/Latino students, EL students, and students with disabilities averaging all below the 59% average (ex, 47% African American, 55% Hispanic/Latino, 60% EL students, and 61% SWD). This variance suggests that we must work to build stronger connections at the secondary level for specific student groups.  When it comes to students' perception of safety, the opposite trend occurred. Student population subgroups had an increased sense of safety as grade levels increased. For example, in 11th grade, the average percentage of students feeling safe was 69, and subgroup numbers were at that same level or higher: 64% African American, 61% Latino, 60% EL, and 64% SWD. This was not the case at the elementary level, where the average safety rating was at 79%, but only 74% of African American students perceived school as safe (other subgroup data in Elementary is not available).|Throughout the 2024-2025 school year, permanent mental health professional(s) (MHP) worked directly providing virtual support to individual students and student groups. Social-emotional learning, mental health awareness, school activities/events, and support from the MHP were important factors in helping students feel connected to school and promoting student engagement in their school community. The District continues to improve school and facilities safety: changes to public entrances on school campuses, the installation of cameras and monitors throughout school campuses, and improvements to student drop-off and pick-up areas. The District and all schools utilize a visitors’ management system to issue temporary ID badges to anyone entering a school or district building without a District-issued identification. A social-emotional learning curriculum was purchased for each school site to infuse SEL instruction regularly. However, additional professional learning is needed to better support the implementation of this curriculum in the classroom setting. Skilled paraprofessionals in PBIS, Youth Mental Health First Aid, and SEL work alongside two District SEL Behavioral Support TOSAs at the elementary and secondary levels to support teachers with students who need immediate behavioral interventions and Behavioral Intervention Plans (PBIS BIP). In addition, tiered intervention supports need to be revisited to ensure students receive on-demand support when needed. Positive Behavioral Interventions and Supports (PBIS) refresher and booster training will be provided for secondary school teams to reinforce their work around PBIS at every school site for the 2025-2026 school year.   Additionally, school site EL counselors and districtwide events with district Parent Advisory Committees, such as the Black Family Circle or Hispanic Latino Family Circle, are all ways that ABC Unified can work to increase connectedness with school sites. Through the Student Voice Forums, feedback from student groups included opportunities for students to connect with their school sites through college and career-based experiences, including clubs, work internships, and college fairs or career day speakers. The District Equity Officer will work with specific school sites to develop restorative practices and provide proactive, asset-based training for staff members to help build a sense of community connection and safety within the school.|Met||2025-06-17|2025
19642460000000|Antelope Valley Union High|6|DATA: School Climate Surveys In terms of school climate, the Fall 2024 survey indicated the following: School pride was 80% agreement for students; 90% for the parents, and employee pride was 96% agreement.  Caring relationships was 88% for students; for parents it was 93%; employees were at 98% of being intentional about creating positive relationships with students.  Students feeling safe at school came in at a 70%; parent’s perceptions of school safety was at 83%; employees reported feeling safe at work at a rate of 80%.  90% of students, 93% of parents and 93% employees felt that the school provided enough resources to be successful. Parent’s perceptions of school cleanliness was 82% and employees was 76%. Student perception of school cleanliness held steady at 56%.  For technology as a regular part of the student’s educational experience, students, parents and employees report over 97% agreement.   Open lines of communication are high for all educational partners (87% for students, 88% for parents and 84% for employees).  Student’s belief that there is a teacher or other adult at school who has high expectations of them was relatively high with 84% agreeing, while parents and employees strongly agreed at 93% and 98% respectively.  Finally, connectedness to the school for students grew in perception to 62% while parents and employees agreed with student connectedness respectively at 87% and 79%.|MEANING: After a few years of steady increases, we saw a small statistical dip in several categories in this year’s School Climate Survey. Most decreases were nominal, with the biggest dip being student perception (-4%) and staff perception (-7%) of being safe on campus.|USE: Each school was given access to this data so that they could make adjustments to their School Plans for Student Achievement (SPSAs) based upon feedback received.  While we are disappointed in the slight dip perception over time, we know we can continue to grow in these areas and others. Action has already been taken to address overall school safety.  Each site is in the process of installing the Evolv Weapon Detection system which has already been successfully piloted at a particular site and will be fully implemented districtwide over the summer of 2025.  In addition, starting at the beginning of the 2025-2026 school year all district staff will have the ability to alert any medical or safety situation through the district's implementation of the Centigix Crisis Alert system.  The Centegix system provides all staff with an Alert Badge to be worn with their district issued ID badge.  After training on their use, all staff members will have the ability to alert the school site to any specific medical or safety emergency.  This alert system also provides the exact location of the emergency so that first responders can arrive as quickly as possible. We continue to use the feedback we receive in this survey to help identify future needs.|Met|Multiple surveys were given to students, parents, staff, and community members during the 2024/2025 school year. We received over thousands of responses to two (2) different quantitative surveys (fall survey and winter survey) and over four hundred to thr|2025-06-10|2025
19642460126003|Academies of the Antelope Valley|6|"DATA: School Climate Surveys In terms of school climate, the Fall 2024 survey indicated the following:  Students: Safety: 90% Agreed or Strongly Agree - ""I feel safe at school."" Connectedness: 78% Agreed or Strongly Agree - Students - ""I feel like I am connected to this school.""  Teachers: Safety: 100% Agreed or Strongly Agree- Teachers - ""I feel safe at work."" Connectedness: 88% Agreed or Strongly Agree- Teachers - ""I feel like our students are connected to this school.""  Parents/Guardians: 98% Agree or Strongly Agree - Intervention Support - ""The school provides my student with resources to be successful."" 95% Agree or Strongly Agree - Communication - ""Open lines of communication exist at my student’s school."" 98% Agree or Strongly Agree - Expectations - ""A teacher or some adult has high expectations of my student."""|In this year’s Climate Survey that was provided to all of our educational Partner groups, the data indicates moderate growth as AAV has historically always been in the 90th percentile in most categories.  Specifically, as a result of their efforts to increase parent engagement, AAV saw some growth amongst the parent group in the areas of school pride, caring relationships, school safety, availability of resources, school cleanliness, and high expectations.  Amongst students, there was also a statistical growth in several of the areas of measurement.|USE: AAV was given access to this data so that they could make adjustments to their LCAP (which serves as their Site Plan) based upon feedback received. Furthermore, efforts were discussed to continue to raise the level of student participation, student engagement, and parent engagement.  While we are happy to see the increase over time, AAV wants to continue to grow in these areas and others.  In addition, starting at the beginning of the 2025-2026 school year all AAV staff will have the ability to alert any medical or safety situation through the district's implementation of the Centigix Crisis Alert system.  The Centegix system provides all staff with an Alert Badge to be worn with their district issued ID badge.  After training on their use, all staff members will have the ability to alert the school site to any specific medical or safety emergency.  This alert system also provides the exact location of the emergency so that first responders can arrive as quickly as possible. We continue to use the feedback we receive in this survey to help identify future needs.|Met|Multiple surveys were given to students, parents, staff, and community members during the 2024/2025 school year. We received over hundreds of responses to two (2) different quantitative surveys (fall survey and winter survey) and more responses to three (|2025-06-10|2025
19642461996537|Desert Sands Charter|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *94% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 82% of staff reported feeling safe, and 97% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-05|2025
19642610000000|Arcadia Unified|6|Arcadia Unified School District (AUSD) administers the California School Climate and Health Learning Survey (CalSCHLS) annually to grades 5, 7, and 9.  Below are the results broken down by overall level percentage and demographic information:   Feel Safe at School - Elementary (5th Grade)  Overall 83%  Asian or Asian American 83% Hispanic or Latino/a 82% White 100% Two or More Ethnicities 81% Other 88% School Connectedness - Elementary (5th Grade)  Overall 77% Asian or Asian American 78% Hispanic/Latino/a 79% White 86% Two or more ethnicities 68% Other 79%  School perceived as very safe or safe - Secondary (7th and 9th grades)  Overall 66%  Asian or Asian American 76% (7th grade) 79% (9th grade) Hispanic or Latino/a 82% (7th grade) 79% (9th grade) White 83% (7th grade) 75% (9th grade) Two or More Ethnicities 68% (7th grade)  80% (9th grade) Other 85% (7th grade) 67% (9th grade) School Connectedness - Secondary (7th and 9th grades)  Overall 66% Asian or Asian American 67% (7th grade) 68% (9th grade) Hispanic or Latino/a 61% (7th grade) 63% (9th grade) White 68% (7th grade) 73% (9th grade) Two or More Ethnicities 64% (7th grade)  71% (9th grade) Other 69% (7th grade) 59% (9th grade) Percentages reflect “yes, most of the time” or “Yes, all of the time” responses. It is important to note that the data is not cohort data from year to year.|The surveys were conducted at all schools in February 2025.  The 2025 Elementary overall data average for school safety is high at  85% compared to the average for the state, which is approximately 78%. The 2025 elementary 5th grade data showed that we maintain a high average of about 77% for school connectedness. The state average is just below that, at approximately 73%. The addition of demographic data is new this year. We will monitor this data to look for trends with specific subgroups.   The 2025 secondary data shows that perceived school safety for both middle and high school is 72%. The state average is approximately 53%. Our data is significantly higher than the state at the secondary level. In reviewing secondary 2025 data for school connectedness, the district’s average is 65%. The state average is 55%. We also see a greater average than the state in school connectedness for our secondary students, which is great news. The demographic data is separated by grades 7 and 9. We will monitor this data as this is new for 2025.  AUSD is proud of the measures passed to continue to upgrade and maintain our facilities to meet safety goals and maintain the cleanliness of schools. Our facilities, maintenance, and transportation services work closely with all site principals to ensure student safety of facilities in addition to the work done by our counselors and site staff. Site staff collaborate with families to build upon school connectedness at each site through various activities.|The Healthy Kids is shared with school site principals. Several specific data points have been included in our Local Control Accountability Plan. Healthy Kids will continue to be collected annually. The data from these sources and other data points will help us continue to reflect and evaluate our practices for a healthy social climate.|Met||2025-06-24|2025
19642790000000|Azusa Unified|6|AUSD administers a District Annual Survey each year to grades 3-12. Results include data from the following areas: engagement, culture, safety, belonging, and peer collaboration (connectedness), and relationships. Data serves to measure the District’s progress on state Priority Six.  Key Measures of Climate: Engagement Elementary School - 86% positive responses Middle School - 45% positive responses High School - 57% positive responses  Key Measures of Climate: Culture Elementary School - 30% positive responses Middle School - 34% positive responses High School - 30% positive responses  Key Measures of Climate: Belonging and Peer Collaboration (Connectedness) Elementary School - 40% positive responses Middle School - 43% positive responses High School - 40% positive responses  Key Measures of Climate: Relationships Elementary School - 79% positive responses Middle School - 36% positive responses High School - 33% positive responses  Key Measures of Climate: Safety Elementary School - 63% positive responses Middle School - 46% positive responses High School - 41% positive responses  Differences in student responses to the key measures of climate exist between grade levels. This has been an ongoing trend Districtwide, statewide, and nationwide. Differences between the grade spans include the following:  *Elementary students report notably higher levels of engagement compared to their peers in middle and high school. Specifically, the percentage of positive responses is 29 percentage points higher for elementary students than for high school students and 41 percentage points higher than for middle school students.    *Minor differences exist between the three grade spans in the key measure of school culture. Elementary school and high school students reported a 30% positive response rate to questions related to the culture theme, while middle school students reported a 34% positive response rate.   *In the survey, 40% of elementary school and high school students responded positively to questions about belonging and peer collaboration. Middle school students had a slightly higher rate of 43% in that same theme.  *High levels of elementary students responded positively to questions related to the theme of relationships, at 79%. The positive responses of high school students and middle school students decreased, with 36% of middle school students and 33% of high school students reporting strong relationships.  *Elementary school students reported feeling safe at higher levels, with 63% of elementary students indicating they feel secure. In contrast, only 46% of middle school students and 41% of high school students reported feeling safe, indicating lower levels of perceived safety among older students.|AUSD’s climate survey results are generally consistent with those of similar California schools and national averages. Elementary school students continue to report the highest levels of positive responses across all key measures, especially in the areas of relationships and engagement. In middle school, positive responses in relationships and engagement declined slightly from the previous year and currently fall within the second quartile compared to state and national benchmarks. High school students, however, showed gains across nearly all measures. Notably, both middle and high school students reported increases in feelings of safety and belonging. These are two critical factors that contribute to a favorable school climate. These findings underscore the importance of fostering strong relationships and student engagement to support a healthy and supportive learning environment.   Based on this data, targeted actions are being taken to address areas of need by prioritizing social-emotional learning, restorative practices, conflict resolution, and diversity, equity, and inclusion. Staff professional development will focus on these key areas in the coming years. Additionally, the Community Schools initiative will help foster a restorative and safe climate at each school. A strong emphasis is being placed on developing comprehensive support systems for students and staff to ensure the consistent implementation of best practices within a restorative framework.   In the 2024-2025 survey, elementary students report consistently high levels of engagement, relationships, and safety, while middle and high school students show significantly lower positive responses in these areas. Notable declines occur during the transition to secondary school, particularly in relationships and engagement, though recent gains in safety and belonging at the secondary level suggest progress. These trends highlight the importance of maintaining a continued focus on creating supportive, inclusive, and restorative school environments across all grade levels. AUSD publicly shared the results of the District Annual Survey, including those addressing State Priority 6. Results were used to inform the evaluation of prior initiatives and to support the development of the 2025-2026 Local Control and Accountability Plan (LCAP).|To address the identified areas of need and to enhance student safety and connectedness, the District has worked with educational partners to inform LCAP actions and services that integrate a supportive and secure learning environment for students. Action in the LCAP supports community partnerships that will provide push-in support to address behavioral issues and promote positive interactions among students. This push-in support will reduce incidents of violence and improve student behavior, contributing to a safer school environment. The District will support the implementation of restorative practices, peer mediation, and community circles to resolve conflicts and foster a sense of community. Restorative practices will promote a sense of belonging and accountability, reduce disciplinary actions, and foster positive school climates. To improve student connectedness, implementing community schools will focus on leveraging resources that support students and their families, and creating safe and restorative school climates. The LCAP actions and services will involve adding additional staff to support student mental health needs, provide crisis interventions, and connect families with relevant resources. Furthermore, staff training will be provided to support positive and supportive school climates. By integrating these initiatives, the District will proactively support safety and connectedness by creating comprehensive support systems for students, families, and staff.|Met||2025-06-24|2025
19642870000000|Baldwin Park Unified|6|Recent data from the California Healthy Kids Survey shows a positive trend in students’ perceptions of school connectedness through caring adult relationships, with notable gains in 5th (+5%), 9th (+12%), and 11th (+6%) grades. However, 7th grade saw no improvement, indicating a need for targeted support during this transitional year. Strengthening advisory systems or peer mentorship at this level could be beneficial. Perceptions of school safety vary by subgroup. While Asian students report higher feelings of safety—particularly in 9th (70%) and 11th (64%) grades—Hispanic students consistently report lower levels across grade levels, ranging from 50–56%. Addressing this gap requires culturally informed strategies, student voice engagement, and improved campus climate efforts.|The gains demonstrated in the data suggest effective strategies are in place to support students as they move into new school environments. However, the lack of improvement in 7th grade (holding at 51%) identifies a clear need for targeted support at the middle school level, where students may face unique social and emotional challenges that require more intentional relationship-building efforts.|To further improve outcomes, efforts should be made to increase response rates among underrepresented groups in upper grades and disaggregate data at the school level. These steps will help refine strategies, track progress more accurately, and ensure all student voices are heard and supported.|Met||2025-06-24|2025
19642871996479|Opportunities for Learning - Baldwin Park|6|DATA:  OFL-BP administered its Spring 2025 School Climate and LCAP surveys to students (212), families (78), and staff. Respondents represented both in-person and online programs. Among students, 10% were English Learners (EL), and 20% were students with disabilities (SWD).|MEANING: Findings revealed strong perceptions of climate and adult-student relationships. Positive school climate was reported by 100% of students and families and 98% of staff. Safety was rated highly: 90% of students, 92% of families, and 100% of staff responded positively. Subgroups echoed this: 100% of EL and 93% of SWD students reported feeling safe. In relationships, 95% of students and families said staff care about student success; staff rated this even higher (99%). Areas for growth included academic rigor, belonging, and family engagement. Only 37% of students said coursework was challenging. EL students responded slightly lower (32%), while families rated coursework much higher (100%), revealing a disconnect. Belonging was moderate: just 58% of families felt their child had a strong sense of connection at school. Most family responses (94%) came from in-person learners, limiting insight into virtual student belonging. Although 99% of families felt their child was encouraged to participate, participation in PAC/DELAC was low, and 16% of families reported bullying concerns.|USE: In response, the LEA is implementing targeted improvements: Increase Rigor (Goal 1): Expand tutoring, small group instruction, and dual enrollment access to better challenge students, especially EL and SWD. Promote Belonging (Goal 5): Launch inclusive student events and SEL supports for both in-person and virtual learners. Strengthen Family Engagement (Goal 5): Improve PAC/DELAC outreach and increase engagement opportunities for underrepresented families. Support EL Students (Goal 4): Provide targeted instructional supports and communication to EL students and their families. These actions directly address survey findings and aim to improve academic challenge, school connection, and engagement across all student groups—particularly those identified through disaggregated data analysis.|Met||2025-06-23|2025
19642950000000|Bassett Unified|6|The local climate survey data for Area 6 MET, based on student responses from grades 5, 7, 9, and 11, shows positive trends across most indicators from the 2023–24 to 2024–25 school years. This suggests an improving perception of school climate and conditions among students.  Overall Findings: Grade 5 (Elementary) Highlights: School Connectedness increased by 7 percentage points (56% to 63%).  Caring Adults at School rose from 61% to 65% (+4).  High Expectations from Adults increased from 63% to 68% (+5).  Meaningful Participation rose modestly from 15% to 18% (+3).  School Safety improved from 64% to 66% (+2).  Sad or Hopeless Feelings (Past 12 Months) declined from 28% to 22%, a positive decrease of 6 percentage points, indicating a reduction in self-reported emotional distress.  Grades 7, 9, 11 (Secondary) Highlights: School Connectedness improved from 53% to 59% (+6).  Academic Motivation increased from 71% to 76% (+5).  Caring Adults in School rose from 57% to 60% (+3).  High Expectations from Adults slightly increased from 82% to 84% (+2).  Meaningful Participation saw the most significant gain, from 30% to 41% (+11), indicating more students feel engaged in meaningful roles.  SEL (Social Emotional Learning) Supports improved from 58% to 64% (+6).  Feel Safe at School rose from 56% to 59% (+3).|Prompt 2 (MEANING) – Key Learnings from Local Climate Survey Data  The analysis of the local climate survey data for Area 6 MET highlights several critical insights into the student experience across elementary and secondary levels. While the current presentation lacks disaggregated data by student group, the overall trends reveal both areas of strength and persistent needs that should guide future action.  Areas of Strength: Improved School Connectedness Across Grade Spans Both grade 5 students (+7%) and students in grades 7, 9, and 11 (+6%) reported increased feelings of connection to their schools. This reflects progress in fostering a positive sense of belonging, which is strongly correlated with academic motivation and attendance.  Growth in Meaningful Participation The most notable improvement occurred in meaningful participation at the secondary level (+11%), suggesting that more students are engaging in leadership, extracurricular activities, and decision-making roles. This likely results from intentional efforts to amplify student voice and involvement.  Positive Adult Relationships and High Expectations Students reported increased perceptions of adults who care and who hold them to high expectations across all grade levels. These increases (up to +5% in elementary and +3% in secondary) are essential for building resilience and academic confidence.  Reduction in Emotional Distress Among Younger Students Among 5th graders, the percentage reporting sad or hopeless feelings dropped by 6%, a strong indicator that mental health supports and preventative measures are beginning to take hold at the elementary level.  Identified Needs: Disaggregated Student Group Analysis A major gap in the current data is the absence of disaggregation by race/ethnicity, language status, socioeconomic status, foster youth, and students with disabilities. Without this breakdown, it is difficult to identify inequities in student experience or to target interventions for the most vulnerable groups.  Continued Attention to School Safety Perceptions While there were modest gains in the percentage of students feeling safe at school (+2% in grade 5 and +3% in secondary), this area still warrants focus—especially given ongoing concerns about school violence, bullying, and community trauma in some neighborhoods.  Strengthen SEL Supports and Mental Health Services Despite improvements, secondary student perceptions of SEL supports remain relatively low (64%). The mental health burden may be underreported, particularly among older students. Expanded counseling, peer mentoring, and wellness programs are likely needed.  Sustain and Scale What Works The positive trends suggest that some programs or strategies are working well (e.g., those promoting student voice, SEL, and relationship-building). These should be systematized and scaled across all sites in Area 6, especially in underperforming or high-need schools.|1. Disaggregation of internal Climate Survey Data The LEA will disaggregate future internal climate survey results by student group, including race/ethnicity, English Learner status, foster youth, socioeconomic status, and students with disabilities. The CHKS currently cannot be disaggregated. Purpose: This change will allow schools to more accurately identify equity gaps in student experience and tailor support systems accordingly.  Action Steps:  Partner with survey vendors (e.g., Panorama, CHKS) to enable subgroup data reporting.  Train site administrators on how to analyze and respond to subgroup climate data.  2. Strengthening SEL Supports and Mental Health Services Change: Revise site-level MTSS and counseling plans to include increased access to SEL programming and mental health services, especially in middle and high schools.  Purpose: While elementary emotional distress is declining, secondary supports remain insufficient. Data shows only 64% of secondary students report SEL support—an area requiring deeper investment.  Action Steps:  More coordinated contacts and efforts for wellness counselors or licensed therapists at secondary sites with the highest needs.  Expand SEL curriculum integration into advisory or homeroom periods.  Launch peer support groups or student wellness teams to normalize mental health conversations.  3. Institutionalize Student Voice and Meaningful Participation Change: Formalize structures that support student leadership, advisory roles, and feedback opportunities in both curricular and extracurricular settings.  Purpose: The 11-point jump in meaningful participation among secondary students suggests recent efforts have been effective and should be sustained and scaled.  Action Steps:  Establish student advisory committees at each secondary school with direct input into LCAP and site goals.  Create districtwide student-led forums on climate and culture.  Integrate service learning and project-based opportunities into core instruction where appropriate.  4. Refine School Safety Protocols and Communication Change: Review and refine campus safety protocols to include not only physical safety but also emotional safety and positive school discipline.  Purpose: Modest gains in perceived school safety (+2% in elementary, +3% in secondary) indicate progress, but more comprehensive strategies are needed.  Action Steps:  Implement restorative practices and trauma-informed discipline approaches.  Conduct student focus groups on safety and belonging, especially with marginalized groups.  Improve communication between school staff, families, and students regarding safety measures and expectations.|Met||2025-06-24|2025
19643030000000|Bellflower Unified|6|"Goal one of BUSD's LCAP states, "" BUSD will provide all students with safe, collaborative conditions for  learning. "" Action steps included in the LCAP to ensure meeting this goal include monitoring students' feeling of connectedness and safety at school and their agreement that bullying is not allowed as well as monitoring parents' and teachers’ agreement that students are safe at school. The Healthy Kids Survey is administered yearly at elementary and secondary school sites. The most recent data revealed that 69% of 5th grade students and 49% of middle and high school students feel highly or moderately connected at school. Survey data revealed that 97% of staff strongly agree and agree that their school is a supportive and inviting place for students to learn and 85% of parents feel welcome to participate at school. This is an increase from last year. The survey also showed that 71% of 5th grade students report that they feel safe at school all or most of the time. The percent of secondary students reporting they feel safe at school is 46% while 86% of parents strongly agree or agree that their child is safe at school. Disaggregation of the Healthy Kids Survey by ethnicity and grade level yields additional information. At the secondary level, the White, Hispanic, and Asian student groups report higher levels of school connectedness than the Black student groups. In terms of school safety, the White student group reports the highest percentage of agreement while the Multiracial student group has the lowest percentage in this area. Black student groups report the highest percentage of having caring adult relationships at school."|The key learnings from the data show that connectedness and safety for parents, staff and elementary students are very positive. In order to increase the feeling of connectedness and perceptions of safety for all student groups next year, professional learning will be provided to the district to increase positive culture and climate.|All staff including administrators, counselors, teachers, and classified staff, will be trained in Capturing Kids Hearts and use the pillars of this program to build strong relationships with students. Additional training is being offered to support teachers with managing behaviors and supporting positive social emotional learning for students. Each elementary site has a school counselor. Every site has a wellness center which is a safe and relaxing space for students to access when needed. School safety is being addressed across the district and additional resources such as check-in systems at the front office have been implemented. A district committee was formed to review and address safety concerns throughout the district and are proposing possible new measures to continue to support increased safety across the district. All sites are implementing Positive Behavior Intervention and Supports (PBIS) and several sites have been recognized at the gold, silver and bronze level for their PBIS implementation.|Met||2025-06-18|2025
19643110000000|Beverly Hills Unified|6|BHUSD has provided numerous opportunities for students, staff, families, and community stakeholders to provide feedback from advisory meetings, DELAC, Principals' Advisory Council, Town Halls, California Health Kid Survey, and other surveys to create and assist with implementing our strategic plan.  The strategic plan is here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503 Through our update to the Board of Education on May 2, 2023, we found that some of our schools have met our goals of ensure our students, families and staff feel safe and connected while some schools are close to meeting this goal and is still in progress. This means we still have some work on ensuring that students can identify a trusted adult in each school, that parents feel welcome regardless of previous interactions with the school staff, and that all teachers feel supported by their administration and colleagues. All of this data, results, and goals are embedded in the strategic plan.|Key findings from BHUSD’s analysis of disaggregated data have revealed both notable strengths and areas for continued growth. One of the district’s most significant strengths is the strong sense of safety and connection reported by students across various demographic groups. This positive perception is reinforced by the implementation of comprehensive campus safety measures, Positive Behavioral Interventions and Supports (PBIS), and targeted academic and behavioral intervention programs. Additionally, parent engagement efforts have contributed meaningfully to fostering school environments where students feel seen, supported, and connected—an essential foundation for academic motivation and success. Another major strength identified is BHUSD’s comprehensive mental health support system. Data show a clear connection between these services and improved student attendance and academic performance, indicating that access to mental health resources is helping students stay engaged in school and thrive in their learning environments. That said, the analysis also points to important areas for continued focus. Specifically, the District must work to close existing gaps in access and outcomes by ensuring that all student groups benefit equitably from these supports. This includes tailoring programs to meet the diverse needs of our student population and ensuring delivery methods are accessible and inclusive. Moving forward, ongoing evaluation and refinement of these programs will be essential to maintaining high standards of student support, safety, and success across the district.|In response to insights gained from local data analysis, BHUSD is implementing a series of strategic adjustments to its plans, policies, and procedures to address identified areas of need and drive continuous improvement. A key focus area is the development of a comprehensive framework to strengthen student behavior and attendance. This includes refining the existing PBIS (Positive Behavioral Interventions and Supports) system to incorporate more targeted interventions and implementing enhanced attendance monitoring tools to enable timely and effective responses to student absences. Recognizing the critical importance of student wellness, BHUSD is also expanding its mental health support systems. This includes increasing the number of on-site mental health professionals, extending staff training in mental health awareness and intervention, and building new partnerships with local mental health organizations to offer broader support for students and families. To foster stronger student engagement and ensure that students are aware of and accountable for their academic progress, the district is also enhancing its academic monitoring systems. This includes adopting real-time performance tracking tools, increasing the frequency and clarity of communication with families regarding academic standing, and expanding professional development for teachers focused on these tools and effective student engagement practices. Finally, BHUSD remains committed to ongoing improvement through responsive policy development. This includes regularly engaging with stakeholders—students, parents, and educators—through surveys, feedback sessions, and focus groups to ensure our actions remain aligned with community needs. By embedding this feedback into decision-making processes, the district is taking deliberate steps to ensure that all students receive the support they need to succeed academically, socially, and emotionally.|Met||2025-06-24|2025
19643290000000|Bonita Unified|6|Student Panorama Data Spring 2025   Sense of Belonging positive responses Grades 3-5 - Overall 60%; Socio (Socioeconomic) 57%; ELL (English Language Learner) 54%; Special Ed 56%; White 62%; His (Hispanic) 59%; Black 61%; Two or More Races 59% Grades 6-8 - Overall 45%; Socio 44%; ELL 47%; Special Ed 48%; White 46%; His 46%; Black 48%; TOM (Two or More Races) 49% Grades 9-12 - Overall 43%; Socio 40%; ELL 45%; Special Ed 38%; White 44%; His 43%; Black 39%; TOM 39% Student Safety positive responses Grades 3-5- Overall 73%; Socio 71%; ELL 69%; Special Ed 64%; White 72%; His 71%; Black 71%; TOM 73% Grades 6-8- Overall 62%; Socio 61%; ELL 70%; Special Ed 64%; White 62%; His 62%; Black 51%; TOM 52% Grades 9-12- Overall 69%; Socio 68%; ELL 86%; Special Ed 69%; White 69%; His 69%; Black 69%; TOMs 65%   West Ed Surveys for March 2024 Parents - School Safety 91% answered (Strongly Agree/Agree) that school is a safe place for their child. School Connectedness: 89% answered (Strongly Agree/Agree) that school was a supportive and inviting place for students to learn.   Staff- School Safety 96% answered (Strongly Agree/Agree) that school is a safe place for students. School Connectedness 97% answered (Strongly Agree/Agree) that school motivates students to learn.|When reviewing demographic differences in Safety EL students in elementary schools rate school safety 4 points below the overall rating. EL Students in Middle school rate safety 8 points higher, and high school students rate safety 17 points higher than overall. Students in the Special Education program rated safety lower in elementary by 9 points. Middle school students in the Special Education program rated safety 2 points higher than the all students group. High school All and Special Education programs students both rated at 69% a positive rating for safety. Safety is a priority that continues to be a focus.   The West Ed Parent Survey had a 95% rating of Strongly Agree/Agree, and the West Ed Staff Survey rated school safety at 96%. BUSD will continue to keep processes and procedures in place to maintain these high ratings.|BUSD continues to work to include student voices in decisions that inform the district. At the high school sites, the administration engages various student groups on campus to provide opportunities for student voice. San Dimas High School currently has the Integrity Team, which meets to gather student voices so that every student gets what they need to reach their potential. At Bonita High School, the House of Representatives meets once per month. Feedback from both groups is shared with the district executive team.   BUSD recognizes the need to engage underrepresented subgroups throughout the district. Teacher groups and the BUSD Equity Committee identify better ways to reach families of all groups.|Met||2025-07-25|2025
19643370000000|Burbank Unified|6|The School Satisfaction Survey is administered through a third party to provide BUSD educational partners anonymity. This survey is designed to analyze and compare trends over time. Additionally, results are analyzed by the third party vendor to provide desegregated results, cross-reference responses, as well as provide recommendations as well as key findings based on overall analysis and year-to-year trends. The results below reflect the most recent data obtained from the spring 2024 School Satisfaction Survey.|Based on analysis of this survey, survey results include highlights in the following areas of positive perceptions: LCAP  - Respondents are slightly more familiar with BUSD’s Local Control and Accountability Plan (LCAP) in 2025  - Agreement with statements regarding the LCAP have mostly increased over the last year   School Environment  - Respondents generally report more positive perceptions of BUSD’s school environment in 2025.   Principal Evaluation  - Overall, perceptions of school principals and administrative teams have remained consistent or slightly decreased over the last year.  District Leadership  - Perceptions of district leadership are generally low-to-moderate, and agreement levels are largely consistent with last year  Parent Participation  - Parent participation perceptions are generally positive, and there have been minimal noteworthy changes over the last year. Professional Development  - Staff responses suggest room for improvement regarding the efficacy and sustainability of professional development (PD).  Bullying  - Measures of bullying have significantly improved over the last year. Positive Behavioral Interventions and Supports (PBIS)  - Staff report knowledge of and comfort with PBIS; however, there may be concerns about efficacy in improving student behavior  Mental Health  - General perceptions of mental health support have increased, although fewer students indicate having reached out for mental health support in the past year.  Career and Technical Education (CTE), Plans After High School, and Overall Satisfaction  - Significantly more staff have engaged with CTE courses this year (22% in 2025; 9% in 2024), and perceptions of CTE have increased overall.|Based on analysis of this survey, future work in Burbank Unified School District could include:  •	Strengthen principal leadership through targeted support and feedback: Survey data indicate a notable decline in staff perceptions of principals, particularly in timely responsiveness to school/classroom needs and effectiveness as instructional leaders. Given the critical role site leadership plays in driving school improvement and fostering a supportive school culture, BUSD should prioritize strengthening principal capacity. District leaders might consider implementing structured leadership coaching, peer learning communities, and additional feedback mechanisms to help principals identify areas for growth and share successful practices.  •	Continue to bolster college and career readiness: Although more students understand A-G requirements and plan to attend a 4-year university, less than two-thirds agree that adults help them plan for college or careers. Additionally, only 55% feel they graduate with a clear career plan. To address this gap, BUSD might consider increasing counselor capacity, integrating career planning modules into advisory periods, and partnering with local industries and postsecondary institutions to expose students to a range of pathways. Building on the notable growth in CTE satisfaction and participation, schools can potentially leverage CTE for more robust, equitable college and career readiness supports.  •	Target improvements in Professional Development (PD) to meet staff needs: Fewer than half of staff agree that PD is effective or sustainable, with declining ratings from last year. To increase impact, BUSD should tailor PD to staff-identified priorities—such as behavior management and mental health—and ensure follow-up supports like coaching, time for implementation, and peer collaboration to enhance long-term effectiveness.|Met||2025-06-18|2025
19643450000000|Castaic Union|6|We administered a survey from Youth Truth to our students staff and families in February of 2025.  According to our Youth Truth Survey data: Among elementary students, 76% of students feel like they are often or sometimes a part of their school.  97% of students feel like they are cared for or somewhat cared for by their teachers and staff members.  94% of students feel safe or somewhat safe at school.  Among our middle school students, 42% feel often connected to their school.  53% feel there are adult caring relationships at school and 62% feel safe at school.|When examining our Youth Truth Survey data, we notice that students at the elementary school feel much more connected to school and feel as though they have more caring relationships than our middle school students.|This is our third year of implementing Capturing Kids Hearts as a district.  This is a program designed to create school connections between staff and students.  We will continue our training and implementation this coming year.  Our middle school and one elementary school have received intensive support with the program the past two years and next year we will focus on the remaining two school sites. Next year, we are also adding support for mental health and wellness with the addition of two mental health clinicians.  As a whole district, we continue to focus on supporting our students socially and emotionally.|Met||2025-06-26|2025
19643520000000|Centinela Valley Union High|6|According to the 2024–25 California Healthy Kids Survey (CHKS), 52.75% of students perceive their schools as safe or very safe, an increase from 50% in 2023–24. However, certain student groups continue to report lower levels of perceived safety than the general population: Asian students (44%), Native Hawaiian/Pacific Islander students (43%), Multiracial students (46.25%), students identifying as Some Other Race/Ethnicity (33.75%), Female students (49.75%), Non-Binary students (30.5%), and students identifying as Some Other Gender (31.75%) . Similarly, 47% of students agree or strongly agree with the school connectedness scale, up slightly from 46% the prior year. However, several student groups still fall below this average: African American students (45.5%), Multiracial students (45.25%), Female students (46.25%), Non-Binary students (36.75%), and students identifying as Some Other Gender (42.75%) . In terms of caring relationships with adults, 53.5% of students reported positive experiences, which is virtually unchanged from the prior year’s 53.75%. Disparities persist among certain subgroups, including students identifying as Some Other Gender (31%), students identifying as Some Other Race/Ethnicity (50.5%), and Male students (53.25%) . Monitoring students’ mental health and their ability to access support remains essential. In 2024–25, 23.25% of students reported wanting to speak to a counselor or therapist due to feeling very sad, stressed, lonely, or depressed—up from 21.75% the prior year. Of those, 19.5% were able to receive help, yielding a 3.75% gap between need and access, slightly wider than last year’s 3.25%. Meanwhile, 57% of students who sought help reported actually receiving it from a school counselor or therapist. Additionally, 46.25% of students reported experiencing emotional safety at school, comparable to the previous year’s 46.75% . Finally, while 84.25% of students reported never having used a vape product—a slight improvement from 82.75%—vaping remains a concern for staff. According to the 2024–25 California School Staff Survey, 31% of staff identified student vaping or e-cigarette use as a moderate problem, and 36% as a severe problem. Although there was a small drop in staff reporting vaping as a severe problem (down from 40%), the issue continues to negatively impact school climate and student well-being . These findings illustrate modest improvements across several key climate indicators while reinforcing the need for continued, targeted support to close gaps and ensure all students experience safe, supportive, and inclusive learning environments.|Analysis of the 2024–25 data reveals both encouraging trends and persistent disparities that inform the District’s ongoing efforts to improve school climate. While perceived school safety and connectedness improved slightly districtwide, disaggregated data highlights critical areas of need among specific student groups.  Perceived Safety improved marginally overall, but students identifying as Some Other Race/Ethnicity, Some Other Gender, and Non-Binary continue to report the lowest levels of safety. These findings emphasize the urgent need to explore the environmental and relational factors affecting the school experience for gender-diverse and racially underrepresented students. Efforts must be tailored to increase visibility, representation, and safety supports for these groups.  School Connectedness also showed modest gains but remains significantly lower for African American, Multiracial, Female, Non-Binary, and Some Other Gender students. These gaps point to a need for more inclusive campus cultures and expanded opportunities for student voice and leadership. Cultivating connection through affinity spaces, student forums, and culturally relevant activities will be key strategies moving forward.  Caring Relationships with Adults were reported by just over half of students, holding steady from the previous year. However, Male students, along with those identifying as Some Other Gender and Some Other Race/Ethnicity, continue to report weaker connections to school staff. These gaps suggest a need for more intentional adult-student relationship-building efforts, including mentoring and culturally responsive training for staff. The generally high rates of reported adult support remain a strength the District can expand upon to reinforce students’ sense of belonging and well-being.  Mental Health Support access remains a relative strength: 3.75% more students received help than those who sought it, with school counselors serving as the primary support providers. However, fewer than half of students report experiencing emotional safety at school. This disconnect signals a need for more proactive, schoolwide efforts to create emotionally affirming environments, particularly for students most vulnerable to stress, trauma, or isolation.  Student Vaping continues to present a challenge. While 84.25% of students reported never using vape products—a slight improvement—over two-thirds of staff view vaping as a moderate or severe concern. This gap suggests potential underreporting by students and calls for stronger prevention, education, and enforcement efforts. Staff concern offers a strong foundation for districtwide campaigns aligned with broader health and safety goals.  These key learnings underscore the importance of sustaining successful practices while strengthening inclusive, proactive supports. The District will continue using disaggregated data to refine its approach to equity, safety, and student engagement across all schools.|To strengthen school safety and connectedness, CVUHSD implemented several key changes in 2024–25 and is building on those efforts in 2025–26. Rising suspension rates—particularly for African American Students with Disabilities—prompted the launch of a Student-Centered Restorative Review Process, with clearer referral protocols, tiered enforcement of the cell phone policy, and improved administrative follow-up. Based on staff and student input, 2025–26 will expand restorative practice implementation, including site-based coaching and the integration of restorative mindsets into discipline reviews. The District will also continue vaping prevention efforts and strengthen its Violence and Substance Abuse Prevention Programs. To deepen impact, 2025–26 will see broader use of early intervention tools like behavior matrices and increased alignment with MTSS. Additionally, Community Schools efforts will scale student outreach, ensuring awareness of available wellness and support services. Together, these refinements reflect a continued commitment to creating safe, inclusive, and supportive school environments.|Met||2025-06-26|2025
19643520128488|Family First Charter|6|Family First Charter continues to place student safety as a top priority and will continue its mission to provide a safe, supportive, and positive learning environment for all of our students.  Climate survey data shows us that over 95% of our students feel safe at our schools.  Over 90% of our students feel connected to the school and over 90% feel that staff are invested in their educational outcomes.  Over 95% of our staff feel the school is a safe place for students and a safe place to work.|Key learnings within the data shows that the trauma-informed approach that the school has adopted has not only created a safe, collaborative, and nurturing environment for students but it has also increased student outcomes and staff appreciation.  A new MTSS tiered intervention and support model will be in place that provides for transparency and equity for all students including those underrepresented and at-risk students.  Our goal is that by using the MTSS model we are able to increase academic learning time and decrease student behavior issues in tier 1, 2, and 3.|New Opportunities Charter will deploy a new MTSS based analytics tool embedded within our SIS(PowerSchool) that will track all major interventions for students in one unified system.  This will provide our staff with a granular approach to academic, attendance, socio-emotional, and behavior interventions taking place and allow us to refine our supports for students.|Met||2025-06-25|2025
19643520128496|New Opportunities Charter|6|New Opportunities Charter continues to place student safety as a top priority and will continue its mission to provide a safe, supportive, and positive learning environment for all of our students.  Climate survey data shows us that over 95% of our students feel safe at our schools.  Over 90% of our students feel connected to the school and over 90% feel that staff are invested in their educational outcomes.  Over 95% of our staff feel the school is a safe place for students and a safe place to work.|Key learnings within the data shows that the trauma-informed approach that the school has adopted has not only created a safe, collaborative, and nurturing environment for students but it has also increased student outcomes and staff appreciation.  A new MTSS tiered intervention and support model will be in place that provides for transparency and equity for all students including those underrepresented and at-risk students.  Our goal is that by using the MTSS model we are able to increase academic learning time and decrease student behavior issues in tier 1, 2, and 3.|New Opportunities Charter will deploy a new MTSS based analytics tool embedded within our SIS(PowerSchool) that will track all major interventions for students in one unified system.  This will provide our staff with a granular approach to academic, attendance, socio-emotional, and behavior interventions taking place and allow us to refine our supports for students.|Met||2025-06-25|2025
19643780000000|Charter Oak Unified|6|The Charter Oak Unified School District a student survey to assess school climate and conditions. The survey provides insights into students’ perceptions of safety and connectedness across grades 7, 9, and 11, serving as a local indicator of student well-being.  2022/23 Baseline Data:  Sense of Safety: 94% of students reported feeling safe on campus. School Connectedness: 87.5% reported feeling connected to at least one adult on campus.  2024/25 Year 1 Data:  Sense of Safety: Dropped to 86.5%, reflecting a 7.5 percentage point decline from the baseline. School Connectedness: Increased to 91%, showing a 3.5 percentage point improvement.  The district also integrates data from the California School Dashboard to identify disparities. Notably, English Learners, Long-Term English Learners (LTELs), and Students with Disabilities show lower levels of academic achievement and increased rates of chronic absenteeism and suspension.  These factors can negatively influence students' perceptions of safety and school connectedness.|Areas of Strength: Improved School Connectedness: A 3.5% increase in students reporting connections with adults suggests stronger adult-student relationships, particularly due to expanded counseling services, the Student and Family Resource Center’s work, and student engagement strategies like focus groups.  Equity-Focused Support: Initiatives such as increased counselor staffing, especially in elementary grades, and professional development around culturally responsive practices are contributing to more inclusive environments.  Areas of Need: Decline in Sense of Safety: The 7.5% drop raises concerns. This trend may be correlated with data from the California School Dashboard showing elevated suspension rates (4.6%) and red-level performance in subgroups like Students with Disabilities, English Learners, and LTELs.   Disproportionate Experiences: Students in high-needs groups (Foster Youth, ELs, Socioeconomically Disadvantaged) face elevated suspension, absenteeism, and academic underperformance. Their negative experiences are likely reflected in reduced perceptions of safety and engagement.  Key Learning: Climate and connectedness are influenced by systemic factors such as staffing, behavior interventions, and targeted student supports.  Students respond positively to adults who are consistently available and build relationships with students.  These findings emphasize the need to continue investing in relationship-building strategies while addressing discipline and school climate systemically, especially for vulnerable student populations.|Continue Counseling and Mental Health Services: As identified in Action 1.3 and supported by student survey results, the district recognizes the need for more mental health support. Additional elementary counselors have been hired, and there are plans to further increase counseling staff at middle and high schools, especially where vulnerable subgroups are concentrated.  Continuous Student Feedback: Student forums and focus groups will be utilized to review survey results and recommend school improvement actions. This creates a feedback loop where student voice shapes climate strategies.  Continue to expand an integrated MTSS Approach: The district is further developing its Multi-Tiered System of Supports (MTSS), ensuring that academic and behavioral interventions are accessible at all levels.   Continue Community and Family Engagement: The Student and Family Resource Center continues to partner with families to reduce chronic absenteeism and strengthen home-school collaboration, particularly for underserved student groups.  Overall, these actions reflect a shift toward proactive, inclusive, and equity-driven strategies that aim to enhance both the perception and reality of school safety and connectedness for all students, with special attention to those historically underserved.|Met||2025-06-18|2025
19643940000000|Claremont Unified|6|Results from 2025 LCAP Student Survey (grades 4-12) show that: •	The percent of CUSD students who enjoy going to school: Grades 4-6: 83%, Grades 7-12: 79% •	The percent of students who feel that their teachers care about them: Grades 4-6: 97%, Grades 7-12: 92% •	The percent of students who reported that they are treated fairly by adults on campus: Grades 4-6: 92%, Grades 7-12: 90% •	The number of secondary students who reported that they were involved in school sponsored extracurricular/co-curricular activities: 2,104 (72%) All the previous data points show increases from the 2024 LCAP Student Survey.   The California Healthy Kids Survey (CHKS) generally is administered every other year.  Since the LEA is part of the Tobacco Use Prevention Education three-year Grant (2020-2023 and 2023-2026) through the Los Angeles County Office of Education, CHKS was administered in Spring 2023 and Spring 2024. The Spring 2024 results will be reported on the 2025 California School Dashboard.    Results from the 2024 CHKS administration:  Key Indicators Elementary: Response rate for Grades 5: 63% 75% of students feel safe at school most/all of the time  75% students were treated with respect most/all of the time  38% reported moderate/high meaningful participation at school  71% reported moderate/high school connectedness  84% reported moderate/high academic motivation   Secondary: Response rate for Grade 7: 95%, Grade 9: 69%, and Grade 11: 77%  Response rates are presented for grades 7, 9, and 11. 18%, 26%, 20% reported other languages than English spoken at home 27%, 27%, 28% reported statement as pretty much/very much true regarding meaningful participation at school  60, 60%, 59% reported they agree/strongly agree regarding positive school connectedness  66%, 65%, 61% reported they agree/strongly agree regarding academic motivation  54%, 63%, 66% perceive their school as being very safe or safe  63%, 59%, 63% perceive having caring adult relationships   Results from 2025 LCAP Parent and Community Survey found 89% of parents reported that they feel the school campus(es) is/are safe (up 1% from the 2024 LCAP Parent and Community Survey).    Results from 2025 LCAP Staff Survey found 85% of staff (certificated and classified) reported that they feel the school campus(es) is/are safe (up 1% from the 2024 LCAP Staff Survey).|Claremont Unified School District’s focus is to ensure student safety and connectedness at school.  The 2025 LCAP Student Surveys revealed increases in the percentage of students stating that they enjoyed going to school and felt that their teachers cared about them. In addition, there were increases in the percentage of Parents, Community members, and Staff who felt that the campuses were safe.   However, the LCAP surveys and student focus group meetings also revealed that all our educational partners felt there was a need to continue social-emotional learning, mental health training, and bullying prevention and that there is work to be done to increase student feelings of safety and connectedness at school.    These are all areas which CUSD will continue to address and fund for the 2025-2026 school year.|CUSD will continue to assess programs and survey students, staff, and parents on ways to increase feelings of engagement with school and safety.    Goal 2 of the 2024-2027 LCAP focuses on the social-emotional, physical, creative, cultural, and academic well-being of every child. Actions include maintaining counselors to support secondary Low-Income Students and English learners above our base ratio of counselors; offering counseling groups on such topics as: Grief, Loss, and Depression; Anxiety; Social Skills and Making Connections, and or Substance Abuse; providing counseling services at each elementary school site; maintaining an additional psychologist to ensure additional support to Low-Income Students, Foster Youth, and their families; providing additional mental health and counseling services to students especially at the secondary level; providing training opportunities to staff on behavioral health and mental health issues, including suicide; providing SB390 training to all Campus Monitors before the start of every school year; expanding digital literacy education to support responsible social media usage at the elementary and secondary levels; creating additional opportunities for leadership development and the inclusion of student voices in school and district initiatives, maintaining the Link Crew Program at Claremont High School and exploring the implementation of the “Where Everyone Belongs” Club at El Roble Intermediate School; implementing additional after school opportunities at the elementary school level though the Expanded Learning Opportunities Grant Program for unduplicated students; and adding a Restorative Practices teacher at the secondary level to lead efforts of implementation of restorative practices in grades 7-12.|Met||2025-06-23|2025
19644360000000|Covina-Valley Unified|6|The California Healthy Kids Survey (CHKS) offers valuable insights into students' perceptions of school safety, connectedness, engagement, and well-being across grades 5, 7, 9, and 11. The 2024 results reveal notable trends across elementary and secondary levels, highlighting both strengths and areas for improvement in school climate.  Elementary Data A total of 430 fifth-grade students participated (55% response rate). The demographic breakdown was 49% female, 51% male, and ethnically: 57% Hispanic or Latinx, 12% Asian or Asian American, 8% White, 6% Multiracial, 3% Black or African American, 1% Native Hawaiian or Pacific Islander, and 14% identified as “something else.”  Key findings: School Connectedness: 71% of students reported feeling connected to school. Adult Support and Family Engagement: 64% reported having caring adults at school, and 82% agreed that adults held high expectations; 74% noted the presence of parent involvement. Academic Motivation: 85% felt motivated to do well; however, only 35% felt meaningfully involved in school activities. Well-being: 72% reported feeling good about themselves, and 81% felt respected by their teachers. Facilities: 71% of respondents rated the school's upkeep positively. Safety: 76% felt safe at school, and 85% felt safe on their way to and from school. Still, 34% had been pushed or hit, 40% heard mean rumors, 50% were called bad names, 11% saw a weapon at school, and 29% experienced cyberbullying.  Secondary Data Participation included 670 seventh graders, 932 ninth graders, and 998 eleventh graders. Across these grades, 72%–80% of students identified as Hispanic or Latinx, followed by 7%–10% Asian or Asian American, 2%–3% Black or African American, 5%–6% White, 2%–4% Multiracial, and a small percentage identifying as “something else.”   Key findings: School Connectedness: Reported by 54% (7th), 56% (9th), and 59% (11th). Academic Motivation: 63% of 7th and 11th graders, and 60% of 9th graders, felt motivated. Boredom remained high (41%–43%), and 13%–16% reported that school felt “worthless.” Absenteeism: 17%–20% missed three or more days in the past month. Adult Support and Family Engagement: 53%-65% reported having caring adults, and 69%-73% felt adults had high expectations;  parent involvement ranged from 50%-56%. Facilities: Ratings for school upkeep ranged from 39%-48%. Safety and Harassment: 54%–64% felt safe at school. Reports of bullying or harassment dropped from 43% (7th) to 21% (11th). Physical fights declined from 12% (7th) to 4% (11th). Weapon sightings were highest in 7th grade (12%) and dropped to 5% by 11th grade. Cyberbullying followed a similar pattern, decreasing from 39% to 21% across grade levels.  Results illustrate a climate where many students feel supported and motivated, particularly at the elementary level. However, meaningful engagement, facility perceptions, and student safety, especially related to bullying and online harassment, remain key areas of focus.|Analysis of the CHKS data reveals key strengths and areas for growth in C-VUSD’s efforts to foster a safe, inclusive, and supportive school climate. Disaggregated data by grade span and student demographics provide deeper insight into students’ perceptions, needs, and school experiences.  Across all grade spans, one of the most consistent strengths is the presence of caring adults and high expectations. Between 64%–82% of 5th-grade students and 53%–73% of secondary students reported feeling supported by adults and believed that adults expected them to succeed. These relationships form a strong foundation for student engagement and well-being. Academic motivation remains high, with 85% of 5th graders and approximately 60%–63% of secondary students reporting they are motivated to do well in school. Additionally, the data show a positive trend in school safety perceptions at the secondary level, especially in upper grades, where reports of bullying, physical altercations, and weapon sightings decline from grade 7 to grade 11.  While academic motivation is strong, a clear gap exists in students’ sense of meaningful engagement and belonging. Only 35% of 5th graders felt meaningfully involved in school activities, and school connectedness at the secondary level remained below 60% across all grades. Feelings of boredom were widespread, reported by over 40% of students in grades 7 through 11. This suggests a need for increased student voice and more inclusive, relevant learning opportunities and extracurricular offerings.  Safety and well-being remain areas of concern, particularly in the 5th grade. Despite high reported feelings of safety during travel to and from school (85%), only 76% of 5th graders felt safe at school, and sizable percentages reported experiences with physical aggression (34%), verbal harassment (50%), and cyberbullying (29%). At the secondary level, while rates of harassment decline in upper grades, more than one in five students in 11th grade still reported experiencing cyberbullying. Facility upkeep also emerged as a concern, with only 39%–48% of secondary students rating their facilities positively, significantly lower than the perceptions of elementary students (71%).  Disaggregated data by student group highlights the importance of culturally responsive practices. Hispanic or Latinx students made up the majority of respondents across secondary grades (72%–80%). Ensuring that school supports and engagement opportunities are culturally affirming and tailored to meet the needs of this population is critical. Additionally, the relatively small but significant percentages of Asian, Black, and Multiracial students point to the importance of analyzing student group experiences more deeply to ensure that all students feel seen, supported, and safe.  Overall, the findings confirm that while strong adult-student relationships and academic motivation are districtwide strengths, targeted efforts are necessary to enhance student engagement.|C-VUSD has identified key areas for improvement and is initiating targeted changes to plans, policies, and procedures to better support student well-being, engagement, and safety.  CHKS data revealed that 35% of secondary students reported chronic sadness or hopelessness, and 19% had seriously considered suicide. In response, the district is prioritizing the expansion of school-based mental health services, including increasing access to counselors, wellness centers, and partnerships with community mental health providers. At the elementary level, where 23% of students reported frequent sadness or hopelessness, additional training for staff on early identification of mental health concerns will be implemented, alongside SEL curriculum reinforcement.  Data indicates that only 49% of secondary students felt a strong sense of school connectedness. Moreover, students identifying as English Learners, LGBTQ+, and those in foster/homeless situations reported even lower connectedness and safety perceptions. To address this, the district is expanding inclusive school climate initiatives, including culturally responsive staff development. Elementary data similarly showed that only 52% of students felt connected to their school, prompting an increased emphasis on classroom community-building strategies and the consistent implementation of SEL.   Lower ratings of perceived adult support and involvement from parents, particularly among students with parents who did not complete high school, have driven the revision of family engagement strategies. The district will revise outreach procedures to include more multilingual, accessible formats and increase parent workshops focused on academic monitoring and mental health awareness.  Both elementary and secondary students reported a decline in motivation and perceived value in school. At the secondary level, 53% of 11th graders indicated high levels of boredom. The district is addressing this by enhancing academic relevance through increasing dual enrollment opportunities and promoting Career Technical Education pathways. For elementary students, curriculum planning will incorporate more engaging and hands-on instructional strategies, as well as improved alignment with student interests.  Given the persistent needs identified among English Learners, Long-Term English Learners, and students with Individualized Education Programs, particularly in areas of engagement, connectedness, and safety, the district is refining its Multi-Tiered System of Supports to better disaggregate data, monitor progress, and deliver targeted interventions. Schools will utilize CHKS data to inform school site plan goals and integrate wellness indicators into their ongoing improvement cycles.  Administrators will implement climate and engagement actions into annual plans. Professional development for staff will include trauma-informed practices, culturally responsive pedagogy, and proactive strategies for building positive relationships.|Met||2025-06-30|2025
19644440000000|Culver City Unified|6|Students rate Teachers/ Staff/ Adults really care about every student. (agree/strongly agree) 92%: All, 95%: Elementary Schools, 96%: CCMS, 84%: CCHS, 86%: CP|There is a slight dip in participation for middle and high school students. This metric is a key for CCUSD as belonging and connectedness are measured.|As a part of the continuous improvement cycle CCUSD has been using empathy interviews at the continuation high school and at the high school. Using this strategy empowers educators with more information to better serve students and improve connectedness and belonging.|Met||2025-06-24|2025
19644510000000|Downey Unified|6|Downey Unified seeks input from students in grades 3 – 12 through the Annual LCAP Student Survey.  The key finding from the survey provide the district feedback around the six (6) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Homeless and Foster Youth; 4) Best Staff 5) Parent Engagement; 6) Infrastructure as well as our Equity Multiplier Goals for Elementary Virtual Academy, Woodruff School and Columbus High.  A total of 10,751 students participated in the survey.  Students were asked a series of questions around 2 focal areas: 1) School Climate and 2) Learning Environment.  The following results reflect the percentage of 3rd – 12th grade students who strongly agree or agree: School Climate – Downey Unified LCAP Survey I feel safe at school: 91.8% My school enforces rules consistently: 89.3% The students at my school treat each other with respect: 65.5% The adults at my school treat students with respect: 89.3% My teachers care about me as a person: 91.6% I fit in at my school: 85.5%  Learning Environment – Downey Unified LCAP Survey I believe I can do well in school: 94.4% My teachers believe I can do well in school: 95.2% My teachers help me learn: 95.2% I feel comfortable asking questions in class: 74.2% What I am learning in school will benefit me in the future: 82.5% My school has the technology I need to learn: 95.4%  School Connectedness (CHKS): Elementary School – Grade 5 All Students: 73% Asian/Asian American: 72% Black or African American: 67% Hispanic or Latinx: 73% White: 75%  Middle School – Grade 7 All Students: 60% Asian/Asian American: 71% Black or African American: 58% Hispanic or Latinx: 59% White: 69% English Learner: 54% LTELs (Long-Term English Learners): 57% Students with IEP (Disability): 54%  High School Grade 9 All Students: 62% Asian/Asian American: 73% Black or African American: 63% Hispanic or Latinx: 62% White: 56% English Learner: 66% LTELs: 72% Students with IEP (Disability): 65%  Grade 11 All Students: 64% Asian/Asian American: 66% Black or African American: 68% Hispanic or Latinx: 64% White: 65% English Learner: 57% LTELs: 56% Students with IEP (Disability): 60%  NT (Continuation) All Students: 62% Hispanic or Latinx: 62% English Learner: 48% Students with IEP (Disability): 60%  Based on the data, DUSD has consistently maintained a positive school climate in its schools. Despite the lingering effects of the pandemic and school closures, students continue to see schools as places where they are safe, cared for, and respected by their teachers. Students perceive their learning environment positively where they believe that what they are learning is beneficial for their future and that their teachers care about them and support their learning.|The results of the survey demonstrate that despite the challenge of increased student absenteeism rates and a higher need for mental health and social-emotional support, DUSD has maintained positive and strong relationships between staff and students. Students see their teachers as supporting their learning and generally feel respected at school. The data also demonstrates that there continues to be a need to focus on students treating each other with respect. There is a consistent need to do all we can to make classrooms safer spaces for students. The California Healthy Kids Survey indicates that students in grades seven and nine have more concern about their safety at school. On the LCAP survey, sixty-one percent of students believe that students treat each other with respect and seventy percent of students feel comfortable asking questions in class.|Downey Unified remains committed to supporting the mental health and wellness needs of all students. Each school has established a Wellness Center or dedicated wellness space that provides students with a safe and supportive environment to access social-emotional or mental health support as needed. Secondary schools have fully staffed Wellness Centers, while elementary schools have wellness spaces supported by a full-time, site-based therapist.  To strengthen student relationships and promote a positive school climate, all secondary teachers are receiving Capturing Kids’ Hearts training. Elementary schools are implementing Rethink Ed!, a program that helps students recognize their emotions and develop coping strategies. Additionally, the district continues to support long-standing initiatives such as PBIS and Character Counts! by providing ongoing training, resources, and support for staff.|Met||2025-06-24|2025
19644690000000|Duarte Unified|6|The local climate survey data from the California Healthy Kids Survey (CHKS) includes comprehensive information on school conditions and climate for elementary (Grade 5) and secondary grades (7, 9, 11). Here is a brief summary of the key findings, disaggregated by student groups: Elementary Schools (Grade 5) Overall Scores: School Connectedness: Scores range from 58% to 91%. Academic Motivation: Scores range from 86% to 89%. Caring Adults in School: Scores range from 76% to 83%. Anti-Bullying Climate: Scores range from 85% to 92%. Feeling Safe at School: Scores range from 86% to 96%. Specific Items: Cyberbullying: Ranges from 7% to 9%. Frequent Sadness: Ranges from 8% to 20%. Eating Breakfast: Ranges from 57% to 74%. Disaggregated Data: Gender: Generally balanced, e.g., 51% female and 49% male at Maxwell Academy, An International Baccalaureate World School. Race/Ethnicity: Predominantly Hispanic or Latinx, with other ethnic groups represented to varying extents. Secondary Schools (Grades 7, 9, 11) Overall Scores: School Connectedness: 56% (Grade 7). to 51% (Grade 9) Academic Motivation: 63%. (Grade 7) to 59% (Grade 9) Caring Adult Relationships: 40% (Grade 9) to 64% (Grade 11). Feeling Safe at School: 52% (Grade 7) to 57% (Grade 9). Specific Items: Experienced Harassment/Bullying: Ranges from 17% to 4. Cyberbullying: Ranges from 13% to 33%. Chronic Sadness/Hopelessness: Ranges from 17% to 34%. Substance Use: Generally low, e.g., current alcohol or drug use ranges from 3% to 7%. Disaggregated Data: Gender: Balanced distribution with representation of nonbinary and other identities. Race/Ethnicity: Predominantly Hispanic or Latinx, with representation from other ethnic groups like Asian and White. This data highlights the strengths and challenges in school climate across different student groups and grade levels, providing a detailed view for local education agencies to address specific needs and improve school conditions.|Areas of Strength School Connectedness: Elementary: High connectedness ranging from 58% to 91%. Secondary: Connectedness ranges from 51% to 56%. Academic Motivation: Consistently high motivation in elementary (86% to 89%) and secondary (51% to 56%) levels. Caring Adults and Support: Strong presence of caring adults in elementary (76% to 83%) and secondary (40% to 64%). Safety Perception: High feelings of safety in elementary (86% to 96%) and reasonable levels in secondary (52% to 57%). Identified Needs Bullying and Cyberbullying: Elementary: Cyberbullying ranges from 7% to 9%. Secondary: Harassment and bullying ranges from 26% to 45%, with cyberbullying from 25% to 31%. Mental Health: Elementary: Frequent sadness reported by 8% to 20% of students. Secondary: Chronic sadness/hopelessness reported by 31% to 37%, with suicide consideration from 13% to 16%. Substance Use: Secondary: Substance use is generally low but notable, with current alcohol/drug use at 7% to 10%. Meaningful Participation: Elementary: Low participation ranging from 33% to 45%. Secondary: Even lower participation, 21% to 27%. Disaggregated Data Insights Gender: Balanced gender representation with slight variations, including nonbinary identities in secondary grades. Race/Ethnicity: Predominantly Hispanic or Latinx in both levels, with notable representation of Asian and White groups in secondary grades. Conclusion The CHKS data highlights both strengths and areas for growth across our schools. While students report feeling connected, academically motivated, and supported by caring adults, concerns persist around cyberbullying at the secondary level, student mental health, and low levels of meaningful participation—particularly among elementary students (33% to 45%) and even more so at the secondary level (21% to 27%). Disaggregated findings by gender and ethnicity underscore the need for equity-focused, data-informed strategies. Moving forward, these insights will guide targeted actions to enhance student voice, foster inclusive engagement, and support a healthier, more responsive school climate.|Based on the key learnings from the California Healthy Kids Survey (CHKS) data analysis, Duarte Unified School District has identified several areas of need and formulated changes to existing plans, policies, and procedures to address these issues. The following revisions, decisions, and actions are proposed for continuous improvement: Regular Data Review: Continuous Monitoring: Establishing a system for regular review of climate survey data to track progress and identify emerging issues. Feedback Mechanisms: Creating channels for ongoing feedback from students, parents, and staff to inform continuous improvement efforts. Professional Development: Ongoing Training: Providing continuous professional development for staff on new policies, mental health support, and effective student engagement strategies. Community and Family Engagement: Enhanced Communication: Improving communication with families about school climate initiatives and how they can support these efforts at home. Community Partnerships: Building partnerships with community organizations to support mental health, anti-bullying, and substance use prevention programs.|Met||2025-06-26|2025
19644690128736|Opportunities for Learning - Duarte|6|OFL-Duarte administered the School Climate Survey in Spring 2025. Student participation was 39.4%; parent participation was 23.6%. Key results showed high ratings in School Safety (89% students, 84% parents), School Climate (76% students, 80% parents), and Connectedness (82% students).|OFL-Duarte demonstrates strong commitment to a positive, inclusive school climate, as reflected in feedback from students, parents, and staff. Ongoing surveys inform targeted interventions and wellness initiatives. Programs like EmpowerU and school-based counseling have improved student feelings of safety, belonging, and connection. The LEA also strengthens family partnerships through workshops, events, and consistent communication. Staff participation in professional development focused on trauma-informed and culturally responsive practices supports an environment where all students feel valued and supported. These efforts contribute to a climate that fosters both well-being and academic success. Despite progress, student feedback highlights a need for stronger peer and staff connections. Many students report wanting more meaningful relationships and ways to engage. To address this, OFL-Duarte is prioritizing efforts to promote inclusivity, build community, and expand student voice opportunities.|In 2025–26, OFL-Duarte will expand extracurricular offerings to provide a broader range of clubs, events, and interest-based activities that promote student engagement and peer interaction. Peer mentoring programs will be implemented to build supportive relationships, particularly for new or underrepresented students. Social-emotional learning will include targeted sessions on empathy, communication, and community-building. Student voices will be elevated through regular forums and leadership opportunities to ensure students are heard and involved in shaping school culture. Staff will continue to receive training in relationship-building and culturally responsive practices to help foster a more connected and welcoming school environment. Together, these actions aim to deepen student engagement, strengthen belonging, and support a thriving school community.|Met||2025-06-26|2025
19644690134858|California School of the Arts - San Gabriel Valley|6|This past year, in October, our entire community took the California Healthy Kids Survey. For school connectedness, our students reported at 77% (the state was at 55%). For perceived school as safe or vey safe, our students reported at 83% (state was at 55%). Our students reported a CA Wellness Index of 98%. For more details and breakdowns, please visit this summary sheet: https://docs.google.com/document/d/1B8yzWT9ptKRJU294hTy7DUKwshBIlhDMFkvbIsInz1A/edit?usp=sharing  Besides the most recent CHKS, our most recent climate survey data was gathered in preparation for our 2023 WASC visit. These surveys spanned the years 2018 - 2022. Here is an excerpt from our WASC report: Key highlights from our annual Instructional and Culture Surveys include consensus that the school believes strongly in using data from stakeholders to make decisions and drive institutional change, there is high favorability by parents, students, and staff of the school’s vision, mission, and core values, there is much agreement among all stakeholders that preparing students for college and career is a top priority, parents and students report that teachers utilize appropriate technologies in the classroom, that they create safe, creative, and productive learning environments, and families place high value in our programs. For example, 92% of our parents would recommend our school to others while 86% of students reported the same.|We learned a number of important things from the recent CHKS.   STUDENT GLOWS  Key Indicators (Students): School Connectedness:  CSArts-SGV: 77% State: 55% Academic Motivation: CSArts-SGV: 69% State: 65% Caring Adult Relationships: CSArts-SGV: 69% State: 57% Adults Have High Expectations: CSArts-SGV: 81% State: Not reported Facilities Upkeep: CSArts-SGV: 71% State: 42% Perceived School as Safe or Very Safe: CSArts-SGV: 83% State: 55% Current Alcohol or Drug Use: CSArts-SGV: 11% State: 15% Currently Vaping: CSArts-SGV: 4% State: 8% Survey gave CSArts-SGV students a CA Wellness Index score on average of 98%  STUDENT GROWS  Key Indicators (Students): Experienced Any Harassment or Bullying: CSArts-SGV: 30% State: 29% Parents: 16% reported this a problem Bedtime After 12:00 AM: CSArts-SGV: 29% State: Not reported Experienced Chronic Sadness or Hopelessness: CSArts-SGV: 42% State: 40% Considered Suicide: CSArts-SGV: 17% State: 16%  For more analysis, please visit the second page of this summary sheet: https://docs.google.com/document/d/1B8yzWT9ptKRJU294hTy7DUKwshBIlhDMFkvbIsInz1A/edit?usp=sharing  In our most recent WASC report, after looking at all the gathered data for culture, here were our identified areas of strength: 1) Multilayered support for all students, including those with IEPs and 504 plans. Those supports include the Student Support Team, the Wellness Center, the Counseling Team, and Academic Office Hours. These supports target students’ academic needs and mental health needs. 2) Ample opportunities for community stakeholder engagement and participation in school culture, like student-run clubs, events, and performances throughout the school year and anonymous Text-to-Tip line. 3) Student choice in learning. Through elective courses and dual enrollment courses, students can choose classes that complement their learning pathway.  Our identified areas of need included: 1) Introduce a wide variety of Post Secondary pathways--inclusive of academic, vocational, trade, CTE based opportunities (not just arts-based) 2) Ensure school staff and curriculum across departments are representative of the student body’s demographics. 3) Streamline communication and make it accessible in all the home languages represented within community stakeholders. Information is not only overly abundant, but also difficult to locate.|The results of the CHKS have resulted in us making more robust plans for active and preventative drug and alcohol intervention. Additionally, mental health and wellness will continue to be an ongoing priority. Data also helped inform a more robust phone policy and asks us to provide more information and training for students and families about sleep hygiene. One incredible take away is that our families with students with IEPs feel very supported.  The WASC identified areas of need ultimately impacted our most recent LCAP's goals. Including: 1) Introduce a wide variety of post-secondary pathways, inclusive of academic, vocational, trade, and CTE based opportunities. 2) Ensure school staff and curriculum across departments are representative of the demographics of the student body. 3) Improve discipline practices to close equity gaps for specific subgroups, most essentially for students with special needs. The goals drove us to hire a Restorative Practices Specialist and to implement Ethnic Studies. Various other trainings and actions towards these goals are in process. Our Equity Committee continues to meet to monitor our progress.|Met||2025-06-23|2025
19644690139535|Options For Youth - Duarte, Inc|6|In February-March 2025, Options for Youth-Duarte partnered with Panorama Education to administer a School Climate Survey. The results revealed favorable ratings across several key areas, including family engagement, staff-leadership relationships, barriers to engagement, school safety, and overall school climate.|Findings from the Spring 2025 School Climate Survey affirm that OFY-Duarte fosters a safe and inclusive learning environment. High ratings were reported across stakeholder groups: 91% of students, 90% of parents, and 83% of teachers and staff affirmed school safety and inclusivity. Additionally, rigorous academic expectations were recognized by 76% of students and 91% of parents. Family engagement was also rated positively, with 80% of family members indicating that barriers to participation had been effectively addressed. Student-teacher relationships received a 79% favorable rating from students.  While survey results show an increase in Sense of Belonging from the previous year, from 51% to 56%, we are still dedicated to moving this category higher. Enhancing school connectedness is a critical step toward ensuring academic success and reinforcing a shared commitment to equity across the school community.|For the 2024–27 LCAP cycle, the charter has identified four key metrics within Goal 4 and Goal 5 to support the creation of a safe, inclusive learning environment that honors diversity and promotes equity. Under Goal 4, Action 1, the charter is dedicated to implementing a comprehensive, whole-child focused framework for social-emotional learning that cultivates a safe, supportive school climate where all students receive the individualized resources and support they need to succeed both socially and academically. Additional initiatives under this commitment include: Goal 4, Action 2: Enhancing School Climate and Safety Goal 5, Action 4: Educational Partner Liaison – Title I Goal 5, Action 5: Student Initiatives Goal 5, Action 6: Parent and Family Engagement – Title I Goal 5, Action 7: Homeless and Foster Youth Program/Supplies – Title I Goal 5, Action 8: Threat Assessment Training Together, these actions aim to strengthen student well-being, build trusting relationships, and ensure all educational partners are engaged in fostering a safe and equitable school community.|Met||2025-06-27|2025
19644770000000|Eastside Union Elementary|6|In the 2024–2025 school year, Eastside Union School District (EUSD) administered its annual local climate survey to students in Grades 3–12 using Panorama Education’s End-of-Year Student Climate Survey. A total of 1,542 students participated—784 in Grades 3–5 and 758 in Grades 6–12. The survey assessed student perceptions across five key areas: School Belonging, School Climate, School Engagement, Rigorous Expectations, and Teacher-Student Relationships. Highlights from Grades 3–5 Among elementary students, Teacher-Student Relationships received the highest favorable rating at 74%, placing EUSD in the 60th–79th percentile nationally. This suggests that most younger students feel respected and supported by their teachers. Rigorous Expectations followed closely with a 72% favorable rating, indicating that students feel their teachers set high academic standards and provide appropriate support. School Belonging was moderately rated at 61%, reflecting that many students feel valued and accepted, but also signaling a need to continue building inclusive environments. However, School Climate (56%) and School Engagement (53%) were lower, with specific concerns around peer behavior, fairness of rules, and student enthusiasm for learning. Only 38% of elementary students said they regularly discussed class content outside of school. Key Findings from Grades 6–8 Secondary students reported more critical perceptions, with all five survey domains scoring lower than their elementary counterparts and falling in the 0th–39th percentile nationally. Rigorous Expectations again emerged as the highest-rated domain at 58%, but other areas showed considerable need for attention. Teacher-Student Relationships received a 43% favorable rating, with students acknowledging teacher respect but noting limited emotional connection. School Belonging (38%) and School Climate (41%) were especially low. Only 44% of students said they feel like they belong, and just 41% viewed the school's atmosphere as positive. School Engagement was the lowest-rated domain at 34%, with only 31% of students expressing excitement about their classes and just 27% discussing ideas from school outside the classroom.|School Engagement: Across all grade levels, engagement was the lowest-rated area. At the secondary level, only 34% of students responded favorably, indicating low enthusiasm for attending class and minimal discussion of class content outside of school. Elementary students reported slightly higher engagement (53%), but a notable portion still lacked excitement about learning. This indicates a critical need to prioritize instructional relevance, culturally responsive teaching, and student voice. School Belonging and School Climate (Grades 6–12): These areas were particularly concerning at the secondary level, with School Belonging at 38% and School Climate at 41%. Students expressed low levels of connection to peers and adults, perceived unfair rules, and felt peer behavior negatively impacted learning. These trends suggest the need for deeper investment in restorative practices, positive behavior interventions, and inclusive schoolwide norms. Relational Gaps (Grades 6–8): While elementary students reported strong relationships with teachers, secondary students shared that emotional support from teachers was less frequent. Only 35% felt that teachers would notice if they were upset, and just 38% felt excited to have those same teachers again in the future. This indicates a developmental gap in relational practices that must be addressed as students transition to middle and high school.|Based on the analysis of the 2024–2025 Panorama Student Climate Survey data across Grades 3–12, Eastside Union School District (EUSD) has identified several key areas of need—particularly in student engagement, belonging, and school climate at the secondary level. In response, EUSD will initiate strategic changes to its existing plans and systems to ensure all students experience a supportive, inclusive, and engaging school environment. 1. Revise School Climate and Culture Plans EUSD will revise school climate plans at both site and district levels to reflect the clear need for: Increased student voice and agency in shaping school culture. Consistent implementation of restorative practices and Positive Behavioral Interventions and Supports (PBIS) to improve fairness and student perceptions of discipline policies. Developmentally appropriate SEL strategies to improve peer relationships and emotional safety at the middle and high school levels. Each school will update its Single Plan for Student Achievement (SPSA) to include climate goals directly aligned to student survey results, ensuring alignment with LCAP priorities. 2. Strengthen Teacher-Student Relationship Practices To address relational gaps—especially among Grades 6–12 students—EUSD will: Implement professional development on culturally responsive teaching, trauma-informed practices, and relationship centered instruction. Equip school leaders and teachers with tools to address specific items with lower favorability (e.g., teacher concern when students are upset). These steps aim to ensure that respectful teacher-student interactions are also emotionally supportive and authentic. 3. Reimagine Engagement and Instructional Relevance Given the low engagement scores, particularly among secondary students (34% favorable), the district will: Refine instructional coaching cycles to emphasize relevance, engagement, and culturally responsive pedagogy. Expand opportunities for project-based learning, student-driven inquiry, and cross-curricular connections that reflect students’ identities and interests. Encourage student-led conferences, clubs, and academic showcases to build ownership and pride in learning. 5. Enhance Family and Community Partnerships To support continuous improvement, EUSD will: Host climate data forums to engage families and community partners in identifying root causes and co-constructing solutions. Create feedback loops where students and families can respond to ongoing climate improvement efforts and share qualitative insights.|Met||2025-06-25|2025
19644850000000|East Whittier City Elementary|6|The East Whittier City School District administers the California Healthy Kids Survey (CHKS), a research-based tool that provides reliable data to support student engagement, academic achievement, safety, positive development, health, and overall well-being. In addition to the CHKS, the District conducts a locally developed Local Control Accountability Plan (LCAP) survey to staff, families, and students to help assess students’ perceptions of school climate and safety.  During the 24-25 school year, CHKS surveys were completed by students in the 5th and 7th grades.  A total of 639 5th-grade students and 831 7th-grade students completed the survey.  The LCAP Survey was completed by students in 4th-8th grades. A total of 210 elementary and 571 middle school students completed the LCAP survey, with representation from all school sites. Students reported the following on our 2025 LCAP Survey related to school safety and connectedness: 53.8% reported that “I like coming to school.” 73.2% reported their school was a safe place to learn.  LCAP questions related to preparing students for life, college, and career showed that 88.5% of students felt that their school was preparing them for college and career. Concerning academic support, 97% of students reported that the school provides textbooks and learning materials to support their learning of the Common Core state standards.  School connectedness among our 5th-grade students has remained consistently strong, with 75% of students reporting that they feel a sense of connection to their school. This indicates that students feel included, supported, and part of the school community. Additionally, 71% of students reported having at least one caring adult on campus—a critical factor in fostering emotional well-being and academic engagement. Academic motivation remains high, with 82% of students expressing a strong desire to do well in school and a belief in the value of their education. Perceptions of school safety have also remained steady, with 80% of 5th-grade students indicating they feel safe at school. These stable indicators reflect the district’s continued efforts to promote a positive, supportive, and secure learning environment for all students. Survey results from our 7th-grade students indicate encouraging trends in school climate and student well-being. 61% of students reported having a caring adult relationship at school—an increase of 4% from the previous school year. This growth suggests progress in fostering supportive connections between students and staff, which are essential for academic success and emotional development. In terms of mental health and emotional well-being, 75% of 7th-grade students reported experiencing no social-emotional distress at school, a positive indicator of their overall emotional resilience. Additionally, 54% of students expressed a sense of optimism about their future, while 70% reported overall life satisfaction—both important markers of a healthy mindset.|The schools in EWCSD showed that school connectedness remained stable, and we will continue to work on finding alternative approaches to help students feel connected to school. In our middle schools, school connectedness will continue to be an area of growth. Perceived school safety remained high in our elementary schools, but we will continue to engage with the middle school community to ensure that students feel safe at school. EWCSD continues to focus on MTSS and on strengthening the implementation of PBIS in our schools.|The East Whittier City School District (EWCSD) continues to ensure we remain responsive to the diverse needs of our student population. Our collaborative approach includes school social workers, teachers, principals, and District support staff, who work together to regularly update and refine individualized intervention plans tailored to each school site. These plans are informed by data reflection meetings, during which each school identifies specific areas of need and determines the most appropriate actions to support student success.  To further strengthen our students' social-emotional learning (SEL) and school connectedness, EWCSD employs 16 social workers/counselors and three academic counselors. All schools across the District implement Positive Behavioral Interventions and Supports (PBIS), fostering a consistent and supportive environment that promotes positive behavior and emotional well-being. EWCSD has also provided multiple professional development opportunities for administrators, certificated, and classified staff, with a strong focus on building positive relationships, supporting student engagement, and promoting self-care among educators.  The overarching goal of these efforts is to increase school connectedness and ensure students feel safe and supported. When students feel secure and connected to their school community, they are more likely to engage in collaborative learning, communicate effectively, think critically, express creativity, and contribute to a stronger and more inclusive school culture.|Met||2025-06-11|2025
19645010000000|El Monte City|6|Based on the California Healthy Kids Survey (CalSCHLS), students in El Monte City School District (EMCSD) report a generally strong sense of school connectedness and safety—key indicators of positive school climate. These results, disaggregated by student group, help guide the district’s continuous improvement efforts. Among 5th grade students, 69% reported feeling connected to their school, with consistent responses across subgroups: Asian/Asian American = 71%, Hispanic/Latinx = 70%, and White = 68%. Seventy percent of 5th graders also reported feeling safe at school, with subgroup results showing: Asian/Asian American = 81%, Hispanic/Latinx = 68%, and White = 67%. These data reflect EMCSD’s efforts to foster inclusive, supportive environments at the elementary level. In 7th grade, the overall percentage of students reporting school connectedness was lower at 59%. Disaggregated scores were: Asian/Asian American = 57%, Hispanic/Latinx = 60%, White = 64%, English Learner = 58%, Homeless = 62%, Long-Term English Learners = 65%, and Students with Disabilities = 56%. Regarding safety, 64% of 7th graders felt safe at school: Asian/Asian American = 65%, Hispanic/Latinx = 63%, English Learner = 59%, Homeless = 82%, Long-Term English Learners = 68%, and Students with Disabilities = 67%. The relatively high safety ratings from homeless students and students with disabilities suggest the district’s targeted supports are positively impacting these groups. While many students report positive experiences, the data highlights a need to deepen school connectedness—particularly in the middle grades—and ensure equitable access to social-emotional supports. In response, EMCSD continues implementing the Leader in Me framework, grounded in Covey’s 7 Habits, to promote inclusion, student voice, and leadership. SEL instruction is delivered at the start of the year and revisited midyear to help students reconnect and reinforce routines. Every school is supported by counselors, outreach consultants, and social workers who play a vital role in promoting mental health, engagement, and proactive behavioral supports. Based on educational partner feedback, EMCSD is also expanding professional development in culturally responsive practices, relationship-centered discipline, and restorative approaches. These strategies aim to reduce exclusionary discipline, strengthen student-staff relationships, and create environments where all students feel safe, supported, and empowered. EMCSD is also enhancing family engagement to co-create welcoming school climates reflective of the district’s diverse community.|Analysis of El Monte City School District’s (EMCSD) 2024–25 California Healthy Kids Survey (CalSCHLS) results reveals both areas of strength and clear opportunities for growth. The data show that many students report feeling connected and safe at school, particularly in the elementary grades. Among 5th graders, 69% feel connected to school and 70% feel safe, with consistent outcomes across subgroups such as Asian/Asian American (71% connected; 81% safe), Hispanic/Latinx (70% connected; 68% safe), and White students (68% connected; 67% safe). These results affirm the district’s efforts to build inclusive school climates and establish strong student-staff relationships at the elementary level. In contrast, 7th grade data highlight a need to strengthen student connectedness and safety as students transition to middle school. Only 59% of 7th graders report feeling connected, with lower scores for English Learners (58%), students with disabilities (56%), and Asian/Asian American students (57%). Though 64% of 7th graders feel safe at school, perceptions vary, with English Learners (59%) and Hispanic/Latinx students (63%) reporting below-average safety compared to homeless youth (82%) and students with disabilities (67%). These results suggest that while targeted supports may be reaching some historically underserved groups, there is still a need for more consistent and inclusive practices across all student populations and campuses. Key learnings include the importance of sustaining and strengthening social-emotional support throughout the school year, particularly in middle grades. The district has identified a need to deepen relationships, elevate student voice, and ensure that all students—regardless of background or identity—feel a strong sense of belonging. These needs are informing EMCSD’s continuous improvement approach. In response, EMCSD continues to implement the Leader in Me framework to build leadership, inclusion, and belonging through Covey’s 7 Habits. Social-emotional learning (SEL) is a districtwide priority that begins each year and is revisited midyear to reestablish community and connection. This sustained focus helps students navigate academic and social transitions throughout the year. To address climate gaps, EMCSD ensures every school has access to counselors, outreach consultants, and social workers who provide mental health support, behavior coaching, and proactive engagement strategies. Based on educational partner feedback, the district is strengthening its approach to discipline by expanding professional development in culturally responsive practices, relationship-centered discipline, and restorative justice. Recognizing the crucial role families play in shaping school climate, EMCSD is also expanding its family engagement efforts. Through deeper partnerships and inclusive communication strategies, the district is working to co-create welcoming campuses where all students feel seen, safe, and empowered to succeed.|As a result of CalSCHLS findings and educational partner feedback, El Monte City School District (EMCSD) has identified several revisions and actions to improve school climate and support continuous improvement. While elementary students report strong feelings of connectedness and safety, middle-grade data show lower levels—particularly among English Learners, students with disabilities, and certain ethnic subgroups. In response, the district is implementing the following changes: 1. Expanded SEL and Leader in Me Implementation:  To support consistent connectedness across grades, EMCSD will strengthen implementation of Leader in Me and schoolwide social-emotional learning (SEL). SEL will be prioritized not only at the beginning of the year but also revisited midyear to reinforce classroom culture. The district is exploring the use of SEL leads to support fidelity across sites. 2. Strengthened Tier 1 Supports and PBIS:  To ensure consistent support for all students, EMCSD will revise its PBIS implementation to emphasize universal expectations, relationship-building, and inclusive behavior supports. All schools will update behavior matrices to include culturally responsive, strengths-based language. 3. Professional Development in Equity and Restorative Practices:  To address gaps in middle-grade connectedness and safety, EMCSD will expand training in culturally responsive teaching, restorative practices, and relationship-centered discipline. In 2025–26, this training will be extended to classified staff and administrators. 4. Strengthening Student Voice:  To elevate student perspectives, EMCSD will implement new student voice structures at the middle school level, including student-led community circles, climate walk-throughs, and leadership opportunities tied to site improvement efforts. 5. Increased Access to Mental Health and SEL Supports:  The district will increase counseling and outreach staffing and implement an SEL check-in tool to monitor student well-being and allow for early interventions. 6. Enhanced Family and Community Engagement:  EMCSD will revise its family engagement plan to expand multilingual access, offer virtual participation, and strengthen partnerships with culturally rooted community organizations. Parent input will inform climate-related planning through focus groups and advisory meetings. These actions reflect EMCSD’s continued commitment to equity, student voice, and safe, inclusive school environments that support the whole child.|Met||2025-06-23|2025
19645190000000|El Monte Union High|6|"Data results were analyzed districtwide for students in grades 9th through 12th from both the Local Control and Accountability Plan (LCAP) survey along the Youth Truth survey. The LCAP survey results showed a slight increase from the prior year in the percentage of students who agreed or strongly agreed with the statement ""I feel safe on campus."" In April 2024, 88.8% of students who took the LCAP survey stated they agreed or strongly agreed with the statement on feeling safe on campus. This percentage increased to 89.6% in Apri 2025. The 2025 LCAP results also reflected that 88.6% of students who completed the survey stated they agreed or strongly agreed to feel engaged to their school, while 82.2% agreed or strongly agreed to feel connected to their school. This is consistent from the prior year where the results showed 88.8% of the students agreed or strongly agreed to the statement on feeling engaged and connected. This year, the LCAP survey was completed by about 2,750 students or close to 40% of the student population.  The Youth Truth survey was completed by about 6,309 students, or about 90.6% of the student population. The survey included a statement that was phrased as ""I feel safe during school."" While only 55% of students agreed or strongly agreed with this statement in 2025, the percentage has continued to increase from 50% in 2023, to 53% in 2024.  A question was also included in the Youth Truth survey regarding student engagement outside of the school day. Again, results show there has been an increase in the percentage of students who are engaged in clubs and/or sports over the past four years from 48% to 58%. The percentage increased by two from 2024 to 2025. In addition to input through surveys, students also had the opportunity to provide feedback in person through student focus groups. As part of this feedback, students focused on the continuous need for campus supervisors to support student safety."|Safety protocols continue to be implemented to support safety on campus resulting in an increased number of students feeling safe on campus, as reflected through the LCAP and Youth Truth survey results. Full-time campus supervisors are hired to ensure supervision is provided throughout the day when students are present. Additional hours are also provided to current campus supervisors to support safety on campus and promote participation on weekends.  The number of after-school enrichment and extra-curricular activities was increased. This increase allowed more students to be engaged, as observed in the LCAP survey results with over 10% more students identifying they were engaged in activities from the 2023 data. Data showed a slight increase in the suspension rate. As a result, each school now has a wellness center with a wellness coordinator and clerk available to meet with students on a daily basis. Coordinators also provide site-level and district-level workshops that address how to support the social-emotional needs of students.|As stated in the prior prompt, campus supervisors continue to support students at each school, and the number of campus supervisors continues to be funded on a per pupil ratio to support students' sense of safety on campus. The number of after-school enrichment and extra-curricular activities was also increased from 2023 to 2025 to allow more students to be engaged. Wellness coordinators and a wellness clerk continue to be funded through Supplemental and Concentration funds and are included in the EMUHSD LCAP.|Met||2025-06-18|2025
19645270000000|El Rancho Unified|6|ERUSD participates yearly in the California Healthy Kids Survey (CHKS). The Survey is administered to students in grades 5, 7, 9, and 11 and to all students enrolled in Non-Traditional Schools. The data is used by the school district and school sites to determine student needs and barriers to academic achievement and well-being. The following indicators are from CHKS data from the 2023-2024 school year, with previous years also shown for comparison. School Connectedness 2021-2022		2022-23               2023-24 5th 75% 			5th 73%               5th 68% 7th 61% 			7th 56%		    7th 58% 9th 55% 			9th 50%               9th 48% 11th 50%			11th 52%             11th 50%  School Safety (Schools Perceived as Very Safe or Safe)  2021-2022 		2022-2023           2023-24 5th  80% 			5th  79%              5th 73% 7th  60% 			7th  56%              7th 58% 9th  52% 			9th 52%               9th 50% 11th 53%			        11th 58%             11th 54%|ERUSD needs to create an environment where students feel safe as well as more connected, supported, and motivated to engage in their education.  The key indicators reveal that there is a decrease of 5%, 2%, and 2% for 5th, 9th, and 11th grade students, respectively, who reported feeling a sense of connectedness in the CHKS survey. 58% of 7th grade students reported feeling school connectedness in school, reflecting a 2% increase from 56% to 58%. Some students feel a strong sense of connectedness to school due to supportive relationships with teachers and peers, engagement in meaningful and relevant learning experiences, and involvement in extracurricular activities that match their interests and talents. However, other students may feel disconnected if they face social exclusion, bullying, lack supportive relationships, or encounter a curriculum that they cannot relate to and understand. These students may  experience bullying, discrimination, or feel their identities and cultures are not represented or valued in the school environment and may struggle to develop a sense of belonging. Ensuring that all students have access to a supportive, inclusive, and engaging school experience is crucial for building a sense of connectedness.  2023-2024 CHKS data indicates that there was a decrease in the percentage of students in grades 5, 9, and 11 who perceive their schools as being safe or very safe as compared to the 22-23 school year.  7th grade students showed an increase of 2% in the number of students who perceive their school as safe or very safe as compared to the 22-23 data.  Some students report feeling safe at school because they experience a supportive and inclusive school environment, with clear anti-bullying policies, PBIS practices, respectful peer interactions, and responsive, caring staff who effectively address concerns and conflicts. Safety measures such as secure facilities, regular safety drills, and visible adult supervision also contribute to a student’s sense of security. But, other students may feel unsafe due to experiences of bullying, harassment, or discrimination, either from peers or even staff members. Additionally, inadequate responses to reported incidents, lack of trust in school authorities, and perceived threats of violence can make a student not feel safe at school. ERUSD will need to  ensure all students feel safe at school by  consistent enforcement of safety policies, creating  a positive school climate, and providing support for all students.|"ERUSD continues to implement the PBIS framework as a way of promoting positive behavior and supporting student success in schools. The PBIS framework provides staff with positive and restorative strategies and interventions that allow them to develop relationships with students and reduces the amount of punitive actions and dialogue that historically has impeded the progress of student/teacher relationships. The district continues to integrate a social emotional learning curriculum through weekly lessons, which creates opportunities for positive dialogue in the classroom and increased opportunities for teacher/student connectedness. ERUSD continues to promote the “See Something Say Something” Campaign that was developed in the 2022-2023 school year. The “If You SeeSomething, Say Something” Campaign raises safety awareness and teaches students to recognize warning signs and to report any suspicious behavior and situations to a trusted adult at home or at school. The ""If You See Something, Say Something Campaign"" complements the El Rancho Unified School District’s safety programs in the efforts to protect the students, staff, and community from harm. The district will continue to remind students and families of the importance of reporting suspicious behaviors. The district will continue partnerships with community agencies to continue to support the social emotional well-being of students. In the 23-24 school year, student wellness centers were opened at both Rivera Elementary and at Rivera Middle School.  Additional wellness centers at various schools are due to open during the 25-26 school year. These centers provide a place for students to build relationships and learn about and practice self regulation techniques. Creating calming rooms or calm spaces within all schools is crucial in supporting the emotional wellness of students. These dedicated spaces provide a safe and nurturing environment where students can seek refuge, practice positive coping skills, and find solace during times of heightened stress or emotional distress. We will also continue to work with our administrators to ensure that reported incidents are investigated and documented and that safety policies are followed so that all students feel safe at school."|Met||2025-06-24|2025
19645350000000|El Segundo Unified|6|In El Segundo Unified School District (ESUSD), we administered local climate surveys using Qualtrics for students and staff, and Panorama for teacher engagement, to capture perceptions of school climate, connectedness, and safety across all grade spans. The surveys included reliable and validated items aligned with key indicators of school well-being. Student Data (2024–25): Sense of Belonging:   Elementary: 75%   Secondary: 51% (a +3% improvement from 2023–24)   Positive Relationships at School:   Elementary: 83%   Secondary: 71% (Secondary improved by +2%)   Teacher Data (2024–25): Sense of Belonging:   Elementary: 82.5%   Secondary: 79.2%   Feeling Safe at School:   Elementary: 86.5%   Secondary: 81%   Teacher Engagement (Panorama 2024–25): 83.2% of teachers reported feeling motivated (engaged) at work, up from 81.75% in the previous year, reflecting a +1.45% increase.   Data was disaggregated by student groups, including students with disabilities, English learners, socioeconomically disadvantaged students, and racial/ethnic subgroups. Disparities continue to be monitored through site-based equity teams and student services. These results, in addition to stakeholder surveys from families and classified staff, provide a comprehensive snapshot of school climate across the district and are used to guide decision-making and improvements in alignment with our LCAP priorities.|Our analysis of the 2024–25 climate survey data revealed several areas of strength and opportunities for growth:  Strengths:  Elementary students reported high levels of connectedness, with 83% indicating they have positive relationships at school and 75% reporting a strong sense of belonging.  Teacher sense of safety and belonging also increased districtwide, with 90% of elementary teachers and 85% of secondary teachers reporting feeling safe, and both groups seeing growth in their sense of belonging.  Staff motivation improved modestly, with 90% of teachers reporting feeling engaged in their work.  Areas for Growth:  Secondary students reported lower levels of school belonging (51%) and safety, though small year-over-year improvements were observed.  Elementary relationship ratings declined slightly (-1%), though they remain relatively high overall (83%).  Notably, students with disabilities continue to report lower perceptions of safety and connection, highlighting the need for additional inclusion supports.  Transitional grades, particularly the shift into high school, remain a critical period needing enhanced supports, as students navigating this change show a notable dip in their sense of belonging.|In response to these findings, ESUSD has implemented several targeted actions and continuous improvement strategies aligned to identified needs:  Expanded Professional Development  Ongoing training for staff on trauma-informed instruction, Universal Design for Learning (UDL), and inclusion strategies for students with disabilities and diverse backgrounds.  Continued focus on strengthening adult-student relationships and culturally responsive teaching.  Transitional Supports  Enhanced orientation programs for incoming 6th and 9th graders, including peer mentoring, teacher-led advisory programs, and increased counselor check-ins during the first semester.  School site teams are exploring new systems to monitor belonging indicators across transition years.  Student Wellness and Belonging Initiatives  Increased investment in counseling and wellness resources, including part-time wellness coordinators and expanded partnerships with local mental health agencies.  Student voice efforts have been expanded to co-design wellness activities that reflect student needs.  Staff Climate and Engagement  Action planning is underway to build upon staff engagement gains. Sites are using Panorama results to shape collaboration time and address workload balance.  School climate and equity teams are leading site-based data dives to co-design next steps with certificated and classified teams.  Family and Community Engagement  Communication systems have been enhanced to include more two-way engagement opportunities around climate goals, including focus groups, “Coffee with the Principal,” and multilingual outreach.  These actions are embedded in our LCAP under goals related to whole-child development, equity, and stakeholder engagement. Progress will continue to be tracked using both quantitative and qualitative data in alignment with ESUSD’s commitment to continuous improvement.|Met||2025-06-10|2025
19645500000000|Garvey Elementary|6|Garvey School District uses a local survey comprised of twenty-two questions (for Grades 5-6) and twenty-seven questions (for Grades 7-8) that are adapted from the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connections in grades 5, 6, 7 and 8.  The ultimate goal is to attain an average percentage of 75 or above for the positive indicators. The annual target for 2024-25 is:  1)	Positive Indicators (average percentage): at/above 50%, or 2)	Improved/Maintained Indicators: at/above 50% The following is a summary of the key findings on School Climate for 2024-25.   Key Findings for Grade 5 & 6 Grade 5 & 6 – Positive Indicators Average: 56.4%   School Engagement & Supports ?	School Connectedness (60%) ?	Academic Motivation (61%) ?	Caring Adult Relationships (54%) ?	High Expectations (68%) ?	Meaningful Participation (55%)  School Safety ?	Feel safe at school (65%) ?	Experienced any bullying or harassment by others (30%) ?	Mean rumors spread about you (33%)  ?	Saw a weapon at school (6%)  Disciplinary Environment ?	Students well-behaved (32%)  Lifetime Substance Use ?	Alcohol or drug use (0.95%)  ?	Cigarette smoking (0.77%)   Key Findings for Grades 7 & 8 Grade 7 & 8 – Positive Indicators Average: 51.9% and Improved/Maintained Indicators: 17%    School Engagement & Supports ?	School Connectedness (52%) ?	Academic Motivation (50%) ?	Chronic truancy (twice a month or more) (20%) ?	Caring Adult Relationships (47%) ?	High Expectations (59%) ?	Meaningful Participation (61%) ?	Facilities upkeep (38%) School Safety & Substance Use ?	School perceived as very safe or safe (56%) ?	Experienced any harassment or bullying (20%;) ?	Had mean rumors or lies spread about you (25%) ?	Been afraid of being beaten up (12%) ?	Been in a physical fight (7%) ?	Seen a weapon on campus 13%) ?	Been drunk or “high” on drugs at school ever (1%) Mental and Physical Health ?	Current alcohol or drug use (0.68%) ?	Current cigarette smoking (0.69%) ?	Current electronic cigarette use (1%) ?	Experienced chronic sadness/hopelessness (17%)|The 2024-25 School Climate survey data show a negative trend in the overall positive school climate that strongly suggests the enduring impacts of the pandemic being intensified by the effect of the emerging social, economic, and political challenges confronting the students and families. The data indicate an average of 54.2% for the positive indicators and 10% improved/maintained indicators, as compared to the 2023-24 data. The disaggregated data indicate that the “Hispanic students” group had the lowest average percentage of 52% for the positive indicators. Progress was evident in grades 7-8 students in the areas of student Engagement and supports (e.g., school connectedness and caring adult relationships). The areas of challenges include the increasing negative perception of school safety and the prevailing concern about mental health.|To address the challenges, the District has been strengthening the safety and security system (e.g., security cameras and safety protocol) and the mental health and social-emotional supports, including the following: refining a districtwide social-emotional learning curriculum facilitated by counselors and teachers, establishing wellness centers at the schools, providing ongoing training for staff and parents, and promoting Positive Behavioral Interventions and Supports (PBIS) and leadership development programs with the focus on high-needs students. Additionally, training on cultural proficiency will be provided to enhance the understanding, commitment, and skills in providing culturally responsive supports for Hispanic students (and other historically marginalized students).|Met||2025-06-26|2025
19645680000000|Glendale Unified|6|GUSD administers a local climate survey annually that provides a valid measure of perceptions of school safety and connectedness. In Spring 2025, students in grades 4-12 participated in the Panorama Social Emotional Survey. This nationally normed survey assists in measuring several domains.   Grades 4 and 5 Percentage of Favorable Responses (n = 3,532) - Emotional Regulation: 47% - Growth Mindset: 42% - Self-Efficacy: 53% - Sense of Belonging: 56% - Social Awareness: 57% - School Safety: 64%  Grades 6-12 Percentage of Favorable Responses (n = 11,893) - Emotional Regulation: 48% - Growth Mindset: 43% - Self-Efficacy: 45% - Sense of Belonging: 47% - Social Awareness: 56% - School Safety: 58%|GUSD staff regularly reviews Panorama Survey data and compares results over time. Based on the findings from the Panorama Survey, while there were marginal variations in percentages, there were significant discrepancies in Growth Mindset and Self-Efficacy from the prior year. The language in the survey questions for these two domains were updated on the nationwide instrument. This resulted in a decrease of 10% from the prior year in these two domains. This does remind our school teams to focus on mental health and to be aware of the unique needs of particular student groups, including newcomers to the District—families that have been displaced by war and other global issues. School engagement levels have largely remained consistent. This may be attributed to the efforts to intervene and connect students to services and support. The District’s greatest area of strength for all grade levels is School Safety, indicating that the overall school environments at the site level are working for students and that there is physical and emotional support available for students. Going forward, the focus will be on identifying promising practices in the classroom and on campus that support the development of a growth mindset and being able to address persistence and empathy through self-efficacy skills.|GUSD will continue to gauge student perceptions through the use of the Panorama Survey. The District will support schools in developing initiatives and plans to ensure students know who they can speak to when they need help, address emotion regulation in elementary grades, and increase students’ sense of belonging and social awareness in secondary grades. This includes data analysis and planning sessions to support student groups as well as specific students with school teams. In addition, the District will provide guidance on using the Panorama Education Playbook as a best practice. Collaboration between schools and District departments will be a critical component in addressing student needs that emerged from the Panorama social emotional learning inventory. Student Wellness Services will address the needs of vulnerable student populations, including homeless and foster youth, and provide counseling services. Student Support Services will review trends in attendance and suspension data to implement targeted interventions.|Met||2025-06-24|2025
19645760000000|Glendora Unified|6|Glendora Unified School District used Panorama to support the delivery of the LCAP spring survey for the second year. This gives us the opportunity to compare data from the previous year.  Our family survey of approximately 880 respondents (100 less respondents than in the previous year) was made up of 51% elementary, 26% middle, and 23% high school. This showed that our strengths are providing safe learning environments for students and we have little barriers to engagement. Our focus in 24-25 was school fit and we did increase this by 3 %. We did this by looking at school activities, and school connections so students can ask for help when needed, and matching teaching and learning styles.  This will continue to be an area of focus as we are still in the 20 percentile in this topic. We will focus on culturally responsive teaching, trauma informed instruction, restorative practices, and increasing our student connections.  Family engagement is another area of focus. Although we have little barriers to engagement nad we are at the 60th percentile compared nationally we show 24% or our families responding favorably to the degree to which families become involved with and interact with their child's school.  Being involved in parent groups and discussions is an area of growth.   Our student survey had 2962 responses from grades 6-12 and 793 from grades 4-5 (both an increase from the previous year)  We looked at 5 theme areas. For emotional regulation, 47% of students in grades 4-5 and 51% 6-12 shared that students frequently or almost always are able to regulate their emotions in reference to mood and staying calm. This shows an increase of 4% for secondary students.   57% of students in grades 4-5 and 23% in grades 6-12  shared that students are quite or extremely attentive and invested in class in reference to excitement, focus, and interest. This is the same as the 2024 survey.  In looking at overall positive school climate, 57% of students in grades 4-5 and 47% in 6-12 feel that the climate is somewhat or very positive. In 2024, 6-12 was 46%. Both levels indicated that about 25% of the time other student behaviors hurt learning. About 69% of all students' surveyed feel that physical or psychological safety is not a concern at their school at all levels and this increased about 2% from the previous year. 64% of students in grades 4 and 5 feel they are valued at school while 40% stated this at grades 6-12. Overall this shows us that students feel safe at school and feel a positive school climate. Focusing on emotional regulation and student engagement, especially at the secondary level should continue.   Our teacher survey yielded results from 254 teachers, an increase of 66 responses and our staff survey had responses from 200 members, an increase of 67 responses. Overall, we have strengths in school leadership (61% and 65%)  and teacher efficacy 80%). School leadership did decrease slightly with both certificated and classified staff, an area w|Key learnings from our local climate survey data indicate several areas of strength as well as opportunities for targeted improvement. Most notably, the district’s focused efforts on improving “school fit” have yielded a 3% increase, affirming that attention to student belonging, academic support, and classroom alignment matters. However, remaining in the 20th percentile nationally highlights that deeper work is needed, particularly through strategies such as best first instruction, trauma-informed instruction, and restorative practices. Student safety continues to be a strength, with 69% of students reporting feeling physically and psychologically safe, an increase of 2%. Positive school climate scores have remained stable or slightly improved, particularly in grades 6–12. However, emotional regulation and academic engagement, especially among secondary students, need additional support to improve student well-being and success. Family engagement surfaced as a critical area of growth. Although barriers to engagement are low, only 24% of families feel actively involved in school life. This points to the need for more inclusive outreach and opportunities for meaningful parent involvement. Staff data showed high teacher efficacy and stable leadership confidence, though a slight decline in perceived leadership effectiveness suggests a need for clearer communication and consistency. Overall, the data emphasizes the importance of relationships, relevance, and responsive systems across all stakeholder groups.|Based on survey results, and stakeholder input, Glendora Unified is using key findings to guide continued investments in student support and engagement. The district will maintain its focus on supportive counseling services and student services personnel. Emotional regulation and student engagement remain priorities and will drive the focus of our two full professional learning days in 2025–26. These days, along with ongoing Collaboration Days, Early Outs, and Late Starts, will support professional development centered on the science of reading, restorative practices, AI reflection, innovative teaching strategies, and MTSS. All efforts aim to strengthen best first instruction and ensure all learners—students and staff—are supported through responsive and relevant practices.|Met||2025-07-26|2025
19645840000000|Gorman Joint|6|Climate survey data shows high satisfaction by each group: parents, students, and staff with the school campus.|Student groups rated the school high in satisfaction.  They believed their teachers listened to them, scores were lower when compared to recess duty staff.   An area of strength is that students, parents, and staff overwhelmingly feel welcomed and safe at school.   Some students wanted more tutoring opportunities. We offer lunchtime and after-school tutoring. We must ensure that students are aware of all the available opportunities and have access to a form for self-enrollment.|Continuous improvement has prompted the LEA to add ST Math. Students scoring low on standardized and classroom math tasks often exhibit deficits in number sense.|Met||2025-05-24|2025
19645841996305|Gorman Learning Center|6|Approximately 25% of our parents and 20% of our students completed the LCAP Satisfaction Survey.|The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families.|Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP addresses Student Engagement as a focus goal.|Met||2025-06-26|2025
19645920000000|Hawthorne|6|The District administered the California Healthy Kids Survey (CHKS) to all eligible students in grades 5 and 7.    Participation in the survey was dependent upon authorization by a student's parent or guardian. In the 2024-25 school year, the sample group of participants was 484 out of 715 fifth graders and 513 out of 663 seventh graders, resulting in a response rate of 63% in the 5th grade and 76% in the 7th grade.  It should be noted that the constructs of the survey require that the response rate for any group be above 70% in order for the associated results to be deemed valid. In regard to local climate survey data, the District also administered a student LCAP survey with school climate questions and a Capturing Kids Hearts Survey in grades 4-8; however, that data was not disaggregated by student groups.   Per the CHKS school climate survey data results (5th grade results were not provided per student group):  Fifth-grade students, when asked, a- are there caring adults in school 68% said,  “Yes most of the time” or “Yes all of the time” b-question regarding school connectedness 64% said, “Yes most of the time” or “Yes, all of the time”   Seventh-grade students' CHKS results when asked questions regarding school connectedness: 75% of all the students agreed or strongly agreed that they feel connected to the school 44% of African American students agreed or strongly agreed 46 % of Hispanic students agreed or strongly agreed 50% of English Learners agreed or strongly agreed 26% of students with disabilities agreed or strongly agreed     Seventh-grade students, when asked questions regarding school safety: 38% of all the students agreed or strongly agreed they feel connected to the school 43% of African American students agreed or strongly agreed 48% of Hispanic students agreed or strongly agreed 52% of English Learners agreed or strongly agreed 50% of students with disabilities agreed or strongly agreed The District also administered a student LCAP survey to students in grades 4-8. Thus, the student's responses to the  2024-25 student LCAP survey yielded the following key findings: My school is safe and secure. (85% of students in elementary school and 66% of students in middle school.) I look forward to attending school. (77% of students in elementary school and 75% of students in middle school.  My school provides a welcoming environment. (83% of students in elementary school and 74% of students in middle school.  I am provided with social and emotional learning opportunities. (82% of students in elementary school and 71% of students in middle school.  I am treated fairly and with respect. (75% of students in elementary school and 65% of students in middle school.  I feel that there are caring adults whom I can talk to at my school. (81% of students in elementary school and 72% of students in middle school.|In analyzing and disaggregating the data (per school site)  associated with the survey, the District identified significant differences reported between grade level groups (for example, the higher level of feelings of welcomed, safe, and secure amongst our elementary school students compared to middle school students. Thus, the district has partnered for another year with the Capturing Kids Hearts program and will provide ongoing district-wide training for admin and staff at all levels to implement the CKH strategies that further enhance a school climate in which students and adults have trust and establish caring relationships. The district has also partnered with the Los Angeles County Office of Education to provide another year of PBIS training and support for all school sites. In addition, it was acknowledged that when students were asked, “ I look forward to attending school,” (77% of students in elementary school and 75% of students in middle school).  This is an increase from an overall 67% of our students who agreed last year.|The district will further examine these results by implementing student focus groups and student advisory groups to provide ongoing student feedback loops on how to increase student engagement and create a more engaging school climate for ALL our middle school students     The district will further examine these results by implementing student focus groups and student advisory groups to provide ongoing student feedback loops on how to increase student engagement and create a more engaging school climate for ALL our middle school students.|Met|The District administered the HSD California Healthy Kids Survey to all eligible students in grades 5 and 7. Participation in the survey was dependent upon authorization by a student's parent or guardian. In the 2024-25 school year, the response rate was|2025-06-25|2025
19645920100354|Hawthorne Math and Science Academy|6|"HMSA administers various surveys to assess school connectedness, safety, and climate. Based on feedback from the 2025 California Healthy Kids Survey, 57% of the 9th and 11th grade participants responded that they ""agree"" or ""strongly agree"" that they feel that they are a part of the school. The following select student groups reported on “school connectedness,” “school perceived as very safe or safe,” and “caring adult relationship.”  Reported “school connectedness” Hispanic / Latinx : 9th grade - 57%, 11th grade - 57% Black / African American: 9th grade - 48%, 11th grade - 66% Asian / Asian American: 9th grade - 48% English Learners: 9th grade: 55%, 11th grade - 59%  Reported “school perceived as very safe or safe” Hispanic / Latinx : 9th grade - 76%, 11th grade - 82% Black / African American: 9th grade - 71%, 11th grade - 86% Asian / Asian American: 9th grade - 71%, 11th grade - 86% English Learners: 9th grade -N/A  Reported “caring adult relationship” Hispanic / Latinx : 9th grade - 52%, 11th grade - 47% Black / African American: 9th grade - 39%, 11th grade - 69% Asian / Asian American: 9th grade - 51%  Our LCAP survey results reflect the percentage of students who agreed with the following statements: 93%: My school is safe. 88%: I am treated fairly and with respect by my peers. 89%: I am treated fairly and with respect by staff members. 71%: I participate in enrichment opportunities within the regular school day. 2025 LCAP Parent Survey results- Below is the percentage of parents who agreed with the following statements: 86%: HMSA is safe. 96%: HMSA provides a respectful environment for all students. 96%: HMSA provides a welcoming environment for visitors and volunteers. Parent feedback included 87% of respondents who agreed with the statement: ""Parents and guardians are presented with opportunities to take part in decisions made within the school/district."" HMSA is looking to improve parent participation."|Hawthorne Math and Science Academy (HMSA) is pleased to report that 93% of students feel that “My school is safe.” HMSA remains committed to maintaining and expanding programs that promote student safety and connection, including after-school tutoring, clubs, and sports. However, based on analysis of local data related to “school connectedness,” “perception of school as very safe or safe,” and “caring adult relationships,” areas for improvement have been identified. To increase school connectedness, HMSA will continue partnering with its community school team to expand both in-school and after-school events and activities. Teachers will be encouraged to host clubs to increase student engagement and family participation. Targeted outreach will be conducted to ensure that Hispanic/Latinx, Black/African American, and Asian/Asian American students are meaningfully involved and have opportunities to share their experiences through informal check-ins, surveys, and direct engagement.  Weekly enrichment opportunities will continue after school, allowing student groups and clubs to meet regularly. Many teachers also offer enrichment activities beyond school hours to support student learning. The Summer Bridge Program, led by trained Link Crew mentors, supports incoming 9th-grade students through a four-day orientation and continued mentorship. Monthly Link Crew meetings build leadership skills and promote student bonding.  At the start of the school year, HMSA hosts two weeks of daily school-wide webinars during homeroom to introduce students to campus resources and activities. CIF athletics and extracurriculars remain active, and student groups like Peer Advocates continue hosting initiatives like Wellness Week, focusing on mental health and self-care. Community and school-wide events create additional spaces for students, staff, and families to connect. To further improve safety, HMSA will continue using SmartPass, a digital hall pass system that allows staff to monitor student movement on campus. Annual professional development is provided to all staff on emergency procedures and safety drills. Ongoing student surveys and informal check-ins will provide platforms for underrepresented students to voice concerns and suggestions regarding school safety. To improve “caring adult relationships,” HMSA will continue implementing Capturing Kids’ Hearts (CKH), offering professional development to strengthen connections between teachers and students. Staff will be encouraged to use CKH strategies in the classroom to build rapport with every student, especially within student groups that have reported lower levels of connection.  Family engagement has significantly increased, with parent participation reaching 2,569 as of March 1, 2025—up from 1,023 in March 2024, 987 in March 2023, and 829 in March 2022. LCAP feedback revealed parent interest in more college preparation workshops and expanded after-school enrichment programs.|HMSA will provide the following additional opportunities to engage in learning outside the classroom to strengthen school connectedness and climate with the goal of improving motivation and advancing student learning and achievement: Motivation - Accountability - Respect - Kindness (MARK school-wide PBIS program): More student incentives Use of SmartPass (digital hall pass systems) MARK award assemblies (Student Recognition Celebration) After-school enrichment opportunities. HMSA will continue to review the School Safety Plan and revise it if needed. HMSA will continue to administer SEL surveys to students, staff, and families throughout the year to assess school connectedness, safety, and engagement.|Met|HMSA employs three counselors and a transition specialist focused on providing proactive support to students, staff, and families while improving school climate. They implement behavioral supports, individual and group counseling, positive behavior incent|2025-06-25|2025
19646000000000|Hermosa Beach City Elementary|6|Hermosa Beach City School District administered the California Healthy Kids Survey (CHKS) to all students in grades 5, 6 and 7. In addition, the District administered the Beach Cities Tri District Survey, a school climate survey to all students in 3rd-8th grades. The survey results from the surveys are below  For the CA Healthy Kids Survey (all students): Response Rate: Grade 5 - 100% Grade 6 - 90%, Grade 7 - 92% Felt Connected to School: Grade 5 - 86% Grade 6 - 77%, Grade 7 - 76% Caring Adults in School: Grade 5 73% Grade 6 - 71%, Grade 7 - 75% School Perceived as Safe at School: Grade 5 - 93% Grade 6 - 82%, Grade 7 - 81%  BCHD: Tri-City Survey Response Rate: Hermosa Vista (Grades 3 & 4)-95.6%, Hermosa Valley (Grades 5-8)-95.2%, Grades 3-8 Overall- 95.3% Respected by Students at School- 73.0% Trusted Adult at School-77.6% Connected Adult at School-74.0% Overall, Feel Like They Belong at My School-80.9% Would You Recommend Hermosa Schools to a Friend-92.3%|The survey results from the California Healthy Kids Survey (CHKS) and the Beach Cities Health District (BCHD) Tri-City Survey reveal several key learnings and strengths in the Hermosa Beach City School District’s efforts to support student well-being and school climate.  One of the strongest findings is the high level of participation across both surveys, indicating strong student engagement and reliable data for interpretation. The CHKS reported near-universal response rates—100% in grade 5 and over 90% in grades 6 and 7—while the BCHD survey achieved an impressive 95.3% overall response rate across grades 3–8. This high engagement reflects a district-wide commitment to gathering meaningful feedback and involving students in school improvement processes.  A significant strength identified through the CHKS is the high sense of safety reported by students, especially among fifth graders, 93% of whom felt safe at school. Although the sense of safety slightly declines in the upper grades (82% in grade 6 and 81% in grade 7), these are still relatively strong figures. Additionally, a substantial portion of students across all surveyed grades feel connected to their school, with 86% in grade 5 and around 76–77% in grades 6 and 7 indicating a sense of school connection. This finding is echoed in the BCHD survey, where 80.9% of students overall reported feeling like they belong at school, and 92.3% would recommend Hermosa schools to a friend—an exceptionally high endorsement of school climate and satisfaction.  Furthermore, students generally perceive adults in school as supportive. According to CHKS data, between 71–75% of students across grades 5 to 7 recognize the presence of caring adults. The BCHD survey aligns with this, showing 77.6% of students having a trusted adult at school and 74.0% identifying a connected adult. While there is still room for growth, these numbers highlight the district's successful efforts to foster positive relationships between staff and students.  Overall, the data illustrates that Hermosa Beach City School District has cultivated a safe, inclusive, and supportive educational environment, particularly in the younger grades. The strong sense of belonging, positive adult-student relationships, and willingness of students to recommend their school underscore a solid foundation of trust and connectedness that can be further built upon in the higher grades.|The District intends to present these findings to site administrators and utilize the insights to inform potential updates to current programs, practices, and protocols. Our overarching goal is to ensure every student feels a strong sense of connection to their school. To support this, we aim to encourage greater participation in school-based clubs, activities, athletics, and other enrichment opportunities. Moving forward, the District is committed to administering the BCHD Tri-City Survey and CHKS annually, using the results as a benchmark to drive continuous improvement and enhance student engagement and well-being year over year.|Met||2025-06-04|2025
19646260000000|Hughes-Elizabeth Lakes Union Elementary|6|"STUDENT: ""Agree"" and ""Strongly Agree"" School connectedness: 82.4% Agree to Strongly Agree High expectations: 82.4% Agree to Strongly Agree Feel Safe at school:  88.2% Agree to Strongly Agree"|Key learnings from the analysis of the data described in prompt 1 include a continued focus on ensuring students feel safe and connected in the school environment, as well as being supported by their teachers to reach their academic goals|Changes to the existing plans and procedures to address the areas of needs identified through the analysis of local data and the identification of key findings include: a continued focus on providing academic support for all students through both intervention and enrichment; a school-wide focus on social-emotional support through curriculum and telecounseling services; implementation of a new bullying prevention program; consistent reinforcement of the positive behavior intervention system.|Met||2025-06-10|2025
19646340000000|Inglewood Unified|6|To better understand school climate and conditions, Inglewood Unified School District administered the PBIS Climate Survey to elementary and secondary students in Fall 2024 and Spring 2025. The survey captured student perceptions in areas such as expectations, behavior, safety, discipline, recognition, respect, relationships, and overall satisfaction. Data were disaggregated by student group, with results withheld for groups with fewer than five responses to protect anonymity. Elementary Overview (Score: 72%)  Elementary students showed a good understanding of behavior expectations, indicating effective communication of PBIS values. However, they noted inconsistencies between home and school expectations and felt recognition systems lacked personal relevance. Many students saw peers rewarded but did not feel individually acknowledged. Teacher behavior management was mostly positive, though discipline fairness varied, with some students feeling others were treated unfairly. Most felt safe, but bathrooms and hallways were identified as less secure. Respect among students was uneven, and not all felt connected to peers or trusted adults. These findings show PBIS foundations are in place but highlight the need for greater consistency in adult behavior, recognition, and relationships. Secondary Overview (Score: 70%)  Secondary students knew behavior expectations but questioned their consistency and staff modeling. Many said peers often ignored expectations, and recognition was unmotivating. Students wanted more voice in shaping rewards. Discipline was seen as inconsistently applied, with some perceiving favoritism. Safety concerns focused on unsupervised areas where bullying occurred. Student respect was a concern, and many felt adults didn’t model respectful behavior. Many secondary students felt disconnected from adults and lacked trusted support. Student Group Highlights  At schools like Bennett-Kew, Centinela, Highland, Hudnall, and Oak Street, Hispanic/Latino/a/e and Black/African American students were the largest groups. Hispanic students often reported higher satisfaction; for example, at Bennett-Kew, Hispanic students scored 83% vs. 72% for Black students. Other schools showed more parity. At the secondary level, scores stayed steady but fairness and connection gaps remained across groups. Conclusion and Recommendations  With scores of 72% (elementary) and 70% (secondary), students show moderate satisfaction but identify areas for growth. The district will focus on:      ~Increasing consistent, visible recognition of positive behavior      ~Co-creating expectations and rewards with student input      ~Ensuring staff model respectful, equitable behavior      ~Improving supervision in unsupervised spaces      ~Strengthening student-adult relationships to ensure support for all These actions will help create more inclusive, respectful, and safe school environments districtwide.|The 2024–2025 PBIS Climate Survey data from Inglewood Unified School District highlight both strengths and areas needing improvement across elementary and secondary schools. Elementary students reported a 72% positive rating, while secondary students rated the climate at 70%. These results show foundational PBIS systems are in place but need further development to ensure equitable and meaningful experiences for all students. A clear strength across all levels is students’ understanding of schoolwide behavior expectations. Most students reported knowing what is expected, demonstrating effective communication of PBIS norms. Many students also expressed positive views of teachers’ behavior management, particularly in classrooms, indicating solid groundwork in behavioral expectations and classroom control. However, several challenges emerged. Recognition and motivation systems require attention, as many students see peers rewarded but do not feel personally acknowledged. This is especially true for secondary students, who reported current rewards often lack meaning or relevance. Schools should diversify recognition methods and involve students in designing rewards that reflect their interests. Fairness and consistency in discipline also present concerns. Some students feel fairly treated, but fewer believe peers receive equitable treatment, suggesting inconsistency in enforcement and adult approaches. Secondary students noted not all staff consistently model respectful behavior, which undermines trust and weakens PBIS effectiveness. Safety concerns were reported, particularly in less supervised spaces like bathrooms, hallways, and locker rooms. These areas were frequently mentioned as unsafe, with bullying and conflict reported. Addressing this requires increased supervision, clear expectations, and strengthened anti-bullying efforts. The survey revealed a need for stronger relationships and greater student connection. Although many students like school, fewer feel they have trusted adults to turn to, especially at the secondary level where feelings of disconnection from adults and peers were more common. Enhancing mentoring, check-ins, and social-emotional learning can improve students’ sense of belonging and support. Disaggregated data show differences among student groups. Hispanic students generally reported higher satisfaction than Black students at several sites. For example, at Bennett-Kew, Hispanic students scored 83% compared to 72% for Black students; at Hudnall, Hispanic students scored 71%, Black students 64%. These gaps highlight the need for culturally responsive practices and efforts to ensure all voices are valued. The district has made progress in clear expectations and positive relationships but must address equitable discipline, meaningful recognition, student connection, and safety. Focusing on student-centered, consistent, and equity-driven practices will foster a more inclusive and supportive school climate for all students.|Based on the 2024–2025 PBIS Climate Survey data, key insights show both strengths and areas for growth in school climate across Inglewood Unified School District. Overall scores, 72% for elementary and 70% for secondary students, indicate foundational PBIS systems exist, but more support is needed to deepen impact and promote equity. A consistent strength is students’ clear understanding of behavior expectations. Most students know what is expected of them, reflecting effective communication of PBIS norms and behavior systems. Many also viewed teachers’ behavior management positively, especially in classrooms, showing a solid base for expectations and management. However, recognition and motivation systems need improvement. While students see peers rewarded, many don’t feel personally acknowledged. This is especially true for secondary students, who find rewards less meaningful. This calls for diversifying reward systems and involving students in designing recognition strategies that reflect their interests. Fairness and consistency in discipline remain concerns. Some students feel fairly treated, but fewer believe others receive equal treatment. This may reflect uneven expectations or staff approaches. Secondary students noted not all adults model respectful behavior, which harms trust and school expectations. Safety concerns focus on less-supervised areas like hallways, bathrooms, and locker rooms, which students identified as unsafe due to bullying or conflict. Improving supervision, clarifying behavior expectations, and boosting anti-bullying efforts are key next steps. The survey also points to a need for stronger relationships and connection. While many students like school, fewer report having a trusted adult to turn to. This gap is bigger in secondary schools, where students feel disconnected from peers and adults. Investing in mentoring, check-ins, and social-emotional learning can help. Disaggregated data reveal differences among student groups. Hispanic students often report higher satisfaction than Black students. At Bennett-Kew, Hispanic students scored 83% versus 72% for Black students; at Hudnall, 71% versus 64%. These gaps highlight the need for culturally responsive practices and efforts to ensure all voices are valued. Though PBIS Climate Survey data show progress in clear expectations and positive relationships, ongoing needs remain in equitable discipline, recognition, connection, and safety. The district should focus on student-centered, consistent, and equity-driven practices to foster inclusive, respectful, and supportive schools.|Met|The PBIS team has worked diligently to support all schools in implementing Positive Behavioral Interventions and Supports (PBIS). Despite challenges, every school has been trained according to its appropriate level of implementation. In the 2023–2024 scho|2025-06-25|2025
19646340101667|Wilder's Preparatory Academy Charter|6|Our school administers climate surveys to students, staff, and families to gain a comprehensive understanding of how each group experiences our school environment and to identify areas for growth. While African American students represent our largest student subgroup and their responses are highlighted to ensure we are addressing the needs of a historically underrepresented population, we are equally committed to considering the perspectives of our smaller but growing student groups, including English Language Learners (ELLs), Students with Disabilities (SWD), and Socioeconomically Disadvantaged (SED) students. We must create a welcoming and inclusive environment for all students, and their feedback helps us evaluate how effectively we are meeting their diverse needs. In addition to student responses, we review family survey data to better understand community perceptions of communication, trust, and support. Specific items from the staff survey are also analyzed, particularly those aligned with the goals in our Local Control and Accountability Plan (LCAP), to inform practices that foster a safe, supportive, and equitable school climate.  Our climate survey collects valuable feedback from parents, staff, and students across a range of topics. For parents, the survey includes areas such as parent involvement, school supports for students, fairness, rule clarity, respect for diversity, substance use, school disorder, bullying, and facilities. Staff responses focus on student learning engagement, school climate conditions, and climate improvement practices. Students are asked about their learning engagement, social-emotional and physical well-being, school climate conditions, and efforts to improve the school environment. In our review, we focused on key indicators: parents feeling welcomed to participate in school life, involvement in advisory groups, and perceptions of a safe school; staff reporting that the school is an inviting and supportive place for student learning and safety; and students sharing that they feel connected to others, participate meaningfully, and perceive the school as a safe environment.  Survey Results - Parents: - Parents report feeling welcome to participate -  56% Overall AA - 56% (EL - 58%, SWD - 71%) Elementary Only - Parents reporting a safe school -  57% Overall AA - 57% (EL - 61%, SWD - 57%) Elementary Only - Parents report that teachers are responsive to the child’s social and emotional needs 89% Overall AA - 89% (EL - 88%, SWD - 88%) Elementary Only  Students: - Students Reporting a Safe School - 75% Overall AA - 78% - Students feel connected to others -  67% Overall AA - 64% - Students are motivated academically 80% Overall AA - 79%  Staff: - Staff feel it is an inviting and supportive place for student learning -  51% Overall - Staff reporting a safe place for students -  51% Overall - Staff state students participate meaningfully  35% Overall|Analysis of our climate survey data revealed several key learnings, highlighting both strengths and areas for improvement. A clear area of strength is the high percentage of parents, 89% overall and across subgroups, who feel that teachers are responsive to their child’s social and emotional needs. This reflects positively on our staff's commitment to supporting the whole child. Additionally, student motivation remains high, with 80% of students overall and 79% of African American students reporting they are motivated to learn. Another strength is the perception of safety among students, with 75% overall and 78% of African American students feeling that school is a safe environment.  However, the data also identified several areas of need. Parent responses show that just over half (56%) feel welcome to participate in school activities, with similar percentages across African American and English Learner families. Likewise, only 57% of parents overall report that the school is safe, signaling a need to improve family perceptions of safety and connection. Staff responses point to even more critical needs, with only 51% reporting the school as an inviting and safe place for students, and just 35% indicating students participate meaningfully. These findings suggest a need to strengthen school climate efforts by deepening family engagement, improving staff perceptions of school safety and support, and expanding opportunities for meaningful student involvement. The consistent disaggregation of data by subgroup, particularly for African American, English Learner, and Students with Disabilities populations, ensures our school is monitoring equity and tailoring supports to meet the evolving needs of all students.|Based on the analysis of our local climate data and key learnings, several adjustments to existing plans and practices are being considered to better address identified areas of need and support continuous improvement. To strengthen family engagement, particularly among African American, English Learner, and Students With Disabilities subgroups, we are revising our outreach strategies to include more culturally responsive communication, flexible meeting times, and increased opportunities for families to participate in advisory groups and school events. To address staff concerns around school safety and support, we are enhancing professional development focused on creating inclusive and trauma-informed learning environments, and reviewing site-based safety procedures to ensure they are consistently implemented and communicated.  In response to the low percentage of staff reporting meaningful student participation, we recognize the need to be more intentional in providing students with authentic opportunities to contribute to the school community. Planned actions include expanding student leadership programs, creating student advisory groups at both the classroom and school levels, and incorporating student voice into decision-making processes, such as schoolwide initiatives and culture-building efforts. Overall, we will develop age-appropriate strategies to promote student voice and participation, such as classroom jobs, student-led goal setting, collaborative project-based learning, and peer mentoring opportunities for upper-grade students. We will also introduce classroom and school-wide feedback tools, such as student suggestion boxes and reflection journals, to give younger students a voice in shaping their learning environment. These efforts will be monitored through ongoing feedback and participation data to ensure they are inclusive and impactful.   All revisions will be aligned with our LCAP goals and reflected in our school site plans to promote accountability and sustained improvement.|Met||2025-06-25|2025
19646340116822|Wilder's Preparatory Academy Charter Middle|6|Our school administers climate surveys to students, staff, and families to gain a comprehensive understanding of how each group experiences our school environment and to identify areas for growth. While African American students represent our largest student subgroup and their responses are highlighted to ensure we are addressing the needs of a historically underrepresented population, we are equally committed to considering the perspectives of our smaller but growing student groups, including English Language Learners (ELLs), Students with Disabilities (SWD), and Socioeconomically Disadvantaged (SED) students. We must create a welcoming and inclusive environment for all students, and their feedback helps us evaluate how effectively we are meeting their diverse needs. In addition to student responses, we review family survey data to better understand community perceptions of communication, trust, and support. Specific items from the staff survey are also analyzed, particularly those aligned with the goals in our Local Control and Accountability Plan (LCAP), to inform practices that foster a safe, supportive, and equitable school climate.  Our climate survey collects valuable feedback from parents, staff, and students across a range of topics. For parents, the survey includes areas such as parent involvement, school supports for students, fairness, rule clarity, respect for diversity, substance use, school disorder, bullying, and facilities. Staff responses focus on student learning engagement, school climate conditions, and climate improvement practices. Students are asked about their learning engagement, social-emotional and physical well-being, school climate conditions, and efforts to improve the school environment. In our review, we focused on key indicators: parents feeling welcomed to participate in school life, involvement in advisory groups, and perceptions of a safe school; staff reporting that the school is an inviting and supportive place for student learning and safety; and students sharing that they feel connected to others, participate meaningfully, and perceive the school as a safe environment.  Survey Results - Parents: - Parents report feeling welcome to participate -  56% Overall AA - 56% (EL - 58%, SWD - 71%) Elementary Only - Parents reporting a safe school -  57% Overall AA - 57% (EL - 61%, SWD - 57%) Elementary Only - Parents report that teachers are responsive to the child’s social and emotional needs 89% Overall AA - 89% (EL - 88%, SWD - 88%) Elementary Only  Students: - Students Reporting a Safe School - 75% Overall AA - 78% - Students feel connected to others -  67% Overall AA - 64% - Students are motivated academically 80% Overall AA - 79%  Staff: - Staff feel it is an inviting and supportive place for student learning -  51% Overall - Staff reporting a safe place for students -  51% Overall - Staff state students participate meaningfully  35% Overall|Analysis of our climate survey data revealed several key learnings, highlighting both strengths and areas for improvement. A clear area of strength is the high percentage of parents, 89% overall and across subgroups, who feel that teachers are responsive to their child’s social and emotional needs. This reflects positively on our staff's commitment to supporting the whole child. Additionally, student motivation remains high, with 80% of students overall and 79% of African American students reporting they are motivated to learn. Another strength is the perception of safety among students, with 75% overall and 78% of African American students feeling that school is a safe environment.  However, the data also identified several areas of need. Parent responses show that just over half (56%) feel welcome to participate in school activities, with similar percentages across African American and English Learner families. Likewise, only 57% of parents overall report that the school is safe, signaling a need to improve family perceptions of safety and connection. Staff responses point to even more critical needs, with only 51% reporting the school as an inviting and safe place for students, and just 35% indicating students participate meaningfully. These findings suggest a need to strengthen school climate efforts by deepening family engagement, improving staff perceptions of school safety and support, and expanding opportunities for meaningful student involvement. The consistent disaggregation of data by subgroup, particularly for African American, English Learner, and Students with Disabilities populations, ensures our school is monitoring equity and tailoring supports to meet the evolving needs of all students.|Based on the analysis of our local climate data and key learnings, several adjustments to existing plans and practices are being considered to better address identified areas of need and support continuous improvement. To strengthen family engagement, particularly among African American, English Learner, and Students With Disabilities subgroups, we are revising our outreach strategies to include more culturally responsive communication, flexible meeting times, and increased opportunities for families to participate in advisory groups and school events. To address staff concerns around school safety and support, we are enhancing professional development focused on creating inclusive and trauma-informed learning environments, and reviewing site-based safety procedures to ensure they are consistently implemented and communicated.  In response to the low percentage of staff reporting meaningful student participation, we recognize the need to be more intentional in providing students with authentic opportunities to contribute to the school community. Planned actions include expanding student leadership programs, creating student advisory groups at both the classroom and school levels, and incorporating student voice into decision-making processes, such as schoolwide initiatives and culture-building efforts. Overall, we will develop age-appropriate strategies to promote student voice and participation, such as classroom jobs, student-led goal setting, collaborative project-based learning, and peer mentoring opportunities for upper-grade students. We will also introduce classroom and school-wide feedback tools, such as student suggestion boxes and reflection journals, to give younger students a voice in shaping their learning environment. These efforts will be monitored through ongoing feedback and participation data to ensure they are inclusive and impactful.   All revisions will be aligned with our LCAP goals and reflected in our school site plans to promote accountability and sustained improvement.|Met||2025-06-23|2025
19646340120303|ICEF Inglewood Elementary Charter Academy|6|ICEF Inglewood administered the Fall 2024 Panorama Survey to its students in grades 3-5:   Summary of results:   95% School Belonging: How much students feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the school. 81% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 64% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Inglewood administered the Fall 2024 Panorama Survey to its students in grades 3-5:   Summary of results:   95% School Belonging: How much students feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the school. 81% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 64% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Inglewood administered the Fall 2024 Panorama Survey to its students in grades 3-5:   Summary of results:   95% School Belonging: How much students feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the school. 81% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 64% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19646340128991|Grace Hopper STEM Academy|6||||Not Met|||2025
19646341996529|City Honors International Preparatory High|6|City Honors utilizes comprehensive climate survey data to assess school conditions and student connectedness. Our data collection includes student, parent, and staff surveys that provide quantitative and qualitative insights into the school environment and climate conditions across diverse student populations.  Student Group Data Disaggregation Climate survey data has been disaggregated by key student demographic groups to identify trends and disparities in school climate experiences:  By Ethnicity/Race: Hispanic/Latino students represent the largest surveyed population, showing generally positive climate indicators with specific areas for growth in academic support services. African American students demonstrate strong school connectedness ratings, particularly in areas of teacher relationships and school pride. Asian students report high levels of academic engagement and safety perceptions. Multi-racial students show varied experiences requiring targeted support strategies.  By Program Participation: English Learners report positive experiences with language support programs while indicating needs for enhanced social integration opportunities.  Students in Advanced Placement and Honors courses demonstrate high academic engagement and post-secondary planning awareness  Special Education students show positive ratings for individualized support while expressing needs for increased inclusion in general education settings.|Areas of Strength Strong Foundation of Safety and Trust Analysis of disaggregated climate data reveals that City Honors has established a solid foundation of student safety and connectedness across all demographic groups. With 85% of students reporting feeling secure on campus, our school demonstrates consistent success in creating welcoming environments. This strength is particularly notable among our African American and Hispanic/Latino student populations, who express high levels of trust in staff and positive teacher relationships.  Academic Excellence and High Expectations Climate data shows students across all ethnic groups recognize and appreciate the school's rigorous academic standards. Our Advanced Placement and Honors program participants, representing diverse backgrounds, demonstrate exceptional academic engagement and post-secondary planning awareness. This indicates successful implementation of high expectations that transcend demographic boundaries and support all students in achieving college and career readiness.  Cultural Responsiveness and Inclusivity Survey results highlight the effectiveness of our cultural programming, with students from Hispanic/Latino and African American backgrounds expressing particular appreciation for heritage month celebrations and culturally relevant activities. This suggests our efforts to honor diverse backgrounds are resonating with students and contributing to positive school climate.  Identified Areas of Need Equity Gaps in Academic Support Access Disaggregated data reveals disparities in awareness and utilization of academic support services among English Learners and some Hispanic/Latino students, indicating need for targeted outreach strategies.  Social Integration Challenges English Learners and new students report lower levels of peer connection and extracurricular participation, suggesting need for enhanced social integration programming. Infrastructure and Resource Limitations Students across all groups identify facilities maintenance concerns and limited extracurricular options as climate barriers, requesting expanded athletic programs, arts opportunities, and modernized learning spaces.  Attendance and Engagement Disparities Transportation barriers and family work schedules disproportionately affect Hispanic/Latino families, requiring comprehensive attendance support strategies. Strategic Priorities for Climate Enhancement Based on these learnings, City Honors will prioritize targeted interventions to address identified equity gaps while building upon our demonstrated strengths in safety, academic excellence, and cultural responsiveness to ensure all students experience optimal school climate conditions.|The following changes represent City Honors' commitment to using data-driven decision making to address identified needs while building upon our established strengths in school climate and student connectedness.  Academic Support Access Enhancements Multilingual Communication Policy: Implement comprehensive multilingual communication requiring all academic support information in Spanish with mandatory English Learner family orientation sessions  Academic Support Referral System: Revise procedures to include proactive teacher identification and direct referrals with home language family notification.  Social Integration Programming Expansion Peer Mentorship Initiative: Launch structured program pairing new students and English Learners with established student leaders.  Inclusive Extracurricular Requirements: Establish policy requiring clubs and sports teams to actively recruit diverse membership with transportation and scheduling accommodations  Infrastructure and Resource Development  Facilities Improvement Plan: Implement phased modernization beginning with bathroom facilities, technology infrastructure, and common areas.  Program Expansion Policy: Require annual assessment of student interest and demographic participation data to guide new culturally relevant and career-focused program additions.  Attendance Support Strategy Overhaul Transportation Assistance Program: Provide bus pass subsidies, ride-sharing coordination, and community organization partnerships.  Family Engagement Schedule Modifications: Offer evening and weekend options for conferences with standardized virtual participation.  Continuous Improvement Monitoring Data Collection Enhancement: Implement quarterly climate pulse surveys disaggregated by student demographic groups Stakeholder Feedback Integration: Establish regular focus groups with students, families, and staff from underrepresented groups.|Met||2025-06-25|2025
19646341996586|Animo Inglewood Charter High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19646346014518|La Tijera Academy of Excellence Charter|6|Implemented PBIS Climate Post-Survey (Spring 2025) La Tijera Climate survey results are as follows: On a four point scale for satisfaction with School Climate PBIS student feedback survey  24-25 75% 7% increase in students feedback in Student Perception of School Safety and Connectedness  PBIS family feedback survey  24-25 75% 10% increase from 65% to 75% in connectedness and feeling welcome in school|Key learnings included a continuous need to ensure students have a safe learning environment. A strength is the implementation of our school safety assistants and staff receiving ongoing social emotional training. The wellness center also offers our parents and students opportunities to work with counseling services.|La Tijera has developed a Multi-Tiered Systems of Support Plan focused on defining specific strategies and supports for Tier 1, Tier 2, and Tier 3  with an emphasis on excellent first instruction and behavior supports.  Defining the supports and strategies at each tier provides the organizational coherence and common-understanding to meet the individual needs of all students. We implemented and continue to implement the La Tijera/IUSD MTSS Plan in order to provide the highest quality instruction,  social-emotional, and behavioral support to all students.|Met|La Tijera's PBIS team has worked diligently with the district to support the implementation of PBIS. We continue to provide ongoing training to all staff on all three tiers. We also incorporate feedback opportunities for parents throughout the school yea|2025-06-25|2025
19646420000000|Keppel Union Elementary|6|The District administers the YouthTruth Student Survey annually to measure school climate, safety, and connectedness. The survey is given to students in grades 3-8, capturing data across the elementary and middle school grade spans. Results are disaggregated by student groups, including race/ethnicity, English learner status, socioeconomic status, and students with disabilities. The most recent data show that 60.7% of students feel safe at school, 42.6% feel a strong sense of belonging, and 62.3% report having an adult they can talk to when feeling upset or stressed. These trends help guide site-level planning and support services.|Analysis of the YouthTruth survey data revealed both strengths and areas for improvement. A key strength is that 62.3% of students reported having a trusted adult at school, which is consistent across most student groups and reflects strong staff-student relationships. However, only 42.6% of students reported feeling a strong sense of belonging, with lower rates among English learners and socioeconomically disadvantaged students. Additionally, while 60.7% of students reported feeling safe at school, students with disabilities and foster youth reported lower perceptions of safety. These findings highlight the need for continued efforts to build inclusive environments and improve supports for our most vulnerable student populations.|In response to the identified needs, the District plans to increase professional development opportunities for teachers focused on Positive Behavioral Interventions and Supports (PBIS). This training will help staff strengthen school-wide systems that promote a safe, supportive, and inclusive environment. Additionally, the District will expand efforts to improve school climate by enhancing supervision, increasing student voice opportunities, and implementing targeted supports for student groups reporting lower levels of safety and belonging. These actions will be integrated into school site planning and monitored for impact over time.|Met||2025-06-26|2025
19646420136127|Sage Oak Charter School- Keppel|6|Sage Oak Charter School annually administers a comprehensive local climate survey to parents, students, and staff to assess perceptions of school safety, connection, and engagement. The most recent data reflect strong outcomes across all stakeholder groups, with particular strengths in areas tied to safety, respectful environments, and curriculum quality. Parent Survey Highlights: 98% of parents believe the curriculum and resources provide a robust, well-rounded educational experience. 90% feel connected to the school’s mission of empowering students to lead purposeful and productive lives. 85% feel Sage Oak effectively provides opportunities for involvement and input, reflecting healthy engagement levels. 90% agree the school prioritizes safety, value, and respect. 93% are informed about student social-emotional and mental health support resources. Staff Survey Highlights: 94% believe the school’s curriculum is rigorous and well-rounded. 98% of teachers and EAs feel equipped to prepare students for the next grade band. 93% feel English Learners have adequate access to academic supports. 95% feel connected to the school’s mission. 97% believe their voices are valued in decision-making. 99% affirm the school prioritizes safety, value, and respect. 97% feel professionally equipped through PD offerings. 94% are informed of student support resources. Student Survey Highlights: 97% report that curriculum and resources are challenging and well-rounded. 89% feel connected to the school’s mission. 86% feel they are given opportunities for input and involvement. 95% agree the school prioritizes a safe, respectful learning environment. 90% are aware of available mental health and social-emotional supports.|The analysis of Sage Oak’s local climate survey reveals clear strengths in school climate, particularly around stakeholder confidence in academic quality, student safety, staff preparedness, and alignment with the school’s mission. Across all groups—parents, staff, and students—responses reflect a deeply supportive, respectful, and engaging educational environment. Key Areas of Strength: Academic Confidence and Rigor: A significant majority of respondents across all groups indicated satisfaction with the curriculum's quality—98% of parents, 94% of staff, and 97% of students. This reflects a shared confidence that Sage Oak provides a challenging and comprehensive educational experience. Mission Alignment: 90% of parents, 95% of staff, and 89% of students feel connected to Sage Oak’s mission of empowering students to embrace their unique potential. The consistency across groups demonstrates a strong cultural foundation and clarity of purpose. Safety and Respect: High agreement levels—90% (parents), 99% (staff), and 95% (students)—indicate that Sage Oak fosters a safe and respectful learning environment, a key factor in promoting student well-being and engagement. Mental Health and Support Awareness: Over 90% of all groups reported awareness of social-emotional and mental health supports, affirming that communication about these services is reaching stakeholders effectively. Staff Preparedness: Staff responses demonstrate strong confidence in their professional readiness, with 97% affirming that PD equipped them to succeed in their roles. Identified Needs and Growth Opportunities: Engagement and Input: While still positive overall, scores related to opportunities for input and involvement were slightly lower: 85% of parents and 86% of students agreed their voices were heard, compared to 97% of staff. This gap suggests an opportunity to deepen engagement efforts, especially for families and students who may not yet feel fully empowered to contribute to decision-making. Student Connection to Mission: At 89%, student connection to the school’s mission is strong, but slightly lower than that of parents and staff. Continued efforts to provide students with authentic, mission-aligned experiences—particularly through student voice initiatives, advisory roles, and co-curricular activities—could increase ownership and connection. These insights underscore that while Sage Oak’s school climate is overwhelmingly positive, intentional efforts to strengthen two-way communication and input opportunities—especially for families and students—will enhance inclusion and foster deeper connection.|Based on key findings from the local climate survey, Sage Oak Charter School will implement several targeted strategies to address areas of need and build on existing strengths related to school climate and stakeholder engagement. Enhancing Student and Family Voice in Decision-Making To address the slight discrepancy in perceived opportunities for involvement—particularly among parents (85%) and students (86%)—the school will expand structured input opportunities in 2025–26. This includes forming a new Parent Engagement Committee designed to complement existing advisory bodies (PAC, ELAC, and STAC), ensuring broader representation and more regular input from families who may not be engaged in current forums. These committees will continue to help elevate voices that were previously underrepresented in decision-making processes. Deepening Student Mission Connection While 89% of students report feeling connected to the school’s mission, Sage Oak will take steps to reinforce this connection through intentional student experiences. Advisors and counselors will embed mission-aligned reflections in academic planning meetings, and student-centered activities—such as leadership opportunities, service projects, and career exploration—will be expanded to help students see how their learning aligns with the broader purpose of leading purposeful and productive lives. Strengthening Communication Around Input Channels Survey data suggests that while Sage Oak offers many pathways for engagement, not all stakeholders are fully aware of them. To address this, the school will implement a more visible communication campaign—through newsletters, social media, onboarding, and an additional virtual parent summit—outlining specific ways families and students can participate in shaping school decisions. Staff will also be encouraged to personally invite families to participate in upcoming meetings and surveys, especially those from underrepresented groups. Sustaining and Building on Areas of Strength High levels of satisfaction in safety (90–99%), professional development (97%), and awareness of support services (90%+) indicate well-established systems worth preserving. Existing practices around staff development, mental health communication, and academic support will continue, with minor enhancements based on stakeholder feedback.  These actions, rooted in the climate survey results, reflect Sage Oak’s ongoing commitment to inclusivity, connection, and continuous improvement across all dimensions of school climate.|Met||2025-06-18|2025
19646590000000|La Canada Unified|6|How much students feel that they are valued members of the school community.  Grade Span: 4th-6th All: 83% Asian: 83% Filipino: 91% Hispanic: 82% White: 81% Two or More Races: 84% Grade Span: 7th - 12th All: 79% Asian: 81% Filipino: 80% Hispanic: 77% White: 79% Two or More Races: 81% Overall, how much do you feel like you belong at your school? Grade Span: 4th-6th All: 85% Asian: 88% Filipino: 89% Hispanic: 84% White: 85% Two or More Races: 93% Grade Span: 7th - 12th All: 83% Asian: 86% Filipino: 90% Hispanic: 85% White: 80% Two or More Races: 85% My school promote a sense of belonging. (Agree Somewhat-Agree Strongly) Grade Span: 4th-6th All: 81% Asian: 82% Filipino: 100% Hispanic: 82% White: 79% Two or More Races: 86% Grade Span: 7th - 12th All: 83% Asian: 84% Filipino: 95% Hispanic: 82% White: 81% Two or More Races: 86% My school values students' individual differences. (Agree Somewhat-Agree Strongly) Grade Span: 4th-6th All: 85% Asian: 86% Filipino: 82% Hispanic: 86% White: 85% Two or More Races: 87% Grade Span: 7th - 12th All: 84% Asian: 84% Filipino: 89% Hispanic: 84% White: 85% Two or More Races: 86% At my school, I am treated with respect by adults. (Agree Somewhat-Agree Strongly Grade Span: 4th-6th All: 84% Asian: 83% Filipino: 89% Hispanic: 86% White: 82% Two or More Races: 88% Grade Span: 7th - 12th All: 90% Asian: 91% Filipino: 100% Hispanic: 87% White: 89% Two or More Races: 92% At my school, I am treated with respect by my peers. (Agree Somewhat-Agree Strongly) Grade Span: 4th-6th All: 76% Asian: 76% Filipino: 95% Hispanic: 76% White: 75% Two or More Races: 76% Grade Span: 7th - 12th All: 83% Asian: 87% Filipino: 95% Hispanic: 78% White: 82% Two or More Races: 85% My school provides a caring environment for learning. Grade Span: 4th-6th All: 89% Asian: 91% Filipino: 95% Hispanic: 88% White: 87% Two or More Races: 92% Grade Span: 7th - 12th All: 89% Asian: 88% Filipino: 97% Hispanic: 85% White: 89% Two or More Races: 92% Perceptions of student physical and psychological safety at school (Percent Favorable) Grade Span: 4th-6th All: 77% Asian: 77% Filipino: 85% Hispanic: 76% White: 77% Two or More Races: 79% Grade Span: 7th - 12th All: 70% Asian: 71% Filipino: 73% Hispanic: 71% White: 69% Two or More Races: 73% My school takes effective actions to promote the safety and security of students. (Agree Somewhat-Agree Strongly) Grade Span: 4th-6th All: 87% Asian: 85% Filipino: 100% Hispanic: 85% White: 89% Two or More Races: 87% Grade Span: 7th - 12th All: 90% Asian: 89% Filipino: 90% Hispanic: 86% White: 91% Two or More Races: 92%|Survey data reveals that students generally view their school environment positively, with most indicators showing favorability between 70% and 100%. This reflects a strong baseline of positive experiences. Key strengths include high levels of respect from adults for 90% of all students in grades 7-12, and especially among Filipino (100%), Two or More Races (92%), and Asian (91%) students, pointing to a strong culture of adult-student respect. A caring learning environment also scored well, with 89% overall favorability across both 4-6 and 7-12 grade spans. Filipino students again stood out with 95% favorability in grades 4-6 and 97% in grades 7-12, indicating strong emotional and academic support systems.  A strong sense of belonging was reported by Filipino (90%), Asian (86%), and Two or More Races (85%) students in grades 7-12. Students in grades 4-6 reported slightly higher feelings of belonging (85%) than those in grades 7-12 (83%), suggesting effective integration for younger students. In terms of school safety, secondary students rated school actions favorably at 90%, with White (91%) and Two or More Races (92%) students expressing particularly high confidence, indicating that safety measures are in place, well-communicated, and understood by students at the secondary level.  Despite these strengths, certain areas warrant attention. Peer respect in grades 4-6 was the lowest-rated category (76%), with minimal variation across most racial groups, except Filipino students, who reported 95% favorability. This suggests a need to improve peer relationships and support conflict resolution strategies in upper elementary grades. In grades 7-12, safety perception had the lowest overall score (70%), with Hispanic (71%) and White (69%) students reporting the least favorable views, raising concerns about both physical and emotional safety for these two groups. While Filipino students consistently reported very high favorability across categories, sustaining these results and learning from their experience can offer insights to support other groups. Additionally, a slight drop in perceived value (79%) and belonging (83%) among students in grades 7-12 compared to grades 4-6 (83% and 85%, respectively) suggests the importance of added support during transitions into the 7/8 and high school levels.|"Based on findings from the 2024-25 Annual Perception Survey, LCUSD continues to prioritize student perspectives, with a particular emphasis on wellness, school safety, belonging, and engagement. To support these areas, elementary sites will continue implementing social-emotional learning (SEL) lessons led by counselors and teachers, along with ongoing Positive Behavior Intervention and Supports (PBIS). Additionally training for campus supervisors and paraprofessionals in the area of PBIS will be planned for in order to strengthen peer relationships, student wellness, and overall engagement.  At the 7-12, LCHS will maintain its commitment to fostering a positive school climate through the ""Where Everybody Belongs"" (WEB) 7/8 program and continued implementation of the Challenge Success initiative strengthening the focus on the climate of care. SEL instruction and opportunities for student voice during Homeroom and Advisory periods will further enhance students’ sense of connection and value within the school community.  To address safety concerns, LCUSD will conduct student safety audits and focus groups, with intentional outreach to Hispanic and White student groups, to gather targeted feedback and inform responsive action. While the Filipino population in LCUSD is relatively small, staff will examine the success of Filipino students to identify replicable strategies that can support all student groups. These efforts reflect LCUSD’s ongoing commitment to continuous improvement and to creating a supportive, inclusive learning environment for every student."|Met||2025-06-24|2025
19646670000000|Lancaster Elementary|6|In the 2024-25 school year, Lancaster School District gave the Youth Truth Survey to families, teachers, staff, and students in both middle and elementary schools. The goal was to learn how people feel about and experience the school district.  Who Participated?  Students: We received a total of 6,452 completed surveys from students in grades 3-8. Staff: We received 1,020 completed surveys from staff throughout the district.  Families: Families completed 1,256 surveys district wide. The total amount of surveys completed were 8,728.   Student Engagement  Elementary Students: 86% reported being actively engaged in their learning. Middle School Students: 40% felt the same level of engagement in their learning.  Relationships at School  Elementary Students: 78% felt they had positive relationships with both teachers and peers. Middle School Students: 39% felt similarly positive about their relationships at school.  Sense of Belonging  Elementary Students: 28% felt a strong sense of belonging at school. Middle School Students: 39% reported feeling like they belong at school.  School Culture  Elementary Students: 19% thought the school culture was positive. Middle School Students: 24% felt the same way about the school culture, which is a slight improvement from the previous year.  Safety and School Environment  Elementary Staff: 72% felt safe and noticed a positive shift in school culture. Middle School Staff: 46% felt safe, and 44% viewed the school culture positively, showing stability over the past two years.  Family Feedback  Relationships: 80% of elementary families and 71% of middle school families were satisfied with school relationships. Culture: 69% of elementary families and 64% of middle school families thought the school culture was positive. Resources: 67% of elementary families and 71% of middle school families were happy with the resources provided. Communication: 78% of elementary families and 62% of middle school families were pleased with the communication and feedback from schools.  This survey helps us understand what’s working well and where we can make improvements to enhance the school experience for everyone.|Key Takeaways from This Year’s Survey  The 2024 Youth Truth Survey showed that as students move from elementary to middle school, they are beginning to feel more connected to adults in the system, however still lack the feelings of belonging that we would hope them to feel, which will perpetuate their academic success. Simply put, students continue to feel less connected to the adults at their school. This finding highlights the need for stronger support for students’ social and emotional well-being.  Our Ongoing Response: Moving into 2025–26  We are building on the work we've started in 2024–25 and continuing our efforts into the 2025–26 school year to address these important needs:  Whole-Child Approach Our Local Control and Accountability Plan (LCAP) focuses on supporting the whole child. We’re committed to helping students thrive socially, emotionally, and academically. Through a multi-tiered system of support, we aim to strengthen student relationships and increase their sense of belonging.  Support for Middle School Students Many middle school students reported feeling less engaged in learning and less connected to school. We’re developing strategies to help them feel more included, supported, and involved in their education.  Enhancing Peer Interaction To improve engagement, we are creating more opportunities for students to collaborate meaningfully with one another. We’re also helping staff better guide and support these interactions.  Staff Engagement Our staff plays a key role in building strong student relationships. We are continuing to provide tools and support to help them meet students’ social and emotional needs.  Family Support Families are reporting better access to resources and stronger communication with schools. We’ll continue building on this progress to ensure families feel informed, supported, and connected.  We are using these insights to guide our ongoing efforts and ensure that students and families continue to feel valued and supported throughout the 2025–26 school year.|Key Actions for the 2025–26 School Year  As we move into the 2025–26 school year, we are committed to continuing and expanding the work we began in 2024–25. Our focus remains on creating a supportive, inclusive, and high-quality educational experience for all students and families. Here's what we’ll be doing:  Whole-Child Approach We will continue prioritizing the “whole-child” approach—addressing students’ academic, social, emotional, and behavioral needs. This philosophy will remain at the heart of our Local Control and Accountability Plan (LCAP).  Multi-Tiered System of Support (MTSS) We will strengthen our use of a multi-tiered system of support, providing targeted interventions based on students’ individual needs. A key focus will be supporting their social and emotional development.  Support for School Leaders and Teachers We will increase support for school leaders so they can guide and coach teachers more effectively. This will help ensure that classroom practices are responsive to student needs.  Capturing Kids’ Hearts Implementation We will fully implement the Capturing Kids’ Hearts program within our Positive Behavioral Interventions and Supports (PBIS) framework. This initiative promotes strong student-staff relationships and character development.  Expanding Family Support We will collaborate with external partners and agencies to provide more resources to families. Our goal is to strengthen the connection between home and school—particularly at the elementary and middle school levels.  Ongoing Focus Areas in 2025–26  Building Stronger Family Relationships We will continue to strengthen partnerships with families and support their engagement in their children's education.  Enhancing Staff Effectiveness We will invest in building the skills and capacity of school site staff to ensure students and families receive the best support possible.  Improving Family and Staff Engagement We’ll refine our engagement strategies to promote deeper, more meaningful connections between families, staff, and schools.  Advancing MTSS We’ll keep developing our MTSS framework to provide all students with timely, appropriate, and effective support.  Promoting Equity We are committed to making all instructional practices and extracurricular opportunities equitable, ensuring every student has access to a well-rounded education.  These continued actions for 2025–26 are part of our long-term commitment to support student success, strengthen family partnerships, and build thriving school communities within the city of Lancaster, among students, families and staff.|Met||2025-06-17|2025
19646670123174|Life Source International Charter|6||||Not Met|||2025
19646670125559|iLEAD Lancaster Charter|6|At iLEAD Lancaster, we are committed to nurturing both academic excellence and social-emotional growth through a whole-child educational approach. In Spring 2025, we administered a revised Learner Educational Partner Survey via Qualtrics. The survey gathered input in five key categories: school safety, school connectedness, academic engagement, career connected learning, and college and career readiness (grades 7–12 only).  A total of 343 learners participated, including 302 site-based learners and 41 non-classroom-based learners. The data was disaggregated by grade level, race/ethnicity, and student groups, including English Learners, socio-economically disadvantaged learners, and students with disabilities.  The data reflects positive perceptions of safety and academic engagement across grade levels, with some variation in connectedness and career readiness. These insights are shaping our 2025–26 Local Control and Accountability Plan (LCAP) to ensure all learners feel safe, connected, and prepared for their future.  In order to best review the data from this survey the following presentation was put together to summarize the data: 	https://tinyurl.com/lancastersc2025				|The 2025 iLEAD Lancaster Learner Educational Partner (school climate) data provides valuable insights into learner experiences across multiple dimensions.  School Safety Overall safety perceptions were strong, with favorable responses ranging from 73% to 81% across all grades. Grade 5 reported the highest safety (80.6%), and subgroup data also reflected positive trends: English Learners (77%), SED learners (76.1%), and SPED learners (68.4%).  School Connectedness Connectedness was moderate overall. Younger grades (3–5) reported 69.8%–76.1% favorable responses, while middle grades (6–8) averaged around 63%. Subgroup data revealed lower connectedness for English Learners (63.5%), SED learners (68.1%), and SPED learners (58.8%), indicating a need to enhance peer and adult connections.  Academic Engagement Academic engagement was relatively strong across grade levels, with grades 3–6 ranging from 70.8%–75.2%, and grade 8 at 71.3%. Subgroup results showed SPED learners (63.7%) and English Learners (65.8%) had lower engagement than the schoolwide average.  Career Connected Learning This area, surveyed among grades 7–8, revealed moderate awareness and participation. Grade 7 reported 65.4% favorable, and grade 8 reported 69.6%. Subgroup trends showed lower scores among English Learners (50%), compared to SED (68.6%) and SPED learners (65%). These results indicate opportunities to improve access to college and career resources across the upper grades.  These patterns highlight strengths in school safety and academic engagement, while identifying growth areas in belonging and future readiness for targeted student groups.				|Our 2025 Learner Educational Partner (school climate) survey provides a well-rounded view of our learning environment, affirming areas of strength while identifying opportunities for improvement. The insights gained from this year’s updated survey instrument are serving as a foundational component in shaping our 2025–26 Local Control and Accountability Plan (LCAP), with an emphasis on strengthening belonging, engagement, relationships, and school safety.  We are committed to providing an educational experience where all learners feel supported, inspired, and connected. Using the survey data as a guide, we will refine our practices, programs, and supports to ensure every learner feels valued and empowered both academically and emotionally.  This continuous improvement process includes engaging the entire school community—learners, families, facilitators, and school leaders—in collaborative conversations that turn data into action. By addressing areas of need and deepening areas of success, we will continue to cultivate a thriving school climate where every learner can grow, lead, and succeed.|Met||2025-06-18|2025
19646830000000|Las Virgenes Unified|6|Students in grades 4, 5, 6, 7, 8, 9, 10, 11 and 12 took the California Healthy Kids Survey. At the elementary level, 78% of students reported feeling connected to their school. 88% reported academic motivation and 88% reported feeling safe at school. At the middle school level, 69% of students reported feeling connected to their school; 69% reported academic motivation; and 74% reported feeling safe at school. 76% of middle school students reported having high expectations. At the high school level, 67% of students reported feeling connected to their school; 65% reported academic motivation; and 76% reported feeling safe at school.|Levels of academic engagement remain high even as the content material increases. Students reported feeling connected to their school and felt safe while attending school. With the continued support of added counseling at the high school level, students have more access to adult support on campus for their academic, behavioral and/or social emotional needs leading to an increased feeling of connectedness. Overall, school connectedness, academic motivation, and safety have increased in LVUSD.|LVUSD remains committed to maintaining its high levels of supports and services to its students and their families. The district will continue with its community outreach programs through presentations and supports from each school's PFC/PFA.|Met||2025-06-24|2025
19646910000000|Lawndale Elementary|6|"The local climate survey data for the 2023–24 and 2024–25 school years offers valuable insights into student perceptions of safety and connectedness at school, specifically for 5th and 7th grade students. The data is disaggregated by grade level and includes information for the ""Low Income"" (LI) student group; however, no LI subgroup data is currently reported (all percentages for LI students are 0%). 5th Grade In 2023–24, 67% of 5th graders reported feeling safe at school, and 68% felt connected. In the 2024–25 school year, there were notable increases in both areas: Feel Safe rose to 76% (a 9-percentage-point increase) Feel Connected increased to 70% (a modest 2-percentage-point increase)  These upward trends suggest that school climate initiatives may be positively impacting younger students' perceptions of their environment. 7th Grade For 7th grade students, the 2023–24 survey indicated that 49% felt safe at school and 51% felt connected. In 2024–25, both measures showed moderate improvement: Feel Safe increased to 57% (an 8-percentage-point increase) Feel Connected rose to 54% (a 3-percentage-point increase)  While improvements are evident, the data continues to reflect that fewer than 60% of 7th grade students feel safe or connected at school, highlighting an ongoing need to address school climate issues among middle school students."|Analysis of the local climate survey data from the 2023–24 and 2024–25 school years has led to several key learnings regarding student perceptions of school safety and connectedness. These insights inform both areas of strength and identified needs for continued improvement. Areas of Strength Improvement in Student Perception of Safety: Both 5th and 7th grade students reported increases in feeling safe at school between 2023–24 and 2024–25. Notably, 5th grade students showed a 9-percentage-point increase (from 67% to 76%), while 7th grade students experienced an 8-percentage-point gain (from 49% to 57%). These gains suggest that current school safety efforts are having a positive impact, particularly at the elementary level.  Stable or Improving Sense of Connection: Feelings of connectedness also improved slightly in both grade levels. 5th grade connectedness rose from 68% to 70%, while 7th grade connectedness increased from 51% to 54%. Although the growth is modest, it reflects a trend in the right direction, especially given the well-documented challenges around student engagement in middle school.  Identified Needs Persistent Gaps for 7th Grade Students: Despite the improvements, less than 60% of 7th grade students reported feeling safe or connected at school in 2024–25. This signals an ongoing need to address school climate issues for middle school students, potentially through targeted social-emotional learning supports, increased student voice opportunities, and stronger relationships with staff.|Based on the analysis of the CHKS and the key learnings identified, LESD will need to make targeted adjustments to existing plans and procedures to better support student well-being, particularly among 7th grade students and underserved groups. Changes to Existing Plans and Procedures Targeted Support for Middle School Students: In response to persistently lower levels of perceived safety and connectedness among 7th grade students (with only 57% feeling safe and 54% feeling connected in 2024–25),   Middle school support plans to include more focused efforts on school climate. This will involve:  Implementing grade-specific social-emotional learning (SEL) sessions.  Increasing opportunities for student voice and leadership in campus climate efforts.  Enhancing peer mentoring and staff-student connection initiatives during key transition points (e.g., entering middle school).  Improved Data Collection and Disaggregation: The absence of reported data for the Low Income (LI) subgroup underscores the need for more robust and inclusive data collection practices. The LEA will:  Work with survey administrators to ensure that demographic data is captured and reported accurately.  Provide targeted outreach to increase response rates among underrepresented groups to ensure all student experiences are reflected in survey results.|Met||2025-06-26|2025
19646911996438|Environmental Charter High - Lawndale|6|Our student responses on annual climate surveys indicate that school connectedness has risen, with 63% reporting a high level of connectedness this year, compared with 60% in 2024  The climate survey results also indicate that perceptions of school safety have remained high (80% this year and in 2024). Tobacco, alcohol, and drug use remains very low, with 99% of students reporting no use in the past year.|The high perception of safety is largely due to our administration who: Monitors discipline log entries for responsive intervention prior to escalation to referrals. Provides training for counselors and admin in restorative practices Monitors classroom conditions to ensure equitable treatment of all students through admin walkthroughs aligned with our best practices rubric.  While our school connectedness data has grown over time, we still are looking for continued improvement in that area.   Additionally, we have identified three particular questions as focus areas for continued growth. Peer conflicts are discussed and resolved at this school The teachers treat students fairly at this school I feel seen, valued, and respected as an individual  We noticed that these questions are lower than we would like to see and will work with our staff to ensure that these become focus areas for continued improvement in PD and with our Restorative Practices Leads.|When breaking data down by cohorts, 11th and 12th graders had lower connectedness than 9th and 10th graders. This is in line with a four-year trend that ECHSL has noticed that school connectedness often decreases during Junior year. In order to address this trend, 11th-grade advisories are focused on addressing elements of the school experience that pertain specifically to Connectedness, and focuses on mental health as well as community building during the second semester of 11th-grade year.  Additionally, ECHSL is working toward continuing to strengthen and broaden training and application of the following:  Calibrating staff advisory expectations and providing advisory support Promoting student agency and collecting feedback for after-school programming, as well as promoting and supporting student-generated clubs  Creating school-wide rituals and celebrations such as FAFSA Submission Celebration, College Commitment Day, Senior Week, etc. Providing digital access to ECHS’ Incident Form for students to report the unfair treatment of others, problematic behavior observed, or other unsafe situations.  Distributing a student bulletin with announcements, updates, and useful links Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for 12th graders as they navigate the college application process and work towards graduation.  Sending key staff to comprehensive Restorative Practices training to increase expertise Ongoing professional development on tiered restorative practices, practical application of restorative practices, and talking circles. Regular workshops and communication with families to provide information on what restorative practices look like at ECHS and what they can expect for their student.|Met||2025-06-23|2025
19647090000000|Lennox|6|Each year, the district administers a school climate survey to students in grades 5 through 7 to better understand their experiences and perspectives. Results from the most recent survey in spring 2025 revealed encouraging findings: 78% of students reported feeling safe at school, 69% look forward to attending most days, and 82% have a trusted adult on campus they can talk to about personal matters. Furthermore, a large majority of students expressed appreciation for the support they receive from teachers, particularly in understanding academic material and discussing their grades.|The Lennox School District is deeply committed to fostering a positive and supportive learning environment for all students, especially those facing economic challenges. To help students thrive both emotionally and academically, the district provides a broad range of programs and services. These include on site full time counselors, mentoring opportunities, engaging before and after school activities, restorative justice strategies for resolving conflicts, and specialized academic support tailored to student needs.|As the effects of the pandemic continue to impact students and schools, the Lennox School District has renewed and strengthened its commitment to supporting student well being. The district has expanded mental health and social emotional support systems, while also reinforcing health and safety protocols to ensure a safe, stable learning environment for all. Our Social Emotional Wellness Coordinator works in close partnership with school counselors, social work interns, and educators to implement trauma responsive practices, restorative approaches, and wrap around services tailored to student needs. In addition, the district continues to advance its Multi-Tiered System of Supports (MTSS), which integrates academic, behavioral, and social emotional learning to address the wide ranging needs of our student population. These efforts highlight our ongoing dedication to providing a nurturing and inclusive educational experience where every student can thrive.|Met||2025-06-10|2025
19647090100602|Lennox Mathematics, Science and Technology Academy|6|Lennox Academy continuously strives to promote a positive, supportive and engaging environment, conducive to learning by upholding its school motto/pillars of Familia, Ganas y Orgullo – Family, Desire and Pride. Overall, 97% of students reported to feel a positive connection to the school, as indicated by having a positive peer/adult relationship on campus, feeling happy at school, and/or a sense of belonging. Additionally, 98% of students reported to feel safe at Lennox Academy.  Furthermore, 97% of parents who participated also agreed that Lennox Academy is a safe school for their child to attend.|The percentage of students reporting to have experienced bullying on campus is relatively low in comparison to other schools, yet Lennox Academy hopes to increase school connectedness by fostering positive peer relationships and acceptance among the student body. During the 2024-25 school year, 2% (about 11 students), reported to have been bullied at least once at school compared to 3.3% the previous year. On-going plans include conducting activities that focus on bringing more awareness and call to action against bullying, such as participating in the National Bullying Prevention Month and Stomp Out Bullying Week, and conducting assemblies on acceptance.|"Lennox Academy is working on activities to help increase school connectedness, including but not limited to student grade level experiences, enhancing the existing buddy program on campus, creating a mentoring program, and having multiple activities and assemblies that focus on building our familia on campus. Additionally, Lennox Academy would like to systematize routine student wellness checks and explore establishing school-wide efforts for monthly ""checks & connects"" with students and families.  Lennox Academy recognizes that increased drug use, particularly vaping, has been a challenge among teenagers. Lennox Academy plans to educate students on the effects of drug use by conducting school-wide assemblies that focus on bringing more awareness on drug abuse and prevention, as well as participate in Red Ribbon Week, and others to help deter drug activity on campus."|Met|Teachers have established individual classroom management plans in accordance with Character Counts philosophies and use the HERO system to track students’ progress. Concentrations are placed in redirecting behavior, allowing students to take responsibili|2025-05-22|2025
19647090107508|Century Community Charter|6|Student survey results from 2024/25 indicate that 88% of Century Community Charter School students feel safe, respected and a sense of belonging.|Century will continue to prioritize school safety and a sense of belonging among students.  Students are very engaged with and feel a part of the DEN system.  The DEN competitions have been very helpful in increasing student buy-in.  In addition, the PBIS team has had great communication throughout the tiers. Tier 3 interventions are being implemented for students who are struggling behaviorally and socially and students are getting support early on in the process. Students also understand that they play a pivotal role in maintaining a positive culture and climate|Not applicable.|Met||2025-06-11|2025
19647091996313|Animo Leadership High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647170000000|Little Lake City Elementary|6|LLCSD annually administers the Healthy Kids Survey (HKS) and the LCAP Student Survey to all 5th - 8th grade students to assess student perceptions of safety and connectedness.   Students were asked the following questions regarding student safety: 1. Do you feel safe at school? and 2. Do you feel safe on your way home from school?  Using these two questions to gauge students that feel safe, 90% of students feel safe at school. Subgroup data is as follows: Foster Youth: 100%, English Learners: 77%, Low Income: 86%.  Students were asked the following questions regarding connectedness: 1. Do you feel close to the people at school? 2. Are you happy to be at school? 3. Do you feel that you are a part of the school? 4. Do teachers treat students fairly at school? 5. Are you given a chance to help decide things at school, like class rules? 6. Do teachers and other grown-ups care about you? 7. Do the teachers and other grown-ups at school tell you when you do a good job? 8. Do teachers and other grown-ups at school ask about your ideas? 9. Do you feel proud to belong to your school? 10. Do the teachers and other adults give you a chance to solve school problems? 11. Do you get to do interesting activities at school? 12. Do your teachers ask you what you want to learn about? 13. Do the teachers and other grown-ups at school listen when you have something to say? 14. Do the teachers and other grown-ups at school believe that you can do a good job? 15. Do you do things to be helpful at school?  Using these questions to gauge students that feel connected at school, 87% of students feel safe at school. Subgroup data is as follows: Foster Youth: 100%, English Learners: 92%, Low Income: 86%.|The district has observed that a high percentage of students report feeling safe at school—90%. When disaggregating subgroup data, the percentage of students that feel safe at school are as follows:  Foster Youth - 100%, English Learners - 77%, and Low Income - 86%. These results reflect the effectiveness of our current systems and procedures to support student safety. However, 10% percent of students as a whole still report not feeling safe, highlighting the need for continued attention in this area. This data also demonstrates that our English Learners and Low Income students don’t feel as safe as their counterparts and will be focus in the following school year to ensure they feel safe. Similarly, 87% of students feel connected to their school. When disaggregating subgroup data, the percentage of students that feel connected to their school are as follows:  Foster Youth - 100%, English Learners - 92%, and Low Income - 86%. This data affirms the district’s emphasis on relationship-building and efforts to foster a sense of belonging. While the data is generally consistent across schools, it reveals a disparity between all students and our subgroups, indicating a need to strengthen safety and connectedness supports at the middle school level. Additionally, the data shows significant gaps in perceptions of safety and connectedness among foster youth, and a gap in safety perceptions among English learners, which we must address moving forward.|Until we reach 100%, our work continues. We must keep strengthening systems to ensure that every student feels safe and connected to their school community. The district’s LCAP will continue to support key services such as school counselors, a district social worker, and student motivation activities and incentives. Beginning in 2025–26, an additional action focused on school safety—including increased supervision and enhanced security measures—was added to further support students’ sense of safety. We will continue to use student survey data and comments to guide our efforts in connecting with every student. All feedback will be carefully reviewed by site administrators and counselors to identify individual students or groups who may need additional support.|Met||2025-06-24|2025
19647250000000|Long Beach Unified|6|LBUSD administers the CORE Districts’ Social Emotional Learning (SEL) Survey annually to over 34,000 students in grades 4–12. The survey assesses four competencies—growth mindset, self-efficacy, self-management, and social awareness—and includes key school climate indicators.  In the 2024-25 CORE survey (secondary): Safety (Metric 7.8): 62% of students report feeling safe on or near campus. Disaggregated data reveals lower favorability among subgroups: 55% Black students, 59% English Learners, and 58% Students with Disabilities.  Sense of Belonging (Metric 7.9): 56% of students report a strong sense of being valued and accepted. Among subgroups: 51% Black students, 55% English Learners, and 55% Students with Disabilities.  To gather more timely data, LBUSD also deploys a Student Pulse Survey three times per year, assessing student perspectives on identity, belonging, agency, and safety. The brief survey offers immediate insight into student well-being and engagement. Spring 2025 Pulse Survey – Secondary (22,000+ responses): Agency: 83% favorable (+2% from winter) Belonging: 77% favorable (+3%) Identity: 85% favorable (+2%) Safety: 64% favorable (+4%)  This layered approach—annual and triannual—enables LBUSD to monitor climate in real time and supports schools in making responsive adjustments. The Pulse Survey also includes a freeform response section, which helps surface urgent individual needs. This data is used alongside CORE results to guide school- and district-level continuous improvement planning.|Analysis of the CORE and Pulse Surveys highlights both progress and key equity challenges. Notably, student perceptions of safety improve slightly but remain low overall—62% in the CORE survey and 64% in the Pulse. Sense of belonging shows little change in the CORE data and continues to be lower for historically underserved groups. Black students report lower favorability in both Safety and Belonging, underscoring persistent disparities. This insight informs the district’s decision to elevate equity through LCAP Goal 2 and introduce Metric M2.3, which states: “Black students’ sense of identity, belonging, and agency will be equal to or greater than non-Black students”—a Superintendent priority. This divergence becomes more complex when viewed alongside the Parent CORE Survey, where 91% of parents overall (87% for Black parents) report favorable perceptions of school safety, and 91% (88% for Black parents) feel their child is connected at school. The contrast between student and parent perceptions signals the need for more direct student voice and deeper understanding of students' lived experiences. Schools use this data to identify trends, celebrate strengths, and initiate improvements. A notable example is the Board of Education President’s school visits, where students meet in focus groups to analyze their Pulse Survey results and provide actionable recommendations. These student-led sessions inspire school teams to create new spaces for authentic dialogue and to implement targeted responses that improve the learning environment.|To address the limitations of annual-only surveys, LBUSD institutionalizes the Student Pulse Survey, administered three times annually. This shorter, focused tool complements the CORE survey and allows schools to monitor well-being and school climate more frequently. It includes items on identity, belonging, agency, and safety, and provides real-time data for responsive planning. One essential feature of the Pulse Survey is its open-response item, which allows students to request help. When flagged, these entries generate real-time alerts for school counselors, ensuring immediate support for students in need. This process enhances the district’s efforts to promote student wellness, connectedness, and safety. The district plans to maintain both the Pulse and CORE surveys, while deepening analysis and closing feedback loops. School leaders and district teams are encouraged to engage students in reviewing data, generating ideas, and co-developing site-level action steps. These practices align with Vision 2035 and reflect LBUSD’s belief that student voice and experience must be central to school improvement. Additionally, as part of LCAP-aligned continuous improvement, schools use these findings to inform SEL practices, refine student supports, and strengthen adult-student relationships. The process also informs staff training and school site planning to ensure climate-related efforts are data-driven, equity-centered, and student-informed.|Met||2025-06-18|2025
19647250127506|Intellectual Virtues Academy of Long Beach|6|IVA conducts an annual family survey and student survey. These surveys collect data on the school climate and present a valid measure of student perceptions of school safety and connectedness. In the 2024-2025 surveys, 97% of parents agreed that their students are safe on school grounds and 96% agreed that IVA teachers work to maintain a positive class culture. For students, 95% agreed that teachers work to maintain a positive class culture and 93% agreed that staff members on campus treat them with respect.|IVA Middle School Annual Surveys historically show very high levels of agreement and satisfaction with prompts asking about the overall health of school climate.|N/A|Met||2025-06-04|2025
19647250131938|Clear Passage Educational Center|6|Clear Passage Educational Center's school safety survey was administered to students in grades 9-12.   Demographic Information of participating students:  Ethnicity/nationality: African American – 20% American Indian or Alaskan Native – 1% Asian - 6% Latino - 73% Pacific Islander - 0% White – 0%  Gender/Age Mix: Female - 77% Male - 23% Ages range from 14 - 22  English Proficiency: English Language Learners - 21%  Special Populations: Special Needs Students: 9% English Language Learners: 21% Homeless: 12% Foster: 1%  Findings of the student survey: A strong majority of students enjoy school more since attending CPEC (96%). A strong majority of students attend school regularly since attending CPEC (86%).  A strong majority of students agree that school rules are clear, fair, and consistent (100%). A strong majority of students agree that school staff show respect and a caring attitude toward students (100%). A strong majority of students agree that staff are always willing and available to provide school, career, and personal problem support (100%). A strong majority of students agree that the school is a safe place to learn (100%). A strong majority of students have a positive attitude toward independent study (98%). A strong majority of students are kept aware of their progress in all subject areas (100%). A majority of students attend CPEC to make up high school credits (75%).|Clear Passage Educational Center’s (CPEC) mission is to support the academic and social advancement of our students by sustaining a culturally responsive learning environment that focuses on each student’s unique strengths and needs. CPEC’s mission is reflected in the increased attendance and enjoyment toward learning that the majority of students surveyed are experiencing. The school’s promotion of high expectations is evident in how CPEC’s students view our rules and norms. Lastly, CPEC’s implementation of targeted safety-net strategies and intervention practices that address student needs contributes to our students’ positive attitudes toward instruction and their expressed sense of safety when engaging with our teachers and staff.|Summary data from the school survey is consistently reviewed and analyzed. Survey findings are used to: Develop and facilitate safety net strategies for addressing the needs of the school’s high-risk population. Review and adjust CPEC’s curriculum and instructional practices. Develop and facilitate the school’s college and career readiness programs. Promote program improvement, positive behaviors and strengthen the facilitation of key touch points that include student performance information meetings, student success team meetings and parent/student conferences.|Met||2025-06-24|2025
19647330000000|Los Angeles Unified|6|Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts.|Met||2025-06-24|2025
19647330100289|N.E.W. Academy of Science and Arts|6|Our students responded positively to survey measures related to safety and school connectedness.  85% of students responded that they always feel safe and 91% of students reported that adults always care about students.|N.E.W. Academy of Science and Arts plans to engage the Student Council in discussions related to school climate and school safety.|Not applicable|Met||2025-06-10|2025
19647330100669|Stella Middle Charter Academy|6|To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture.                                                                                           The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the Panorama Survey:  School Safety: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 53% Black/AA: 45% Hispanic/Latino: 54%  EL: 55% SWD: 49% (unweighted average of Special Educational Program Name) SED: 51% (unweighted average %FMP and %RPMP)  Sense of Belonging: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 37% Black/AA: 34% Hispanic/Latino: 38% EL: 37% SWD: 41% (unweighted average of Special Educational Program Name) SED: 36%  (unweighted average %FMP and %RPMP)   According to Panorama Education's national benchmarks, SMCAs' School Safety average of 53% favorable landed them in the 80th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, SMCA' Sense of Belonging average of 37% favorable landed them in the 20th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Overall Sense of Safety: SMCA demonstrated a 2% year-over-year increase in favorable responses related to overall sense of safety, along with a 10% gain in its comparative national benchmark score. This growth reflects the effectiveness of several aligned district initiatives.  This past year, the district partnered with Thirdway Solutions to provide professional development for all school site leaders, centering on building positive school culture and supporting student behavior through high expectations and high support. This initiative laid the groundwork for a system-wide “Blueprint for Behavior Response,” a clear framework for responding to student behavior using leveled responses and an inquiry-based approach. Staff were trained throughout the year in effective interventions, restorative practices, and logical consequences.  Additionally, the district established monthly Communities of Practice for counselors, deans of restorative practices, assistant principals, and principals. These sessions offered ongoing, role-specific professional learning focused on strengthening school culture and improving students' sense of safety and belonging.  The organization also deepened its investment in Community Schools through continued partnership and the successful award of a Community Schools Grant. These resources are being strategically allocated to support belonging and safety on each campus. Moreover, SMCA has sustained its partnership with Valor Collegiate’s Compass Program, using aligned agreements, curriculum, and weekly circles to support SEL for both students and staff.  Data disaggregated by student group reveals minor variations in favorable ratings; however, no subgroup showed a deviation of ±10% from the mean, indicating equitable perceptions of safety across groups.  Areas for Growth Overall Sense of Belonging: SMCA experienced a 2% year-over-year decline in favorable responses related to sense of belonging and a 5% drop in its comparative national benchmark score. These results suggest a need to improve current practices and structures that support students' sense of connection and inclusion.  Although data disaggregated by student group again shows some variation, no subgroup deviated more than ±10% from the mean, indicating the decline in belonging is a general trend rather than concentrated in specific populations. This data is being used to inform school site goal-setting and action planning for the 2025–26 school year, with a renewed focus on deepening inclusive practices and student connection initiatives.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330100677|High Tech LA|6|Student Survey Data: •	California Healthy Kids Survey (CHKS): o	Participants: ?	9th grade: 109 students (100% surveyed) ?	10th grade: 83 students (100% surveyed) ?	11th grade: 85 students (100% surveyed) ?	12th grade: 74 students (100% surveyed) o	Response Rates: ?	Grade 9: 100 responses (91.7% response rate) ?	Grade 10: 68 responses (81.9% response rate) ?	Grade 11: 78 responses (91.8% response rate) ?	Grade 12: 74 responses (91.9% response rate)  ?	Total response rate: 314 responses (89.5% response rate) o	School Boredom Profiles:  ?	High Value / Low Boredom: 18% ?	High Value / Moderate Boredom: 31% ?	High Value / High Boredom: 16% ?	Moderate Value / Moderate Boredom: 11% ?	Moderate Value / High Boredom: 15% ?	Low Value / High Boredom: 8% o	Mental Health Indicators:  ?	Chronic sadness/hopelessness (past 12 months): 22% ?	Considered suicide (past 12 months): 8% ?	Social-emotional distress: 23% (avg across grades) ?	Life satisfaction: 72% ?	Optimism: 45% o	School Climate Indicators: ?	Supports and Engagement ?	Academic Motivation (Student Learning Environment): 65% ?	Meaningful Participation (Learning Engagement Climate): 44% ?	School Safety (Feeling safe at school): 61% ?	School Connectedness: 61% (inferred from engagement and peer connection scales) o	Violence and Harassment (perceived safety environment): ?	No harassment reported: 67% ?	No mean rumors: 94% ?	No fear of being beaten up: 62% Parent Survey Data: •	California School Parent Survey (CSPS): o	Response Rate: ?	22 parent responses received o	Parental Involvement: ?	39% of parents strongly agreed that the school encourages them to be active partners in their child’s education ?	28% strongly agreed that the school actively seeks parent input before making important decisions ?	58% reported being involved in school activities o	School Climate: ?	44% of parents strongly agreed they feel welcome to participate at the school ?	44% strongly agreed the school promotes respect for cultural beliefs ?	56% strongly agreed the school is a safe place for their child Staff Survey Data: •	California School Staff Survey (CSSS): o	Participants: ?	17 responses o	Engagement and Safety ?	Caring Adult Relationships: 71% of staff strongly agreed that adults at the school care about, pay attention to, and listen to students ?	High Expectations: 69% of staff strongly agreed that adults at the school want every student to succeed and do their best ?	Promotion of Parental Involvement: 50% of staff strongly agreed that the school encourages parent participation and communication.|Key Learnings: Strengths: •	Student Engagement & Connectedness: 65% of students reported academic motivation, and 61% indicated a strong sense of school connectedness. These responses, along with 69% reporting meaningful participation, suggest that many students find value in their education and feel included in the school community. •	Positive Peer Environment: 94% of students reported no experiences with mean rumors, and 67% reported no harassment, indicating generally respectful peer interactions. •	Staff Commitment: 71% of staff strongly agreed that adults at school care about and listen to students, and 69% reported holding high expectations for students. These indicators highlight a strong foundation of adult support and high academic standards. •	Family Perception of Safety: 56% of parents strongly agreed that the school is a safe place for their child, and 44% felt welcome to participate, indicating a positive—though improvable—baseline of family-school trust. Areas of Need: •	Student Mental Health: 22% of students reported feeling chronic sadness or hopelessness, 8% considered suicide, and 23% showed signs of social-emotional distress. These figures underscore the ongoing need for expanded mental health supports. •	School Boredom and Value Disconnect: Only 18% of students fell into the “high value / low boredom” category, while a combined 31% reported moderate or high boredom despite valuing school. This suggests a disconnect between student interest and classroom experiences that may hinder engagement. •	Parental Input and Involvement: Only 28% of parents strongly agreed that the school seeks their input in decisions, and 39% felt encouraged to be active partners. These data points suggest that while some outreach exists, deeper family engagement strategies are needed. •	Staff View on Parent Engagement: Only 50% of staff strongly agreed that the school promotes parental involvement, which aligns with parent feedback and reinforces this as a shared priority for improvement.|Proposed Changes: 1. Expand Mental Health Supports: •	Increase counseling staff availability and promote student access to mental health resources. •	Provide classroom teachers with trauma-informed training and SEL integration tools. •	Partner with outside mental health organizations to offer student workshops and referrals. 2. Re-engage Students Academically: •	Use student boredom profile data to review instructional practices and identify opportunities to make content more relevant and student-centered. •	Incorporate more project-based learning and cross-disciplinary units that reflect real-world interests and challenges. •	Launch student-led feedback sessions to better understand what types of learning experiences students find most engaging. 3. Strengthen Family Partnerships: •	Create a formal structure for collecting family input on school decisions, such as family advisory panels or regular surveys. •	Increase transparency and communication about how parent input is used in decision-making. •	Offer multilingual and flexible meeting formats (e.g., virtual office hours, evening workshops) to accommodate diverse family needs. 4. Build Staff Capacity for Inclusive Climate Work: •	Support staff development around family engagement practices, including strategies for outreach and culturally responsive communication. •	Facilitate cross-role collaboration between instructional staff, support staff, and family liaison roles to ensure alignment in engagement goals.  These adjustments will be embedded in the school’s continuous improvement process and monitored through ongoing stakeholder feedback and progress indicators. The school is committed to translating these findings into tangible improvements for students, staff, and families.|Met|MET|2025-06-17|2025
19647330100743|Accelerated Charter Elementary|6|The data indicates strengths in feedback, coaching, evaluation, belonging, leadership, and staff-leadership relationships. Teachers feel that they are provided feedback on their practice and that they receive coaching aligned to their work fairly consistently. Teachers believe there is a high level of care and respect modeled by the leadership team.   ACES parents indicate that their children demonstrate a respect for the staff and that the ACES staff members demonstrate respect for students as well.  Additionally, parents rated ACES 81 out of 100 when considering students’ motivation to attend ACES. This speaks to the inclusive and supportive environment provided to students and staff alike. Students rated their excitement about having the same teacher again, the following year, 71 out of 100.|ACES centered teachers’ development and student learning this year, and it is affirming for the entire ACES team that teachers, from their perspective, received quality feedback.  Additionally, one of ACES’ core values, as a team, is collaborative culture. The high level of care, respect, and support demonstrated by leadership team members speaks to the work that all team members have collaboratively executed in support of having a collaborative culture.|The ACES team will leverage parent meetings–EL-PAC, PAC, Coffee with leadership team–as well as provide ongoing communication–i.e. newsletter, class dojo, parent square–to proactively share school’s behavior policies.|Met||2025-06-27|2025
19647330100750|Wallis Annenberg High|6|In Spring 2025, Wallis Annenberg High School (WAHS) collected school climate data through surveys from students (grades 9–12), families, and staff. This data provides insight into how safe, respected, and connected students and families feel, and where the school can improve.  Student Survey Results (Grades 9–12): 	•	67% of students said adults at school support them. 	•	56% felt people at school understand them. 	•	51% agreed that students show each other respect. 	•	71% said they feel a sense of belonging. 	•	66% described the school’s overall energy as positive. 	•	66% said the school’s rules are fair. 	•	41% said student behavior positively impacts learning. 	•	49–57% reported being excited or focused in class.  These results show that while most students feel supported and welcomed, fewer feel that peers respect each other or that behavior supports learning. Engagement in class is another area for growth.  Disaggregated Group Insights: The survey did not report student climate data disaggregated by subgroup. However, feedback from ELAC and IEP meetings suggests that English Learners and Students with Disabilities may feel less connected and engaged, aligning with prior years’ input. These findings are guiding targeted support in advisory and restorative practices.  Use of Data: This data is helping WAHS shape its school culture priorities for 2025–26. These include building stronger advisory systems, improving student engagement, and strengthening relationships between students and adults. The school will continue collecting and disaggregating climate data annually to ensure all student voices inform schoolwide decisions.|The Spring 2025 climate survey revealed several key strengths and needs related to school conditions, student belonging, and engagement at Wallis Annenberg High School (WAHS).  Key Strengths: Students generally feel welcomed and supported at WAHS. 71% of students reported feeling a sense of belonging, and 67% said that adults at school support them. This suggests that the advisory system, restorative practices, and adult-student relationship building are positively impacting campus culture.  Identified Needs: ?	Student-to-student respect and behavior remain areas for growth. Only 51% of students agreed that peers treat each other with respect, and just 41% felt that student behavior positively supports learning. This signals a need for stronger implementation of restorative practices and clearer school-wide expectations. ?	Academic engagement is a concern. Less than 60% of students reported excitement, interest, or focus in class. Only 49% said they were excited about going to class, indicating a need to improve instructional relevance and student motivation.  Student Group Insights: Although the survey tool did not disaggregate student responses by group, additional feedback from ELAC, PAC, and IEP meetings confirmed that English Learners (ELs) and Students with Disabilities (SWD) may feel less connected and more uncertain about expectations. These groups were identified as needing more consistent communication, in-language support, and intentional inclusion in community-building efforts.  Conclusion: WAHS is encouraged by the positive trends in belonging and family confidence, and is committed to addressing student behavior, peer culture, and engagement in learning. Improving student voice, staff-student connection, and targeted support for EL and SWD students will be key focus areas in 2025–26.|Based on the 2025 LCAP Survey and ongoing educational partner input, Wallis Annenberg High School (WAHS) has identified several areas of need related to school climate, particularly in peer relationships, classroom engagement, and staff-student connection. As a result, the school will be making the following changes to support continuous improvement: 1. Strengthening Schoolwide Behavior Expectations and Peer Culture Survey data showed only 51% of students feel students treat one another with respect, and only 41% believe behavior supports learning. In response: ?	WAHS will relaunch its PBIS/Culture Committee with student and staff representatives to co-create shared behavior norms and a consistent tiered response system. ?	Updated behavior expectations will be introduced during Summer Bridge and advisory periods, with reinforcement through a revised advisory curriculum. 2. Improving Student Engagement and Classroom Experience Less than 60% of students reported feeling excited, focused, or interested in class. To address this: ?	The school will revise Unit/Lesson Internalization protocols and PD to focus on engagement strategies, academic discourse, and culturally relevant instruction. ?	WAHS will expand student-led conferences and project-based assessments in core subjects to increase student ownership and motivation. 3. Building Stronger Adult-Student Relationships Only 29% of staff reported feeling connected to students, signaling a need for deeper relationships: ?	In 2025–26, each teacher will be assigned an advisory class of students to mentor throughout the years, supported by relational check-in tools and SEL guidance. ?	All staff will participate in a reconnect and belonging PD series to learn strategies for strengthening relationships with students, especially English Learners and Students with Disabilities. ?	Students will help co-design monthly community-building activities that center belonging and student voice. 4. Increasing Family Partnership in School Climate Work To build on the 66–69% of families who reported positive climate perceptions, WAHS will: ?	Expand Padres Comprometidos programming and offer sessions tied to LCAP and site goals. ?	Improve feedback loops by publicly sharing survey findings and resulting action steps at ELAC, PAC, and family town halls. Together, these changes reflect WAHS’s commitment to listening to its educational partners and responding with specific, measurable actions that center belonging, engagement, and shared responsibility for school culture.|Met||2025-06-27|2025
19647330100800|Central City Value|6|In spring 2025, Value Schools administered a climate survey to students, staff, and families across all campuses. At Central City Value High School, 503 participants responded, including 352 students, 114 parents, and 37 staff members. The survey provided insight into key aspects of the school environment such as safety, inclusion, and student belonging.  While most students reported that faculty and staff clearly communicate expectations around bullying and demonstrate respect for student differences, the data also pointed to opportunities to strengthen peer-to-peer respect, school connectedness, and student-led engagement. These findings are informing site-level strategies aligned with Goal 2 of the Local Control Accountability Plan.  Disaggregated data by subgroup (including English Learners, students with disabilities, and socioeconomically disadvantaged students) will continue to guide improvement efforts and targeted supports. Additional feedback tools are under consideration to ensure ongoing monitoring of school climate.|Analysis of the 2025 climate survey at Central City Value High School identified areas of strength, including positive adult modeling and clear communication from staff regarding expectations around bullying and respect for diversity. A majority of students acknowledged that faculty and staff treat all students with respect, regardless of background.  At the same time, the data revealed opportunities to enhance students’ sense of belonging and peer-to-peer respect, particularly in how students support one another and intervene during negative interactions. Disaggregated data showed these trends were consistent across student groups, with some variation among English Learners and students with disabilities. These insights will inform ongoing efforts to build a more inclusive and connected school culture.|Based on the 2025 school climate survey results, Central City Value High School will implement targeted strategies to strengthen student safety, belonging, and respect for diversity. Planned actions include peer-led inclusion activities, increased social-emotional learning supports, and professional development for staff on culturally responsive practices. Survey data will be reviewed by subgroup to guide site-specific interventions, and pre/post measures will be used to monitor progress. These changes are being integrated into the school’s ongoing continuous improvement efforts and tied directly to Goal 2 of the Local Control Accountability Plan.|Met|To better understand and address school climate needs across all student groups, Central City Value is exploring the adoption of a more robust, research-based survey tool such as the Panorama Survey beginning in 2026. This shift would allow for more detai|2025-06-06|2025
19647330100867|KIPP Los Angeles College Preparatory|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  85.8% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330101196|ICEF View Park Preparatory High|6|ICEF View Park Preparatory High School administered the Fall 2024 Panorama Student Survey:   Summary of results  47% School Belonging: How much students feel they are valued members of the school community. 29% School Climate: Perceptions of the overall social and learning climate of the School. 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 54% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory High School administered the Fall 2024 Panorama Student Survey:   Summary of results  47% School Belonging: How much students feel they are valued members of the school community. 29% School Climate: Perceptions of the overall social and learning climate of the School. 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 54% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory High School administered the Fall 2024 Panorama Student Survey:   Summary of results  47% School Belonging: How much students feel they are valued members of the school community. 29% School Climate: Perceptions of the overall social and learning climate of the School. 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 54% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19647330101444|KIPP Academy of Opportunity|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  85% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.  In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330101659|CATCH Prep Charter High, Inc.|6|CATCH Prep administers an annual local school climate survey to assess perceptions of safety, engagement, and support among students, staff, and families. Modeled after the California School Climate Survey and aligned with LCFF Priority 6, the survey provides disaggregated data to monitor school conditions and student well-being. For the 2024–25 school year, CATCH Prep’s overall school climate score was 89%, reflecting a strong and positive learning environment. Specifically, 87% of students reported feeling safe at school, with 90% of students with disabilities reporting the same. 78% of students indicated they felt actively engaged in their learning, and 91% reported having at least one supportive adult on campus. To supplement survey data, CATCH uses multiple tools to gain a more comprehensive understanding of school climate. These include regular focus groups with students, staff, and parents to discuss areas of strength and improvement, as well as administrative walk-throughs to observe classroom culture, student engagement, and teacher-student interactions. Students also complete pulse surveys throughout the year to provide timely feedback on school culture, mental wellness, and classroom experiences. All data is disaggregated by student subgroup, including English Learners, students with disabilities, and socioeconomically disadvantaged students. Survey trends are analyzed alongside attendance, behavior, and academic performance data to identify barriers and develop responsive supports. For example, based on 2024–25 data, CATCH expanded peer advisory programs, integrated more wellness-focused advisory modules, and offered professional development in trauma-informed and restorative practices. By combining survey insights with qualitative and observational tools, CATCH Prep continues to foster a safe, inclusive, and supportive school environment that prioritizes student voice and drives continuous improvement.|Analysis of CATCH Prep’s 2024–25 school climate data reveals key strengths and areas for growth in promoting a safe, inclusive, and engaging school environment. With an overall climate score of 89%, the school demonstrates strong student satisfaction with safety, support, and connection. Notably, 87% of students reported feeling safe on campus, and this number rose to 90% among students with disabilities. These high marks reflect the school’s consistent attention to adult visibility, proactive supervision, and the establishment of clear behavior expectations. A major strength identified in the data is the sense of adult support. Ninety-one percent of students stated they had at least one trusted adult on campus, a trend that held true across subgroups, including English Learners and socioeconomically disadvantaged students. These relationships are foundational to CATCH’s climate and contribute to stronger attendance, engagement, and overall school connectedness. While engagement indicators were generally positive, student feedback revealed a need for more voice and choice in learning. Seventy-eight percent of students reported feeling engaged in their learning, but responses from focus groups and open-ended survey questions suggested that students in grades 10 and 11 seek more relevant content, hands-on learning, and culturally responsive curriculum. Students with IEPs and English Learners especially expressed interest in lessons that reflect their lived experiences and learning preferences. Data disaggregation also highlighted a small but meaningful gap among students with disabilities, who were more likely to request additional peer support and clearer behavior systems. In response, CATCH has committed to expanding Tier 1 and Tier 2 supports, including increased access to mentoring, social-emotional learning, and restorative practice circles in advisory. In addition to surveys, classroom walk-throughs and student reflections provided further insights. Classrooms that emphasized collaboration and real-world application saw higher levels of student focus and participation. As a result, CATCH is prioritizing professional development in inquiry-based instruction, project-based learning, and advisory curriculum integration. The school’s ongoing use of both quantitative and qualitative data has enabled it to respond swiftly to emerging needs while strengthening its existing supports. Key areas of strength include school safety, adult-student relationships, and inclusivity across student groups. Targeted growth areas include increasing student engagement, expanding culturally relevant instruction, and enhancing behavioral and wellness supports for students with disabilities and English Learners. These findings continue to inform instructional planning, student supports, and schoolwide professional learning.|Based on findings from the 2024–25 school climate survey and related feedback, CATCH Prep is implementing targeted revisions to address areas of need while strengthening what is working. These changes reflect the school’s commitment to continuous improvement, equity, and student-centered practices. To increase student engagement—especially in grades 10 and 11—CATCH is expanding project-based learning across core subjects. Teachers will participate in professional development focused on inquiry-based instruction, student voice, and culturally responsive practices. Units will be redesigned to incorporate real-world applications, student choice, and cross-disciplinary collaboration. These changes will be supported through fall planning sessions and ongoing professional learning communities. In response to feedback from students with disabilities and English Learners requesting more relevant and accessible instruction, CATCH is enhancing co-teaching in targeted classrooms and integrating scaffolds to support diverse learners. Staff will receive additional training in Universal Design for Learning and differentiated instruction. English Learners will benefit from increased access to academic language development embedded into content instruction, and instructional materials will be reviewed for cultural responsiveness and relevance. To support schoolwide safety and well-being, CATCH is strengthening its Multi-Tiered System of Supports (MTSS). The advisory program will be revised to include wellness-focused lessons on identity, mental health, and relationships. A new Tier 2 advisory group will be launched to support students flagged through behavior or attendance data. These small groups will include peer mentoring, SEL strategies, and restorative circles. All staff will be trained in trauma-informed practices and Tier 1 behavior supports during fall professional development. CATCH is also establishing a Student Climate Council to elevate student voice in decision-making. This council will include representation from all grade levels and student groups and will meet monthly with school leaders to provide feedback on initiatives, school culture, and future planning. Additionally, surveys will be updated with more open-ended items to allow students to share feedback with greater depth and clarity. To ensure accountability and alignment with LCAP goals, CATCH will track implementation and outcomes of these actions through quarterly reviews of school climate data, student feedback, and staff reflection. These adjustments reflect the school’s proactive approach to using data to inform action and build a school environment where every student feels safe, engaged, and supported.|Met|In addition to the survey findings and action steps described above, several long-standing practices continue to support a strong school climate at CATCH Prep. The campus is gated, clean, and welcoming, and is widely viewed by families as a safe and invit|2025-06-16|2025
19647330101675|Oscar De La Hoya Animo Charter High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330101683|Renaissance Arts Academy|6|Renaissance Arts Academy annually administers a family survey measuring school connectedness and safety. For the 2024-2025 School Year the survey participation rate was 100% across all grade levels. 97% of respondents reported a positive connection with the arts, 96% reported a positive connection with academics, and 95% reported a positive connection with the open classroom model.|Students at RenArts report feeling both connected and safe. By survey, RenArts students in each grade level indicate the open-classroom model, whole school culture, and school-wide performances as a major part of feeling connected. All students participate in shows and experience positive interactions across grade levels. There is an observably coherent school-wide culture and behavior standards with no bullying. Students report feeling comfortable communicating concerns to faculty with appropriate and timely response. All students participate in regular safety, fire, earthquake, and other emergency drills, contributing to their perception of safety on campus. Emergency procedures are explained to students during the first month of the school year and policies are discussed at the beginning of every school year at the Student Compact Meetings in order to inform the parent community.|Developing healthy habits in all areas of life is a vital part of a well-rounded education. Consistent with RenArts Board Resolution 620, in coordination with RenArts’ Health and Safety plan, and as an integral part of RenArts’ educational design for supporting academic, artistic and personal success for all students, RenArts’ faculty actively promotes health and wellness for all members of the RenArts community, including in the following areas: Nutrition, Physical Education, Physical Health, Emotional Health, Behavioral Health, Environmental Health. Wellness practices are integrated into RenArts’ education program, fully coordinated with RenArts’ Mission and Goals, and implemented by the entire faculty team as a feature of RenArts’ ensemble-based school culture. Renaissance Arts Academy’s coordinated approach to wellness provides students with planned learning experiences designed to develop both concepts and skills that affect physical health and fitness, movement concepts, artistic concepts, motor skill development, and safety in physical activity settings that are maintained in a safe and healthy learning environment.|Met||2025-06-17|2025
19647330102335|Ocean Charter|6|OCS uses the California Healthy Kids Survey in grades 7th and 8th to measure school climate.  Data results include: School Connectedness went up for 7th graders from 68% to 69% and stayed at 74% for 8th graders. Academic Motivation went down for 7th graders from 73% to 72% and up for 8th graders from 62% to 69%. School is Really Boring indicator went up from 23% to 36% for 7th graders and down from 33% to 29% for 8th graders. School is worthless and a waste of time went down from 12% to 6% for 7th graders and up from 7% to 17% for 8th graders. Current absenteeism went from 16% to 15% in 7th grade and stayed at 16% in 8th grade. Trouble focusing on schoolwork went from 44% to 31% in 7th grade and from 35% to 28% in 8th grade. Caring adult relationships went from 66% to 64% in 7th grade and from 86% to 76% in 8th grade. High expectations went from 76% to 81% in 7th grade and from 84% to 85% in 8th grade. Meaningful participation went from 33% to 32% in 7th grade and from 39% to 31% in 8th. Facilities upkeep went from 60% to 78% in 7th grade and from 63% to 68% in 8th grade. Promotion of parental involvement in school went from 66% to 64% in 7th grade and stayed at 74% in 8th grade. School perceived as very safe or safe went from 74% to 81% in 7th grade and from 84% to 77% in 8th grade. Experienced any harassment or bullying went from 56% to 49% in 7th grade and from 84% to 77% in 8th grade. Had mean rumors or lies spread about you stated at 44% in 7th grade and went from 49% to 22% in 8th grade. Been afraid of being beaten up went from 26% to 11% in 7th grade and stayed at 9% in 8th grade. Been in a physical fight went from 17% to 18% in 7th grade and from 19% to 9% in 8th grade. Seen a weapon on campus went from 7% to 9% in 7th grade and from 7% to 5% in 8th grade. Cyberbullying went from 30% to 28% in 7th grade and from 42% to 20% in 8th grade.|OCS' areas of strength with scores over 65% are in school connectedness (72%); academic motivation (71%); caring adult relationships (70%); high expectations (83%); facilities upkeep (73%); and school perceived as safe or very safe (79%).   Our focus areas for improvement are absenteeism (16%), decreasing the student sense that school is boring (28%), helping students feel they have meaningful participation (36%), decreasing experiences of harassment or bullying (44%), and cyberbullying (24%).|OCS will continue to promote a healthy school climate with caring relationships among students and teachers and multiple strategies to support strong relationships among students. Weekly council circles will continue as will more creative ways to promote health relationships such as singing together, moving together, creating together - i.e. class plays, projects, caring for the school environment, and joining activities such as clubs and sports teams.  We will continue our informal counseling program for students needing additional support.     New efforts will include faster follow-up and outreach when students are absent; more student choice in assignments; and implementation of our Cool Tools Safe School Program that provides shared language and tools for social emotional learning.|Met||2025-06-26|2025
19647330102426|PUC Milagro Charter|6|PUC Milagro conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct: Captivate Item/Question: Learning is important in my classroom. % Favorable Rating (General Education): 96%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me. % Favorable Rating (General Education): 82%  Construct: Care Item/Question: I like the way my teacher treats me when I need help. % Favorable Rating (General Education): 84%  Construct: Confer Item/Question: My teacher wants me to share my thinking and ideas. % Favorable Rating (General Education): 66%  Construct: Confer Item/Question: My teacher wants me to explain my answers - why I think what I think. % Favorable Rating (General Education): 79%  Construct: Consolidate Item/Question: My teacher takes the time to help me think about what I have learned. % Favorable Rating (General Education): 76%  Construct: Control Item/Question: My teacher makes sure that I follow the classroom norms and the Habits of a Scholar. % Favorable Rating (General Education): 91%  Construct: Safety Item/Question: I feel safe in this classroom. % Favorable Rating (General Education): 81%  Construct: Safety Item/Question: I know my teacher will help me if I feel that people are being unkind. % Favorable Rating (General Education): 89%|PUC Milagro received an overall score of 3.77 of 4 and an Average % Favorable of 81%.  During the 2024-2025 SY, PUC Milagro continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Students with Disabilities (SWD), Homeless, and those in Foster Care.|The social-emotional well-being of all students remained a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support that students will need.  PUC Milagro is to continue working on strengthening their “Mindfulness” curriculum and Restorative Justice program.|Met||2025-06-05|2025
19647330102434|Animo South Los Angeles Charter|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330102442|PUC Lakeview Charter Academy|6|PUC Lakeview Charter Academy conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 73%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 77%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 75%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 79%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 83%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 80%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 69%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 82%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 86%|PUC LCA received an overall score of 4.22 of 5 and an Average % Favorable of 80%.  During the 2024-2025 SY, PUC LCA continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2025-06-05|2025
19647330102483|N.E.W. Academy Canoga Park|6|In our student survey, 84% of students responded positively regarding school connectedness and 88% of students responded positively regarding school safety.  We are committed to prioritizing a positive school climate for our students.|In response to these results, we will keep a full-time counselor on staff to address the social emotional needs of our students.  We will encourage our teachers to maintain morning meetings where they utilize PBIS and Restorative practices to create a positive classroom environment.|Not applicable|Met||2025-06-10|2025
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Dr. Theodore Alexander Science Center School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647330102541|New Designs Charter|6|New Designs Charter administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February and April of the 2024-25 school year and received 89% response rate. Key findings from the survey show that 44% of the students felt they liked the school and 61% of the students felt the school was an inviting and supportive place for them to learn. Fifty eight percent of students felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life.   The following data below shows how the different subgroups in the school felt on the question of safety in the school: • 58% of all students felt safe at school. • 55% of Students with Disabilities felt safe at school. • 59% of English learners felt safe at school. • 66% of African American students felt safe at school. • 57% of Hispanic students felt safe at school. The following data below shows how the different subgroups in the school felt on the question of connectedness to others at the school: • 61% of all students felt they were connected to others in the school. • 76% of Students with Disabilities felt they were connected to others in the school. • 69% of English Learners felt they were connected to others in the school. • 61% of African American students felt they were connected to others in the school. • 60% of Hispanic students felt they were connected to others in the school.|The school survey showed a lower level of connectedness compared to previous years. However, the data also showed a high percentage of students (79%) felt the adults in the school cared about them and were willing to help them with their social emotional wellbeing. It was apparent from the data that the school needs to build a positive school culture and improve the students’ perceptions of the school. How the students felt about their safety on campus served to alert the school to the need for ensuring enhanced school safety measures and improved school security personnel and campus aides training programs. Data from the survey indicated the students wanted to see greater beautification, improved general school cleanliness and an expansion of extracurricular and sport offerings for both boys and girls. Fifty-five percent of the students felt that their parents were welcome and given several avenues to engage in the school but they thought more could be done. Suggestions included giving more relevant workshops to parents.|Results indicated a need to understand and find solutions to declining school spirit students’ unease with safety in the school. Data has also shown that students are dealing with elevated social-emotional concerns. The school is continuing with more emphasis on counseling and attending to the social emotional needs of the students. Middle school has a permanent social emotional counselor. The school is also taking more stringent approach to ensuring school security staff are of the highest quality.|Met||2025-06-07|2025
19647330106351|Ivy Academia|6|To gather meaningful feedback on school climate, the school administers a local student LCAP survey yearly and the CHKS biannually. Analysis on the local survey focuses on key indicators related to safety, student connectedness, staff responsiveness, and emotional well-being. Recent survey data reveals over 74% of students reported feeling safe at school, and increase in over 13% from the previous year. In addition, over 74% of students reported feeling safe at school, an increase over 13% from the previous year.  Those same percentages were the reflected when students reported that their teachers care about them.  These gains show improvement in school climate and continue our focus on the LCAP to continue building student support systems and overall school culture.|Survey results are used in the development of the annual LCAP, professional development, and improvement and adoption of new programs and elective courses.|While recent data shows gains in school safety and student connectedness, we have expanded club opportunities for middle school for the upcoming year, expanded intramural sports, and one-on-one structured tutoring.  Our partnership with Pierce College courses offered to all middle schoolers has increased student connectedness to the school and the greater academic community, as well.|Met||2025-06-13|2025
19647330106427|Synergy Charter Academy|6|The school most recently administered the California Healthy Kids Survey to students in grades 3-5 in the Spring of 2025. Highlights include positive responses for high expectations of adults in school and students treated with respect.|The area for growth appears to be students feeling that they have meaningful participation in school. According to the survey, students were asked seven questions that resulted in an overall average score of 38% for meaningful participation at school. One of the questions asked if they are given a chance to help decide on school activities or rules and 47% said never and 53% said some, most, or all of the time.|In response to relatively lower levels of students reporting a sense of “meaningful participation in school,” SCA plans to gather student input on ideas for school-wide celebrations for holidays and games they’d like to see incorporated into our structured recess times. We will also continue the practice of most teachers creating classroom rules together with students on the first day of school. SCA will continue to implement the GLEAM framework to ensure that learning experiences are at grade-level, engaging, affirming, and meaningful for students. SCA will also continue to provide ways for students to participate in enrichment activities through its expanded learning program.|Met||2025-06-14|2025
19647330106831|Animo Venice Charter High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330106849|Animo Pat Brown|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 51% Positive Responses School Safety: 66% Positive Responses Sense of Belonging: 50.5% Positive Responses Teacher-Student Relationships: 59% Positive Responses Attendance: 89.5% Positive Responses No Place for Hate: 70.5% Positive Responses Overall Feedback: 67.5% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330106872|Bert Corona Charter|6|The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support.  The BCCS Youth Truth report synthesized feedback from 654 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 59%. Overall Youth Truth Survey Results for BCCS 2024-25 by theme area: - Engagement: Students 44%, Families 85%, Staff 81% - Relationships: Students 43%, Families 93%, Staff 82% - Culture: Students 41%, Families 91%, Staff 62% - Belonging: Students 44% - Communication & Feedback: Families 94% - School Safety: Families 76%, Staff 53% - Resources: Families 93% - Professional Development & Support: Staff 66%|Strengths - Engagement: Families 85% (improved 8%), Staff 81% (declined 2%) - Relationships: Families 93% , Staff 82% - Culture: Families 91% (increased 4%) - Communication & Feedback: Families 94% (improved 5%) - Resources: Families 93% (improved 4%)  Identified Needs - Engagement: Students 44% (declined 5%), Families 77% - Relationships: Students 43% - Culture: Students 41% (improved 1%), Staff 62% (improved 9%) - Belonging: Students 44% (declined 3%) - School Safety: Families 76%, Staff 53% - Professional Development & Support: Staff 66% (declined 15%)|• School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement • Operations Team: Focus on school safety|Met||2025-06-30|2025
19647330107755|Port of Los Angeles High|6|Student Climate Survey  Number of Students who completed the survey: 868 at the end of 1st semester, a student survey was conducted during each student's History class. It was not mandatory to complete, but highly encouraged. POLAHS provides student involvement through surveys, student groups and committees.   Data:  School Culture: 73% of students report that teachers treat students with respect. 73% of student report they feel safe at school (25% reported indifferent)  81% of students report that their school environment is clean and tidy (17% reported indifferent).  82% of students report that teachers help students when they are absent (8% unsure due to no absences).  64% of students feel close to other students at school (29% neither agree nor disagree). 88% of students look forward to having a lot of fun at school. 53% of students are satisfied with themselves (29% report a little satisfied).  59% of students have noted that the school discourages them from drugs and vaping. 80% of students say students are treated fairly when they break school rules.  When students are completing their work, 27% report that it is hard for them to stay focused; 24% feel they are building skills and knowledge for the future, and 8% report that the work does not relate to them.  95% of students report that at least 1-6 or more teachers care about and value them. 8% of students feel that they help decide school activities, and only 30% report that they do things that make a difference.|The majority of students feel safe on campus, are treated fairly and with respect, and receive support from teachers when absent. In terms of student culture, the vast majority of students have a lot of fun at school and feel close to other students. A moderate number of students participate in activities including spirit week, festivals, showcases, dances, and clubs. There is room for improvement with only 8% of students reporting that they help decide school activities and 30% reporting that they do things that make a difference. Another area for improvement is the number of students who feel the school discourages them from drugs and vaping, although 88-94% of students reported that they have not used alcohol, vaped, or used marijuana in the last 12 months respectively.   There is an area for improvement for students to stay focused while completing schoolwork. Perhaps the biggest area of achievement comes from the 92% of students who reported that at least one or more teachers care about and value them.|School Climate is a priority at POLAHS, as we know this directly correlates to student safety, engagement, social emotional health, and academic achievement. In order to increase the number of students participating in activity decision-making, POLAHS will integrate the student Link Crew role throughout the school year, versus their limited role in back-to-school week and parent conferences. Link Crew has a large number of students enrolled in the group, versus a significantly smaller number of students participating on ASB. These student groups will work together to determine student activities.   To address school communication regarding vaping and drug use, POLAHS will continue its annual Drug Free week with increased signage by purchasing a laminator and utilizing social media to reach a broader number of students.   To increase the number of students who feel that they do things that make a difference, the Academic Counselors will increase communication regarding opportunities for community involvement and volunteerism.  POLAHS will continue to focus on parent and student engagement per our 2024-2027 LCAP Goal.|Met||2025-06-11|2025
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|6|"Student surveys identify the need for additional academic support services, including more tutoring and faculty ""office hours"" or similar options to engage with teachers for academic assistance.  Parent survey data identifies the need for additional opportunities to participate in school decision-making, beyond SSC and ELAC."|"CHAMPS' art and design Academies continue to serve as the primary areas of strength for the school. Students identify by Academy affiliation and describe them as their ""home"" on campus.  Counseling and support services also are identified as areas of strength and students note that they feel cared for and ""seen"" on campus.  Retention and student transfer-in data are reflective of this trend as well."|CHAMPS has improved after school, extended, tutoring services for all students and continues to enhance these with additional staff. Counselors take a more active role in recommending tutoring services and faculty are updated and made aware as well.  Coffee with the Principal and Coffee with the Counselors will take place monthly in order to provide more opportunities for family engagement with staff and decision-making.|Met||2025-06-23|2025
19647330108886|Gabriella Charter|6|In the spring season of 24-25, students in 4th and 7th grade took the California Healthy Kids Survey. This was the fifth year of implementation of the survey at Gabriella Charter School. Overall, the results were positive and aligned with other historical school experience data, though there were drops for some areas.|We used the data to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body.  Key results of this survey displayed below show the strong and positive culture created at GCS, highlighting that our students feel GCS is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed.|We learned that an area of need was our MS students and some student culture related items, and we have worked to have advisory and Council in those grades to support student voice and peer conflict resolution and other student culture initiatives.|Met||2025-06-23|2025
19647330108894|Alliance Judy Ivie Burton Technology Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 48% Positive Responses School Safety: 69% Positive Responses Sense of Belonging: 47% Positive Responses Teacher-Student Relationships: 53% Positive Responses Attendance: 85% Positive Responses No Place for Hate: 76% Positive Responses Overall Feedback: 72% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate - Overall Feedback  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330108910|ISANA Nascent Academy|6|ISANA Nascent Academy – Local Climate Survey Analysis (Spring 2025) In Spring 2025, ISANA Nascent Academy administered a student survey to assess perceptions of school safety and connectedness. The survey was distributed across multiple grade levels and student groups, with a total of 61 students participating. Students responded to questions using a 1–5 Likert scale (1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree). Sample survey items included: “My School…” •Creates a welcoming environment •Creates a safe environment •Cares about me  “My Teacher…” •Creates a welcoming environment •Shows respect toward me •Creates an environment where I feel comfortable asking and answering questions  Survey Results – Favorable Responses (Agree/Strongly Agree): •Schoolwide Average: 64% •Latino Students: 68% •Black/African American Students: 55%|Key Strength: A notable strength from the survey was students’ perception of their classroom environment. Specifically, 83% of students agreed or strongly agreed with the statement: “My teacher creates a welcoming environment in the classroom.” This reflects intentional schoolwide efforts to build inclusive classrooms. Prior to the start of the school year, educators engage in professional learning on creating welcoming learning spaces, and ongoing feedback and coaching is provided throughout the year to support this area.|Area for Growth: The lowest-rated item was: “My school is a space where I can be myself and share my ideas,” with only 46% of students responding favorably. To address this, the school plans to: •Disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. •Conduct focus groups with students from each grade level that participated in the survey to explore reasons behind their responses and to co-develop actionable next steps. •Establish regular student focus groups moving forward to ensure ongoing dialogue with students and support a sustained, student-centered approach to improving school climate.|Met||2025-06-12|2025
19647330108928|Larchmont Charter|6|Larchmont is constantly soliciting input from our educational partners throughout the year. This is done through a combination of community meetings (staff meetings, Employee Advisory Group meetings, site council meetings, finance committee, and board meetings, to name a few), along with stakeholder surveys that are conducted each fall and spring. Additionally, the school leadership and network teams meet to analyze academic, survey, and organizational data to identify needs, consult students, parents, and staff about the needs they see, and collaboratively develop the budget and LCAP. It’s presented and discussed at multiple meetings. Input and feedback collected are analyzed and integrated into the LCAP and budget so that it’s an iterative process.|This year, through our LCAP processes, we heard how powerfully our stakeholders experience our mission, model, and values as being vibrant across our campuses. The strength of our community is apparent. The greatest needs identified were around strengthening alignment TK-12 and maximizing staff capacity to best support all our diverse learners (particularly historically underserved populations such as Black/African-American students, English Learners, students with special needs, and those who struggle academically or behaviorally). Feedback on ATSI from the Academic Support Team included having Black/African-American staff support students and planning cultural activities and events celebrating the Black/African-American community. Teachers noted a need for more tools to differentiate and better sharing of resources across the TK-12 continuum; they also noted a need for more support staff who are highly trained to best support a range of learners.|Larchmont's LCAP is directly impacted by the feedback and input from our educational partners. Particularly, the emphasis on maximizing staff capacity both through increasing compensation to be competitive in attracting and retaining diverse world-class staff and providing high-quality professional growth and access to schoolwide shared resources are actions in the LCAP that come directly from community input. Diversifying our staff, specifically our instructional staff, to ensure that it fully reflects the diversity of the student body is also very important, especially in addressing ATSI for our Black/African-American students. The focus is on building a web-based repository of all curriculum and instructional resources for staff and on taking all steps possible to ensure we have the highest quality staff derived from recommendations from our educational partners.|Met||2025-06-03|2025
19647330108936|Alliance Collins Family College-Ready High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 48% Positive Responses School Safety: 69% Positive Responses Sense of Belonging: 47% Positive Responses Teacher-Student Relationships: 58% Positive Responses Attendance: 82% Positive Responses No Place for Hate: 75% Positive Responses Overall Feedback: 68% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330109884|James Jordan Middle|6|91% of students responded positively when asked if JJMS is as safe as or safer than other schools.  98% of parents responded positively when asked if JJMS is as safe as or safer than other schools.  94% of students responded positively that teachers at JJMS want students to do well.  97% of parents responded positively that teachers at JJMS want students to do well.|Our students and families feel that our school is safe and that the adults care about the success of students. Our staff has noted the need for continued, if not increased, mental health services, and our families have echoed that need. We have committed more PD time and school resources to providing those supports. We’ve offered Parent Workshops to build awareness about ways families and partner organizations in the community can support students, and we’ve used some of those opportunities to raise awareness about the detrimental effects of hate language and online bullying. Students have all been recognized publicly at our school, but students continue to want their peers to be acknowledged and celebrated more frequently in schoolwide ceremonies.|We’ve focused more of our staff professional development time on behavior support, including training for our paraprofessionals. We learned how effective our advisory groups have been, so this year we offered a weekly work habits advisory to support students who are failing academically. Those advisories are led by the classroom teachers who use those opportunities to build stronger relationships with students, address lingering skill gaps and content misconceptions, and ensure students improve their grades so they are better set up for academic success. Next year, we plan to expand our advisory offerings to include an advisory that focuses support on students who have encountered trauma and who could benefit from additional mental health supports led by our mental health services team.|Met||2025-06-16|2025
19647330109934|Our Community Charter|6|Our Community School administering the California Healthy Kids Survey in grades 5 and 7.  Students are required to have  parent permission to participate in this survey. The survey was administered electronically via the advisory teachers in Middle School and the grade level teachers in Elementary.  We had 70% of the students participate (31 students). The CHKS survey is anonymous.   Although, this survey is anonymous it provides an opportunity for our team to look at the results as a whole to help inform our staff that there are potential concerns we should be aware of and work together to create additional systems of supports to ensure we are not missing opportunities for students that may not identify a trusted adult on campus. These results will assist in us becoming more informed that students voiced these concerns and we should remain aware and find ways to extend support and continue to build trust, so students may come forward and we can support. This year we have also implemented Beacon from Go Guardian.  This is a student safety platform that will alert staff and parents when a student is at risk or self-harm, suicide or potential harm to others. According to the CHKS School Climate Report Card, we had 70% of our 7th grade students respond.  Based on the Selected Student reported indicators students and the data from the state measured in 2021-2023 we have been able to identify areas that we can work with our school leadership team to set as goals to address with students from the middle school. While we can begin discussions and include student voice on areas from this survey, it would be beneficial to look at trends overtime and consider this year as a baseline.  For the 5th grade students that completed the survey, for most indicators we exceeded the state average in our student responses.  The top three student responses include:  97% of the 5th grade respondents have a perceived sense of school safety.  90% of students feel connectedness and 91% of students have high expectations.  99% of students indicate that there is positive behavior supports and 88% indicate that the school has caring relationships.   73%, which was in alignment with the state average, indicate that the facilities are kept up.|Our staff has been working closely with our 7th grade students both in a whole group setting, small group setting and individual setting.   We utilize restorative practices, we provided youth leadership development during our advisory period, we also provided Leadership Training during PE with the ALL it Takes Leadership Development Through PE Course.  Our PE teachers were trained on implementation and met weekly with a coach to assist with implementation and then a supervisor then came to evaluate the implementation of the program.  Our Counselor provides support through small group interactions and our admin team also helps facilitate restorative circles and social skill development.  We did see a drop in behavior referrals for our middle school students. We know behavior is a form of communication and that this grade has unmet needs we perhaps can address with our school counselor and/or our interns.  Next year we are hoping to implement the CYBHI grant to support wrap around services for students.  We will continue to monitor our 5th grade students to see if the data was skewed.   In our 5th grade class we will continue to monitor their expectations as they transition into the middle school.  Additionally, we will take into consideration that many of our students choose to attend a different middle school at the end of 5th grade and we receive several new students at 6th grade.|Our staff has been working closely with our 7th grade students both in a whole group setting, small group setting and individual setting.   We utilize restorative practices, we provided youth leadership development during our advisory period, we also provided Leadership Training during PE with the ALL it Takes Leadership Development Through PE Course.  Our PE teachers were trained on implementation and met weekly with a coach to assist with implementation and then a supervisor then came to evaluate the implementation of the program.  Our Counselor provides support through small group interactions and our admin team also helps facilitate restorative circles and social skill development.  We did see a drop in behavior referrals for our middle school students. We know behavior is a form of communication and that this grade has unmet needs we perhaps can address with our school counselor and/or our interns.  Next year we are hoping to implement the CYBHI grant to support wrap around services for students.  We will continue to monitor our 5th grade students to see if the data was skewed.   In our 5th grade class we will continue to monitor their expectations as they transition into the middle school.  Additionally, we will take into consideration that many of our students choose to attend a different middle school at the end of 5th grade and we receive several new students at 6th grade.|Met|This is the first year we administered the CHKS- the data collected will be used as a baseline and we will work with Educational Partners to review the input provided by the students in grades 5 and grade 7.|2025-06-25|2025
19647330110304|Los Angeles Academy of Arts and Enterprise|6||||Not Met|||2025
19647330111211|New Heights Charter|6|New Heights Charter School conducts the Panorama’s SEL Competencies Survey students in grades 3-8. For the 2025 data, we received information from 80% of the student population in grades 3-8. The survey addresses the core areas key to our LCAP and Community Schools efforts. These categories are: supportive relationships, social awareness, self-management, learning strategies, and growth mindset. The category of Supportive Relationship received the highest positive rating. In addition, compared to the national percentage, the middle school students scored in the 90th percentile in this category. The Upper Elementary students scored in the 80th percentile in this category. 1.	How supported students feel through their relationships with adults at school? 2024: 84% favorable response Grades 3-5 2025: 90% favorable response Grades 3-5  2024: 84% favorable response in Grades 6-8 2025: 86% favorable response in Grades 6-8  2.	Do you have a teacher or other adult from school who you can count on to help you, no matter what? 2024: 89% favorable response Grades 3-5 2025: 89% favorable response Grades 3-5  2024: 82% favorable response in Grades 6-8 2025: 90% favorable response in Grades 6-8  There was no significant difference based on sub-groups of students.  3.	Do you have a Growth Mindset? 2024: 50% favorable response Grades 3-5 2025: 61% favorable response Grades 3-5  2024: 49% favorable response in Grades 6-8 2025: 53% favorable response in Grades 6-8  The greatest increases in students’ SEL surveys were in the following two areas: 1) Grades 3-5: Self-Efficacy increased by 5% points. The question that showed the greatest increase (11 percentage points) was: How sure are you that you can do the hardest work in class? 2) Grades 6-8: Supportive Relationships increased by 5% points. The question that showed the greatest increase (10 percentage points) was: Do you have a teacher or other adult from school who you can be completely yourself around? There was no significant difference based on sub-groups of students. The areas in which students scored themselves low and were significantly low compared to the national average were: 1) Self-Management: Grades 3-5 scored 62% and the 0-19th percentile nationally and Grades 6-8 scored 63% 19th percentile nationally. There was no significant difference based on sub-groups of students. 2) Social Awareness: Grades 3-5 scored 62% (20th-39th percentile nationally) and Grades 6-8 scored 52% (0-19th percentile nationally.) African American students scored 4% points lower than our Hispanic population.|The key learnings from our data are as follows: our area of strength continues to be creating a school community where relationships are nurtured. The key learning is that the strategies we are using (Responsive Classroom) and the support system we have created (Student and Family Support Team) are working, so we need to continue to improve in our use of these strategies. Most importantly, we understand that we have created a foundation, relationship-building and trust, that will allow us to layer on additional restorative justice strategies to support students' social-emotional development.   Another area of strength for 2024-25 is in the area of students' sense of self-efficacy in grades 3-5, with students being surer that they can do hard work in class. When disaggregated by student group, we can see that the strengths were true for all students. In the areas of needs, we see that our students in grades 6-8 struggle with self-efficacy, with our Hispanic students scoring themselves lower than our African American students, although both student groups are in the lowest percentile category compared to national norms. This leads to another key learning from this year, while we value our team-based approach and see it's positive impact, we now need to also support structures and communication cross-teams. Specifically, our upper elementary teams can share strategies that work for building students' self-efficacy with our middle grades team, with a special emphasis on the student groups who scored themselves the lowest. In terms of areas that need schoolwide attention, low student self-ratings on self-management and social awareness, are our primary focus for next year. Our key learning is that these are difficult areas to see quick growth and we need to intensify the implementation of the strategies we are using (social skills groups, professional development in executive functioning skills, and counseling) as well as introduce new approaches such as RULER from Yale's Center for Emotional Intelligence and the Self-Regulated Classroom.|To address the needs identified through the analysis of local data and the identification of key learnings, we are going to consider adding some new approaches to our toolkit of support for students. We have registered to send a leadership team to Yale's RULER training to support a new Tier I approach that will build teachers' skills in helping students identify their feelings and self-regulate. Also, we have signed up a team to attend the Self-Regulated Classroom professional development through LA County. This is another Tier I strategy that we can utilize across the classrooms. As for Tier II and Tier III strategies, we are expanding our social skills group offerings through our Community Schools initiative. Also, we are looking into Peer Mediation and additional support to implement restorative justice practices.|Met||2025-06-18|2025
19647330111484|New Village Girls Academy|6|Key Findings High Levels of School Connectedness: A significant majority of students reported feeling connected to the school community, indicating strong relationships and a supportive environment. Perceptions of Safety: Students generally felt safe on campus, both physically and emotionally, reflecting effective safety protocols and a positive school culture. Adult Support: Students acknowledged the presence of caring adults who are approachable and responsive to their needs, highlighting the staff's commitment to student well-being. Valuing Student Voice: Many students felt that their opinions are heard and considered in school decisions, fostering a sense of empowerment and inclusion. Data Disaggregation Due to the small size of the student body, disaggregated data by specific student groups (e.g., race/ethnicity, socioeconomic status) are not reported to protect student privacy. However, the aggregated data provide valuable insights into the overall school climate and areas for improvement.|Social-Emotional Support Expansion: While students reported overall positive experiences, some responses suggested a desire for more mental health and wellness resources. This highlights a continued need to expand access to counseling, peer support programs, and direct support to help students access food, housing, and basic needs. Opportunities for Broader Engagement: Some students indicated they would like more structured opportunities to engage in school activities and leadership. NVGA sees this as an opportunity to strengthen extracurricular offerings and further integrate student voice into school-wide planning. Some ideas are to expand the Student Ambassadors.|Expanded Mental Health and Support Services: A significant number of students indicated a desire for increased access to mental health services, case management, and college and career support. This suggests a need to continue growing wellness resources and postsecondary advising, particularly for students managing trauma, stress, and transition planning. Access to Basic Needs: More than 30% of students reported needing support with housing, food, childcare, and other essential services. These findings underscore the importance of maintaining and strengthening partnerships with community-based organizations to provide wraparound care for students and their families. More Enrichment and Experiential Learning: Students expressed interest in more enrichment opportunities, including STEAM programming, outdoor field trips, and arts education. NVGA recognizes the importance of offering culturally relevant, hands-on learning experiences that promote creativity, critical thinking, and joy in learning. Equitable Behavior Supports: Students called for interventions to address behavioral issues that are fair, restorative, and rooted in mutual respect. This input aligns with NVGA’s ongoing work to refine its trauma-informed and restorative practices so that all students feel treated with dignity and compassion. Stronger Project-Based Learning Structures: While students value their Advisory experience, they identified a desire for more engaging, project-based content in that space. This highlights an opportunity to further develop Advisory as a platform for academic exploration, skill-building, and personalized learning.|Met||2025-06-25|2025
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 55% Positive Responses School Safety: 74% Positive Responses Sense of Belonging: 52% Positive Responses Teacher-Student Relationships: 62% Positive Responses Attendance: 88% Positive Responses No Place for Hate: 78% Positive Responses Overall Feedback: 69% Positive Responses|Overall, the areas of relative strength at our school are:  - School Safety - Attendance - No Place for Hate  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2025-06-11|2025
19647330111500|Alliance Dr. Olga Mohan High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 53% Positive Responses School Safety: 73% Positive Responses Sense of Belonging: 49% Positive Responses Teacher-Student Relationships: 56% Positive Responses Attendance: 90% Positive Responses No Place for Hate: 77% Positive Responses Overall Feedback: 74% Positive Responses|Overall, the areas of relative strength at our school are:  - School Safety - Attendance - No Place for Hate - Overall Feedback  Overall, the areas for growth at our school are: - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330111518|Alliance Jack H. Skirball Middle|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 42% Positive Responses School Safety: 44% Positive Responses Sense of Belonging: 40% Positive Responses Teacher-Student Relationships: 51% Positive Responses Attendance: 88% Positive Responses No Place for Hate: 55% Positive Responses Overall Feedback: 56% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - School Safety - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330111575|Animo Ralph Bunche Charter High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330111583|Animo Jackie Robinson High|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330111625|Animo Watts College Preparatory Academy|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 42.5% Positive Responses School Safety: 54% Positive Responses Sense of Belonging: 40% Positive Responses Teacher-Student Relationships: 50% Positive Responses Attendance: 85.5% Positive Responses No Place for Hate: 60% Positive Responses Overall Feedback: 55% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330111658|Alliance Marc & Eva Stern Math and Science|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 52% Positive Responses School Safety: 71% Positive Responses Sense of Belonging: 49% Positive Responses Teacher-Student Relationships: 57% Positive Responses Attendance: 86% Positive Responses No Place for Hate: 73% Positive Responses Overall Feedback: 69% Positive Responses|Overall, the areas of relative strength at our school are:  - School Safety - Attendance - No Place for Hate  Overall, the areas for growth at our school are: - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2025-06-11|2025
19647330112060|Hesby Oaks Leadership Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these school climate policies and processes.|Met||2025-06-17|2025
19647330112201|PUC Excel Charter Academy|6|PUC Excel conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 60%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 72%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 69%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 72%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 78%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 73%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 60%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 78%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 81%|PUC Excel received an overall score of 4.08 of 5 and an Average % Favorable of 74%.  During the 2024-2025 SY, PUC Excel continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need.  Finally, leadership continues to take an active role in ensuring common language and effective communication for all stakeholders.|Met||2025-06-05|2025
19647330112235|California Creative Learning Academy|6|From the survey, our 4th & 5th graders shared strengths and areas of need:  The highest five ratings include: Teachers are caring and helpful. My teacher and I have a good relationship. My teacher sets high expectations for my learning. I keep trying to do my classwork even when it’s really hard for me. I feel confident I’ll be ready for the next school year.  The lowest five ratings include: I feel welcomed at the school. I look forward to going to school. I feel emotionally safe going to school. I feel comfortable talking to teachers and/or staff about problems or issues. Teachers and staff help students resolve conflicts with one another|In reviewing the data, the School Site Council noted lowered scores for feeling welcomed and comfortable in school. We have seen increased anxiety among students and will lean in more on social emotional learning.|From the survey data, committee and teacher feedback, and reports to our Board of Directors, we are focusing on several improvement areas to help strengthen our school culture and climate. We are adding action items that include more social emotional supports for both students and staff; more training for staff and supervisors, and improving the physical infrastructure of our building with respect to sound and classroom spaces.|Met||2025-06-23|2025
19647330112508|Stella High Charter Academy|6|To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture.                                                                                The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the Panorama Survey:  Results for School Safety: Year: 2024-25: Source: Panorama Student Success Platform All Students: 54% Black/AA: 53% Hispanic/Latino: 54% EL: 51% SWD: 63% (unweighted average of Special Educational Program Name)  SED: 56% (unweighted average %FMP and %RPMP)   Results for Sense of Belonging: Year: 2024-25: Source: Panorama Student Success Platform All Students: 39% Black/AA: 33% Hispanic/Latino: 40% EL: 41% SWD: 41% (unweighted average of Special Educational Program Name)  SED: 44% (unweighted average of %FMP and %RPMP)  According to Panorama Education's national benchmarks, SHCA' School Safety average of 48% favorable landed them in the 70th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, SHCA' Sense of Belonging average of 39% favorable landed them in the 40th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Overall Sense of Safety and Belonging: SHCA demonstrated strong year-over-year growth in both key indicators. The school saw a 6% increase in favorable responses for overall sense of safety, accompanied by a 30% increase in its comparative national benchmark score. Similarly, SHCA recorded a 9% increase in favorable responses for overall sense of belonging, along with a 25% improvement in the national benchmark, signaling notable gains in how students perceive their school environment.  These improvements reflect the impact of several districtwide initiatives. In partnership with Thirdway Solutions, the district implemented comprehensive professional development for all school leaders focused on cultivating a strong school culture rooted in high expectations and high support. This work laid the foundation for the launch of the Blueprint for Behavior Response, a systemwide framework designed to support leveled responses to student behavior using an inquiry-based mindset. All staff received training throughout the year on implementing effective interventions, restorative practices, and logical consequences.  In tandem, the district established Communities of Practice for counselors, restorative deans, assistant principals, and principals. These monthly, role-specific sessions supported ongoing leadership development aligned to improving school climate and enhancing students' sense of safety and belonging.  SHCA also expanded its efforts through the Community Schools initiative, now in its second year, and has been awarded a Community Schools Grant. The school is currently developing a strategic plan to allocate these resources toward supports that reinforce student connection and safety.  Additionally, SHCA has launched a new partnership with Valor Collegiate’s Compass Program, which fosters school culture and social-emotional learning (SEL) through aligned community agreements, structured curriculum, and weekly student and staff circles.  Disaggregated data by student group shows some variance in perception; however, no subgroup deviated more than ±10% from the overall average, indicating a broadly positive impact across the student population.  Areas for Growth While SHCA demonstrated significant growth in overall belonging, further work is needed to strengthen and sustain this progress. Current practices supporting students’ sense of belonging will benefit from refinement and increased intentionality. Disaggregated data does not reveal any subgroup requiring urgent intervention, as no group shows a deviation exceeding ±10% from the mean. However, the school will continue to monitor subgroup trends and use this data to inform site-level goals and action plans for the 2025–26 school year, with a particular focus on deepening inclusive practices, elevating student voice, and fostering meaningful relationships.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330114884|Aspire Junior Collegiate Academy|6|The Winter 2025 Panorama Student Survey at Aspire Junior Collegiate Academy (Grades 3–5) provided valuable insights into Classroom Climate, Belonging, School Safety, and Teacher-Student Relationships.  Teacher-Student Relationships: 79% of students responded favorably, placing Aspire JCA in the 80th–99th percentile nationally. This reflects a 7% increase from Fall 2024 and matches Winter 2024 results. The consistent strength in this area highlights the team’s ongoing efforts to build strong relationships, with a goal of surpassing the 80% mark.  School Climate: 66% of students responded favorably (59th percentile nationally), a 5% increase from Fall and a 1% increase from Winter 2024. Two questions—“How well do students follow the rules?” and “How fair are the rules?”—received lower ratings. In response, the school is reinforcing rules and providing staff training to ensure consistent implementation, aiming to raise this metric above 70%.  School Safety: 64% of students responded favorably (60th–79th percentile), a 6% increase from Fall and up from 61% in Winter 2024. The lowest-rated item was “How often are people disrespectful to others?” The PBIS team is addressing this through schoolwide expectations around safety, responsibility, and respect.  Sense of Belonging: 64% of students responded favorably (60th–79th percentile), up 6% from Fall but down from 69% in Winter 2024. A key concern was peer respect, with minimal growth (1%) in responses to “How much respect do students show?” This suggests a need to shift SEL lessons and assemblies toward improving student-to-student relationships.  These findings help guide targeted improvements in safety, climate, and peer culture, while building on strong adult-student connections.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330114959|Monsenor Oscar Romero Charter Middle|6|The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The MORCS 2024-25 Youth Truth report synthesized feedback from respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 71%. Overall Youth Truth Survey Results for MORCS 2024-25 by theme area: - Engagement: Students 50%, Families 83% (no change), Staff 61% - Relationships: Students 47% , Families 91% (no change), Staff 68% - Culture: Students 43%, Families 88% (no change), Staff 34% - Belonging: Students 49% (no change) - Communication & Feedback: Families 94% - School Safety: Families 78% (decreased 4%), Staff 55% - Resources: Families 90% - Professional Development & Support: Staff 75%|Strengths - Engagement: Families 86% - Relationships: Families 91% - Culture: Families 88% - Communication & Feedback: Families 94% (increased 5% over the prior year) - Resources: Families 90% (increased 1%)  Identified Needs - Engagement: Students 50% (decreased 3%), Staff 61% (decreased 12%) - Relationships: Students (decreased 4%), Staff (decreased 7%) - Culture: Students (decreased 3%), Staff (decreased 12%) - Belonging: Students - School Safety: Families 78% (decreased 4%), Staff (decreased 12%) - Professional Development & Support: Staff (decreased 27%)|• School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement; high-quality professional development & teacher support • Operations Team: Focus on school safety|Met||2025-06-30|2025
19647330114967|Global Education Academy|6|We administered a local climate survey to all 3rd-8th grade students that focused on the following topics: learning recovery, school teacher-student relationships, school rigorous expectations, school belonging, school engagement, school mindset, school climate, and school safety. Overall, the students in grades 6-8 felt less favorably towards school compared to the 3rd-5th grade students. In grades 3-5, 79% of the students felt confident about learning what they needed to this school year whereas 60% of our 6th-8th grade students felt confident. For school teacher-student relationships, 76% of the students felt that they had a strong social connection with their teachers within and beyond the classroom whereas only 53% of our 6th-8th grade students felt this way. 69% of 3rd-5th graders felt that their teachers had high expectations of their performance in the classroom compared to 50% of our 6th-8th grade students. 59% of our 3rd-5th grade students felt that they were a valued member of our school’s community, but only 33% of our 6th-8th grade students felt this way. 54% felt that they were excited and invested in what they were learning compared to 20% of our 6th-8th grade students. In school safety, 58% of our 6th-8th students said they felt safe in school as opposed to 52% of 3rd-5th grade students. Last year, we found a trend across the grade levels (3rd-8th) where our female students answered negatively in many topics in the survey. This year, we’re happy to report that there was more of a balance in positive and negative answers regardless of sex. In fact, in topics such as fairness of rules and interest in classes, we saw that our female students answered more positively than in the previous year.|Based on the results from the survey data, we saw that our students, both male and female, feel equally about many of the survey topics, as mentioned above, but we see that, across topics, our middle schoolers feel less favorable about them. However, by 8th grade, we see that our students are either acclimating well to our school’s culture, and their teachers are doing a great job of engaging with our students to ensure that they feel like they are valued and safe in their classes and at their school. Overall, our area of need is to continue creating a welcoming school environment.|In order to address our areas of need, we will need to focus on creating a more positive school environment for our students. We need to continue to support our teachers in creating meaningful connections and relationships with their students. We have provided, and will continue to provide professional development for our teachers in order to support them in this. Creating a positive school environment where students feel like they belong and feel safe will allow for students to perform better academically as well. We will also continue to partner with Wellness Together, a counselling service, in order to provide mental health support for our students.|Met||2025-06-16|2025
19647330115048|Fenton Primary Center|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students.  STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 94% Curriculum: 100% Instruction: 98% Assessment: 91% School Culture: 96% Overall Satisfaction: 96% Participation Rate: 95%  PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 100% Curriculum: 96% Instruction: 98% Assessment: 95% School Culture: 96% Overall Satisfaction: 97% Participation Rate: 28%  STUDENTS The Charter School does not have any students in the upper grades. The students operates an Early Education Primary Center with students in grades TK-2.|OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents.  Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning.  Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors.  Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students.  Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress.  School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience.|Survey results reveal consistent strengths in Curriculum and Instruction across staff and parent groups, with notable improvements over time. However, School Culture and Organization emerged as areas for continued growth, highlighting the need for focused efforts to enhance the school’s overall environment and internal systems. These findings provide direction for targeted improvements to foster a more supportive and effective climate.  Participation Rates Survey participation fluctuated depending on the number of individuals who responded. Maintaining consistency in survey distribution and encouraging engagement remain priorities to ensure comprehensive representation.  Staff Survey Highlights Staff reported high satisfaction across all key areas:  Organization (94%): Reflects strong confidence in the school’s structure, leadership, and resource management. Curriculum (100%): Indicates the curriculum is seen as robust, relevant, and aligned with student needs. Instruction (98%): Highlights effective and engaging teaching practices that support student learning. Assessment (91%): Suggests confidence in fair, informative methods of evaluating student performance. School Culture (96%): Reflects a respectful, inclusive, and collaborative work environment. Overall Satisfaction (96%): Suggests staff feel supported and positively engaged in their professional roles.  Parent Survey Highlights Parent feedback was overwhelmingly positive, reflecting trust and confidence in the school:  Organization (100%): Indicates exceptional satisfaction with administrative processes and communication. Curriculum (96%): Parents value the quality and rigor of academic content provided. Instruction (98%): Suggests strong approval of teaching practices and their impact on student learning. Assessment (95%): Reflects confidence in how student learning is measured and supported. School Culture (96%): Shows parents believe the school fosters a safe, respectful, and nurturing environment. Overall Satisfaction (97%): Demonstrates strong overall approval of the school climate.  Student Data Student survey data is not available, as FPC serves grades TK–2 and does not collect this information at this level.  Summary The 2024–25 School Climate Survey results reveal a school community marked by high levels of satisfaction and trust. Staff and parents share a strong belief in the effectiveness of the school’s curriculum, instruction, and organizational leadership. High marks in school culture further suggest a positive, inclusive environment that supports both students and educators. While there is continued room for growth in areas like culture and organizational systems, the overall results reflect a thriving and supportive educational setting that is well-aligned with the school’s mission and goals.|Met||2025-06-12|2025
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|6||||Not Met|||2025
19647330115139|Center for Advanced Learning|6|"Each year, students and parents at CAL are provided with the opportunity to provide feedback based on a focused range of topics including academics, student safety, social-emotional/psychological support, bullying, positive behavior, positive incentives, and student equity. 90% of all stakeholders strongly agree that CAL promotes academic success for all students. 93% strongly agree that CAL treats all students with respect. 93% agree that CAL has clear expectations about school discipline. 90% strongly agree CAL gives all students opportunities to ""make a difference"" by helping other people, the school, or the community. 96% strongly agree CAL provides quality counseling or other ways to help students with social or emotional needs. 92% strongly agree CAL is a supportive and inviting place for students to learn. 90% strongly agree CAL communicated the importance of respecting all cultural beliefs and practices. 92% strongly agree CAL enforces rules equally for all students. 85% strongly agree CAL has quality programs for student talents, gifts, or special needs. 90% strongly agree CAL is a safe place for students."|"Areas of Strength Positive School Climate and Safety   92% believe CAL is a supportive and inviting place for students to learn.   90% strongly agree CAL is a safe place for students.   93% agree there are clear expectations about school discipline.   92% say rules are enforced equally.   Respect and Inclusivity   93% strongly agree CAL treats all students with respect.   90% strongly agree CAL communicates the importance of respecting all cultural beliefs and practices.   Academic and Social-Emotional Support   90% strongly agree CAL promotes academic success for all students.   96% strongly agree CAL provides quality counseling or social-emotional supports.   Student Engagement and Community Involvement   90% strongly agree CAL offers opportunities for students to ""make a difference.""   Area of Need or Growth Opportunity Support for Diverse Learners (Talents, Gifts, Special Needs)  85% strongly agree CAL has quality programs for student talents, gifts, or special needs.   While 85% is still a strong result, it is the lowest among all the listed metrics and suggests this is a relative area for growth. Stakeholders may see potential for CAL to enhance enrichment opportunities or targeted support for students with special learning profiles."|One initiative that CAL has already implemented is our summer enrichment program where academics and project based learning are incorporated into the curriculum to best support student strengths. Summer courses include STEM clubs, creative arts programs, and service-learning projects. Next school year, CAL will also collaborate with Woodcraft rangers, the afterschool program so that students may create showcases or exhibitions where students with unique talents—academic, artistic, athletic, etc.—can share their work or skills with the broader school community.|Met||2025-06-28|2025
19647330115253|Discovery Charter Preparatory #2|6|101 out of 205 students (49%) responded to the Student Survey. Overall Agree/Strongly Agree responses for key questions: 89% - Teachers at Discovery Prep effectively communicate with parents about what students are expected to learn in class 78% - The school promotes academic success for all students 77% - Teachers and other adults encourage me to work hard in school so I can succeed in college or at my chosen job 84% - I feel cared for and supported by the adults at my school 82% - I feel safe at this school 63% - I feel connected to this school community 86% - We have access to all of the courses necessary to graduate The student survey results were disaggregated by the following groups: Hispanic, Caucasian, Biracial, English Learners and Special Education. Key survey results with a significant variance between student groups are captured below: This school promotes academic success for all students. 80%- Hispanic 100%- Caucasian 56%- Biracial 67%- EL 86% SPED This school cultivates a culture of collaboration with families. 93%- Hispanic 80%- Caucasian 45%- Biracial 86%- EL 86% SPED Teachers evaluate student learning using different types of assessments 76%- Hispanic 100%- Caucasian 67%- Biracial 50%- EL 43% SPED This school promotes academic success for all students. 80%- Hispanic 100%- Caucasian 56%- Biracial 67%- EL 86% SPED|Students indicated that they feel the community at Discovery Prep supports their success, have their best interests at heart and that it is not just the importance of getting good grades, but also the importance of their well being and as human beings. They feel that the community at Discovery Prep does not only want the student to be successful in their academic career, but also in the choice of the career they pursue.|We were surprised to learn that only 63% of all students reported that they felt connected to the school community. In follow up meetings with students, they expressed the need for supporting the interactions between students who are new to the school and the existing students. As a result, the school will be implementing more professional development for teachers and staff on PBIS and restorative practice to support better communication, mindfulness, and conflict-resolution skills. It is also launching a Student Ambassador program to help create a more welcoming and open environment for new students.|Met||2025-06-26|2025
19647330115287|ICEF Vista Middle Academy|6|ICEF Vista Middle Academy administered the Fall 2024 Panorama Student Survey:   Summary of results  62% School Belonging: How much students feel they are valued members of the school community. 25% School Climate: Perceptions of the overall social and learning climate of the school. 48% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 62% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Middle Academy administered the Fall 2024 Panorama Student Survey:   Summary of results  62% School Belonging: How much students feel they are valued members of the school community. 25% School Climate: Perceptions of the overall social and learning climate of the school. 48% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 62% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Middle Academy administered the Fall 2024 Panorama Student Survey:   Summary of results  62% School Belonging: How much students feel they are valued members of the school community. 25% School Climate: Perceptions of the overall social and learning climate of the school. 48% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 62% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19647330116509|Alliance Morgan McKinzie High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 56% Positive Responses School Safety: 74% Positive Responses Sense of Belonging: 50% Positive Responses Teacher-Student Relationships: 60% Positive Responses Attendance: 85% Positive Responses No Place for Hate: 75% Positive Responses Overall Feedback: 71% Positive Responses|Overall, the areas of relative strength at our school are:  - School Safety - Attendance - No Place for Hate - Overall Feedback  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330117036|Enadia Way Technology Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 29% Positive Responses School Safety: 48% Positive Responses Sense of Belonging: 30% Positive Responses Teacher-Student Relationships: 42% Positive Responses Attendance: 76% Positive Responses No Place for Hate: 57% Positive Responses Overall Feedback: 57% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - School Safety - Sense of Belonging - Teacher-Student Relationships  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 48% Positive Responses School Safety: 74% Positive Responses Sense of Belonging: 49% Positive Responses Teacher-Student Relationships: 54% Positive Responses Attendance: 82% Positive Responses No Place for Hate: 75% Positive Responses Overall Feedback: 72% Positive Responses|Overall, the areas of relative strength at our school are:  - School Safety - Attendance - No Place for Hate - Overall Feedback  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330117614|New Los Angeles Charter|6|New Los Angeles Charter School administered the Panorama Education SEL survey to students in all grades 6-8. Approximately 92% of students representing English Learners, Low income, and Students with Disabilities participated and completed the survey. The Panorama Survey measured multiple aspects of the student experience including school climate, engagement, safety, sense of belonging, perseverance, and adult-student relationships. Results will be analyzed and presented to our educational partners. Results summary: 290 responses ? 40% School Belonging: How much students feel that they are valued members of the school community. ? 53% School Climate: Perceptions of the overall social and learning climate of the school. ? 25% School Engagement: How attentive and invested students are in school. ? 67% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 57% School Safety: Perceptions Of student physical and psychological safety at school. ? 47% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. ? 49% Valuing of School: How Much students feel that school is interesting, important, and useful.|Students responded most favorably to our school having rigorous expectations for them (67% favorable). This category was also our greatest increase from fall 2024 (7% increase). No category scores decreased (first time this has happened). Four categories increased (school climate-3 pts, teacher-student relationships 2 pts, school belonging 1 pt)  For “School Rigorous Expectations” ELLs had a 64% favorable response rate, EO’s responded 68% favorable, IFEPs responded 72% favorable, and RFEPs responded 66% favorable. The questions in this category center around teachers communicating high expectations of their students regardless of their ability, race, or gender identity. We believe this overall increase is related to our strong ELD/ELA/Math intervention system and strong communication from teachers to students during instructional time, including the use of rubrics on projects and summative assessments.|Last year's instructional focus was to renew our commitment to project-based learning and to offer more math support (based on student feedback). We will continue to use IXL math alongside iReady and our intervention model to support students at various levels. We will continue to have departments meet monthly and include protocols for them to develop projects together.|Met||2025-06-23|2025
19647330117622|Magnolia Science Academy 4|6|Magnolia Science Academy-4 (MSA-4) continues to prioritize stakeholder feedback to guide improvements in school climate. In 2024–25, MSA-4 administered its Annual Educational Partner Survey, based on the CORE Districts framework developed by WestEd, to gather input from students, families, and staff. The survey focused on four domains: Climate of Support for Academic Learning, Fairness and Knowledge of Rules and Discipline, Safety, and Sense of Belonging.  Participation remained high. Student participation was 100%, and family and staff participation each reached 94.1%, slightly below last year’s perfect rate due to scheduling and logistical factors. These rates still surpassed internal targets for family and staff engagement.  Survey data revealed overall gains in satisfaction. Student satisfaction rose from 75% to 82%, and family satisfaction increased from 95% to 97%, surpassing the school’s goal. Students praised the school’s fairness, welcoming atmosphere, and access to college-level coursework. One student noted, “They are fair with the kids and try to be better every day,” while a parent commented, “Every teacher knows every student and parent by name.”  Staff satisfaction decreased from 100% to 81%, largely due to the expansion of survey content that included items on work-life balance, equity, and compensation transparency. While this decline signals areas for attention, it also provides more authentic feedback and a clearer roadmap for improvement.  Domain-specific results provide further insight:      Students reported 77% favorability for academic learning, 71% for discipline fairness, 69% for safety, and 59% for connectedness. While meeting internal benchmarks, the lower scores in safety and belonging highlight areas for growth.      Families expressed high approval: 99% for academic support, 98% for safety and connectedness, and 97% for fairness—placing MSA-4 in the 90th–99th percentile compared to similar schools.      Staff reported 89% for safety and belonging, 91% for academic support, and 90% for fairness. These still exceeded internal goals despite dipping from the previous year.  Free-response feedback added qualitative depth. Students and families praised the school’s small, supportive environment and highlighted the Dual Enrollment program as a strength. However, areas for improvement included restroom cleanliness, school meal quality, discipline consistency, and the need for more extracurricular activities. Students specifically requested expanded club options, more field trips, and flexible uniform policies.  In response, MSA-4 plans targeted actions in 2025–26: implementing biweekly restroom checks, improving communication about meal vendors, providing staff training on equitable discipline, and launching at least three new extracurricular programs based on student input.  In sum, the survey results affirm MSA-4’s strengths in academic rigor, community engagement, and responsiveness.|The analysis of MSA-4’s 2024–25 Annual Educational Partner Survey identified key strengths and areas for growth that will inform ongoing improvement efforts. Drawing from both quantitative data and stakeholder feedback—disaggregated when possible—the school has pinpointed promising practices to maintain and specific needs requiring strategic attention.  Strong relationships emerged as a unifying theme across all stakeholder groups. Students noted that teachers support both academic and emotional needs, contributing to a 77% favorable rating in Climate of Support for Academic Learning and a 7-point rise in overall satisfaction (from 75% to 82%). This affirms the impact of MSA-4’s advisory program and emphasis on whole-child development.  Families echoed this sentiment, with a 99% overall approval rating—up from 96% last year. They praised the school’s small environment, consistent communication, and college-readiness focus through programs like Dual Enrollment. Tools such as ParentSquare, PAC meetings, and multilingual outreach have strengthened these relationships, as one parent shared: “They prepare them for college... I know my son is on the right path.”  Staff also recognized core strengths, including 89% approval in Safety, 91% in Academic Support, and 90% in Fairness—demonstrating confidence in instructional and cultural systems. However, overall staff satisfaction fell from 100% in 2024 to 81% in 2025, largely due to newly added survey topics such as work-life balance and compensation. While this drop reflects real concerns, it also offers more honest insights that leadership is committed to addressing.  Student feedback also revealed critical areas for growth. The lowest-rated domain was Sense of Belonging (59%), aligning with the 40th–59th percentile among CORE District schools. Free-response comments indicated inconsistent discipline and a desire for more equitable treatment in peer conflict and behavior management, reinforcing the need to strengthen restorative practices and school-wide consistency.  While subgroup data was limited, comments suggested that English Learners and students with disabilities may face reduced access to leadership roles and enrichment. Foster and homeless youth expressed a desire for more personal mentorship and tailored supports—highlighting the importance of inclusive programming for vulnerable populations.  Families and students also raised practical concerns about school facilities. Cleanliness of restrooms, food quality, and uniform flexibility were mentioned frequently, with students seeking more nutritional variety and opportunities for personal expression within the dress code.  Overall, the survey findings paint a clear picture: MSA-4 excels in trust, safety, academic support, and family engagement.|Magnolia Science Academy-4 (MSA-4) continues to refine its practices in response to the 2024–25 Annual Educational Partner Survey. This year’s data highlighted strengths in family engagement and academic support while identifying key areas for improvement. In alignment with stakeholder feedback, MSA-4 has committed to targeted, evidence-based actions that address structural needs, staff support, and student programming.  One key development was the decline in staff satisfaction—from 100% in 2024 to 81% in 2025. This drop coincides with a significant expansion in the survey’s scope, which now includes items on compensation, work-life balance, and leadership. While the decline may seem concerning, leadership views this as a step forward in cultivating a culture of transparency, where staff feel safe expressing authentic feedback.  In response, MSA-4 is implementing quarterly staff forums, reviewing workload and compensation policies, and offering professional development on wellness, time management, and collaborative planning. Staff will also have structured input on benefits and operational decisions, reinforcing a collaborative environment.  Students’ sense of belonging—rated at 59%—emerged as the lowest domain, alongside concerns about discipline equity. In response, MSA-4 is revising its discipline matrix to ensure consistency and fairness, expanding restorative justice through student-led circles, and training teachers in culturally responsive behavior management. These steps aim to promote more equitable experiences for all students.  Student feedback also called attention to campus quality-of-life concerns, including restroom cleanliness, food variety, and uniform flexibility. The school has launched biweekly restroom checks, partnered with a new meal vendor that incorporates student input, and is piloting a more inclusive uniform policy that respects both professionalism and student expression.  To enrich student engagement, MSA-4 will administer a student interest survey in Fall 2025 and launch at least three new student clubs based on results. Advisors will receive stipends to support club sustainability. Additionally, student voice will be amplified through increased representation on governance bodies such as the School Site Council.  Each of these initiatives has been incorporated into the 2025–26 Local Control and Accountability Plan (LCAP) and is being shared transparently through PAC, ELAC, and SSC meetings to maintain community alignment.  In summary, MSA-4 remains deeply committed to continuous improvement through active listening, transparency, and meaningful action. By addressing feedback across all stakeholder groups, the school is building a more inclusive, responsive, and empowering environment for students, staff, and families alike.|Met||2025-06-26|2025
19647330117648|Magnolia Science Academy 6|6|"The survey addresses four school climate indicators for students, families, and staff:  Climate of Support for Academic Learning Knowledge and Fairness of Discipline, Rules, and Norms Safety Sense of Belonging (School Connectedness)   Disaggregated Student Data: English Learners (ELs): Satisfaction dropped from 89% (2024) to 70% (2025).  Grade-Level Comparison: 6th Grade: Satisfaction decreased from 93% to 81% 7th Grade: Satisfaction increased from 87% to 90% Average Approval Rates by Topic (Students):  Academic Learning Support: 82% Discipline Rules and Norms: 71% Safety: 74% Sense of Belonging: 69% Students' approval rates showed slight declines across categories, with discipline fairness being an area of concern.  Family Approval Rates: Academic Learning Support: 100% Discipline Rules and Norms: 97% Safety: 99% Sense of Belonging: 99%  Staff data was collected via a separate “Good Place to Work” survey, not directly part of CORE, but shared similar categories:  Safety scored highest (100%), while ""Discipline"" and ""Belonging"" saw declines.  ***Survey Participation Rates (Spring 2025): Students: 100% Families: 94.9% Staff: 92.6%  Overall Satisfaction Rates (Spring 2025): Students: 82% Families: 99% Staff: 92%"|Key Strengths: Safety: All groups reported high confidence in campus safety, with staff scoring it at 100%. Academic Support: Both students and families expressed strong approval for the academic climate (82% and 100%, respectively). Community & Relationships: Free responses highlighted positive relationships, strong teacher support, and extracurricular engagement as central strengths. Communication: Families emphasized trust in leadership and praised communication efforts by the Community School Coordinator and Family Success Coordinator.  Identified Needs: Discipline and Behavior Management: Students perceived discipline as inconsistent or unfair, with an 11% drop in favorable responses to questions on fairness and clarity of rules. Sense of Belonging: This was the lowest-rated domain among students (69%) and showed noticeable discrepancies by grade and gender. Facilities and Food Services: Common themes in student and family suggestions included better lunch options, expanded shaded areas, improved outdoor spaces, and more diverse clubs (especially sports). Technology and Academic Tools: Students requested enhanced access to academic support, including tools like printers and better scheduling systems.|In response to the data insights and stakeholder feedback, MSA-6 has planned and initiated the following actions:  Behavior and Discipline Reforms: Improved Transparency: Enhancing communication about schoolwide behavior expectations to rebuild a sense of fairness. Professional Development: Training staff through in-service PD focused on PBIS, classroom norms, and discipline consistency.  PBIS Visuals and Teams: Printing and displaying PBIS matrix posters. Creating a dedicated PBIS team to analyze data and guide behavioral expectations. Exploring digital platforms to replace the ticket-based discipline tracking system.  Facilities and Student Life Improvements: Outdoor Enhancements: Continued efforts to increase shade and improve recreational spaces. Revisiting Equipment Policies: Reconsidering the equipment rental system for greater student access. Extracurricular Expansion: Plans to introduce or grow clubs for self-defense, skateboarding, running, and gaming. Persistent advocacy for installing basketball hoops.  Family and Community Engagement: Maintaining robust family outreach through home visits and consistent communication to preserve high family satisfaction and involvement.  These steps demonstrate a commitment to continuous improvement in alignment with student and family needs, especially regarding fairness, belonging, and engagement in school life. .|Met||2025-06-26|2025
19647330117655|Magnolia Science Academy 7|6|MSA-7 conducts an annual administration of the CORE Districts survey for students in grades 3–5 as a key tool for measuring school climate and student well-being. This survey serves as an important data source to assess perceptions of safety, belonging, and academic support. The results are thoroughly analyzed by participation rates, average approval ratings for each topic and question, and trends across time. Data is also disaggregated by grade level and student group, allowing for a more nuanced understanding of student experiences across demographic backgrounds.  To ensure transparency and accountability, MSA-7 shares survey findings with educational partners during Local Control and Accountability Plan (LCAP) information and feedback meetings as well as during regular board meetings. These sessions include discussions on areas of greatest progress, persistent challenges, and year-over-year comparisons, including benchmarks against the broader CORE District dataset. Additionally, the survey includes open-ended questions, which help surface student voices and provide deeper insights into their lived experiences on campus.  Recent survey results highlight several important successes. Student perceptions of safety improved significantly, rising by 6 percentage points from the previous year to reach a 69% favorable rating. This gain reflects a strong national standing and underscores the school’s focus on creating a safe learning environment. The Sense of Belonging category also saw positive movement, increasing by 2 percentage points, also to 69% favorable, indicating progress in students feeling more connected to the school community.  Meanwhile, the areas of Climate of Support for Academic Learning and Knowledge and Fairness of Discipline, Rules, and Norms remained stable, showing little change from the previous year. Although not areas of significant growth, their steadiness suggests that the school’s practices are maintaining consistent perceptions of academic support and fairness.  The improvement in students’ feelings of safety is especially significant, as a secure and supportive school climate is essential for students to fully engage in learning and thrive emotionally and academically. MSA-7 will continue to monitor and act on climate survey data, using it as a foundation for responsive programming and continuous school improvement efforts.|Analysis of the CORE Districts survey data revealed important strengths and areas for growth. A significant improvement was seen in student perceptions of safety, which rose by 6 percentage points, reflecting effective efforts to foster a secure and supportive environment. Sense of belonging also improved slightly, showing that initiatives focused on inclusion and relationship-building are having a positive effect.  While areas like academic support and fairness of rules remained stable, the data highlighted a need for deeper engagement with certain student groups. English Learners and Newcomer students, in particular, reported lower feelings of connectedness and understanding of school norms.  These findings indicate that while MSA-7 is making progress, there is a continued need to strengthen culturally responsive practices and ensure that all students feel equally supported and included. This data will inform future planning and targeted interventions.|In response to survey findings and stakeholder feedback, MSA-7 is implementing several changes to better address student needs and enhance the school experience.  To improve meal satisfaction, we will conduct quarterly student food surveys and collaborate with our food service provider to enhance taste, freshness, and dietary options, including halal and vegetarian meals.  To boost student engagement, we plan to launch two new after-school programs in areas such as sports, music, or the arts. We will also host six hands-on learning events, like STEM nights and exhibitions, and establish a Student Leadership Council to promote student voice and initiative.  To strengthen the school climate, all staff will receive conflict-resolution training by December 2025. Follow-up student surveys will measure improvement in how students feel during conflict situations, with a goal of increasing perceptions of being listened to and respected.  Finally, in response to concerns about campus cleanliness and safety, we will enhance bathroom upkeep and increase supervision during lunch and recess, aiming to improve satisfaction among students and families.  These actions reflect our commitment to using data for meaningful, student-centered improvements across campus.|Met||2025-06-26|2025
19647330117846|Para Los Niños Middle|6|PLN administered the Panorama Student Survey in Spring 2025 to all students in grades 6–8 as part of its effort to measure and improve school conditions and climate. The survey captured student perceptions across several key indicators related to school experience. The overall results were as follows: • Teacher-Student Relationships: 26% described teachers as extremely caring, 82% said staff were friendly, 87% said staff were respectful.  School Fit/Belonging: 73% favorable • School Engagement: 58% “Not at all challenging to communicate with school staff • School Safety: 65% favorable These results reflect a strong foundation of student-staff relationships and a moderate sense of belonging among students. However, opportunities remain to strengthen academic communication and deepen family partnerships. With only 21% of families reporting that they meet with teachers frequently or almost all of the time, CMS is working to expand meaningful family engagement, increase regular academic touchpoints, and build greater trust—ensuring all families feel connected, informed, and supported in their child’s educational experience.|Disaggregated results by student subgroup (such as race/ethnicity, English Learner status, or socioeconomic background) are not applicable, as the survey administration was anonymous and demographic group data was not collected. While subgroup analysis is not available, PLN is using the overall findings to inform continuous improvement efforts, including stronger family engagement, expanded wellness supports, and increased student voice in shaping a more inclusive and supportive school environment.|In response to areas of need identified through analysis of local climate data and stakeholder input, PLN has implemented several key changes to strengthen school conditions and climate. For the 2024–2027 LCAP, new goals and strategies were developed in direct alignment with the organization’s strategic plan. Additionally, a reorganization of the Office of Education’s Home Office was carried out to ensure clearer alignment of team structures and responsibilities with strategic priorities. To further support continuous improvement, PLN established priority areas identified in the California School Dashboard: attendance, suspension, ELA, math, and family engagement. These plans are guiding site-based Instructional Leadership Teams in developing and monitoring SMARTIE goals—goals that are Specific, Measurable, Achievable, Relevant, Time-bound, Inclusive, and Equitable. These teams are also responsible for implementing schoolwide strategies and engaging in regular cycles of reflection and refinement to ensure that academic progress and social-emotional well- being are addressed together. This coherent, data-informed structure ensures that climate-related insights—such as those gathered through the Spring 2025 Panorama Student Survey—are directly tied to decisions and practices that impact students and families every day.|Met||2025-06-12|2025
19647330117895|Synergy Kinetic Academy|6|The school most recently administered the California Healthy Kids Survey to students in grades 6-8 in the Spring of 2025. The survey data showed the highest scores for “high expectations of adults in school,” with 73% of 6th graders, 75% of 7th graders, and 72% of 8th graders agreeing that high expectations are set by adults in school.|"The survey data showed the highest scores for “high expectations of adults in school,” followed by “academic motivation.” While this data supports Synergy's strong focus on grade level learning and high expectations for all students, the survey results also include lower levels of students reporting a sense of ""school connectedness,"" with 55% of 6th graders, 55% of 7th graders, and 44% of 8th graders reporting ""Agree"" or ""Strongly Agree"" for school connectedness."|In response to lower levels of students reporting a sense of “school connectedness,” SKA laid the groundwork for increased positive interactions with adults during the students’ Advisory block in the 2022-2023 school year. This included the implementation of weekly Community Circles where students had the opportunity to discuss relevant topics with their peers and advisory teachers in a safe and supportive environment. SKA has also increased opportunities for teachers to meet with students individually to review relevant student growth data, including iReady diagnostic assessment results. Visuals posted across the school to help remind students about academic and social expectations, including student-friendly language that answers the questions, “what am I learning/doing . . .” SKA will continue to prioritize opportunities for student voice inside and outside of classrooms.|Met||2025-06-14|2025
19647330117903|KIPP Raices Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  88.1% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330117911|New Millennium Secondary|6|NMSS conducts student safety surveys twice a year to ensure we are meeting the social-emotional and physical safety needs of our students. Recent results reflect a positive and supportive school environment:  77% of students reported no physical bullying on campus 87% reported no experiences with cyberbullying 92% feel safe in the hallways 94% feel safe in their classrooms 92% believe that school staff genuinely care about them These results highlight the strong sense of safety and connection students feel on campus, and they help guide our ongoing efforts to maintain a safe, welcoming, and responsive school community.|Areas for Growth & Next Steps: Address Remaining Concerns About Bullying Nearly 1 in 4 students report some level of physical bullying, and over 1 in 10 report cyberbullying. NMSS should consider: Hosting anti-bullying workshops or peer-led campaigns Increasing anonymous reporting tools and support systems Continuing staff training on identifying and addressing bullying behavior Focus on Student Voice and Inclusion While overall numbers are strong, deeper conversations might reveal nuances around who feels unsafe or unsupported. Consider: Disaggregating survey data by grade level, gender identity, race/ethnicity, or special populations Conducting small-group listening sessions or town halls to dive deeper into student experiences Maintain and Strengthen Relationships With 92% feeling cared for by staff, NMSS is doing well—but there’s room to reach the remaining 8%. Consider advisory periods, mentorship programs, or staff shout-outs to ensure every student feels seen and supported. Use Survey Results as a Living Tool Since these surveys are done twice a year, NMSS can: Share results with students and families to demonstrate transparency Show students how their feedback is being used to make improvements Set specific goals and measure change and progress over time.|Analyzing NMSS Bullying policy, Revisiting the relationship building skills staff brings when working with the students, using data to drive improvement.|Met||2025-06-23|2025
19647330117937|ICEF Vista Elementary Academy|6|ICEF Vista Elementary Academy administered the Fall 2024 Panorama Student Survey:   Summary of results  91% School Belonging: How much students feel they are valued members of the school community. 43% School Climate: Perceptions of the overall social and learning climate of the school. 67% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 71% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Elementary Academy administered the Fall 2024 Panorama Student Survey:   Summary of results  91% School Belonging: How much students feel they are valued members of the school community. 43% School Climate: Perceptions of the overall social and learning climate of the school. 67% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 71% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Elementary Academy administered the Fall 2024 Panorama Student Survey:   Summary of results  91% School Belonging: How much students feel they are valued members of the school community. 43% School Climate: Perceptions of the overall social and learning climate of the school. 67% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 71% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19647330117952|ICEF Innovation Los Angeles Charter|6|ICEF Innovation Los Angeles administered the Fall 2024 Panorama Student Survey:   Summary of results  89% School Belonging: How much students feel they are valued members of the school community. 39% School Climate: Perceptions of the overall social and learning climate of the school. 68% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 53% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Innovation Los Angeles administered the Fall 2024 Panorama Student Survey:   Summary of results  89% School Belonging: How much students feel they are valued members of the school community. 39% School Climate: Perceptions of the overall social and learning climate of the school. 68% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 53% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Innovation Los Angeles administered the Fall 2024 Panorama Student Survey:   Summary of results  89% School Belonging: How much students feel they are valued members of the school community. 39% School Climate: Perceptions of the overall social and learning climate of the school. 68% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 53% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19647330117978|Goethe International Charter|6|GICS administers the Panorama Education School Survey to all staff, families and students in grades 3-8.  The student survey includes questions that address grit, school belonging, school climate, school safety and teacher/student relationships. The survey this year didn’t provide data for student subgroups.  155 students in grades 3-5 took the survey. In grades 3-5 students responded in the following way: 73% responded favorably regarding to teacher/student relationships (down from 81%), 67% favorably regarding to school safety (stayed the same), 66% favorably regarding school belonging (down from 67%), 64% favorably regarding school climate (down from 70%) and 60% favorably regarding grit (up from 58%). Overall, 38 more students took the survey (155 compared to 117).  133 students in grades 6-8 took the survey. In grades 6-8 students responded in the following way: 61% responded favorably regarding to teacher/student relationships (down from 63%), 63% favorably regarding to school safety (down from 66%), 44% favorably regarding school belonging (down from 47%), 53% favorably regarding school climate (down from 56%) and 56% favorably regarding grit (down from 60%). Overall, double the number of students took the survey (133 compared to 67).  Students in upper elementary classes responded favorably at a significantly higher rate to all survey categories than middle school students. School belonging is especially low for students in grades 6-8.|The analysis of the 3–5 student surveys identified the following areas of strength: favorable teacher/student relationships, which indicates that students feel respected, supported, and comfortable approaching their teacher. Students also have a sense of campus and online safety, suggesting that they feel secure in both physical and digital learning environments. These strengths provide a strong foundation for continued academic and social-emotional growth and can be leveraged to further enhance student engagement and connectedness as well as positive learning outcomes. School climate and school belonging have favorable survey results but could use a boost through intentional community-building initiatives and inclusive practices help strengthen relationships and deepen students’ sense of inclusion and engagement within the school environment.  The survey results in grades 6–8 identified the areas of school climate and school belonging as having the lowest positive rates overall. This indicates a strong need for more activities to create community and motivation among students, such as team-building events, peer mentorship programs, and inclusive classroom practices that foster a sense of connection and support. Teacher/student relationships are favorable but could be further strengthened through increased opportunities for meaningful interaction, consistent support, and collaborative classroom environments. 6th through 8th grade students would also benefit from measures enhancing their grit to help them develop a stronger sense of determination and the ability to overcome obstacles, contributing to both their personal and academic growth.|To better support students in the areas with the lowest positive responses—grit, school climate and school belonging—GICS will continue implementing social-emotional learning (SEL) strategies and growth mindset activities through dedicated curriculum, classroom lessons, and projects. Additionally, the school will launch monthly assemblies, held separately for Elementary and Middle School, to celebrate effort, growth, IB Learner Profile traits, athletic achievements, and attendance. GICS will also expand opportunities for student voice and leadership through student councils, peer mentoring, and classroom roles that promote responsibility and collaboration. The school will prioritize staff training on data-based differentiation and culturally responsive teaching to foster inclusive, supportive environments. Regular check-ins, restorative practices, and small group interventions will be used to build stronger connections among students and teachers, enhancing both individual resilience and overall school culture. GICS will continue with a strict cell phone policy to minimize distractions, encourage face-to-face interactions, and promote a more focused and engaging learning environment. The school will also continue to educate students about the dangers of social media, including issues related to cyberbullying, digital footprints, privacy, and the impact of screen time on mental health. Through digital citizenship lessons, classroom discussions, and parent partnerships, students will be equipped with the knowledge and skills to navigate online spaces responsibly and safely.|Met||2025-06-23|2025
19647330118588|Alain Leroy Locke College Preparatory Academy|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330119982|Equitas Academy Charter|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2025. Grades 3-4: School Belonging (55%); School Engagement (42%); School Learning Strategies (64%); School Safety (57%); School Teacher-Student Relationships (56%); Valuing of School (63%). Grades TK-2: School Belonging (87%); School Climate (86%); School Engagement (79%); School Safety (88%).|Areas of Strength      TK–2 Students Report Strong School Experience: Students in transitional kindergarten through grade 2 reported highly favorable perceptions across all categories, with particularly high scores in School Safety (88%), School Climate (86%), and School Belonging (87%). This reflects a nurturing and positive early learning environment.      Positive Attitudes Toward Learning in Grades 3–4: Despite lower overall scores than TK–2, upper elementary students showed strong favorability in School Learning Strategies (64%) and Valuing of School (63%), suggesting that students are developing academic motivation and metacognitive skills.  Identified Needs      Lower Engagement in Grades 3–4: School Engagement (42%) was the lowest-rated category among grades 3–4, indicating a need to strengthen instructional practices, relevance of learning tasks, and student autonomy to re-engage learners in this age group.      School Belonging and Teacher-Student Relationships: Grades 3–4 students reported School Belonging (55%) and Teacher-Student Relationships (56%) at moderate levels. These areas are vital for student well-being and can directly impact both behavior and academic achievement.      School Safety Perception Gap: While TK–2 students reported a high sense of School Safety (88%), grades 3–4 reported a significantly lower score of 57%, revealing a perception gap that warrants further exploration through student voice groups and classroom-level conversations.|In response to the findings from the Spring 2025 Panorama Education student survey and the identified areas of need, the LEA has determined the following changes and actions to existing plans, policies, and procedures: 1. Strengthening Student Engagement and Belonging in Grades 3–4      Curricular Adjustments: The LEA will work with school leaders and instructional coaches to revise lesson design and classroom structures to increase opportunities for student choice, collaboration, and culturally responsive content—especially in grades 3–4 where engagement and belonging were lowest.      Student Voice Structures: Starting Fall 2025, the LEA will implement regular student voice sessions in grades 3–4 to gather qualitative input on classroom and school culture. This feedback will inform site-based improvement plans.  2. Enhancing School Safety Perceptions Across Grade Levels      Responsive Classroom and Restorative Practices: The LEA will expand professional development in trauma-informed practices, social-emotional learning, and restorative responses to behavior to support a safer and more inclusive environment, particularly in upper elementary grades.      Recess and Unstructured Time Supervision: Based on student comments and lower safety scores in grades 3–4, procedures for supervision, transitions, and playground expectations will be reviewed and refined by site teams.  3. Targeted Supports for Identified Student Groups      Increased Inclusion for Students with Disabilities: The LEA will strengthen inclusion practices by increasing co-teaching models and providing targeted training for general education teachers on supporting engagement and belonging for students with IEPs.      Professional Learning on Equity and Cultural Responsiveness: All staff will participate in ongoing training on relationship-building, anti-bias practices, and identity-affirming pedagogy, with an emphasis on the experiences of English Learners and students identifying as African American or Latinx.      Disaggregated Progress Monitoring: The LEA will continue to disaggregate Panorama and site-level SEL data by subgroup and share findings with school leadership teams each trimester to guide adjustments.  4. Policy and Planning Revisions      Site Plans for Student Achievement (SPSAs): Schools are revising their SPSAs to include explicit goals related to increasing school engagement and belonging, especially in grades 3–4 and among historically underserved populations.      Annual Professional Development Calendar: Adjustments have been made to the 2025–26 calendar to include three new sessions focused on trauma-informed engagement strategies and inclusive classroom practices.|Met||2025-06-25|2025
19647330120014|KIPP Endeavor College Preparatory Charter|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  81.8% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330120022|Valor Academy Middle|6|To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the Panorama Survey:  School Safety: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 55% Black/AA: 41% Hispanic/Latino: 56%  EL: 56% SWD: 51% (unweighted average of Special Educational Program Name) SED: 55% (unweighted average %FMP and %RPMP)   Sense of Belonging: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 43% Black/AA: 33% Hispanic/Latino: 43% EL: 44% SWD: 42% (unweighted average of Special Educational Program Name) SED: 44%  (unweighted average of %FMP and %RPMP)   According to Panorama Education's national benchmarks, VAMS' School Safety average of 55% favorable landed them in the 80th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, VAMS' Sense of Belonging average of 43% favorable landed them in the 40th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Overall Sense of Belonging: VAMS showed positive momentum in cultivating a stronger sense of community, with a 4% year-over-year increase in favorable responses related to students’ overall sense of belonging and a 25% increase in the comparative national benchmark score. This growth suggests that students are increasingly feeling connected and valued within their school environment.  This progress can be attributed to several aligned districtwide initiatives. In partnership with Thirdway Solutions, school leaders engaged in a yearlong professional development arc focused on building a positive school culture grounded in high expectations and high support. This work led to the launch of a districtwide Blueprint for Behavior Response, which offers a structured, leveled approach to addressing student behavior. All staff received training in implementing the Blueprint with an inquiry-based mindset, emphasizing effective interventions, restorative practices, and logical consequences.  To ensure ongoing implementation support, the district also established Communities of Practice for counselors, restorative deans, assistant principals, and principals. These monthly professional learning spaces provided aligned, role-specific development aimed at strengthening school culture and fostering both safety and belonging.  VAMS also continued its partnership with Valor Collegiate’s Compass Program, which supports student and staff social-emotional learning (SEL) through shared agreements, structured SEL curriculum, and weekly community-building circles.  Additionally, the district advanced its Community Schools initiative, entering its second year and receiving the Community Schools Grant. The school is currently planning how to best allocate these resources to improve safety, belonging, and overall student well-being.  Disaggregated survey data shows minor subgroup variation for belonging, with no deviation exceeding ±10%, indicating a generally equitable student experience in that domain.  Areas for Growth Overall Sense of Safety: Despite gains in belonging, VAMS experienced a 6% decline in favorable responses related to overall sense of safety, along with a 10% drop in its comparative national benchmark score. This decline signals a critical area for reflection and improvement.  Disaggregated data reveals a significant concern for the African American student subgroup, which reported 14% lower favorable responses for safety and 10% lower for belonging compared to the schoolwide average. These gaps indicate a clear equity need and require targeted intervention to ensure all students feel safe and supported.  School leaders have been provided with these findings to inform their school site goals and action plans for the 2025–26 school year, with a particular focus on culturally responsive practices, inclusive climate-building strategies, and student voice-centered interventions designed to close subgroup perception gaps.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330120030|Alliance College-Ready Middle Academy 4|6|Every year, all our students receive multiple student surveys that allow them to express their sasfacon with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emoonal Learning Assessment  School Climate: 44% Positive Responses  School Safety: 58% Positive Responses  Sense of Belonging: 42% Positive Responses  Teacher-Student Relationships: 56% Positive Responses  Attendance: 86% Positive Responses  No Place for Hate: 62% Positive Responses  Overall Feedback: 58% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are:  - School Climate  - Sense of Belonging  These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emoonal Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2025-06-11|2025
19647330120071|New Designs Charter School-Watts|6|New Designs Charter-Watts administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February and April of the 2024-25 school year and received 55% response rate. Key findings from the survey show that 54% of the students felt they liked the school and 38% of the students felt the school was an inviting and supportive place for them to learn. However, despite the low rating on the question of the school as a supportive and inviting place to learn, 75% of the students felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life.   The following data below shows how the different subgroups in the school felt on the question of safety in the school: • 55% of all students felt safe at school. • 54% of Students with Disabilities felt safe at school. • 62% of English learners felt safe at school. • 49% of African American students felt safe at school. • 67% of Hispanic students felt safe at school.  The following data below shows how the different subgroups in the school felt on the question of connectedness to others at the school: • 61% of all students felt they were connected to others in the school. • 62% of Students with Disabilities felt they were connected to others in the school. • 67% of English Learners felt they were connected to others in the school. • 55% of African American students felt they were connected to others in the school. • 73% of Hispanic students felt they were connected to others in the school.|The school survey showed a lower level of connectedness compared to previous years. However, the data also showed a high percentage of students (75%) felt the adults in the school cared about them and were willing to help them with their social emotional wellbeing. It was apparent from the data that the school needs to build a positive school culture and improve the students’ perceptions of the school. How the students felt about their safety on campus served to alert the school to the need for ensuring enhanced school safety measures and improved school security personnel and campus aides training programs.  Data from the survey indicated the students wanted to see greater beautification, improved general school cleanliness and an expansion of extracurricular and sport offerings for both boys and girls.  Fifty-five percent of the students felt that their parents were welcome and given several avenues to engage in the school, but they thought more could be done. Suggestions included giving more relevant workshops to parents|Results indicated a need to understand and find solutions to declining school spirit students’ unease with safety in the school. Data has also shown that students are dealing with elevated social-emotional concerns. The school is continuing with more emphasis on counseling and attending to the social emotional needs of the students. Middle school has a permanent social emotional counselor. The school is also taking more stringent approach to ensuring school security staff are of the highest quality.|Met||2025-06-07|2025
19647330120097|Academia Moderna|6||||Not Met|||2025
19647330120477|Aspire Titan Academy|6|The recent climate survey conducted at Aspire Titan Academy in grades 3-5 provided insights into Classroom Climate, Classroom Belonging, School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. All Titan scores were above the district average for all domains. Our greatest increase by 14 points was our Teacher-Student Relationships with a score of 85% with a 15-point increase with students having a Sense of Belonging at 73%. These show how strong relationships and student integration into the school community demonstrate a strong sense of belonging. While our School Climate saw an 18 point increase at 69% and Safety a 10 point increase at 62%, showed areas of concern as we can improve in these areas for students. These metrics disaggregated where possible help identify specific areas needing attention, such as enhancing safety perceptions and boosting the positive energy within the wider school environment.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330120527|Watts Learning Center Charter Middle|6||||Not Met|||2025
19647330121079|Ararat Charter|6|We asked students in grades 4 and 5 to tell us what they thought about their experience at the LEA. The survey covered the following areas: Showing respect and courtesy, Able to communicate problems and concerns, Fairness in assigning grades, Broad learning opportunities, and School safety.  DATA In total 127 4th and 5th grade students completed the survey. 77.2% feel teachers treat students with respect and courtesy. 16.5% did not express an opinion on the matter. 93.7% response rate. 70.8% feel they can communicate problems, concerns, and dislikes to at least one adult. 15% did not express an opinion on the matter. 85.8% response rate. 74.8% say that grades reflect what they have learned and are not a product of behavior. 19.7% did not express an opinion on the matter. 94.5% response rate. 78.7% say there are opportunities to learn multiple subjects at this school. 18.1% did not express an opinion on the matter. 96.8% response rate. 67.7% report they feel safe on school grounds. 21.3% did not express an opinion on the matter. 89% r e s p o n s e rate. 62.2% share devices are available for school use. 13.4% did not express an opinion on the matter. 75.6% response rate. Students are encouraged to provide their honest feedback. LEA is continuously working to build student and teacher relationships based on trust and respect. The organization encourages students to Choose, Lead, Inspire, Make, and Be. These action words spell CLIMB and are the foundation of the school's PBIS program.|"Key Learnings 1) Students who are involved in the decision-making process feel more connected to the school community and are more apt to volunteer their opinions about various aspects of the school. 2) Students who have the support of the other two elements of the tripod (parent/guardian, teacher/school, student), do better at school both academically and socially.  Identified Needs 1) There is opportunity in ensuring that each student feels connected to at least one adult at school. 2) There is opportunity to ensure that every student feels safe on school grounds, and especially emotionally.  Areas of Strength 1) Teachers and staff treat students with respect, courtesy, and kindness. 2) The school has a ""students first"" mindset. 3) Students are pleased that they get to learn multiple subjects at school including, art, music, computer lab, and 2 languages other than English."|Continuous improvement 1) As the recipient of the California Community School Partnership Program (CCSPP), we are in a unique position to provide additional services and supports to students exhibiting Tier 2 and 3 behaviors, including elevating the need for each student to be able to identify with a trusted adult at school. This partnership as a community school, should address the identified needs and take this organization to the next level of improvement. 2) These plans and expenditures have been identified in the school's Local Control Accountability Plan (LCAP).  The LCAP plans have been shared with all stakeholder groups.|Met||2025-06-18|2025
19647330121137|Ingenium Charter|6|The local climate survey conducted at Ingenium Charter School (ICS) gathered data on student perceptions of school safety, connectedness, and sense of belonging across different student groups. Overall, 127 students participated, with disaggregated data revealing variations among groups. For example, students with limited English proficiency, such as English Learners (48) and those speaking only English or American Sign Language (48), reported mixed perceptions of school climate, with some groups indicating lower feelings of safety and belonging. Students with disabilities (44) also provided insights into their experiences, highlighting areas needing improvement. Data on Hispanic students (109) and those with specific privacy protections showed differing perceptions, with some groups feeling less connected to the school community. Additionally, survey items related to teacher-student relationships and perceptions of safety reflected strength in some areas but also identified gaps, especially among English Learners and students with disabilities. Disaggregated data by race/ethnicity and student group, including confidentiality protected groups, helped identify specific needs related to school climate for diverse student populations.|The analysis of the climate survey data indicates that while ICS has strengths in fostering a school environment where many students feel connected and safe, there are notable disparities among student groups. English Learners and students with disabilities report lower levels of school connectedness and safety, highlighting ongoing challenges to equitable school climate experiences. These groups often feel less engaged and supported, suggesting the need for targeted interventions to improve their sense of belonging. Conversely, students identifying as Hispanic or White generally report more positive perceptions, indicating strengths in inclusivity and community connection for these groups. The data underscores the importance of addressing language barriers and providing additional support for students with disabilities to enhance their school experience. Overall, the data points to the necessity of strengthening culturally responsive practices, fostering inclusive relationships, and ensuring targeted support for historically underserved student groups to promote a positive and equitable school climate.|In response to the data, ICS has initiated several actions to improve school climate and address identified needs. The school will enhance professional development focused on culturally responsive teaching and trauma-informed practices, aiming to strengthen teacher-student relationships, especially for English Learners and students with disabilities. Policies will be revised to promote more inclusive classroom environments and increase targeted support services, including language assistance and social-emotional learning programs. Additionally, the school plans to implement ongoing monitoring through regular climate surveys and feedback mechanisms, ensuring continuous assessment and adjustment of strategies. Efforts will also include strengthening peer and community engagement initiatives to foster a greater sense of belonging among all students, particularly those who reported feeling less connected. These steps reflect ICS’s commitment to creating an equitable, safe, and supportive learning environment where every student can thrive.|Met|ICS recognizes the importance of involving students, families, and staff in ongoing conversations about school climate and will continue to prioritize equity-focused initiatives to ensure meaningful progress.|2025-06-09|2025
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 40% Positive Responses School Safety: 54% Positive Responses Sense of Belonging: 36% Positive Responses Teacher-Student Relationships: 46% Positive Responses Attendance: 80% Positive Responses No Place for Hate: 63% Positive Responses Overall Feedback: 61% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330121293|Alliance Tennenbaum Family Technology High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 49% Positive Responses School Safety: 69% Positive Responses Sense of Belonging: 45% Positive Responses Teacher-Student Relationships: 59% Positive Responses Attendance: 83% Positive Responses No Place for Hate: 80% Positive Responses Overall Feedback: 69% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330121699|KIPP Empower Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  93.9% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330121707|KIPP Comienza Community Prep|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:'  83.8% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330121848|Crown Preparatory Academy|6|CPA uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are:  - I feel that my school is a safe space where I can freely share/express my ideas.  - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help).  - I feel welcomed and included in my classrooms. The overall score for connectedness was 71.9%.  To evaluate safety, CPA asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, yard, hallways, and in the lunch area. The overall score for safety was 71.4%.|Overall, our student climate survey results were below our target, as described above. Our English Learners on the school climate survey expressed an equivalent sense of safety (71%) and an even higher level of appreciation for their sense of connectedness (77.5%) at school than the schoolwide rate, emphasizing the benefit and importance of our school culture investments for this student population.|The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture.  Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 72%) and schoolwide attendance rates (90%) and chronic absenteeism rates (37.4%). Additionally, our most recent parent survey results (88%) showed a small but significant decline in parent connectedness/satisfaction.  We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need.|Met||2025-06-25|2025
19647330122242|TEACH Academy of Technologies|6|TEACH administered its annual local climate survey in Spring 2025 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  Key survey findings include: 	•	High School: 	•	59% of students reported feeling safe. 	•	Only 50% of English Learners expressed feeling safe, indicating a safety perception gap. 	•	Middle School: 	•	Low participation overall, but among those who responded, only 42% reported feeling safe. 	•	Among English Learners, this dropped further to 36%. 	•	Elementary School: 	•	51% of students reported feeling safe, with no significant deviations by subgroup.  In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.|Analysis of the 2024–2025 climate data revealed the following key takeaways:  Strengths: 	•	High School Progress: Student perceptions of safety at the high school level improved slightly over the prior year, and new student-led supports like Peace Circles have emerged as proactive, restorative approaches to managing bullying and social media-related conflicts. 	•	Elementary Stability: While overall safety perceptions were moderate (51%), there was no significant disparity among student subgroups, suggesting a more equitable student experience in the elementary grades.  Identified Needs: 	•	Middle School Concerns: Middle school data surfaced a critical need for improvement. Only 42% of students—and just 36% of English Learners—felt safe, indicating both a low sense of security and a concerning equity gap. 	•	English Learner Experiences: Across multiple grade levels, English Learners consistently reported lower perceptions of safety, indicating a need for more culturally and linguistically responsive safety supports. 	•	Behavioral Support Structures: Feedback from both students and staff highlighted a need for clearer behavior expectations and consistent implementation of positive behavior supports, particularly at the middle school level.|In response to these findings, TEACH has initiated and will continue to implement the following targeted improvements for the 2025–2026 academic year:  1. High School: 	•	Launch of Peace Circles, a student-driven restorative practice aimed at addressing bullying, conflict resolution, and online/social media issues. 	•	Integration of SEL (Social-Emotional Learning) tools to strengthen student-staff trust and safety perceptions.  2. Middle and Elementary Schools: 	•	Counselors are participating in professional development focused on implementing positive behavior support strategies that align with trauma-informed and equity-centered approaches. 	•	Assistant Principals are coaching teachers to ensure clear, consistent, and inclusive behavioral expectations and classroom routines.  3. Systemwide: 	•	Increased outreach to English Learner families through translated resources and participation in site-based decision-making committees (e.g., ELAC), ensuring their voices inform school safety and climate strategies. 	•	Monitoring of climate metrics disaggregated by subgroup, with biannual check-ins to track progress and adjust strategies based on student feedback. 	•	Continuation and expansion of community-based partnerships (e.g., AADAP) that provide behavioral supports and wellness resources, particularly at sites with identified needs.  These coordinated actions are designed not only to address disparities in perceptions of safety, but also to build a school climate rooted in belonging, structure, and restorative culture.|Met||2025-06-10|2025
19647330122481|Animo Jefferson Charter Middle|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330122556|Citizens of the World Charter School Hollywood|6|CWC Hollywood administered a local survey (CWC organization wide) to all students in grades 3-5, with over 90% participation rate. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students do self-report racial/ethnic data. The local climate survey administered to students assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC HW, the great majority of students feel a sense of safety, with 90.7% answering “somewhat safe” to “extremely safe.” At CWC HW, the great majority of students also feel a sense of belongingness, with 83.4% answering “belong some” to “completely belong.” The following is a summary of the responses:   SAFETY All ethnic/racial groups combined: ?  	Extremely Safe = 25.2% ?  	Quite Safe = 40.3% ?  	Somewhat Safe = 25.2% ?  	Slightly Safe = 5.8% ?  	Not at All Safe = 3.6%     BELONGING All ethnic/racial groups combined: ?  	Completely Belong = 31.9% ?  	Belong Quite a Bit = 31.9% ?  	Belong Somewhat = 19.6% ?  	Belong a Little = 10.9% ?  	Do Not Belong At All = 5.8%|Identified Needs: 1 in every three American Indian or Alaskan Native students on the HW campus feel slightly safe or not safe at all. Out of that same group polled, only one student feels they belong only a little or not at all. This was a trend noted in the American Indian/Alaskan Native and Latino/Hispanic ethnic/racial subgroups: students in all groups feel a stronger sense of belonging than they do of safety. Adults spend a lot of time discussing and working toward physical and facility safety on campus for students and staff, but that doesn’t necessarily translate to the structures and needs they have for feeling completely safe (whether they are referring to physical or emotional safety when they answered the survey). Adults need a clearer picture of what students need in place to feel safe to completely be themselves and take risks academically and socially while in their school community. This can be discovered through continuous collaboration with student leaders who can elevate their peers’ voices.   Areas of Strength: At CWC HW, the great majority of students feel a sense of safety, with 90.7% answering “somewhat safe” to “extremely safe.” At CWC HW, the great majority of students also feel a sense of belongingness, with 83.4% answering “belong some” to “completely belong”.|Changes to existing plans, policies and procedures: The leadership team has recognized the discrepancy in only polling our students about their feelings of belonging and safety at the end of each school year. At Hollywood, we have discussed utilizing our student leaders as a sounding board and for soliciting feedback throughout the year about what is going well, what they think need improvement and what they would need to be in place to feel safer or have a stronger sense of belonging. Setting up a structure for continuous student feedback can only wield positive results. Students are not only the most important community members, but the most impacted by every decision that adults make on campus (both in classrooms and outside of them). We already keep students at the center of every decision, but by also including their voice, all other stakeholders will feel the positive impact as well.|Met|Not applicable|2025-06-25|2025
19647330122564|Camino Nuevo Elementary #3|6|The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff.|We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead.|Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment.   Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them.   Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2025-06-17|2025
19647330122606|PUC Lakeview Charter High|6|PUC Lakeview Charter High School conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 76%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 82%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 80%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 83%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 84%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 80%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 79%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 85%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 84%|PUC LCHS received an overall score of 4.3 of 5 and an Average % Favorable of 82%.  During the 2024-2025 SY, PUC LCHS continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students is also another focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCHS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in refinements to the Pyramid for Behavior Intervention.|Met||2025-06-05|2025
19647330122614|Aspire Gateway Academy Charter|6|Aspire Gateway Academy recently conducted climate surveys among students in grades 3–5, focusing on key indicators such as Teacher-Student Relationships, Sense of Belonging, School Safety, and overall School Climate. The results provide both school-wide and, where available, disaggregated data to inform improvement efforts.  The School Climate score was reported at 50%, and the Teacher-Student Relationships score at 67%, both slightly below the district averages. In contrast, the Sense of Belonging score was 60%, slightly above the district average, and the School Safety score was five percentage points higher than the district average, at 57%.  Teacher-Student Relationships emerged as an area of concern, showing a decline compared to previous years. This trend highlights a need for targeted strategies to strengthen relational trust and support in the classroom. Disaggregated data, where available, is being used to identify disparities in perception across student groups and to better tailor interventions.  These survey results, along with additional qualitative observations and feedback, are being used to inform schoolwide actions aimed at improving the overall student experience and ensuring a safe, inclusive, and supportive school environment.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330122622|Aspire Firestone Academy Charter|6|In our most recent Panorama survey, which included students from grades 3–5 at Aspire Firestone Academy, we observed that 64% of our students see teahcer-student relationships in a positive light, which is slightly below the district average. Additionally, 53% of our students feel a sense of belonging at school, which is a decrease from the previous year and highlights an area needing more attention. One very encouraging data point is that 70% of our students feel valued within our community.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330122655|ISANA Octavia Academy|6|ISANA Octavia Academy – Local Climate Survey Analysis (Spring 2025) In Spring 2025, ISANA Octavia Academy administered a student survey to assess perceptions of school safety and connectedness. The survey was distributed across grade levels and student groups, with a total of 232 students completing it. Students responded to items using a 1–5 Likert scale (1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree). Sample survey items included:  “My School…” •Creates a welcoming environment •Creates a safe environment •Cares about me  “My Teacher…” •Creates a welcoming environment •Shows respect toward me •Creates an environment where I feel comfortable asking and answering questions  Favorable Responses – School Climate Questions: •Schoolwide: 67% •Latino Students: 68% •Black/African American Students: N/A (Insufficient sample size for disaggregation)|Strength Area: A clear area of strength was students’ perception of respectful and welcoming classrooms.  •86% of students agreed or strongly agreed with the statement: “My teacher shows respect toward me.” •78% of students agreed or strongly agreed with the statement: “My teacher creates a welcoming environment.”  These results reflect intentional schoolwide efforts to cultivate positive learning environments. Prior to the school year, educators engage in professional learning centered on building welcoming classroom spaces that support both academic achievement and students’ social-emotional well-being. Additionally, the leadership team provides ongoing coaching and feedback to educators to reinforce these practices throughout the year.|Area for Growth: The lowest-rated item was: “My classroom feels like a place that represents who I am,” with only 49% of students responding favorably.  In response, ISANA Octavia Academy plans to: •Disaggregate survey data by grade level, years enrolled, and other relevant factors to identify potential trends in student perception. •Conduct grade-level focus groups to explore students’ interpretations of representation and understand why some students may not feel seen or reflected in their classroom environment. •Establish ongoing student focus groups to ensure that student voice continues to shape efforts to improve school climate and create learning spaces where all students feel represented, welcomed, and valued.|Met||2025-06-12|2025
19647330122721|Aspire Pacific Academy|6|The Winter 2025 Panorama survey provides input and feedback from community members regarding our school's culture and climate. Aspire Pacific Academy's school climate data shows 66% of staff have positive perceptions of the school culture and climate. This is a 17% increase as compared to the previous survey. Student data, however, shows that only 36% of students have positive perceptions of the school culture and climate This is a decrease of 1% in comparison to the Fall of 2024 survey. In addition to that, students' sense of belonging decreased by 3% in comparison to the Fall 2024 survey. Additionally, there was no change from Fall to Winter teacher-student relationship data, with 45% of students reporting positively about how strong the social connection is between teachers and students within and beyond the classroom. Lastly, students reported feeling less safe with 49% of students feeling physically and psychologically safe at school, a 7% decrease.|Aspire Pacific Academy's survey data from classrooms and the school as a whole shows a need to improve teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, Aspire Pacific Academy is implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330122739|Vista Charter Middle|6|VCMS administers local climate surveys annually to students, families, and staff, with the student version aligned to the California Healthy Kids Survey (CHKS). The survey collects data on school connectedness, safety, support for social-emotional learning, and student engagement. Overall, students reported moderately high levels of school connectedness and perceived safety, with an overall school climate score of 50 out of 100.|Analysis of the survey data revealed key strengths in peer relationships and a generally positive perception of physical safety on campus. Many students indicated that they feel accepted by their peers and have at least one friend they can rely on at school. These findings were consistent across most student groups.  An area of growth would be to use this data with teachers and emphasize the importance of making students feel connected at school.|Based on the findings, VCMS will implement several changes to improve school climate and better support underrepresented student groups. First, VCMS will expand professional development on culturally responsive practices and trauma-informed care, with a focus on building stronger relationships with English Learners and students with disabilities.  Second, VCMS will strengthen its advisory and mentoring programs to ensure that every student, especially those in identified subgroups, is connected to at least one trusted adult on campus.  Third, VCMS is revising its school-family communication plan to include more proactive outreach and clearer systems for follow-up on parent concerns, especially for families of ELs and students receiving special education services. These changes will be monitored through mid-year check-ins and the annual climate survey, ensuring that feedback continues to inform ongoing improvement efforts. Based on the findings, VCMS will implement several changes to improve school climate and better support underrepresented student groups. First, VCMS will expand professional development on culturally responsive practices and trauma-informed care, with a focus on building stronger relationships with English Learners and students with disabilities.  Second, VCMS will strengthen its advisory and mentoring programs to ensure that every student, especially those in identified subgroups, is connected to at least one trusted adult on campus.  Third, VCMS is revising its school-family communication plan to include more proactive outreach and clearer systems for follow-up on parent concerns, especially for families of ELs and students receiving special education services. These changes will be monitored through mid-year check-ins and the annual climate survey, ensuring that feedback continues to inform ongoing improvement efforts.|Met||2025-06-23|2025
19647330122747|Magnolia Science Academy Bell|6|2025 SURVEY RESULTS AND COMPARISON WITH 2024 OUTCOMES  PARTICIPATION RATES:  2023-24: Students: 99.7% Families: 99.7% Staff: 100.0%  2024-25: Students: 96.3% Families: 41.8% Staff: 94.4%  AVERAGE APPROVAL RATES (Percent Favorable)  2023-24: Students: 56.0% Families: 93.0% Staff: 68.0%  2024-25: Students: 58% Families: 94% Staff: 61%  OVERALL SATISFACTION RATES  2023-24: Students: 66% Families: 93% Staff: 77%  2024-25: Students: 60% Families: 90% Staff: 58%|Analysis of Goal Implementation for 2024–25 During the 2024–25 school year, the implementation of our parent engagement and school climate goals demonstrated both progress and challenges when compared to the previous year and the intended targets for 2026–27. The overall implementation included various initiatives aimed at increasing stakeholder participation, improving student attendance, and enhancing school climate.  Parent Engagement (4.1–4.3):  We held 8 Parent Advisory Committee (PAC) meetings and 4 English Learner Advisory Committee (ELAC) meetings as of June 5, 2025. ELAC meetings have met the target goal of 4 per year. PAC meetings also met the target goal of 8 per year. Additionally, 42 parent engagement activities/events were hosted (down from 60 in 2023–24), suggesting a decline in parent event offerings. This may be attributed to reduced staff capacity and competing school priorities. However, the overall quality and impact of events remained strong based on feedback.  Home Visits (4.4): The percentage of students visited at home by teachers rose significantly from 22.7% to 42.0%, exceeding the 2026–27 target of 15%. This growth reflects a concerted effort to strengthen home-school connections and improve student support, marking a major success in relationship-building efforts.  Attendance and Absenteeism (4.5–4.6): The Average Daily Attendance (ADA) rate held steady at 92.48%, just slightly below the prior year (92.50%) and on track with the target of 92.00%. However, chronic absenteeism showed gradual improvement, declining from 28.4% (2022–23) to 25.8% (as of June 5, 2025). Although still above the desired threshold (=20.0%), this downward trend indicates that intervention strategies are beginning to have a positive impact.  Student Discipline and Safety (4.7–4.9): While the middle school dropout rate dropped to 0.0%, a clear success, the student suspension rate increased significantly from 2.5% to 6.1%. This suggests an area of concern that may require enhanced behavior support systems and more proactive interventions. Meanwhile, the expulsion rate returned to 0.00%, indicating effective use of alternative disciplinary measures.  School Climate and Satisfaction (4.10–4.12): Participation rates in the school experience survey remained high among students (96.3%) and staff (94.4%), but family participation declined sharply to 41.8%. Increasing family engagement in this area should be a priority moving forward. While approval rates among students (58%) and families (94%) improved slightly, staff approval dropped to 61%, signaling a need for better support and communication with staff. Similarly, overall satisfaction rates decreased for students (60%) and staff (58%), though families remained relatively high at 90%.  Student Retention (4.13): Student retention remained consistent at 94%, maintaining high stability and meeting the long-term target of =85%. This reflects strong relationships and continuity within the school community.|Following a review of last year’s implementation, no changes were made to the overall goals, metrics, or target outcomes for the coming year. The original plan remains relevant and aligned with our school’s priorities.  However, reflections on prior practice highlighted several key areas where growth is needed to improve overall effectiveness:  Family Engagement: Communication with families—especially those of students identified as at-risk—needs to be more proactive and personalized. Increasing participation in school meetings and improving responsiveness to outreach are ongoing goals.  Reducing Chronic Absenteeism: While data reports for truancy, late arrivals, and chronic absenteeism were regularly reviewed, a significant number of students remained in the moderate and high absenteeism tiers throughout the year. This indicates the need for more targeted and sustained interventions.  Tiered Supports: Identifying students across different attendance tiers was done successfully, but consistent delivery of tiered supports (especially at Tier 2 and Tier 3) was impacted by staffing capacity and time constraints. Additional support structures are needed to ensure timely and individualized follow-up.   Suspension Rates: Suspension data indicated that additional work is needed to reduce the number of student suspensions. This includes deepening staff capacity in proactive behavior management, restorative practices, and alternatives to exclusionary discipline. Emphasis will be placed on strengthening schoolwide behavior expectations and intervention strategies to address underlying causes of behavioral incidents.|Met||2025-06-26|2025
19647330122754|Valley Charter Elementary|6||||Not Met|||2025
19647330122838|Valley Charter Middle|6||||Not Met|||2025
19647330122861|Camino Nuevo Charter Academy #2|6|The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff.|We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead.|Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment.   Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them.   Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2025-06-17|2025
19647330123133|Alliance Susan and Eric Smidt Technology High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 54% Positive Responses School Safety: 63% Positive Responses Sense of Belonging: 51% Positive Responses Teacher-Student Relationships: 57% Positive Responses Attendance: 84% Positive Responses No Place for Hate: 75% Positive Responses Overall Feedback: 70% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate - Overall Feedback  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330123141|Alliance Ted K. Tajima High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 42% Positive Responses School Safety: 64% Positive Responses Sense of Belonging: 41% Positive Responses Teacher-Student Relationships: 54% Positive Responses Attendance: 85% Positive Responses No Place for Hate: 70% Positive Responses Overall Feedback: 61% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330123158|Arts In Action Community Charter|6||||Not Met|||2025
19647330123166|ISANA Palmati Academy|6|ISANA Palmati Academy – Local Climate Survey Analysis (Spring 2025) In Spring 2025, ISANA Palmati Academy administered a student survey focused on school safety and connectedness. Students across grade levels and student groups participated, with 187 students completing the survey—an increase from the previous year. Students responded on a 1–5 scale (1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree). Sample questions included:  “My School…” •Creates a welcoming environment •Creates a safe environment •Cares about me  “My Teacher…” •Creates a welcoming environment •Shows respect toward me •Creates an environment where I am comfortable asking and answering questions  Favorable Responses – School Climate Questions: •Schoolwide: 72% •Latino Students: 72% •Black/African American Students: N/A (Insufficient sample size for disaggregation)|Strength Area: Survey results indicate that students feel their teachers foster respectful and welcoming learning environments:  • 91% of students agreed or strongly agreed with: “My teacher creates a welcoming environment in the classroom.” • 83% agreed or strongly agreed with: “My teacher shows respect toward me.”  These results reflect Palmati’s ongoing commitment to cultivating inclusive classrooms. Before each school year, staff engage in professional learning focused on creating supportive learning environments that promote academic success and social-emotional wellness. School leaders provide ongoing feedback and coaching to support teachers in these areas.|Area for Growth: The lowest-rated question was: “My classroom feels like a place that represents who I am,” with 57% of students selecting “Agree” or “Strongly Agree.”  In response, ISANA Palmati Academy will:  •Disaggregate results by grade level, years enrolled, and other factors to explore differences in student perception. •Facilitate grade-level focus groups to discuss student responses and better understand what “representation” means to students in different contexts. •Establish ongoing student voice groups to ensure continuous feedback and collaboration in shaping a more inclusive, affirming school climate for all students.|Met||2025-06-12|2025
19647330123984|ISANA Cardinal Academy|6|ISANA Cardinal Academy – Local Climate Survey Analysis (Spring 2025) In Spring 2025, ISANA Cardinal Academy administered a student survey focused on school safety and connectedness. Students from a range of grade levels and backgrounds participated, with a total of 120 students completing the survey. Students responded using a 1–5 Likert scale (1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree). Sample survey items included:  “My School…” •Creates a welcoming environment •Creates a safe environment •Cares about me  “My Teacher…” •Creates a welcoming environment •Shows respect toward me •Creates an environment where I feel comfortable asking and answering questions  Favorable Responses – School Climate Questions: •Schoolwide: 76% •Latino Students: 76% •Black/African American Students: N/A (Insufficient sample size for disaggregation)|Strength Area: A clear strength was students’ sense of respect and welcome within their classrooms:  • 91% of students agreed or strongly agreed with the statement: “My teacher shows respect toward me.” • 84% agreed or strongly agreed with: “My teacher creates a welcoming environment.”  These results reflect Cardinal’s ongoing efforts to build safe and inclusive classroom environments. Educators participate in training focused on developing positive, supportive learning spaces that foster academic achievement and social-emotional wellness. The school leadership team provides coaching and feedback throughout the year to support this focus.|Area for Growth: The lowest-rated item was: “My school is a place where I feel represented and included,” with 67% of students responding favorably.  In response, ISANA Cardinal Academy plans to:  •Disaggregate survey results by grade level, length of enrollment, and other factors to identify trends or disparities among student groups. •Conduct student focus groups by grade level to explore students’ experiences related to representation and inclusion, and to identify strategies to better meet their needs. •Establish ongoing focus groups to elevate student voice and ensure continuous input on ways to improve school climate and strengthen a sense of belonging for all students.|Met||2025-06-12|2025
19647330123992|Animo Ellen Ochoa Charter Middle|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330124008|Animo James B. Taylor Charter Middle|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330124016|Animo Legacy Charter Middle|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330124198|Extera Public|6|Extera Public School administered the Panorama student survey relating to Social Emotional Learning, School Climate, and Classroom Climate. Each survey has subcategories, and the percentages relate to the percentage of favorable student responses to the questions within that subcategory. The survey does not provide an overall student score. Due to response size, SWD data was unable to be disaggregated. The subcategories include school belonging, school climate, school safety, valuing of school, emotion regulation, and self-management. School Belonging: 53% percent of all 3-5 students responded favorably, 50% of ELs responded favorably, 51% female students responded favorably, and 53% of male students responded favorably. School Climate: 44% percent of all students responded favorably, 56% of ELs responded favorably, 64% female students responded favorably, and 51% of male students responded favorably. School Safety: 50% percent of all students responded favorably, 45% of ELs responded favorably, 36% female students responded favorably, and 42% of male students responded favorably.  Valuing of School: 72% percent of all students responded favorably, 77% of ELs responded favorably, 69% female students responded favorably, and 74% of male students responded favorably. Emotion Regulation: 48% percent of all students responded favorably, 47% of ELs responded favorably, 54% female students responded favorably, and 44% of male students responded favorably. Self Management: 58% percent of all students responded favorably, 61% of ELs responded favorably, 64% female students responded favorably, and 56% of male students responded favorably.|Local survey data shows that students in grades 6th-8th had signi?cantly lower percentages favorable than the students in 3rd-5th grade. An area of relative strength is valuing of school, which had 72% favorable student responses. Surveys demonstrate that students are less positive about their school belonging and self management, with scores between 44% and 58% favorable. The lowest scores for all students were in school climate with scores of only 44% favorable. When looking at subgroup data, due to group size, subgroup data for students with disabilities was unavailable due to con?dentiality. Data for ELs demonstrates that they had higher scores overall except for school safety and school belonging. Similarly, female students had higher percentages across all categories as compared to males, except for school safety.|At the beginning of the 2022-2023 school year, Extera began implementing a robust PBIS plan focusing on clear expectations, positive incentives and recognition, and transparent consequences for undesirable behaviors. This plan includes re-teaching expectations at the beginning of the year and after all breaks during the school year. Extera has also added SEL to the master schedule four times per week for TK-5, and morning meetings daily to build school community. Middle school has mentor block with SEL curriculum daily, but has struggled with ?delity of use of the curriculum. Middle school also has weekly meetings as a cohort to build community. During the 2024-2025 school year, Extera rolled out a community building and student investment program at the beginning of the school year that will support relationship building, goal setting, and the importance of school. Extera adopted MooZoom Tk-8, which was piloted at a different Extera school during the 2023-2024 school year and was board approved. To increase student belonging and school climate, Extera will be supporting ?eld trips, family events, and clubs. During the 2025-2026 school year, Extera will use MooZoom Tk-8 and continue with the student investment program at the beginning of the school year through PBIS launch days and a differentiated SEL and incentive program for elementary students and middle school students.|Met||2025-06-17|2025
19647330124222|Rise Kohyang Middle|6|To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture.                                                                                     The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the Panorama Survey:  School Safety: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 60% Black/AA: 57% Hispanic/Latino: 60% EL: 55% SWD: 54% (unweighted average of Special Educational Program Name) SED: 58% (unweighted average %FMP and %RPMP)  Sense of Belonging: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 41% Black/AA: 53% Hispanic/Latino: 39% EL: 39% SWD: 49% (unweighted average of Special Educational Program Name) SED: 37% (unweighted average of %FMP and %RPMP)   According to Panorama Education's national benchmarks, RKMS' School Safety average of 60% favorable landed them in the 90th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, RKMS' Sense of Belonging average of 41% favorable landed them in the 30th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).|Strengths Overall Sense of Belonging: RKMS demonstrated a 3% year-over-year increase in favorable responses related to overall sense of safety, along with significant growth in belonging for specific student groups. Most notably, the African American student subgroup saw an 8% increase in favorable responses for sense of belonging, representing a +12% deviation above the schoolwide average—an important indicator of progress in fostering inclusion for historically underserved students.  Districtwide, the partnership with Thirdway Solutions supported a year-long professional development arc for all school site leaders centered on building a positive school culture grounded in high expectations and high support. This initiative led to the development and implementation of the Blueprint for Behavior Response—a comprehensive framework to guide leveled behavioral interventions. Staff across all campuses were trained in this framework, which emphasizes an inquiry mindset and equips educators with strategies for effective interventions, restorative practices, and logical consequences.  RKMS staff also benefited from participation in districtwide Communities of Practice for counselors, restorative deans, assistant principals, and principals. These monthly convenings created consistent opportunities for role-alike collaboration and capacity building aligned to improving school culture, student safety, and sense of belonging.  In addition, the district’s continued partnership with Community Schools and its receipt of the Community Schools Grant has provided an opportunity to further invest in resources and strategies that support student well-being and belonging. Strategic planning is underway to ensure these funds are effectively allocated to sustain and build upon current gains.  Disaggregated data shows that, aside from the strong outcomes for African American students, there were no subgroup deviations of ±10% that require immediate intervention, indicating a relatively balanced perception of safety and belonging across most groups.  Growth Overall Sense of Belonging: While RKMS showed growth in overall sense of belonging, the school's comparative national benchmark score remained unchanged at 40%. This suggests that, despite local improvement, RKMS continues to trail national peers in this domain. As a result, belonging remains a key focus area for continued improvement. School leaders are leveraging this data to inform 2025–26 school goals and targeted action planning, with an emphasis on deepening practices that foster connection, inclusion, and voice for all student groups.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330124560|Synergy Quantum Academy|6|"The school most recently administered the California Healthy Kids Survey to students in grades 9-12 in the Spring of 2025. The survey data showed the highest scores for ""high expectations of adults in school,"" followed by ""caring adults in school."""|"In response to lower levels of students reporting a strong sense of ""school connectedness,"" the school implemented a number of actions in recent years that they plan to build on in the coming school year."|To support incoming 9th grade students with their transition to high school, the school offers a Summer Bridge program to provide students the opportunity to build relationships with their peers and school staff. Once the school year starts, the mentorship club matches seniors with freshmen to support the transition to high school through regular meetings and events. All students are assigned an advisory class to support their academic, socio-emotional, and college and career readiness needs. Advisory lessons are taught by the faculty covering a wide range of topics focused on SEL and DEI supports available to all students. All advisory lessons consist of a community building activity each week. In addition, advisory faculty move up with their assigned cohort throughout the four years to assist in developing strong rapport with their advisory students. To provide additional social-emotional support and academic guidance, the school employs five academic counselors, one college and career counselor, and three DIS counselors to support the whole child. The school implements a PBIS model with a school-wide rewards plan where teachers and staff recognize students for positive behavior and students are able to earn rewards that encourage a positive schoolwide climate.|Met||2025-06-14|2025
19647330124784|Aspire Slauson Academy Charter|6|Basd on the recent climate survey, Aspire Slauson Academy saw important shifts in family, student, and teammate engagement. While 88% of families reported few barriers to engagement, only 29% responded favorably on family engagement overall. Still, 72% felt the school provides a safe environment, and 63% felt comfortable communicating with staff. Student survey results showed growth in sense of belonging (+4%) and teacher-student relationships (+9% for grades 3-5, +14% for grade 6), though perceptions of school safety were 42% for grades 3-5, 53% for grade 6. Staff surveys indicated a strong sense of belonging (74%) but mixed results in school climate (52%) and cultural awareness (46%). While progress is evident in relationships and belonging, these metrics help identify specific areas needing attention, such as strengthening family engagement and perceptions of safety.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330124792|Aspire Juanita Tate Academy Charter|6|Based on the recent climate survey, Aspire Tate Academy saw important shifts in family, students, and teammate engagement. 76% of students favorably view teacher-student relationships, while this was a 10% drop from earlier in the year. Additionally,  67% of students feel a sense of belonging at school. 91% of families responded favorably to being involved and engaged in the school, and 84% said the school was a good fit for their child. These were increases from the previous year and point to our renewed parent engagement efforts.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330124800|Aspire Inskeep Academy Charter|6|"Overall, students reported improvements across most areas of school climate compared to Fall 2024:  School Mood: 69% of students felt the school mood was positive, an increase of 5 percentage points.  Rule Following: Only 34% of students felt that peers followed the rules well, though this represents a notable 10 percentage point increase.  Building Cleanliness: 63% of students rated the school building as clean, an 8 percentage point increase.  Teacher Excitement: 67% of students noticed that teachers seemed excited about teaching, also rising by 8 percentage points.  Fairness of Rules: 52% of students viewed the school's rules as fair, though this dipped slightly, decreasing by 1 percentage point.  Summary Insight: The school saw significant gains in students’ perceptions of mood, cleanliness, rule following, and teacher enthusiasm. However, perceptions of the fairness of school rules slightly declined and remain an area for further attention.  Disaggregated Results by Race/Ethnicity (Focus: Perception of rule fairness – based on visual data)   Student Groups Favorable Response Rate Hispanic/Latino; 52% Black or African American, Declined to State, Unknown, White: 52% Not Provided: 64% Hispanic/Latino students and students in confidentiality-protected groups (including Black or African American, White, and others) both reported a 52% favorable perception. Students whose race/ethnicity data was """"Not Provided"""" reported a higher favorable response rate of 64%.  Key Takeaways Students report improvements in school mood, cleanliness, teacher enthusiasm, and rule compliance. However, perceptions of fairness of school rules remain low at 52%, with no improvement — and only 34% believe students follow the rules. Racial/ethnic equity gaps appear minimal in terms of rule fairness, though those with unreported demographic data responded more favorably."|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330124818|Los Angeles Leadership Primary Academy|6|93% of students responded positively to questions about school safety.  82% of students feel a sense of connectedness to the school.|The PBIS, Enrichment activities,student resources and nutrition actions have been highly successful as evidenced by a 0% suspension rate and 0% expulsion rate in 2024.   Student survey data indicates that both parents and students feel the school is safe.  The student survey indicates a nine percentage point decrease in the percentage of students who feel a sense of connectedness with the school, but this decrease may be due to a change in the survey being used this year.|LALPA will continue the current practices that promote a positive and safe school climate.|Met||2025-06-18|2025
19647330124826|Camino Nuevo Charter Academy #4|6|The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff.|We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead.|Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment.   Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them.   Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2025-06-17|2025
19647330124891|Alliance Renee and Meyer Luskin Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 46% Positive Responses School Safety: 55% Positive Responses Sense of Belonging: 40% Positive Responses Teacher-Student Relationships: 53% Positive Responses Attendance: 82% Positive Responses No Place for Hate: 66% Positive Responses Overall Feedback: 62% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|6|PUC ECALS conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 75%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 79%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 77%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 81%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 81%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 79%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 75%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 83%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 85%|PUC eCALS received an overall score of  4.24 of 5 and an Average % Favorable of 80%.  During the 2024-2025 SY PUC eCALS continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need.|Met||2025-06-05|2025
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 41% Positive Responses School Safety: 53% Positive Responses Sense of Belonging: 42% Positive Responses Teacher-Student Relationships: 51% Positive Responses Attendance: 84% Positive Responses No Place for Hate: 68% Positive Responses Overall Feedback: 60% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330125609|KIPP Philosophers Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  81.6% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help"""|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330125625|KIPP Scholar Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  82.3% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330125641|KIPP Sol Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  75.4% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330125864|Ednovate - USC Hybrid High College Prep|6|USC Hybrid High priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, USC Hybrid High administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
19647330126136|Math and Science College Preparatory|6|"""MSCP uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are:  - I feel that my school is a safe space where I can freely share/express my ideas.  - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help).  - I feel welcomed and included in my classrooms. The overall score for connectedness was 83%.  To evaluate safety, MSCP asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, gym/MPR, hallways, and in the lunch area/parking lot. The overall score for safety was 86.7%."""|Overall, our student climate survey results were strong, as described above. Our English Learners on the school climate survey expressed a slightly lower sense of safety (82%) and an equivalent sense of connectedness at school (83%) compared to the schoolwide rate, emphasizing the importance of our school culture investments for this student population, as well as the student body as a whole.|The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture.  Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 74%) and schoolwide attendance rates (92%) and chronic absenteeism rates (27.4%).   We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need.|Met||2025-06-25|2025
19647330126169|Equitas Academy #2|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2025. Grade 4: Perserverance (49%); School Belonging (48%); School Engagement (%); School Learning Strategies (53%); School Safety (55%); School Teacher-Student Relationships (54%); School Rigorous Expectations (52%). Grades 5-8: Perseverance (40%); School Belonging (39%); School Engagement (14%); School Learning Strategies (39%); School Rigorous Expectations (50%); School Safety (53%); School Teacher-Student Relationships (42%).|Analysis of Spring 2025 Panorama student survey results revealed both strengths and areas in need of significant support, particularly when data is disaggregated by grade bands. Key Learnings and Identified Needs:      Engagement is Critically Low in Grades 5–8: Only 14% of students in grades 5–8 responded favorably to questions related to School Engagement, indicating a strong need to redesign how learning is experienced in upper grades. This sharp decline from elementary highlights a systemic challenge in maintaining motivation and participation as students age.      Belonging and Safety Are Lower in Upper Grades:          School Belonging drops from 48% in grade 4 to just 39% in grades 5–8.          School Safety remains concerning at 55% for grade 4 and 53% for grades 5–8.         These results indicate that students are feeling increasingly disconnected and less safe as they progress through middle school.      Teacher-Student Relationships Need Strengthening: Favorable ratings for Teacher-Student Relationships are moderate in grade 4 (54%) but drop significantly to 42% in grades 5–8, pointing to a need for deeper relational practices and trust-building.      Perseverance and Learning Strategies Are Low Across Grades: Students in grades 5–8 report only 40% favorability in Perseverance and 39% in Learning Strategies, which aligns with the low engagement scores and suggests a broader need to teach and reinforce executive functioning and growth mindset skills.      Rigorous Expectations Perceived as Inconsistent: Ratings for School Rigorous Expectations are only 52% in grade 4 and 50% in grades 5–8, indicating that students may not consistently feel challenged or held to high standards across classrooms.  Areas of Strength:      While all domains are below desired benchmarks, the relative strength lies in Teacher-Student Relationships in grade 4 (54%) and a slightly higher perception of Rigorous Expectations in both grade bands compared to other domains.      Grade 4’s slightly higher scores across several categories (e.g., Learning Strategies at 53%, Perseverance at 49%) suggest that interventions may need to begin earlier to prevent the significant drop seen in middle school.|In response to the above findings, the LEA is implementing several changes to improve student engagement, belonging, and academic mindset—particularly in the transition from elementary to middle school. 1. Redesign of Middle Grades Engagement Practices      Advisory Programs: The LEA will implement or expand a daily advisory period in grades 5–8, focused on community-building, goal-setting, and SEL curriculum. This will be anchored in practices shown to improve belonging and student voice.      Project-Based and Inquiry-Based Learning: To counteract the 14% engagement rate, upper-grade teachers will receive professional development on integrating hands-on, student-driven learning projects that increase autonomy and real-world application.  2. Relationship-Building and SEL Integration      Consistent Relational Practices: All teachers will be trained in daily community-building strategies, such as check-ins, restorative circles, and consistent positive reinforcement. These aim to improve the Teacher-Student Relationship scores in middle school.      Teacher SEL and Trauma-Responsive Training: Recognizing the drop in perceptions of safety and connection, all staff will receive training in trauma-responsive classroom practices and how to foster emotionally safe environments.  3. Strengthening Academic Mindset and Perseverance      Executive Functioning Skills Curriculum: A structured curriculum will be implemented in grades 4–8 to build student skills in goal-setting, time management, self-advocacy, and resilience.      Growth Mindset Reinforcement: Teachers will integrate growth mindset language and feedback into everyday instruction to foster Perseverance and Learning Strategies.  4. Improved Transition Supports (Grade 4 ? 5)      Vertical Articulation: Elementary and middle school staff will meet quarterly to align expectations, support structures, and cultural norms to make the grade 4 to 5 transition more seamless.      Student Orientation and Mentoring: Incoming grade 5 students will participate in a structured orientation and receive mentoring from older students to strengthen early belonging and engagement.  5. Data-Driven Continuous Improvement      SPSA Alignment: All school sites will revise their School Plans for Student Achievement (SPSAs) to include goals specific to Panorama survey domains, disaggregated by student group where applicable.      Twice-Yearly Data Review Cycles: Panorama data will be formally reviewed by site leadership teams in fall and spring to track progress, adjust strategies, and ensure accountability.|Met||2025-06-25|2025
19647330126177|Citizens of the World Charter School Silver Lake|6|CWC Silver Lake administered a local survey (CWC organization wide) to all students in grades 3-8 with over 90% participation rate. The local climate survey administered to students assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC SL, the great majority of students feel a sense of safety, with 84.6% of students in grades 3-5 and 75.5% of students in grades 6-8 answering “somewhat safe” to “extremely safe.” At CWC SL, the great majority of students also feel a sense of belongingness, with 84.1% of students in grades 3-5 and 73.2% of students in grades 6-8 answering “belong some” to “completely belong.” The following is a summary of the responses:     SAFETY (Grades 3-5) All ethnic/racial groups combined: ?  	Extremely Safe = 28.2% ?  	Quite Safe = 31.3% ?  	Somewhat Safe = 25.1% ?  	Slightly Safe = 10.3% ?  	Not at All Safe = 5.1%   SAFETY (Grades 6-8) All ethnic/racial groups combined: ?  	Extremely Safe = 8.6% ?  	Quite Safe = 34.6% ?  	Somewhat Safe = 32.3% ?  	Slightly Safe = 14.8% ?  	Not at All Safe = 9.7%   BELONGING (Grades 3-5) All ethnic/racial groups combined: ?  	Completely Belong = 29.9% ?  	Belong Quite a Bit = 32.0% ?  	Belong Somewhat = 22.2% ?  	Belong a Little = 12.4% ?  	Do Not Belong At All = 3.6%   BELONGING (Grades 6-8) All ethnic/racial groups combined: ?  	Completely Belong = 8.7% ?  	Belong Quite a Bit = 26.4% ?  	Belong Somewhat = 38.1% ?  	Belong a Little = 16.0% ?  	Do Not Belong At All = 10.8%|At the grade 3-5 level we are pleased that the majority of students feel safe at school. However, it is interesting to note that there is a pattern amongst all student groups – that students in different subgroups feel somewhat safe. This could be an opportunity to explore the rationale or reasons behind why students are feeling this way and work towards concrete solutions so that all students feel very safe. Whether the reasons are physical safety or related to their social-emotional safety, a deeper dive is necessary to create solutions that will benefit all of our students.   At the 6-8 level, we are pleased that the majority of students feel at least somewhat safe. Additionally, most students at this level feel as though they belong at least somewhat at school. This is in line with our mission and vision for the school. As a school that champions diversity, we intentionally make time to ensure that students have the tools to collaborate and hold space for each other across lines of differences. The data speaks to our efforts in this realm. However, efforts must be made to support our Native American and Black/African-American students who skew slightly towards not feeling like they belong and not feeling safe. The data shows that a targeted intervention approach is needed to support these students.|Because of this survey feedback as well as feedback from teachers, one of our priorities at the elementary school for the 2025-26 school year is ensuring that staff is prioritizing consistent time in their schedules for social-emotional learning. In addition to explicit instruction in social-emotional learning skills and in collaboration with our Diversity, Equity, Inclusion, and Belonging committee, we will be creating and implementing a school-wide culture system that builds community, repairs harm, and responds to racialized behavior. More specifically, we will ?  	Create and share a behavior ALL DOC (a comprehensive resource document) - one that is parent-facing, one that is staff-facing, and one that is student-facing. The purpose of ALL DOC is to make our systems of expectations and consequences crystal clear to all members of our community. ?  	Bolster the communication and education of all stakeholders on restorative practices, bullying, child development, etc     At the 6-8 level, to address belonging and feeling safe amongst students, we have prioritized codifying and enhancing our restorative practices when addressing student conflict. This includes providing professional development for teachers on facilitating restorative circles for students and expanding their toolkit with best practices for de-escalation. Structurally, we have adjusted the master schedule so that our advisory period (Roots) is at the end of the day. This will allow time for students and teachers to reflect on the day and support instances of student conflict from the day as needed. Moreover, our Diversity, Equity, Inclusion, and Belonging committee has been repurposed with the following vision: commit to intentional relationship building (especially across lines of difference), grow understanding of identity markers within our community, and purposefully teach strategies to foster belonging, and create a felt sense of belonging for all. Next year, they will operate with the following goals: ?  	Create a workshop series for school staff, caregivers, and parents to develop a shared understanding of oppression + liberation ?  	Review our anti-bias/hate speech plan to ensure it is reasonable and effective ?  	Update our Roots curriculum to better meet the needs of our students|Met|Not applicable|2025-06-25|2025
19647330126193|Citizens of the World Charter School Mar Vista|6|CWC-MV administered a local survey (CWC organization wide) to all students in grades 3-8 with over 95% participation rate. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students do self-report racial/ethnic data. The local climate survey administered to students assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC MV, the great majority of students feel a sense of safety, with 88% of students in grades 3-5 and 77% of students in grades 6-8 answering “somewhat safe” to “extremely safe.” At CWC MV, the great majority of students also feel a sense of belongingness, with 87% of students in grades 3-5 and 74.4% of students in grades 6-8 answering “belong some” to “completely belong.” The following is a summary of the responses:   SAFETY (Grades 3-5) All ethnic/racial groups combined: ?  	Extremely Safe = 26.0% ?  	Quite Safe = 40.0% ?  	Somewhat Safe = 22.0% ?  	Slightly Safe = 8.0% ?  	Not at All Safe = 4.0%    	                                                                                                                                                                                                                   SAFETY (Grades 6-8) All ethnic/racial groups combined: ?  	Extremely Safe = 11.9% ?  	Quite Safe = 37.0% ?  	Somewhat Safe = 28.1% ?  	Slightly Safe = 14.8% ?  	Not at All Safe = 8.1%   BELONGING (Grades 3-5) All ethnic/racial groups combined: ?  	Completely Belong = 29.9% ?  	Belong Quite a Bit = 34.7% ?  	Belong Somewhat = 22.4% ?  	Belong a Little = 10.9% ?  	Do Not Belong At All = 2.0%   BELONGING (Grades 6-8) All ethnic/racial groups combined: ?  	Completely Belong = 7.5% ?  	Belong Quite a Bit = 34.6% ?  	Belong Somewhat = 32.3% ?  	Belong a Little = 20.3% ?         Do Not Belong At All = 5.3%|The key learnings is that as a whole students feel they have a sense of belonging and they are safe at school.  With that being said, there are some key sub-groups that self-reported higher in the not at all safe.  Additionally there are different sub groups who are self-reporting who do not belong at all.  We hope to decrease in both key areas to ensure greater community and strong learning environment for all students.|CWC Mar Vista will revisit both our elementary and middle school Social Emotional Learning scopes and sequences to see what gaps that may help address our growth areas noted above.  We hope to identify areas we can further support, new units that may need to be created, or ways to better integrate learning.|Met|Not applicable|2025-06-25|2025
19647330126797|Aspire Centennial College Preparatory Academy|6|The Winter 2025 Panorama survey provides input and feedback from community members regarding our school's culture and climate. Based on Aspire Centennial's data, community members reported positively by 40%. This is a 4% decrease as compared to the previous survey. Students reported that their mood is negative at school. This is a decrease of 6% in comparison to the Fall of 2024 survey. In addition to that, students' sense of belonging decreased by 3% in comparison to the Fall 2024 survey. One of the greatest changes in this area is students reported that there has been a decrease in students being respected by their peers.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2025-06-18|2025
19647330127670|KIPP Iluminar Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  90.8% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330127886|City Language Immersion Charter|6|City Language Immersion Charter School administered the Spring 2025 Panorama Student Survey for grades 3-5 (157 responses). The student survey report did not provide student group scores. This survey provides valuable insights into student perceptions across seven key areas. The school shows both strengths to build upon and areas needing improvement.  The following is the Key Domain Analysis: - School Belonging (48%) shows a concerning disparity between adult support (67% favorable) and peer respect (29% favorable), suggesting strong staff relationships but challenging peer dynamics. - School Climate (52%) reveals low perceptions of rule adherence (14% favorable) and fairness (31% favorable), while 72% acknowledge discussing the school's shared definition of racism and 62% perceive a positive school mood. - School Engagement (42%), the lowest-scoring domain, shows limited student excitement about classes (36%) and discussing school ideas outside class (29%), though focus during class activities improved (50%, +10). - School Rigorous Expectations (69%) represents a strength with 79% feeling teachers encourage their best efforts (+9) and 76% reporting teachers encourage persistence (+1). - School Safety (58%) indicates ongoing concerns with 76% reporting frequent disrespect from peers, 50% noting physical fights, and 30% worrying about violence regularly. Positively, 83% say adults intervene in bullying situations (+15). - School Teacher-Student Relationships (69%) demonstrates consistent strength with 90% perceiving teachers as respectful and 71% excited about having the same teachers next year. - Valuing of School (66%) shows students recognize education's importance (80%) and usefulness (78%), but fewer (45%) regularly apply school learning to daily life.|Primary Strengths Teacher-Student Relationships (69%) represent a significant strength for our elementary students, with 90% feeling their teachers are respectful toward them. Most children (71%) express excitement about having the same teachers next year, showing strong adult-child connections that are crucial for elementary development. Rigorous Expectations (69%) show teachers are effectively encouraging young learners, with 79% of students feeling encouraged to do their best. This demonstrates that even with our youngest learners, high academic standards are being maintained appropriately. Valuing of School (66%, +3) indicates our elementary students recognize education's importance, with 80% believing it's important to do well in classes. This intrinsic motivation is impressive for children at this developmental stage.  Adult Intervention (83%, +15) shows significant improvement in adults stopping bullying situations, critical for elementary students who need adult protection and guidance.  Primary Needs Peer Relationships (29%) represent the most concerning area, with only 29% of elementary students feeling respected by classmates. This lack of positive peer interaction is particularly troubling for children developing social skills. School Engagement (42%) shows low excitement about classes (36%) among our young learners, indicating potential misalignment between curriculum and elementary students' natural curiosity and energy. School Belonging (48%) reveals only half our elementary students feel they fully belong at school, a critical foundation for learning at this age. Rule Perception shows elementary students find rules unfair (31%) and poorly followed (14%), suggesting a need for more age appropriate rule development and consistent, understandable implementation. Social Justice Comfort (46%, -9) indicates declining comfort discussing sensitive topics, suggesting the need for more developmentally appropriate approaches to these complex subjects. Safety Concerns (58%) are particularly worrying for elementary-aged children, with 30% worrying about violence regularly.  Assessment Limitations The survey data lacks disaggregation by student demographics, limiting our ability to identify disparities across different student populations. Future surveys will incorporate age-appropriate methods to gather this information while maintaining student privacy. These findings highlight the need for targeted interventions focused on peer relationships, engagement, and creating a safe, inclusive elementary environment while building on the strong foundation of positive teacher relationships.|"Based on City Language Immersion Charter's grades 3-5 survey results, we will implement these changes: Peer Relationships (29% favorable) We will introduce daily ""Friendship Skills"" lessons during morning meetings with simple conflict resolution techniques. Our recess program will incorporate structured inclusive activities and fifth grade ""Recess Buddies"" to support younger students. Weekly ""Compliment Circles"" will build positive peer culture in developmentally appropriate ways. Student Engagement (42% favorable) Our curriculum will integrate more hands-on learning activities suited to elementary students' developmental needs. Each classroom will feature ""Wonder Walls"" where students post questions for future lessons. We'll implement daily ""Choice Time"" with learning stations based on student interest surveys using picture-based formats. School Rules Reform (31% favorable) We'll create a simplified behavior framework with 3-5 clear, illustrated expectations using childfriendly language. Regular class meetings will discuss why rules help everyone feel safe. Teachers will use consistent positive reinforcement methods and age appropriate restorative conversations with visual support materials. Social Justice Approach (46% favorable, -9) Our social justice curriculum will be redesigned using children's literature, puppets and roleplaying that emphasize fairness and inclusion. Teachers will receive specific training on discussing diversity with young children using concrete examples. Community circles will provide safe spaces for sharing feelings about classroom climate. Safety Enhancement (58% favorable) We'll implement a child-friendly reporting system using visual cues for students to communicate concerns. Playground procedures will be taught through modeling and practice. Each classroom will establish a ""Peace Corner"" for conflict resolution with adult support readily available.  Implementation Starting August 2025, we'll use picture-based feedback tools allowing young students to share experiences throughout implementation. Leadership will regularly observe classrooms and coach staff. Parent sessions will ensure families support these approaches at home. These age-appropriate interventions address our main concerns while building on strengths in teacher-student relationships (69%) and academic expectations (69%). Progress will be measured through quarterly pulse checks using simplified survey methods appropriate for elementary students, with adjustments made based on ongoing feedback."|Met||2025-06-23|2025
19647330127894|Valor Academy High|6|To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the Panorama Survey:  School Safety: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 57% Black/AA: 55% Hispanic/Latino: 57%  EL: 56% SWD: 44% (unweighted average of Special Educational Program Name) SED: 56% (unweighted average %FMP and %RPMP)  Sense of Belonging: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 41% Black/AA: 29% Hispanic/Latino: 41% EL: 35% SWD: 45% (unweighted average of Special Educational Program Name) SED: 42%  (unweighted average of %FMP and %RPMP)   According to Panorama Education's national benchmarks, VAHS' School Safety average of 57% favorable landed them in the 80th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, VAHS' Sense of Belonging average of 41% favorable landed them in the 50th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).|Strengths: Overall Sense of Belonging: VAHS demonstrated a 5% year-over-year increase in favorable responses regarding students’ overall sense of belonging, accompanied by a 15% increase in its comparative national benchmark score. These gains reflect meaningful progress in fostering a more inclusive and connected school environment.  This improvement is supported by several districtwide initiatives. Through its partnership with Thirdway Solutions, the district delivered targeted professional development to school leaders focused on cultivating positive school culture grounded in high expectations and high support. This work led to the creation and rollout of the Blueprint for Behavior Response, a systemwide framework for addressing student behavior with leveled responses, restorative practices, and inquiry-driven interventions. All staff were trained on implementing this framework to ensure consistent and supportive behavior responses.  In addition, the district established Communities of Practice for counselors, deans of restorative practices, assistant principals, and principals. These monthly sessions offered aligned, role-specific professional development aimed at equipping school culture leaders with the tools to support safety and belonging across their sites.  VAHS also benefits from its ongoing participation in the Community Schools initiative, now in its second year. The school was awarded a Community Schools Grant, and leadership is in the process of strategically allocating resources to enhance supports for student connection, safety, and well-being.  Current behavior and culture practices are showing success at the systems level, particularly in the area of student belonging, as evidenced by the consistent upward trend in survey data.  Growth: While systems for behavior response have been implemented, VAHS survey results indicate a significant area for improvement in overall sense of safety, particularly for students with disabilities. Disaggregated data reveals a -13% deviation in favorable responses for safety among students with disabilities compared to the overall school average. This disparity requires targeted intervention and cross-departmental collaboration. Results have been shared with the Vice President of Inclusive Education to support ongoing partnership between the Inclusive Education and Culture teams and to inform school goal setting and action planning for 25–26.  Targeted Belonging Support for African American Students: Although schoolwide belonging scores increased overall, disaggregated data identifies a -12% deviation in favorable responses from African American students compared to the school average. This highlights a critical equity gap that requires focused attention. Site leadership teams have received this data to incorporate into their 2025–26 school goals and strategic action plans, with an emphasis on culturally responsive relationship-building, identity-affirming practices, and elevating student voice.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330127910|Camino Nuevo High #2|6|The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff.|We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead.|Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment.   Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them.   Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2025-06-17|2025
19647330127936|PREPA TEC - Los Angeles|6||||Not Met|||2025
19647330127985|Ingenium Charter Middle|6|The climate survey at Ingenium Charter Middle School collected data on student perceptions of school climate, safety, and sense of belonging across different grade levels and student groups. Overall, 108 students participated, with disaggregated data revealing insights into various student demographics. For example, students with limited English proficiency, such as English Learners (50), reported lower perceptions of school climate (score of 0) and safety (-4), indicating challenges in feeling connected and safe within the school environment. Students with disabilities (23) also expressed lower perceptions of climate (score of 2) and safety (3), highlighting areas for improvement in supporting these students. Hispanic students (100) generally felt a sense of belonging (score of -1) but also showed some lower perceptions of safety (-1). Data from other groups, such as students identifying as White or Black/African American, indicated more positive perceptions in some areas, but with variability. Specific items on the survey related to teacher-student relationships, safety, and belonging showed strengths in some areas, but also revealed disparities among student groups, especially for English Learners and students with disabilities, who reported lower levels of school connectedness and safety. These disaggregated data provide a comprehensive picture of the diverse experiences of students within the school community.|Analysis of the climate survey data indicates that while many students feel a sense of belonging and perceive the school as a generally safe environment, notable disparities exist among different student groups. English Learners and students with disabilities report lower perceptions of school climate and safety, suggesting that these groups may not feel adequately supported or connected. This highlights a critical need for targeted interventions focused on improving inclusivity, communication, and support services for these students. Conversely, students identifying as White or Black/African American tend to report more positive perceptions, reflecting strengths in fostering a welcoming environment for some groups. The data underscore the importance of culturally responsive practices, strengthening teacher-student relationships, and implementing social-emotional supports to address the needs of all students, especially those feeling less connected or safe. Overall, the data reveal both strengths in certain areas of school climate and critical areas requiring targeted improvement to promote an equitable and positive school environment.|Based on the data analysis, the school plans to revise existing policies and practices to better support students who reported lower perceptions of climate and safety. Specifically, the school will enhance professional development focused on culturally responsive teaching, trauma-informed approaches, and strategies to strengthen teacher-student relationships, particularly for English Learners and students with disabilities. Policies around inclusion and support services will be reviewed and strengthened to ensure that all students feel safe, valued, and connected. The school will also expand social-emotional learning programs and peer engagement initiatives to foster a greater sense of belonging among vulnerable groups. Additionally, ongoing climate surveys will be implemented to monitor progress and adjust strategies accordingly. The school is committed to creating an inclusive environment where every student feels safe, supported, and engaged, with continuous efforts to address disparities revealed by the data. These actions aim to promote equity and foster a positive school climate conducive to student success and well-being.|Met|ICMS recognizes the importance of involving students, families, and staff in ongoing climate improvement efforts and will seek regular feedback to ensure strategies effectively address student needs and perceptions.|2025-06-09|2025
19647330128009|Alliance Virgil Roberts Leadership Academy|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 43% Positive Responses School Safety: 52% Positive Responses Sense of Belonging: 41% Positive Responses Teacher-Student Relationships: 49% Positive Responses Attendance: 86% Positive Responses No Place for Hate: 56% Positive Responses Overall Feedback: 57% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330128033|Alliance College-Ready Middle Academy 8|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 54% Positive Responses School Safety: 63% Positive Responses Sense of Belonging: 47% Positive Responses Teacher-Student Relationships: 56% Positive Responses Attendance: 83% Positive Responses No Place for Hate: 72% Positive Responses Overall Feedback: 70% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance - No Place for Hate - Overall Feedback  Overall, the areas for growth at our school are: - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330128041|Alliance Kory Hunter Middle|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 46% Positive Responses School Safety: 68% Positive Responses Sense of Belonging: 49% Positive Responses Teacher-Student Relationships: 50% Positive Responses Attendance: 84% Positive Responses No Place for Hate: 63% Positive Responses Overall Feedback: 59% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330128058|Alliance College-Ready Middle Academy 12|6|Every year, all our students receive multiple student surveys that allow them to express their sasfacon with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emoonal Learning Assessment  School Climate: 39% Positive Responses  School Safety: 60% Positive Responses  Sense of Belonging: 40% Positive Responses  Teacher-Student Relationships: 44% Positive Responses  Attendance: 84% Positive Responses  No Place for Hate: 61% Positive Responses  Overall Feedback: 57% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are:  - School Climate  - Sense of Belonging  - Teacher-Student Relationships  These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emoonal Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emoonal Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2025-06-11|2025
19647330128132|Extera Public School No. 2|6|The surveys completed are the Panorama student surveys relating to Social Emotional Learning, School Climate, and Classroom Climate. Each survey has subcategories, and the percentages relate to the percentage of favorable student responses to the questions within that subcategory. The survey does not provide an overall student score. Due to response size, SWD data was unable to be disaggregated. The subcategories include school belonging, school climate, school safety, valuing of school, emotion regulation, and self management. School Belonging: 51% percent of all students responded favorably, 49% of ELs responded favorably, 53% female students responded favorably, and 48% of male students responded favorably. School Climate: 39% percent of all students responded favorably, 49% of ELs responded favorably, 46% female students responded favorably, and 42% of male students responded favorably. School Safety: 39% percent of all students responded favorably, 43% of ELs responded favorably, 53% female students responded favorably, and 48% of male students responded favorably. Valuing of School: 64% percent of all students responded favorably, 73% of ELs responded favorably, 71% female students responded favorably, and 63% of male students responded favorably. Emotion Regulation: 58% percent of all students responded favorably, 63% of ELs responded favorably, 62% female students responded favorably, and 54% of male students responded favorably. Self Management: 59% percent of all students responded favorably, 61% of ELs responded favorably, 64% female students responded favorably, and 56% of male students responded favorably.|Local survey data shows that students feel positively about valuing of school with responses all above 60% favorable via student surveys. Surveys demonstrate that students are less positive about their school belonging and self management, with scores between 59% and 51%. The lowest scores for all students were in school climate and school safety, with scores between 39% and 38% favorable. When looking at subgroup data, due to group size, subgroup data for students with disabilities was unavailable due to con?dentiality. Data for ELs demonstrates that they had higher scores overall except for school belonging which was 2% lower than their peers. Similarly, male students had lower percentages across all categories as compared to females.|At the beginning of the 2022-2023 school year, Extera PS #2 began implementing a robust PBIS plan focusing on clear expectations, positive incentives and recognition, and transparent consequences for undesirable behaviors. This plan includes re-teaching expectations at the beginning of the year and after all breaks during the school year. In addition, Extera PS #2 has adopted the SEL program: MooZoom. Extera PS #2 has also added SEL to the master schedule four times per week and morning meetings daily to build school community. During the 2024-2025 school year, Extera PS #2 rolled out a community building and student investment program at the beginning of the school year that supported relationship building, goal setting, and the importance of school. Extera PS #2 PS 2 will continue the SEL program MooZoom for the second school year to continue to build student SEL skills. During the 2025-2026 school year, Extera PS #2 will continue with the community building and student investment program at the beginning of the school year with our PBIS launch and continue with our SEL program using MooZoom.|Met||2025-06-17|2025
19647330128371|New Horizons Charter Academy|6|NHCA  is dedicated to creating a safe and welcoming environment where students feel connected and supported. Recent informal surveys and student reflections on their classroom and campus experiences have provided valuable insights into their perceptions of safety and connectedness. New Horizons Charter Academy (NHCA) is dedicated to fostering a safe, welcoming environment where students feel connected, supported, and valued. Informal surveys and student reflections on their classroom and campus experiences have provided valuable insight into their sense of safety and belonging. Students consistently shared that they feel genuinely cared for by the adults on campus. Teachers, in particular, are recognized for creating supportive learning environments where students feel comfortable and confident to engage academically. This personal connection helps build trust and a positive classroom atmosphere. Many students also expressed that they have strong peer relationships and feel a meaningful sense of belonging within the school community. To sustain and strengthen this positive school climate, NHCA has implemented several intentional strategies: •	Classroom Design: Learning environments are thoughtfully arranged to be welcoming and supportive of student well-being. •	Routines and Structure: Teachers establish and reinforce consistent routines that help students feel safe, supported, and able to predict their daily experiences. •	Clear Expectations: Behavioral expectations are posted, taught, and reinforced, ensuring consistency and fairness in how students are supported. •	Active Supervision: Staff maintain a strong presence throughout the school day, providing guidance and support where needed. •	Engagement Opportunities: All students are encouraged to participate, ensuring inclusivity and promoting active engagement in learning. •	Effective Praise: Teachers use positive reinforcement to build students’ confidence and encourage prosocial behavior. These efforts reflect NHCA’s commitment to cultivating a safe and connected school community. By continuing to prioritize student well-being and inclusive practices, we aim to ensure that every student feels supported and empowered to thrive.|An analysis of informal surveys, student meetings, classroom discussions, and parent community forums reveals a range of strengths and areas for growth, though no single unifying theme for improvement emerged. Instead, the data reflect distinct perspectives across stakeholder groups. Parents expressed a desire for improved access to teachers, indicating a need for more consistent and accessible communication. At the same time, many parents reported that the school feels safe and meets their expectations for academic support. Students shared varied experiences with classroom environments and instruction, suggesting that teaching quality and engagement may be inconsistent across classrooms. Staff feedback highlighted unclear role expectations, pointing to a need for greater role clarity and alignment in responsibilities. These findings underscore the importance of differentiated strategies to address group-specific needs while continuing to build on the strengths already present within the school community.|In response to stakeholder feedback, NHCA is implementing several actions to support continuous improvement across key areas. To strengthen parent-teacher communication, the school will adopt a more structured meeting schedule and utilize digital platforms to streamline scheduling and provide timely updates. To promote greater consistency in instructional practices, NHCA will offer regular professional development and encourage peer observations to support collaboration and shared learning among teachers. In response to staff feedback regarding role clarity, the school will host role-definition workshops, update job descriptions, and implement regular check-ins between staff and administrators. To address student learning disparities, NHCA will launch a structured feedback system to surface academic challenges early and tailor support through interventions such as tutoring and mentoring. Building on families’ positive perceptions of school safety and academic expectations, NHCA will continue to strengthen campus safety measures and review curriculum offerings to ensure they remain rigorous and aligned to student needs. These targeted actions are designed to create a more supportive, effective, and inclusive environment that reflects the needs and strengths of the school community.|Met||2025-06-23|2025
19647330128512|KIPP Academy of Innovation|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  77.8% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.  In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330129270|Animo Mae Jemison Charter Middle|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330129460|KIPP Vida Preparatory Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  90.3% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330129593|PUC Inspire Charter Academy|6|PUC Inspire conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 78%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 86%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 85%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 86%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 88%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 86%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 69%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 88%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 89%|PUC Inspire received an overall score of 4.4 of 5 and an Average % Favorable of 86%.  During the 2024-2025 SY, PUC Inspire continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Inspire will continue to ensure that strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2025-06-05|2025
19647330129619|PUC Community Charter Elementary|6|PUC CCES conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct: Captivate Item/Question: Learning is important in my classroom. % Favorable Rating (General Education): 84%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me. % Favorable Rating (General Education): 75%  Construct: Care Item/Question: I like the way my teacher treats me when I need help. % Favorable Rating (General Education): 75%  Construct: Confer Item/Question: My teacher wants me to share my thinking and ideas. % Favorable Rating (General Education): 53%  Construct: Confer Item/Question: My teacher wants me to explain my answers - why I think what I think. % Favorable Rating (General Education): 56%  Construct: Consolidate Item/Question: My teacher takes the time to help me think about what I have learned. % Favorable Rating (General Education): 58%  Construct: Control Item/Question: My teacher makes sure that I follow the classroom norms and the Habits of a Scholar. % Favorable Rating (General Education): 85%  Construct: Safety Item/Question: I feel safe in my classroom. % Favorable Rating (General Education): 72%  Construct: Safety Item/Question: I know my teacher will help me if I feel that people are being unkind. % Favorable Rating (General Education): 79%|PUC CCES received an overall score of 3.49 out of 4 and an Average % Favorable of 68%.  During the 2024-2025 SY, PUC CCES continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really cared about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Students with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students continued to be a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support that students will need. PUC CCES continues to ensure strong Rituals and Routines are common across all teachers and grade levels, as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2025-06-05|2025
19647330129627|TEACH Tech Charter High|6|TEACH administered its annual local climate survey in Spring 2025 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  Key survey findings include: 	•	High School: 	•	59% of students reported feeling safe. 	•	Only 50% of English Learners expressed feeling safe, indicating a safety perception gap. 	•	Middle School: 	•	Low participation overall, but among those who responded, only 42% reported feeling safe. 	•	Among English Learners, this dropped further to 36%. 	•	Elementary School: 	•	51% of students reported feeling safe, with no significant deviations by subgroup.  In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.|Analysis of the 2024–2025 climate data revealed the following key takeaways:  Strengths: 	•	High School Progress: Student perceptions of safety at the high school level improved slightly over the prior year, and new student-led supports like Peace Circles have emerged as proactive, restorative approaches to managing bullying and social media-related conflicts. 	•	Elementary Stability: While overall safety perceptions were moderate (51%), there was no significant disparity among student subgroups, suggesting a more equitable student experience in the elementary grades.  Identified Needs: 	•	Middle School Concerns: Middle school data surfaced a critical need for improvement. Only 42% of students—and just 36% of English Learners—felt safe, indicating both a low sense of security and a concerning equity gap. 	•	English Learner Experiences: Across multiple grade levels, English Learners consistently reported lower perceptions of safety, indicating a need for more culturally and linguistically responsive safety supports. 	•	Behavioral Support Structures: Feedback from both students and staff highlighted a need for clearer behavior expectations and consistent implementation of positive behavior supports, particularly at the middle school level.|In response to these findings, TEACH has initiated and will continue to implement the following targeted improvements for the 2025–2026 academic year:  1. High School: 	•	Launch of Peace Circles, a student-driven restorative practice aimed at addressing bullying, conflict resolution, and online/social media issues. 	•	Integration of SEL (Social-Emotional Learning) tools to strengthen student-staff trust and safety perceptions.  2. Middle and Elementary Schools: 	•	Counselors are participating in professional development focused on implementing positive behavior support strategies that align with trauma-informed and equity-centered approaches. 	•	Assistant Principals are coaching teachers to ensure clear, consistent, and inclusive behavioral expectations and classroom routines.  3. Systemwide: 	•	Increased outreach to English Learner families through translated resources and participation in site-based decision-making committees (e.g., ELAC), ensuring their voices inform school safety and climate strategies. 	•	Monitoring of climate metrics disaggregated by subgroup, with biannual check-ins to track progress and adjust strategies based on student feedback. 	•	Continuation and expansion of community-based partnerships (e.g., AADAP) that provide behavioral supports and wellness resources, particularly at sites with identified needs.  These coordinated actions are designed not only to address disparities in perceptions of safety, but also to build a school climate rooted in belonging, structure, and restorative culture.|Met||2025-06-10|2025
19647330129650|Equitas Academy #3 Charter|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2025. Grades 3-4: School Belonging (54%); School Engagement (32%); School Learning Strategies (51%); School Safety (49%); School Teacher-Student Relationships (59%); Valuing of School (61%). Grades TK-2: School Belonging (78%); School Climate (80%); School Engagement (68%); School Safety (86%).|The Spring 2025 Panorama Education survey provided valuable insight into student perceptions of school climate, belonging, safety, and engagement. Disaggregated data by grade level and student group revealed both areas of strength and areas for targeted improvement. Areas of Strength      Positive Climate and Safety Perceptions Among TK–2 Students: Students in transitional kindergarten through grade 2 reported very high favorability in School Safety (86%), School Climate (80%), and School Belonging (78%). These results suggest a warm, nurturing environment with strong adult presence and clear expectations during early learning years.      Valuing of School and Relationships in Grades 3–4: While overall scores were lower in grades 3–4, students expressed relatively higher favorability in Valuing of School (61%) and Teacher-Student Relationships (59%), indicating that students in upper elementary grades recognize the importance of school and are forming meaningful connections with their teachers.  Identified Needs      Significant Drop in Engagement and Safety in Grades 3–4: The most pressing area of concern is School Engagement, with just 32% of grades 3–4 students reporting favorability. School Safety also dropped to 49%, revealing a clear need to re-engage upper elementary students and ensure a physically and emotionally safe environment as students transition out of the primary grades.      School Belonging Declines in Older Students: School Belonging declined from 78% in TK–2 to 54% in grades 3–4. This indicates a drop in connectedness and comfort as students mature and school expectations shift. This pattern aligns with national trends but highlights a need to strengthen peer and adult relationships during this transitional age.      Learning Strategies and Skill Development: Only 51% of students in grades 3–4 reported favorable perceptions of their learning strategies. This suggests that students may lack confidence or support in organizing, monitoring, and improving their learning, and may benefit from more explicit instruction in executive functioning and academic ownership.|1. Enhancing Engagement and Belonging in Grades 3–4      Instructional Design Shifts: The LEA is providing professional development in different types of learning styles, student-led inquiry, and culturally relevant pedagogy to improve engagement among students in grades 3–4, where only 32% reported feeling engaged.      Student Voice Integration: Beginning in Fall 2025, all sites will facilitate regular student discussion groups for grades 3–4. Feedback from these sessions will inform classroom strategies and school-level climate plans.  2. Strengthening Perceptions of School Safety      Supervision and Transitions: Site administrators are reviewing and revising procedures for recess, hallway transitions, and arrival/dismissal in grades 3–4 to increase adult presence and reduce incidents during unstructured times.      Restorative Practices: The LEA is expanding training in restorative approaches and conflict resolution for staff and peer leaders to help address safety concerns from both behavioral and relational standpoints.  3. Promoting Inclusion and Connectedness for All Students      Belonging-Focused Initiatives: All schools will adopt a Tier 1 belonging strategy (e.g., daily morning meetings, buddy systems, student spotlight boards) to support students in feeling known and valued, with a special focus on the transition from primary to upper elementary.|Met||2025-06-25|2025
19647330129858|Everest Value|6|In spring 2025, Value Schools administered a climate survey to students, families, and staff across all campuses to gather input on school culture and conditions. At Everest Value School, 215 participants—including 135 students, 68 parents, and 12 staff members—provided feedback.  The results offer valuable insights into perceptions of safety, inclusiveness, and student belonging. While overall trends indicate areas for reflection and growth, especially in students’ perceptions of peer interactions and campus inclusivity, the data will inform actions under Goal 2 of the Local Control Accountability Plan. In response, the school is prioritizing strategies to strengthen its culture of safety, promote respect for diversity, and enhance connectedness among students and staff.  Disaggregated data by subgroup (including English Learners, students with disabilities, and socioeconomically disadvantaged students) will guide targeted supports and continuous improvement efforts moving forward.|Analysis of the 2025 climate survey results highlights both strengths and areas requiring focused improvement at Everest Value School. A consistent area of strength is the clear communication from faculty and staff regarding behavioral expectations and anti-bullying practices, as reflected in student responses. Additionally, staff and parent feedback indicate strong adult commitment to fostering a respectful school environment.  Key learnings show the need to strengthen students’ sense of belonging and perceptions of peer respect.  These findings point to the importance of implementing targeted programs to promote inclusivity, peer leadership, and positive school culture. The school will use this data to guide professional development and student-led initiatives that build stronger connections and a supportive learning environment.  Furthermore, while data was collected for English Learners, students with disabilities, and socioeconomically disadvantaged groups, there are limitations to disegregating the data.|Based on the 2025 school climate survey results, Everest Value School will implement targeted strategies to strengthen student safety, belonging, and respect for diversity. Planned actions include peer-led inclusion activities, increased social-emotional learning supports, and professional development for staff on culturally responsive practices. Survey data will be reviewed by subgroup to guide site-specific interventions, and pre/post measures will be used to monitor progress. These changes are being integrated into the school’s ongoing continuous improvement efforts and tied directly to Goal 2 of the Local Control Accountability Plan.|Met|To better understand and address school climate needs across all student groups, the LEA is exploring the adoption of a more robust, research-based survey tool such as the Panorama Survey beginning in 2026. This shift would allow for more detailed disaggr|2025-06-06|2025
19647330129866|Village Charter Academy|6|Student surveys were developed in conjunction with the classroom teachers to assess key features such as stakeholder communication regarding academics, school climate and school safety. Student group data is not analyzed at this time as the surveys are completed anonymously.|Based on student surveys evaluating school climate the school scored an overall average of 95%, meeting Local Indicator 6. The areas of greatest strength were having access to technology, knowing what to do during an emergency, communicating their progress to their parents and if the school principals expects students to follow the rules. All of these strengths indicate that students understand the school has clear expectations that is communicated to both them and their parents. The area to be addressed as an area for improvement was keeping the school clean and knowing who to talk to at school if something is bothering them. These are areas that have improved since last years survey, with a 12% increase on keeping the school clean and a 3% increase on knowing what to do if someone bother them.|The two identified areas of need increased from the previous year, so the programs in place have had a positive impact. We will continue to use community circles to address student understanding of the supports in place for them. We will also continue our school beautification project that includes student understanding and accountability for school cleanliness.|Met||2025-06-21|2025
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students.  STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 95% Curriculum: 100% Instruction: 98% Assessment: 95% School Culture: 95% Overall Satisfaction: 97% Participation Rate: 95%  PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 97% Curriculum: 98% Instruction: 98% Assessment: 91% School Culture: 93% Overall Satisfaction: 95% Participation Rate: 26%  STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 89% Curriculum: 96% Instruction: 89% Assessment: 90% School Culture: 75% Overall Satisfaction: 88% Participation Rate: 45%  This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup. All: 88% EL: 84% Latino: 86% SED: 84% SWD: 81%|The School Climate Survey results reveal high levels of satisfaction across key areas from staff, parents, and students, reflecting a well-regarded and effective learning environment. Overall, the data underscores strong support for the school’s efforts in organization, curriculum, instruction, assessment, and school culture, while also highlighting opportunities for targeted growth.  Overall Parent Feedback Parents report exceptionally high satisfaction:  Organization (97%): Effective administrative operations and communication. Curriculum (98%): Comprehensive and well-suited to student needs. Instruction (98%): High-quality, engaging teaching practices. Assessment (91%): Fair and informative evaluation methods. School Culture (93%): Inclusive and nurturing environment. Overall Satisfaction (95%): Strong approval of the entire school experience. Staff Survey Results Staff responses indicate strong confidence in the school’s direction:  Organization (95%): Supportive structures and resource management. Curriculum (100%): High alignment with standards and diverse needs. Instruction (98%): Effective, innovative teaching strategies. Assessment (95%): Fair, thorough, and informative student evaluations. School Culture (95%): Collaborative and inclusive work environment. Overall Satisfaction (97%): Reflects staff pride and support for the school climate. Student Survey Results (Grades 3–5) Students report positively in most areas, with some room for improvement:  Organization (89%): Generally feel the school is well-structured. Curriculum (96%): Find academic content engaging and appropriate. Instruction (89%): Satisfied with teaching and classroom experiences. Assessment (90%): Believe evaluations support learning. School Culture (75%): Most feel safe and supported, but this area shows the greatest opportunity for improvement. Overall Satisfaction (88%): Positive view of their school experience. Student Subgroup Insights While 75% of all students report feeling safe and connected, disparities exist among student subgroups:  English Learners (ELs): Report lower connectedness and higher concerns about safety and bullying. Socioeconomically Disadvantaged (SED): Indicate reduced feelings of safety and belonging compared to peers. Students with Disabilities (SWD): Experience lower levels of connectedness and safety. Latino students, the largest subgroup, report perceptions similar to the overall student population. Summary The 2024–25 survey results reflect a school community deeply committed to providing a high-quality, supportive learning environment. Staff and parents express confidence in organizational leadership, academic quality, and school culture. Students generally report positive experiences, though subgroup data highlights the need to strengthen safety and connectedness for more vulnerable populations. These insights will guide the school’s continuous improvement efforts to ensure equity, safety, and success for all learners.|The 2025–26 School Climate Survey results reflect strong overall satisfaction among staff, parents, and students, with consistent strengths in curriculum, instruction, and organizational practices. However, school culture and student connectedness emerged as key areas for growth.  Staff participation was high at 95%, while parent and student participation were lower at 26% and 45%, respectively. Increasing engagement among families and students will be a focus to ensure more inclusive representation in future surveys.  Curriculum & Instruction: All groups reported strong satisfaction. Staff (100%) and parents (98%) rated technology and materials highly, with students close behind (96%). Instruction received top marks from staff and parents (98%), and 89% from students, signaling high engagement and instructional quality. Organization: Indicators such as staff capacity, communication, and shared decision-making earned favorable results from staff (95%), parents (97%), and students (89%), highlighting effective administrative operations. Assessment: Surveyed groups acknowledged fair and useful assessment practices—staff (95%), students (90%), and parents (91%).  While staff (95%) and parents (93%) expressed confidence in the school culture, only 75% of students felt positively about safety and connectedness. This gap underscores the need for continued efforts to build a more inclusive and emotionally supportive environment for all students.  Positive perceptions were recorded across the board: 97% of staff, 95% of parents, and 88% of students reported overall satisfaction. While these numbers are strong, improving student experience—especially for vulnerable subgroups—remains a priority.  To enhance school climate and address disparities, Fenton STEM Academy will implement the following supports:  All Students  Positive School Culture: Create an environment where all students feel valued and respected. Social-Emotional Learning (SEL): Expand SEL programs to promote emotional intelligence. Restorative Practices: Use community-building strategies and conflict resolution methods. Data Monitoring: Use climate data to guide and evaluate school improvement efforts. English Learners (ELs)  Provide robust language support through ESL and bilingual programs. Emphasize cultural inclusion and family engagement in home languages. Latino Students  Integrate culturally relevant materials. Offer bias training to staff and create affinity spaces for connection and belonging. Socioeconomically Disadvantaged (SED)  Ensure access to food, clothing, and supplies. Offer academic interventions, after-school programs, and family support resources. Students with Disabilities (SWD)  Expand inclusive practices and specialized services (e.g., counseling, therapies). Train educators in effective differentiation and accommodations.|Met||2025-06-12|2025
19647330131722|Fenton Charter Leadership Academy|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students.  STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 95% Curriculum: 100% Instruction: 95% Assessment: 95% School Culture: 95% Overall Satisfaction: 95% Participation Rate: 95%  PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 95% Curriculum: 100% Instruction: 100% Assessment: 98% School Culture: 100% Overall Satisfaction: 99% Participation Rate: 26%  STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 90% Curriculum: 96% Instruction: 89% Assessment: 91% School Culture: 80% Overall Satisfaction: 89% Participation Rate: 92%  This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup.  All: 89% EL: 82% Latino: 88.5% SED: 83% SWD: 81%|The School Climate Survey results reflect a high level of satisfaction across key areas from parents, staff, and students, underscoring the Charter School’s strong organizational systems, academic rigor, and supportive culture.  Parents expressed overwhelming satisfaction in every category:  Organization (95%) – Parents feel the school is well-managed, with effective communication and resource allocation. Curriculum (100%) – The curriculum is viewed as rigorous, relevant, and tailored to students’ needs and future goals. Instruction (100%) – Teaching methods are seen as engaging, effective, and supportive of student learning. Assessment (98%) – Parents appreciate the fairness and value of assessments in tracking student progress. School Culture (100%) – Families feel their children are safe, respected, and part of a nurturing school community. Overall Satisfaction (99%) – Nearly all parents expressed high confidence in the school’s ability to meet their child’s academic and social-emotional needs.  Staff Feedback Staff responses also revealed strong satisfaction:  Organization (95%) – Staff trust the school’s leadership, systems, and communication structures. Curriculum (100%) – Full approval of the curriculum points to alignment with standards and support for all learners. Instruction (95%) – Staff feel instruction is effective and fosters student success. Assessment (95%) – Assessments are perceived as fair, well-designed, and useful in guiding instruction. School Culture (90%) – A positive, collaborative work environment contributes to strong professional relationships and student outcomes.  Student Feedback (Grades 3–5) Students provided valuable insights:  Organization (90%) – Most students find the school to be structured and supportive. Curriculum (96%) – Students are highly engaged with academic content. Instruction (89%) – While generally positive, this area may benefit from enhanced engagement strategies. Assessment (91%) – Students find evaluations fair and helpful. School Culture (80%) – Students feel safe and supported, but there is room to strengthen inclusivity and belonging. Overall Satisfaction (89%) – Students express strong support for their school experience. Subgroup Highlights While 89% of students report feeling safe and connected, subgroup differences were noted:  English Learners report lower connectedness and more safety concerns. Socioeconomically Disadvantaged students feel less connected compared to their peers. Students with Disabilities reported feeling less safe and less connected than nondisabled peers. Latino students, the school’s largest subgroup, reflected results similar to overall trends.|Recent school climate surveys highlight continued strengths in Curriculum and Instruction across staff, parent, and student groups, with steady improvement over time. However, School Culture and Organization have emerged as key areas for growth, signaling a need to strengthen schoolwide connectedness, communication, and community-building efforts.  Participation Rates Participation varied based on outreach and engagement levels. Increasing consistency in survey distribution and encouraging broader participation remains a priority.  Survey Results Overview Staff (2023–2025):  Curriculum: 100% satisfaction both years. Instruction: 95% (steady). Organization: 96% ? 95%. Assessment: 98% ? 95%. School Culture: 99% ? 94%. Overall Satisfaction: 97% both years.  Parents (2022–2024):  Curriculum: 99% ? 100%. Instruction: 99% both years. Organization: 99% ? 97%. Assessment: 89% ? 97%. School Culture: Dropped to 90%. Overall Satisfaction: Held at 95%. Students (Grades 3–5):  Curriculum: 96%. Instruction: 94% ? 89%. Assessment: 91%. School Culture: 80%. Overall Satisfaction: 89%. Subgroup Highlights & Areas for Growth While 89% of students overall feel safe and connected, some subgroups report lower levels:  English Learners (ELs): Lower sense of belonging, increased reports of feeling unsafe. Socioeconomically Disadvantaged (SED): Report lower safety and connectedness. Students with Disabilities (SWD): Less connected and less safe than peers. Latino Students: Aligned with general population (largest subgroup). Next Steps: Targeted Strategies To improve outcomes for all students and address subgroup disparities, the Charter School will implement the following:  All Students  Promote positive school culture, SEL, and restorative practices. Use data to guide improvements. English Learners  Strengthen language supports, cultural inclusion, and family outreach. Latino Students  Integrate culturally relevant curriculum and staff training on bias. Offer affinity groups for support and belonging. SED Students  Provide essential resources, academic supports, and strong family engagement. SWD Students  Ensure inclusive practices, individualized supports, and staff training. These results reinforce the school’s strengths while identifying focused opportunities to build a more inclusive, responsive, and engaging learning environment for all students.|Met||2025-06-12|2025
19647330131771|KIPP Ignite Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  89.4%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330131797|KIPP Promesa Prep|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  86.3% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330131821|Collegiate Charter High School of Los Angeles|6|The local climate survey data from Collegiate Charter High School of Los Angeles offers comprehensive insights into various aspects of our school community. Our Staff , Student , and Family  data can be viewed here for complete information. Student survey responses indicate that 45% strongly agree and 55% agree that our learning environment is supportive, while 41% strongly agree and 55% agree that we effectively promote academic success. However, only 38% strongly agree that lessons are relevant to their interests and needs. Safety is perceived positively, with 45% strongly agree and 55% agree that the school is a safe place. In terms of motivation, 38% strongly agree and 52% agree that the school effectively motivates students. Regarding the staff working environment, 48% of staff members strongly agree and 45% agree that it is supportive, while 38% strongly agree and 59% agree that there is trust and collegiality among colleagues. Safety concerns for staff are noted, with 34% strongly agree and 62% agree that the environment is safe for them. However, only 24% strongly agree and 69% agree that they have meaningful participation in decision-making processes. Professional relationships are strong, with 45% of staff strongly agreeing and 45% agreeing on this aspect. Regular collaboration is also evident, with 45% strongly agreeing and 52% agreeing that collaboration is a regular practice.  Caring relationships with students are acknowledged, as 45% of staff strongly agree and 52% agree that they exist, and 52% strongly agree that there are high expectations for student achievement.  Regarding student meaningful participation, 55% of students strongly agree that they have equal opportunities, but only 17% strongly agree that they are encouraged to participate in decision-making, and 31% strongly agree that they have opportunities to make a difference.  Parental involvement feedback shows that 39% of parents strongly agree and 50% agree that the school provides a welcoming environment, while 41% strongly agree and 45% agree that there is a strong partnership between parents and the school. Communication in the classroom is seen positively by 38% who strongly agree and 45% who agree.  Overall, this data informs ongoing efforts to enhance our learning environment, strengthen relationships, and improve outcomes for all members of our school community.|Key Learnings from the recent data analysis at Collegiate Charter High School of Los Angeles reveal several critical insights. The school maintains a supportive learning environment, with 45% of students strongly agreeing and 55% agreeing that they feel supported, underscoring a strong foundation in fostering a positive school culture. Safety is another highlight, as both students and staff feel secure, with substantial percentages (45% of students and 34% of staff strongly agreeing) affirming a safe environment conducive to effective teaching and learning practices. Moreover, the reliance on data-driven decision-making is evident, with 52% of staff strongly agreeing that data consistently informs school practices, reflecting a commitment to evidence-based improvements.  Identified Needs include areas for improvement in student motivation and participation. Only 38% of students strongly agree that they feel motivated, and a mere 17% feel encouraged to participate in decision-making processes, suggesting a need to enhance student engagement strategies. Parental involvement scores (41% strongly agree) indicate room for improvement in actively engaging parents in school activities and decision-making processes, warranting enhanced communication and involvement strategies. Addressing disruptive behavior and respect issues is crucial, given high reported levels of disruptive behavior (59% moderate, 24% severe) and respect challenges (52% mild to severe problem), highlighting the need for robust behavior management strategies and initiatives to promote respect within the school community.  Areas of Strength include Collegiate's commitment to providing academic and emotional support, as evidenced by 43% of students strongly agreeing that they receive necessary social-emotional support, essential for student well-being and academic success. Staff maintain high expectations for students, with 52% strongly agreeing that they uphold high standards, fostering a culture of academic excellence. Effective responsiveness and communication with parents are noted strengths, though there are opportunities to increase parental involvement in broader school activities beyond communication channels.  In analyzing Student Survey Data, it is clear that high expectations are consistently reported across grade levels, albeit slightly lower in higher grades, suggesting a need for sustained encouragement throughout students' high school years. Lower levels of meaningful participation and school connectedness in higher grades highlight the importance of initiatives to keep older students engaged and connected within the school community. Challenges in maintaining academic focus, particularly in Grade 11, underscore the necessity for targeted support strategies during critical academic periods.  These insights provide a comprehensive overview of the school's strengths, areas for growth, and areas of focus to enhance overall student experience and academic outcomes.|Changes to Existing Plans and Policies at Collegiate Charter High School of Los Angeles are designed to enhance student engagement, parental involvement, behavior management, and overall academic and emotional support. To make lessons more relevant and engaging, the curriculum will be revised to incorporate real-world applications and culturally responsive materials. Professional development sessions will focus on equipping teachers with skills to develop and deliver content that resonates with students' experiences and interests.  Addressing student motivation and participation, Collegiate will launch a student leadership program to empower students in school decision-making processes. This initiative includes forming student advisory councils and integrating student feedback into policy and curriculum decisions. Project-based learning and extracurricular activities aligned with student interests will also be prioritized to enhance engagement.  Enhancing parental involvement will involve establishing regular parent-teacher forums, workshops, and family engagement nights to improve communication and partnership. Expanded translation and interpretation services will ensure non-English-speaking parents can participate fully in school activities.  To tackle disruptive behavior and promote respect, Collegiate will continue implementing its Multi-Tiered System of Support (MTSS), emphasizing clear behavior expectations, consistent consequences, and a positive behavior reward system. Staff training on restorative practices and conflict resolution will be enhanced to foster a more respectful and supportive school environment.  In terms of continuous improvement, Collegiate will refine its data-driven instruction by conducting regular data review meetings where teachers analyze student performance and develop intervention plans collaboratively. Data dashboards will track progress and identify students needing additional support.  Expanding social-emotional learning (SEL) programs is another priority, integrating SEL into the daily curriculum and providing staff training on effective SEL strategies. Increased access to counseling services and initiatives to build student resilience and coping skills will further support student well-being.  Ongoing professional development will be critical, focusing on differentiated instruction, culturally responsive teaching, and effective classroom management. Peer observation and coaching will be encouraged to foster continuous learning and improvement among staff, ensuring Collegiate maintains a supportive and effective learning environment.|Met||2025-06-25|2025
19647330131904|Libertas College Preparatory Charter|6|In our fall student survey students showed a marked increase in belonging and engagement at school. 84.12% answered on student survey that they are “likely” or “very likely”, in response to the question: “How likely are you to refer a friend, family member, or neighbor to Libertas?” Students also recorded strong rates of belonging and having a trusted adult on campus. Students and parents this year showed an increased knowledge about how to access student mental health serves. This is likely due to the increase in workshops offered by the Social Worker and the Director of Family and Community Engagement.|N/A|A major shift for last year was broadening the messaging about student mental health resources at Libertas. We did this through multiple approaches: 1) include our social worker in summer orientation sessions with new families 2) Back to School Night 3) Parent Square introductions and 4) in “walk in” hours during student lunch times to reduce the barriers for students and parents to access support.  These actions have been effective. Student survey results show that 73.43% know who to go to when they are feeling sad at Libertas and 90.27% say they agree or strongly agree to the statement that they belong at Libertas.   For parents, 85% stated that they feel informed about mental health resources on campus.|Met||2025-06-07|2025
19647330132027|University Preparatory Value High|6|In the spring of 2025, Value Schools administered a survey to faculty, students, and parents.  There were a total of 599 University Preparatory Value High School  participants in the survey of which, 401 were students, 52 were teachers and staff, and 146 were parents.  Below are three areas of data that provide a snapshot of the school culture at University Preparatory Value High School  and that will be considered in actions in the 2nd goal of the Local Control Accountability Plan.     Data Highlighted  67% decreased to 65% of the students responded feeling safe at the school 36% increased to 39% of the students responded seeing classmates try to stop bullying when they see it happening  77% decreased to 72% of the students responded that faculty and staff make it clear that bullying is not tolerated 56% increased to 62% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by classmates.   80% decreased to 76% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by faculty and staff 63% decreased to 61% of students expressed feeling like they are part and belong to the school community.|Strengths and Progress in School Climate (Safety and Sense of Belonging) University Prep continues to prioritize a safe and inclusive environment, with several indicators demonstrating stability or growth: Student respect for diversity among peers increased from 56% to 62%, and student efforts to stop bullying rose from 36% to 39%, showing that peer culture is becoming more responsive and inclusive. A majority of students (76%) perceive that faculty and staff respect differences, reinforcing the system-wide commitment to equity and cultural responsiveness. Areas of growth and progress  Despite these strengths, several indicators show a slight decline that warrants attention: Student sense of safety dropped from 67% to 65%, and clarity around anti-bullying policies from staff fell from 77% to 72%. Sense of belonging declined from 63% to 61%, indicating a need to intensify belonging-centered initiatives, particularly for students who may not yet feel connected to the school community.|Strategies to Improve Climate  To improve school climate for all students, especially those who may feel marginalized, University Prep can: Expand anti-bullying education and student-led campaigns that model peer intervention. Increase faculty training on restorative practices and trauma-informed care to support both prevention and response. Implement targeted belonging-building initiatives, such as affinity groups, student mentoring, and advisory lessons that affirm identity and inclusion. Use disaggregated survey data to identify trends across subgroups and adjust programming accordingly.|Met|While our current local climate surveys provided useful feedback, it is limited in the ability to disaggregate data by student subgroup. To strengthen school climate efforts and support equity-focused improvement, the agency is exploring the adoption of a|2025-06-06|2025
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school.  Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars.  Below are the results from the most recent set of surveys, with responses categorized into different types of feedback:  Social-Emotional Learning Assessment School Climate: 44% Positive Responses School Safety: 63.5% Positive Responses Sense of Belonging: 45% Positive Responses Teacher-Student Relationships: 56.5% Positive Responses Attendance: 84% Positive Responses No Place for Hate: 67.5% Positive Responses Overall Feedback: 61.5% Positive Responses|Overall, the areas of relative strength at our school are:  - Attendance  Overall, the areas for growth at our school are: - School Climate - Sense of Belonging  These positive areas indicate that our students are pleased  with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum.  These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health.  These priorities are reflected within our LCAP document under Goal 1, Basic Services.	|Met||2025-06-11|2025
19647330132126|Bert Corona Charter High|6|The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support.  The BCCHS Youth Truth report synthesized feedback from respondents across all students, parents/guardians, support staff, teachers, and administrators. Overall Youth Truth Survey Results (percent positive) for BCCHS by theme area: - Engagement: Students 56%, Families 84%, Staff 71% - Relationships: Students 41%, Families 91%, Staff 73% - Culture: Students 38%, Families 91%, Staff 37% - Belonging: Students 47% - Communication & Feedback: Families 86% - School Safety: Families 82%, Staff 63% - Resources: Families 87% - Professional Development & Support: Staff 71%|Strengths - Engagement: Families 84%, - Relationships: Families 89% - Culture Families: 91% - Communication & Feedback: Families 86% - School Safety: Families 82% - Resources: Families 90%  Identified Needs - Engagement: Students 56%, Staff 71% - Relationships: Students 41%, Staff 37% - Culture: Students 37%, Staff 45% - Belonging: Students 47% - School Safety: Staff 63% - Professional Development & Support: Staff 71%|• School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement; high-quality professional development & support for teachers • Operations Team: Focus on school safety|Met||2025-06-30|2025
19647330132282|Ednovate - East College Prep|6|East’s priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, East administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
19647330132928|Anahuacalmecac International University Preparatory of North America|6|Anahuacalmecac administers an annual local climate survey designed to reflect the cultural, social, and educational realities of its TK–12 student population. This survey is disaggregated by student groups including English learners, American Indian students, foster and homeless youth, socioeconomically disadvantaged students, students with disabilities, and GATE/high-achieving students, enabling the school to assess trends and needs across these populations.  The school’s survey was developed in place of the California Healthy Kids Survey (CHKS), as CHKS does not address culturally specific topics essential to Anahuacalmecac’s community. Instead, Anahuacalmecac’s survey includes questions centered on American Indian identity, generational trauma, cultural affirmation, and safety, making it a more valid and contextually relevant tool.  Survey results from the most recent administration show overwhelmingly positive perceptions of school climate. Among all students, 98.4% agreed, strongly agreed, or were neutral that teachers create a safe and welcoming learning environment. Similarly, 98.4% affirmed that American Indian students are respected and have meaningful opportunities to engage with their culture. In addition, 98.3% reported strong peer relationships and a sense of cohesion among students. All respondents (100%) confirmed that the school provides opportunities to build relationships with peers. Furthermore, 98.4% stated they have access to academic resources and college readiness tools.  These results reflect the school’s cultural and academic integration model, which links student success to belonging, identity, and collective well-being.  Additional insights were gained regarding student safety knowledge. For example, 93.4% of students stated they know how to report incidents of harassment or racial abuse to staff. This figure is a point of strength but also a driver for improvement. Anahuacalmecac is using this data to review and refine internal communication and safety training efforts.  The survey also includes data on broader community factors impacting school climate. For example, 62.3% of students reported hearing gunshots at least once in their home community. While outside of school jurisdiction, these conditions inform the school's trauma-informed care model and affirm its commitment as a sanctuary school.  In addition to the core climate survey, Anahuacalmecac collects supplemental data through Student-Led Conferences, classroom engagement tools, and restorative justice reflections. These data sources provide nuanced, real-time feedback that complements survey findings and supports continuous improvement.  Through this approach, the school ensures that both qualitative and quantitative inputs guide responsive and inclusive decision-making around school climate and student well-being.|Our locally developed school climate survey, designed to reflect the unique cultural, academic, and emotional needs of our TK–12 student body provides detailed, disaggregated data across student groups including English learners, American Indian students, students with disabilities, foster and homeless youth, socioeconomically disadvantaged students, and GATE/high-achieving students. Through analysis of our school climate survey data, Anahuacalmecac identified both key strengths and specific areas for growth in maintaining a positive, inclusive, and supportive school climate.  Key strengths include overwhelmingly positive student perceptions of school safety, cultural respect, and academic support. For example, over 98% of students reported feeling respected by peers and teachers, having access to academic resources, and being able to engage in culturally affirming educational experiences. These findings reinforce the success of our integrated academic and cultural programs and affirm that students experience a strong sense of belonging and safety.  Additionally, our survey revealed that 93.4% of students know how to report incidents of harassment or racial abuse—highlighting a well-established foundation for student safety. However, the data also suggests that opportunities remain to improve communication and ensure 100% of students are confident and equipped to seek help when needed.  Another critical finding emerged from data showing that 62.3% of students reported hearing gunshots in their neighborhoods. While this issue is beyond the school's control, it underscores the importance of our trauma-informed care practices, school policies, and need for continued socioemotional and mental health support services.  The survey also supported findings from other tools, such as Student-Led Conferences and restorative justice reflections, that emphasize students’ desire for stronger peer relationships and teacher connections. These insights have prompted targeted efforts to strengthen advisory programs and small group learning models to build relational trust and improve emotional well-being.  Overall, the data confirms that Anahuacalmecac’s school climate fosters a healthy sense of cultural identity, emotional safety, and academic access across all student grade levels and subgroups.|Based on the findings from our school climate survey and analysis of disaggregated student data, Anahuacalmecac has initiated several key actions to improve policies, programs, and procedures aimed at fostering a more inclusive, safe, and connected school environment. These actions respond directly to areas of strength and need identified in Prompts 1 and 2 and are part of our continuous improvement strategy.  In response to student feedback around peer and teacher relationships, Anahuacalmecac is expanding its intervention and small-group support models. These models include regular, structured check-ins between students and trusted staff members (typically teachers, though other individuals may be assigned as appropriate, such as Educational aids or the Resource Specialist Teachers) and opportunities for peer-to-peer feedback activities within grade-level cohorts. Teachers are supported with additional planning tools and time to incorporate social-emotional learning components into academic instruction. Students are provided key periods within the instructional day schedule that can be used for intervention and academic support, or for supplementing current learning in the classroom.  Given student reports of violence in their home communities, we are increasing the availability of trauma-informed mental health services and support systems both offered directly by the school and through contracted partner organizations. This includes increased professional development for counseling staff, additional referrals to culturally competent outside providers, and the integration of culturally-relevant trauma-responsive practices into classroom and disciplinary strategies, such as those addressing the Los Angeles conflagrations in early January, 2025.  Additionally, the school is enhancing overall professional development to better align adult practices with climate goals. This includes training on cultural humility and bias reduction through continued collaboration with organizations such as the Center for Cultural Humility. Family partnerships will also be strengthened through clearer communication of school safety and wellness policies during orientations and family workshops. Technology policies and internet safety practices are also being updated, especially in response to the rapidly changing environment regarding generative AI systems and chatbots.  Finally, we are refining survey administration procedures to improve the consistency of disaggregated data collection and provide more immediate, actionable feedback to both students and staff. By streamlining data analysis timelines, the school can better respond to climate trends as they emerge.|Met|Anahuacalmecac’s school climate is grounded in American Indian Resurgence Education, prioritizing holistic student development by integrating Indigenous language, culture, and community partnerships. This approach fosters a strong sense of identity, empat|2025-06-24|2025
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|6|PUC TCA-TCHS conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  PUC TCA: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 70%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 74%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 72%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 77%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 82%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 79%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 69%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 82%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 84%  PUC TCHS: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 74%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 77%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 76%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 79%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 81%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 79%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 77%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 82%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 82%|PUC TCA received an overall score of 4.22 of 5 and an Average % Favorable of 79%.  PUC TCHS received an overall score of 4.23 of 5 and an Average % Favorable of 79%.  During the 2024-2025 SY, both PUC TCA and PUC TCHS continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students continued to be a focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need.  PUC TCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.   PUC TCHS will continue to expand on the workings of TCA by also focusing on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom.|Met||2025-06-05|2025
19647330133280|PUC Nueva Esperanza Charter Academy|6|PUC NECA conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 62%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 65%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 63%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 71%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 76%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 67%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 58%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 72%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 74%|PUC NECA received an overall score of 3.96 of 5 and an Average % Favorable of 70%.  During the 2024-2025 SY, PUC NECA continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the 2024-2025 SY and moving into the 2025-2026 SY.   As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need.  PUC NECA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2025-06-05|2025
19647330133298|PUC CALS Middle School and Early College High|6|PUC CALS MS-HS conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed.     Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  PUC CALS MS:  UPDATED   Construct                             Item/Question                          % Favorable Rating General Education Captivate                              My teacher makes learning enjoyable                           72% Care                                      My teacher in this class makes me feel that she really cares about me              76% Care My teacher really tries to understand how students feel about thing                      74% Confer My teacher respects my ideas and suggestions 86% Confer My teacher wants us to share our thoughts 90% Consolidate The comments that I get on my work in this class help me understand how to improve. 76% Control Student behavior in this class is under control. 65% Safety I feel physically safe in this classroom. % Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 87%   PUC CALS ECHS:  UPDATED   Construct Item/Question % Favorable Rating          General Education Captivate My teacher makes learning enjoyable 62% Care My teacher in this class makes me feel that she really cares about me 59% Care My teacher really tries to understand how students feel about things 66% Confer My teacher respects my ideas and suggestions 73% Confer My teacher wants us to share our thoughts 75% Consolidate The comments that I get on my work in this class help me understand how to improve. 72% Control Student behavior in this class is under control. 68% Safety I feel physically safe in this classroom. 77% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know.  74%|PUC CALS MS received an overall score of 4.25 of 5 and an Average % Favorable of 81%.  PUC CALS HS received an overall score of 4.0 of 5 and an Average % Favorable of 72%.  During the 24-25 SY, both PUC CALS MS and PUC CALS HS continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students continues to be a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CALS MS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CALS HS will continue to focus on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom.|Met||2025-06-05|2025
19647330133686|Equitas Academy 4|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2025. Grade 4: Perseverance (54%); School Belonging (40%); School Engagement (%); School Learning Strategies (60%); School Safety (48%); School Teacher-Student Relationships (46%); School Rigorous Expectations (57%). Grades 5-8: Perseverance (42%); School Belonging (40%); School Engagement (19%); School Learning Strategies (42%); School Rigorous Expectations (56%); School Safety (48%); School Teacher-Student Relationships (43%).|Analysis of Spring 2025 Panorama Education student survey results, administered to all students and disaggregated by grade level, revealed both promising strengths and clear areas for improvement across school climate and student experience. Key Learnings and Identified Needs:      Engagement is a Critical Need in Grades 5–8: Only 19% of students in grades 5–8 reported favorable perceptions of their School Engagement, which signals a pressing challenge in motivating and involving students during the upper-grade years.      School Belonging Is Consistently Low Across All Grades: Only 40% of students in both grade 4 and grades 5–8 expressed a strong sense of School Belonging. This suggests a need for systemic efforts to improve school culture, connection, and student inclusion.      School Safety Perceptions Are Moderate, but Not High Enough: Just 48% of students across both grade bands feel favorable about School Safety. In both grade 4 and grades 5–8, less than half of students feel safe at school—a priority concern.      Teacher-Student Relationships Require Focus: Favorable responses for Teacher-Student Relationships were 46% in grade 4 and 43% in grades 5–8, showing room for significant improvement in building positive, trusting relationships between students and staff.      Learning Strategies and Perseverance Decline in Upper Grades:          Learning Strategies drop from 60% in grade 4 to 42% in grades 5–8.          Perseverance declines from 54% to 42%.         These trends suggest a need to build academic resilience and self-management skills as students move into middle school.  Areas of Strength:      School Learning Strategies in Grade 4 (60%) and Perseverance (54%) are relatively strong and provide a foundation to build upon.      School Rigorous Expectations are perceived positively across both groups—57% in grade 4 and 56% in grades 5–8—indicating that many students believe their teachers hold them to high academic standards.|To address the areas of need identified in the Panorama survey results, the LEA is making targeted changes across policies, plans, and instructional practices. 1. Strengthening Student Engagement in Middle Grades      The LEA will adopt project-based learning and student-led inquiry models in grades 5–8 to boost engagement. These models aim to make learning more relevant, active, and connected to real-world issues.      Additional extracurricular offerings and clubs will be introduced, driven by student interest surveys, to increase participation and motivation outside of core academics.  2. Building School Belonging and Connection      Schools will implement structured relationship-building strategies, such as classroom circles, advisory sessions, and peer mentoring.      A Welcoming Schools Framework will be developed, with site-level goals around inclusive practices, positive recognition, and culturally responsive teaching.  3. Enhancing School Safety Perceptions      Each school site will conduct student-led safety walks and forums to gather qualitative feedback on physical and emotional safety.      A new Restorative Practices Policy will be implemented to reduce disciplinary incidents, increase student voice in conflict resolution, and build safer community norms.  4. Improving Teacher-Student Relationships      Professional development will be provided for teachers on trauma-informed instruction, restorative communication, and culturally affirming practices.      All schools will embed daily relational routines (e.g., student check-ins, positive calls home, advisory connection time) to strengthen student-teacher rapport.  5. Supporting Perseverance and Academic Mindset      An evidence-based executive functioning and growth mindset curriculum will be adopted in grades 4–8, integrated into advisory or ELA blocks.      Schools will track implementation and student reflections on goal-setting, time management, and resilience skills throughout the year.  6. Alignment with Continuous Improvement Plans      Site and district leaders will integrate Panorama goals into their School Plans for Student Achievement (SPSAs) and LCAP. Targets will be established to improve favorability scores in Engagement, Belonging, and Safety by at least 10 percentage points over two years.      The LEA will conduct biannual data reviews of Panorama and qualitative student feedback to monitor progress and adjust support strategies as needed.|Met||2025-06-25|2025
19647330133694|Valor Academy Elementary|6|"To assess students’ perceptions of school safety and belonging, the school continued it's partnership with xSel Labs to administer the SELweb Climate Survey to grades K-4 during the Spring of 2024.The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture.                                                                                                                         The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the xSEL Labs Climate Survey: 2023-2024 School Safety Results: 80%; I feel safe at this school: 86%; Rules are fair at this school: 73% 2023-2024 Sense of Belonging: Results for Sense of Belonging: 76%; Teachers care about me: 85%; Kids care about me: 67% 2024-2025 School Safety Results: 76%; I feel safe at this school: 78%; Rules are fair at this school: 73% 2024-2025 Sense of Belonging: Results for Sense of Belonging: 70%; Teachers care about me: 83%; Kids care about me: 57%  School Safety is measured by the average of the percent favorable responses from two survey questions: ""I feel safe at this school"" + ""Rules are fair at this school"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): School Safety: 75% Students with Disabilities (SWD): School Safety: 74% Socio Economically Disadvanted (SED): School Safety: 76%  Sense of Belonging is measured by the average of the percent favorable responses from two survey questions: ""Teachers care about me"" + ""Kids Care About Me"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): Sense of Belonging: 70% Students with Disabilities (SWD): Sense of Belonging: 65%   Socio Economically Disadvanted (SED): Sense of Belonging: 71%"|Areas of Strength While overall School Safety decreased slightly from 80% in 2024 to 76% in 2025, the perception of fairness in rules held steady at 73%, suggesting consistency in expectations and discipline practices. Across all student groups—English Learners (75%), Students with Disabilities (74%), and Socioeconomically Disadvantaged students (76%)—scores remained close to the schoolwide average, reflecting generally equitable perceptions of safety.  This past year, the district partnered with Thirdway Solutions to deliver professional development to all school leaders, focused on building positive school culture through high expectations and high support. This training informed the development of a new, organization-wide Blueprint for Behavior Response, which established a clear framework for addressing student behavior. Staff were trained throughout the year to respond to leveled behaviors with an inquiry mindset, using effective interventions, restorative practices, and logical consequences.  In support of consistent school culture leadership, the district launched Communities of Practice for counselors, deans of restorative practices, assistant principals, and principals. These monthly sessions offered aligned and ongoing development for staff tasked with shaping school culture and improving student safety and belonging.  Additionally, the organization is in its second year of partnership with Community Schools and was awarded the Community Schools Grant. Planning is underway to determine how best to allocate these resources to support student connection, belonging, and overall climate.  Areas of Growth Sense of Belonging declined from 76% in 2024 to 70% in 2025. The most significant drop occurred in students’ responses to “Kids care about me,” which fell by 10% from 67% to 57%. This indicates a need to strengthen peer relationships and support students’ social-emotional development. Students with Disabilities (65%) reported the lowest Sense of Belonging, falling 5 points below the average, suggesting a need for more inclusive community-building strategies.  Despite the decline in peer connection, students continued to report that teachers care about them (83%), highlighting strong adult-student relationships as a foundational strength that can be leveraged to improve overall belonging. This data will be shared with school leaders to inform their schoolwide goals and action plans for the 2025–26 school year.  Valor Academy Elementary School will continue to provide professional development focused on inclusive classrooms and strengthening peer culture, with specific attention to students with disabilities. The school’s leadership team will also review the implementation of the RULER curriculum to identify ways to improve the explicit teaching of emotional intelligence and support students in building healthier peer relationships and stronger classroom communities.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330133702|New Los Angeles Charter Elementary|6|New LA Charter Elementary School administered the Panorama SEL Survey to 66 students in grades 3-5. Approximately (number) of those who participated are Students with Disabilities, English Learners, and Socioeconomically Disadvantaged. The Panorama survey measured school climate, student engagement, student-adult relationships, student-to-student relationships, school safety, school connectedness, and sense of belonging.|Overall, student favorable responses on the survey increased from the previous year in nearly all areas. The most significant increases were in the school rigorous expectations (8% from spring 2024) and school safety (up 5% from spring 2024) categories Relative strengths in the data were in School Rigorous Expectations (70% positive) and in Valuing of School (74% positive). For School Rigorous Expectations we saw higher responses from students who qualify for free and reduced lunch (72%), students with disabilities (74%) and black students (73%). This indicates that the majority of student groups requiring the most attention are getting it from their teachers. One area where this is not true and there is room for growth is English Learners (59%).   For School Valuing of School, English learners were significantly more positive in their responses than all students group (82% vs 74%), while other student groups were slightly lower: 74% FRL and 71% SWD. Our lowest favorable rating was in School Engagement (49%). While this is lower than we’d like and we saw a slight drop from Spring 2024, our student groups also report higher levels than all students group. El students responded 56% positively, Students with disabilities 51%, and FRL students 50%. School Engagement scores were particularly low around students reporting being interested in content they were learning. We are hopeful that our continued work around project based learning and Universal Design for learning will support student growth and engagement and result in more positive data next year.|This year we implemented a new writing curriculum, engaged in focused work with project based learning, and began a multi-year professional learning project for Universal Design for Learning. We are excited to enter year 2 with all the learning we took from SY 24-25 and ensure that our instruction is engaging with high expectations and infused with relevance for all students. We are seeing lots of needs academically for our English Learners, so we will also put a focus on structured talk routines and language supports connected to writing as a year-long focus for next year. We are also moving to the next phase of our anti-racist goals which include stepping up our DEIJ lessons to go beyond identity and into justice and action while also auditing all curricular areas and lessons with an eye on opportunities for DEIJ elements to be infused.|Met||2025-06-23|2025
19647330133710|Girls Athletic Leadership School Los Angeles|6|This years, students completed the state's healthy kids survey in addition to the district's school experience survey. In the LAUSD School Experience Survey, over 90% of students agree that LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted. Less than 10% of students reported having sexual jokes, gestures, or comments made to them. Overall, school climate is strong. Still on questions related to academics and social emotional learning, the percentage of students that agree or strongly agree range from 33% to 83%. Two out of three students agree or strongly agree about their cognitive engagement, academic focus, and future orientation. However, an average of 50% rate agree or strongly agree about their growth mindset and self efficacy.|For confidentiality purposes, LAUSD does not disaggregate the data by student group. While the students collectively are experiencing a supportive climate in school, they are not feeling certain about themselves and their future as individuals. This day will be shared with staff and families to address how to improve students' self efficacy and growth mindset. GALS LA's mental health team will also be consulted and partner in considering the opportunities we have to address this finding.|The GALS Series is the life skills class at GALS, the Lean In Girls curriculum is going to be incorporated into the existing modules. We piloted the curriculum for about 10 weeks in the spring and look forward to a full year implementation.|Met||2025-06-02|2025
19647330133868|Rise Kohyang High|6|To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture.                                                                                      The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the Panorama Survey:  School Safety: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 73% Black/AA: 61% Hispanic/Latino: 76%  EL: 74% SWD: 74% (unweighted average of Special Educational Program Name) SED: 75% (unweighted average %FMP and %RPMP)  Sense of Belonging: Spring 2024-2025: Source: Panorama Student Success Platform: All Students: 53% Black/AA: 37% Hispanic/Latino: 53% EL: 53% SWD: 46% (unweighted average of Special Educational Program Name) SED: 56%  (unweighted average of %FMP and %RPMP)   According to Panorama Education's national benchmarks, RKHS' School Safety average of 73% favorable landed them in the 99th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, RKHS' Sense of Belonging average of 53% favorable landed them in the 90th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Overall Sense of Safety: RKHS maintained a strong position in school climate indicators, demonstrating a 2% year-over-year increase in favorable responses for overall sense of safety while continuing to rank in the 99th percentile nationally. Overall Sense of Belonging: RKHS experienced a significant 10% increase in favorable responses related to students’ sense of belonging, along with a 25% gain in the comparative national benchmark score, signaling meaningful progress in creating a more inclusive and connected school environment.  These gains reflect the district’s continued investment in a strategic, multi-layered approach to school culture development. In partnership with Thirdway Solutions, all school site leaders participated in professional development focused on fostering high expectations and high support for all students. This work laid the foundation for the development and implementation of the Blueprint for Behavior Response, a districtwide framework to guide leveled behavior interventions through an inquiry-based mindset. Staff were trained throughout the year in restorative practices, logical consequences, and effective intervention strategies.  To reinforce these practices, the district launched Communities of Practice for counselors, deans of restorative practices, assistant principals, and principals. These monthly, role-specific professional development sessions provided ongoing support for those responsible for shaping school culture and advancing student safety and belonging. RKHS also participates in the district’s Community Schools initiative, which is in its second year. The school was awarded a Community Schools Grant, and leadership is currently developing a strategic plan to allocate those resources toward initiatives that further improve student connection, safety, and inclusion. Data shows that current systems supporting safety and belonging are producing positive overall results, validating the alignment between professional learning and schoolwide implementation.  Areas for Growth Disaggregated data reveals key subgroup disparities that require targeted attention: African American students reported a -12% deviation from the schoolwide average in favorable responses related to overall sense of belonging. This data has been shared with the Diversity, Equity, Inclusion, and Belonging (DEIB) Leadership Team, which will use these insights to inform strategic planning focused on improving the school experience and relational culture for African American students. Students with disabilities reported a -13% deviation from the schoolwide average in their sense of safety, highlighting a critical equity gap. These findings have been shared with the VP of Inclusive Education and will guide continued collaboration between the Inclusive Education and Culture departments to strengthen inclusive practices and ensure students with disabilities feel secure, supported, and valued.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330134023|Animo Florence-Firestone Charter Middle|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19647330134205|Arts in Action Community Middle|6||||Not Met|||2025
19647330135509|Gabriella Charter 2|6|In the spring season of 24-25, students in 4th and 7th grade took the California Healthy Kids Survey. This was the fourth year of implementation of the survey at Gabriella Charter School 2. Overall, the results were positive and aligned with other historical school experience data, though there were drops for some areas.|We used the data to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body.  Key results of this survey displayed below show the strong and positive culture created at GCS 2, highlighting that our students feel GCS 2 is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed.|We have continued to see that an area of need was better supporting our MS students, as there were some significant differences in the data when compared to our elementary students. As such, we have been working closely with our school counselor to develop a social-emotional learning scope and sequence for our middle school advisory block and are continuing to establish routines that grow a strong sense of community and belonging.|Met||2025-06-23|2025
19647330135517|KIPP Corazon Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  84.7%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19647330135616|Crete Academy|6||||Not Met|||2025
19647330135632|WISH Academy High|6|WISH Academy employs a comprehensive multi-measure approach to assess school climate, with our primary data collection instrument being the weekly Owl Proud survey distributed to all students, families, and staff through our school-wide newsletter system. This survey captures student perceptions of school safety, connectedness, and overall school climate across all grade levels (9-12). Overall Climate Data (2024-25):  94% of students report feeling safe on campus 91% of students feel connected to their teachers and school community 89% of students describe their curriculum as engaging and meaningful 87% of students report feeling free from bullying and harassment 92% of students feel their voices are heard and valued by school staff  Disaggregated Data by Student Groups: English Learners: 88% feel safe, 85% feel connected, 83% find curriculum engaging Students with Disabilities: 91% feel safe, 89% feel connected, 86% find curriculum engaging Socioeconomically Disadvantaged: 92% feel safe, 87% feel connected, 85% find curriculum engaging Students by Race/Ethnicity: Hispanic/Latino students (90% safe, 88% connected), African American students (93% safe, 89% connected), White students (95% safe, 93% connected), Asian students (96% safe, 94% connected) Additional Climate Measures: Our California Healthy Kids Survey data shows overall school connectedness scores of 3.8/5.0 for the school overall, with particularly strong performance in areas of academic support (4.1/5.0) and adult support (3.9/5.0). Attendance rates remain consistently high at 96.2% school-wide, with chronic absenteeism at just 3.1%. Behavioral Climate Data: Suspension rates remain extremely low at 0.8%, with zero expulsions recorded. Our PBIS Suite 360 data shows 95% of students consistently demonstrate positive behaviors, with behavioral referrals decreasing by 23% compared to the previous year. Teen Wellness Room utilization data indicates 78% of students who access the space report improved ability to self-regulate and return to class successfully, demonstrating the effectiveness of our social-emotional support systems.|Areas of Strength: Analysis of our comprehensive climate data reveals several key strengths in our school environment. Students consistently report high levels of safety and connectedness, indicating that our foundational relationship-building initiatives are highly effective. The strong performance across our PBIS systems and low suspension rates demonstrate that our positive behavior support approach successfully creates an inclusive, supportive learning environment. Our Advisory Class program emerges as a particularly powerful intervention, with 94% of students reporting that their advisory teacher serves as a trusted adult advocate. The consistency of this connection across all student groups indicates our whole-school approach to adult-student relationships is working effectively. The Yale RULER program implementation shows measurable impact, with 89% of students demonstrating improved emotional vocabulary and self-regulation skills compared to baseline measures. Students report feeling better equipped to manage stress and interpersonal conflicts constructively. Identified Areas of Need: While overall climate data is strong, disaggregated analysis reveals important equity considerations. English Learner students show slightly lower engagement scores, particularly in curriculum relevance (83% vs. 89% overall), suggesting need for enhanced culturally responsive teaching practices and multilingual curriculum materials. Students with disabilities report marginally lower connectedness scores, indicating opportunities to strengthen our inclusive practices and ensure all students feel fully integrated into the school community. Focus group data reveals these students desire more peer interaction opportunities and recognition of their contributions to school culture. Socioeconomically disadvantaged students show lower curriculum engagement scores, suggesting need for enhanced real-world connections and career pathway programming that demonstrates direct relevance to their post-secondary goals and economic mobility. Student Voice Insights: Student feedback consistently indicates desire for increased leadership opportunities and more student-directed programming. While our ASB program has expanded, students request additional venues for contributing to school decision-making and policy development.|Immediate Actions Implemented: Based on data analysis, WISH Academy has implemented several targeted interventions to address identified needs while building upon our established strengths. Enhanced English Learner Support: We have expanded our Diversity, Equity, and Inclusion Committee initiatives to include curriculum review focused on culturally relevant materials and authors. Our English Learner families now participate in specialized focus groups to provide input on curriculum relevance and cultural responsiveness. Teachers receive ongoing professional development in culturally sustaining pedagogies and multilingual learning strategies. Strengthened Inclusive Practices: Our Special Education team has developed enhanced peer mentorship programs pairing students with disabilities with peer advocates, creating natural support networks and increasing social integration. We have established a Student Accessibility Committee where students with disabilities provide input on school policies and physical environment modifications. Economic Equity Initiatives: Our career counseling program has been expanded to include more robust connections between academic content and career pathways, particularly for first-generation college students and those from economically disadvantaged backgrounds. We have established partnerships with local employers to provide internship and job shadowing opportunities that demonstrate real-world application of academic learning. Expanded Student Leadership: In response to student voice data, we have created additional leadership opportunities including Student Climate Ambassadors who collect peer feedback and present recommendations to the administration. Our ASB Instagram account and student-directed yearbook program provide platforms for authentic student voice and choice in school culture development. Social-Emotional Learning Enhancement: Based on positive Teen Wellness Room utilization data, we are expanding social-emotional learning supports including peer counseling training for students and enhanced trauma-informed practices for all staff. Our LINK Crew program has been strengthened with additional training and expanded mentorship activities. Continuous Monitoring: We have established quarterly climate data review cycles involving students, families, and staff to ensure our interventions are producing desired outcomes. Monthly student focus groups provide ongoing feedback on program effectiveness and emerging needs. Additional Information WISH Academy's commitment to positive school climate extends beyond required measures through innovative programming that creates a comprehensive support system for all students. Our whole-school approach integrates academic rigor with social-emotional learning, ensuring every student develops both the knowledge and character necessary for post-secondary success. Our investment in staff development around trauma-informed practices and restorative justice principles.|Met||2025-06-24|2025
19647330135715|Ednovate - Esperanza College Prep|6|Esperanza priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, Esperanza administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
19647330135723|Ednovate - Brio College Prep|6|Brio priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, Brio administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
19647330135921|WISH Community|6|"WISH Community School administers multiple climate assessment tools to capture comprehensive student perceptions of school safety and connectedness across both grade spans we serve (TK-5 and 6-8). Primary Climate Survey - ""Owl Proud"" Weekly Survey: Our weekly ""Owl Proud"" survey, distributed through our school newsletter, provides ongoing climate data collection with 78% average participation rate across all grade levels. Results consistently demonstrate:  Overall School Safety: 94% of students report feeling safe at school Teacher Investment/Connectedness: 91% of students feel teachers are invested in their success Freedom from Bullying: 89% of students report feeling free from bullying behaviors Curriculum Engagement: 87% of students find curriculum engaging and meaningful Student Voice Recognition: 73% of students feel their voices are heard in school decisions Elementary (TK-5) Results: English Learners: 92% safety, 88% teacher connection, 91% anti-bullying Students with Disabilities: 89% safety, 94% teacher connection, 85% anti-bullying Socioeconomically Disadvantaged: 91% safety, 89% teacher connection, 87% anti-bullying Hispanic/Latino: 93% safety, 90% teacher connection, 88% anti-bullying African American: 95% safety, 92% teacher connection, 90% anti-bullying White: 94% safety, 91% teacher connection, 89% anti-bullying  Disaggregated Data by Student Groups (California Education Code 52052): Middle School (6-8) Results: English Learners: 89% safety, 85% teacher connection, 84% anti-bullying  Yale RULER emotional intelligence assessments show 83% of students demonstrating improved emotional regulation skills WEB (Where Everybody Belongs) peer mentoring program evaluation with 96% of 6th-grade participants reporting positive transition experiences Teen Wellness Room usage data indicating 65% of referred students showing decreased behavioral incidents after utilization Challenge Day impact assessment showing 89% of 7th-grade participants reporting increased empathy and peer understanding Students with Disabilities: 86% safety, 91% teacher connection, 82% anti-bullying Socioeconomically Disadvantaged: 88% safety, 86% teacher connection, 83% anti-bullying Hispanic/Latino: 90% safety, 87% teacher connection, 85% anti-bullying African American: 92% safety, 89% teacher connection, 87% anti-bullying White: 91% safety, 88% teacher connection, 86% anti-bullying"|Our data analysis reveals exceptional performance in core safety and connectedness metrics across both grade spans. The consistently high scores in teacher investment (91% overall) demonstrate the effectiveness of our personalized approach to education and our Data and Instructional Coach model. Elementary students show particularly strong performance across all metrics, with minimal variation between student groups, indicating successful inclusive practices. The success of our peer mentoring programs is evidenced by the 96% positive transition rate in our WEB program and the sustained engagement in our Kindness Club, which maintains the highest participation rate among elementary activities. The implementation of Yale RULER has yielded measurable improvements in emotional regulation across all demographic groups.|Immediate Actions Implemented (2024-25 Academic Year): Enhanced Student Voice Initiatives: Based on lower student voice scores in middle school, we have expanded our ASB program to include non-elected students and launched a student-directed Instagram account for community engagement. We've also introduced a new student-led yearbook program, providing additional leadership opportunities and creative expression outlets. Strengthened Anti-Bullying Programming: In response to middle school peer relationship data, we've enhanced our WEB program with monthly check-ins throughout the academic year rather than front-loading orientation activities. We've also expanded Challenge Day programming to include follow-up workshops and peer mediation training. Multilingual Engagement Strategy: To address student voice concerns among English Learners, we've increased interpreter services and implemented multilingual student leadership opportunities within our Elementary Student Council and middle school leadership programs. Policy and Procedure Revisions: Communication Enhancement: We've restructured our weekly newsletter based on stakeholder feedback to improve family engagement in climate initiatives. The new format includes student voice features and multilingual climate updates. Teen Wellness Room Expansion: Based on successful usage data, we're developing a parallel wellness space for elementary students and enhancing staff training for trauma-informed climate support. Planned Implementation (2025-26): Comprehensive Peer Mediation Program: Implementing student-led conflict resolution training across both grade spans, with high school WISH Academy students serving as mentors for middle school peer mediators. Cultural Responsiveness Integration: Our WCA Committee, supported by our three-year Anti-Bias and Equity Grant, is developing culturally responsive climate programming that reflects our diverse community demographics. Family Climate Engagement: Expanding Yale RULER training to families to ensure home-school consistency in social-emotional climate support, with particular focus on underrepresented families through our enhanced interpreter services. Data Collection Enhancement: Implementing quarterly focus groups with student representatives from each demographic group to supplement survey data with qualitative insights. Continuous Improvement Cycle: We've established monthly climate data review meetings with student representatives, ensuring responsive adjustments to programming based on real-time feedback and trend analysis.|Met||2025-06-24|2025
19647330135954|ISANA Himalia Academy|6|ISANA Himalia Academy – Local Climate Survey Analysis (Spring 2025) In Spring 2025, ISANA Himalia Academy administered a student survey focused on perceptions of school safety and connectedness. Students from multiple grade levels and student groups participated, with a total of 322 students completing the survey. Students responded to prompts using a 1–5 Likert scale (1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree). Sample statements included: “My School…” •Creates a welcoming environment •Creates a safe environment •Cares about me  “My Teacher…” •Creates a welcoming environment •Shows respect toward me •Creates an environment where I feel comfortable asking and answering questions  Favorable Responses – School Climate Questions: •Schoolwide: 57% •Latino Students: 58% •Black/African American Students: N/A (Insufficient sample size for disaggregation)|Strength Area: One area of strength identified in the survey was students’ sense of respect from their teachers. 78% of students agreed or strongly agreed with the statement: “My teacher shows respect toward me.” This reflects the school’s commitment to fostering inclusive, supportive learning environments. Prior to the start of the school year, educators engage in professional development focused on building welcoming classroom cultures, and the leadership team provides coaching and feedback throughout the year to support continuous growth in this area.|Area for Growth: The lowest-rated item was: “My classroom feels like a place that represents who I am,” with only 41% of students selecting “Agree” or “Strongly Agree.” In response, ISANA Himalia plans to: •Disaggregate results by grade level, years enrolled, and other variables to identify specific trends among student groups. •Facilitate focus groups with each grade level to explore students’ interpretations of the statement and better understand barriers to feeling represented. These discussions will also include brainstorming actionable next steps with students. •Establish ongoing student focus groups across all grade levels to ensure consistent student input on school climate and to promote a more inclusive and representative learning environment.|Met||2025-06-12|2025
19647330136986|STEM Preparatory Elementary|6|SPES uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are:  - I feel that my school is a safe space where I can freely share/express my ideas.  - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help).  - I feel welcomed and included in my classrooms. The overall score for connectedness was 87.8%.  To evaluate safety, SPES asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, playground, on-campus, and in the lunch area. The overall score for safety was 81%.|Overall, our student climate survey results were strong, as described above. Our English Learners on the school climate survey expressed an even higher level of appreciation for their sense of safety (84%) and connectedness (91%) at school than the school-wide rate, emphasizing the benefit and importance of our school culture investments for this student population.|The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture.  Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 82%) and schoolwide attendance rates (89%) and chronic absenteeism rates (45%). Additionally, our most recent parent survey results (87%) showed a small but significant decline in parent connectedness/satisfaction.   We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need.|Met||2025-06-25|2025
19647330136994|Rise Kohyang Elementary|6|"To assess students’ perceptions of school safety and belonging, the school continued it's partnership with xSel Labs to administer the SELweb Climate Survey to grades K-4 during the Spring of 2025. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture.                                                                                                                          The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the xSEL Labs Climate Survey:  2023-2024 Results for School Safety: 73%; I feel safe at this school: 76%; Rules are fair at this school: 69% 2023-2024 Sense of Belonging: Results for Sense of Belonging: 74%; Teachers care about me: 86%; Kids care about me: 62% 2024-2025 Results for School Safety: 75%; I feel safe at this school: 78%; Rules are fair at this school: 71% 2024-2025 Sense of Belonging: Results for Sense of Belonging: 68%; Teachers care about me: 83%; Kids care about me: 53%  School Safety is measured by the average of the percent favorable responses from two survey questions: ""I feel safe at this school"" + ""Rules are fair at this school"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): School Safety: 72% Students with Disabilities (SWD): School Safety: 70% Socio Economically Disadvanted (SED): School Safety: 73%  Sense of Belonging is measured by the average of the percent favorable responses from two survey questions: ""Teachers care about me"" + ""Kids Care About Me"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): Sense of Belonging: 63% Students with Disabilities (SWD): Sense of Belonging: 62% Socio Economically Disadvanted (SED): Sense of Belonging: 66%"|Areas of Strength School Safety improved slightly, increasing from 73% in 2024 to 75% in 2025. Both survey items showed gains: “I feel safe at this school” rose from 76% to 78%, and “Rules are fair at this school” from 69% to 71%. Disaggregated data indicates that English Learners (72%), Students with Disabilities (70%), and Socioeconomically Disadvantaged students (73%) all reported perceptions of safety close to the schoolwide average, suggesting a relatively equitable experience in this area.  To support this growth, the district partnered with Thirdway Solutions to provide professional development for all school leaders focused on building strong school culture with high expectations and support. This training laid the foundation for a new, organization-wide Blueprint for Behavior Response, establishing a clear framework for student behavior, tiered responses, and aligned protocols. All staff were trained in the blueprint, with a focus on inquiry-based responses, effective interventions, restorative practices, and logical consequences.  In addition, Communities of Practice were launched for counselors, deans of restorative practices, assistant principals, and principals. These monthly sessions ensured consistent and aligned professional learning for culture leaders across schools.  The organization is also in the second year of its Community Schools partnership and has been awarded the Community Schools Grant. Planning is currently underway to determine how best to allocate these resources to further support student safety and belonging.  Areas of Growth Sense of Belonging declined from 74% in 2024 to 68% in 2025. The most significant drop came in the item “Kids care about me,” which fell from 62% to 53%, pointing to challenges in peer relationships and social connection. Disaggregated data shows lower-than-average belonging among Students with Disabilities (62%), English Learners (63%), and Socioeconomically Disadvantaged students (66%). While not statistically significant, the consistent underperformance across subgroups suggests a systemic need for stronger peer connection strategies.  This data will inform school-level goals and action plans for the 2025–26 school year. Rise Kohyang Elementary will receive additional professional development to better equip staff in fostering student belonging, with specific attention to the needs of English Learners and Students with Disabilities. The leadership team will also deepen implementation of RULER, their Tier 1 SEL curriculum, to strengthen students’ interpersonal skills and capacity for empathy and connection.  Finally, network-wide culture PD will emphasize the use of restorative practices as a tool for peer collaboration, inclusive classroom dialogue, and community-building structures that enhance belonging.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330137463|California Creative Learning Academy MS|6|From the survey, our students shared strengths and areas of need:  The highest five ratings include: Teachers are caring and helpful. My teacher and I have a good relationship. My teacher sets high expectations for my learning. I keep trying to do my classwork even when it’s really hard for me.  I feel confident I’ll be ready for the next school year.  The lowest five ratings include: I feel welcomed at the school. I look forward to going to school. I feel emotionally safe going to school. I feel comfortable talking to teachers and/or staff about problems or issues.  Teachers and staff help students resolve conflicts with one another.|In reviewing the data, the School Site Council noted lowered scores for feeling welcomed and comfortable in school. We have seen increased anxiety among students and will lean in more on social emotional learning.|From the survey data, committee and teacher feedback, and reports to our Board of Directors, we are focusing on several improvement areas to help strengthen our school culture and climate. We are adding action items that include more social emotional supports for both students and staff; more training for staff and supervisors, and improving the physical infrastructure of our building with respect to sound and classroom spaces.|Met||2025-06-23|2025
19647330137471|High Tech LA Middle|6|Student Survey Data: •	California Healthy Kids Survey (CHKS): o	Participants: ?	6th grade: 93 students (100% surveyed) ?	7th grade: 96 students (100% surveyed) ?	8th grade: 78 students (100% surveyed) o	Response Rates: ?	6th grade: 10 students (11% response rate) ?	7th grade: 96 students (100% response rate) ?	8th grade: 78 students (100% response rate) o	School Boredom Profiles:  ?	According to the CHKS mindset profile analysis: ?	16% of students fell into the high value / low boredom category ?	29% experienced high value / moderate boredom ?	22% reported high value / high boredom ?	14% reported moderate value / moderate boredom ?	11% fell into the moderate value / high boredom profile ?	7% were in the low value / high boredom category o	Mental Health Indicators:  ?	Based on responses across grades 6–8: ?	18% of students experienced chronic sadness or hopelessness in the past 12 months ?	4% of students reported having seriously considered suicide ?	19% showed signs of social-emotional distress ?	77% expressed life satisfaction ?	65% indicated optimism about their future o	School Climate Indicators: ?	Supports and Engagement:  ?	Academic Motivation: 72% of students agreed that they try hard to do well in school ?	Meaningful Participation: Only 26% of students reported having meaningful opportunities to participate ?	School Safety (Perception): 60% of students reported feeling safe or very safe at school ?	School Connectedness: 61% of students reported feeling connected to school ?	Violence and Harassment:  ?	No harassment reported: 74% of students said they were not harassed for any reason ?	No mean rumors reported: 73% said no one spread mean rumors about them ?	No fear of being beaten up: 88% said they were never afraid of being beaten up at school  Parent Survey Data: o	As of June 2025, parent survey data is not available. Staff Survey Data: o	As of June 2025, staff survey data is not available.|Key Learnings: 1.	Strengths: o	High Academic Motivation and Positive Outlook: 72% of students reported that they try hard to do well in school, suggesting a strong academic mindset and internal motivation. Additionally, 77% of students expressed life satisfaction and 65% reported feeling optimistic about their future o	Low Incidence of Harassment and Fear: A large majority of students reported positive perceptions of safety, with 74% stating they were not harassed for any reason, 73% reporting no experience with mean rumors, and 88% indicating they were not afraid of being beaten up at school.  These responses reflect a generally respectful peer culture and a low incidence of physical safety concerns. o	Strong Connectedness for Many Students: 61% of students reported feeling connected to their school, an important indicator of belonging and school engagement 2.	Needs: o	Mental Health Support: ?	18% of students reported feeling chronically sad or hopeless, and 4% indicated they had seriously considered suicide. In addition, 19% showed signs of social-emotional distress. These data highlight a clear need for expanded mental health services and proactive support strategies. o	Engagement and Participation Gaps: ?	While many students feel academically motivated, only 26% reported meaningful participation in school activities or decision-making. This indicates a need for more inclusive and student-centered opportunities for involvement and voice beyond the classroom o	Widespread School Boredom: A combined 62% of students fell into profiles characterized by moderate or high boredom, including 29% with high value/moderate boredom and 22% with high value/high boredom. This suggests that while students value education, many are not consistently engaged by instructional approaches or school structures|Proposed Changes:  1. Expand Mental Health Supports: •	Increase access to on-campus counseling services by leveraging partnerships with external providers. •	Build in structured wellness check-ins and social-emotional learning (SEL) lessons during advisory periods. •	Provide professional development for staff on recognizing signs of emotional distress and referring students to appropriate supports. •	Launch peer mentorship or ambassador programs to build a culture of care and connection among students.  2. Increase Opportunities for Meaningful Participation: •	Create new student leadership opportunities, including student advisory panels, classroom representatives, and peer-led clubs. •	Regularly seek student input through short surveys and informal check-ins to ensure that student voice is reflected in decision-making. •	Identify underrepresented groups and actively support their involvement in extracurriculars, academic projects, and school events.  3. Address Instructional Engagement and Boredom: •	Provide ongoing teacher training in project-based learning and culturally relevant pedagogy to ensure students are intellectually challenged and personally invested. •	Encourage cross-curricular units and student-designed projects that allow for deeper inquiry and relevance to real-world issues. •	Utilize classroom observations and student feedback to identify areas where curriculum pacing or structure may be contributing to disengagement.  4. Sustain and Strengthen Positive School Climate: •	Continue reinforcing a respectful and safe peer environment through ongoing anti-bullying education, classroom norms, and schoolwide expectations. •	Celebrate student success and positive behavior through recognition systems that reflect school values and promote belonging. •	Monitor discipline and climate data quarterly to ensure that school safety remains a strength and that any emerging issues are addressed promptly.  These initiatives reflect HTLA Middle School’s commitment to continuous improvement by focusing on systems that support both academic success and whole-child development. Each proposed change will be monitored through regular feedback cycles, including student surveys, staff input, and family engagement.|Met|Met|2025-06-17|2025
19647330137513|Learning by Design Charter|6|In Progress|In Progress|In Progress|Met||2025-06-28|2025
19647330137521|Vox Collegiate of Los Angeles|6|Vox Collegiate's local climate student survey tool is designed to foster social-emotional learning and self-awareness by assessing student mindset, tracking progress, and ultimately informing student instruction and supports. The findings of the survey included data such as:  100% of students agree or strongly agree that they belong at Vox 100% of students agree or strongly agree that their classes are safe and under control|The local climate student survey aims to help Vox Collegiate's educators create a more supportive and inclusive learning environment, promoting student well-being and academic success. Based on the results, the school has provided a safe, welcoming, and academically and culturally affirming educational experience for all students.|Vox Collegiate will continue to conduct the survey to measure progress and overall strengths and potential areas of growth when it comes to students' social emotional learning and needs.|Met||2025-06-18|2025
19647330137562|Matrix for Success Academy|6|As a Local Educational Agency (LEA), Matrix for Success Academy recognizes that school climate plays a critical role in shaping the learning environment for all students. A safe, supportive, and peaceful school environment is essential for academic achievement. Fostering a positive school climate is a shared responsibility among all staff and requires ongoing dialogue, reflection, and measurement to ensure it is maintained for both students and staff.  To assess and support this effort, Matrix administers annual student climate surveys to gain insight into students’ perceptions and experiences. These surveys serve as a valuable tool for evaluating school climate, student well-being, and overall safety.  According to the most recent survey results:  94% of students reported feeling safe at Matrix for Success Academy.  88.6% stated they are motivated to learn because the school promotes and supports academic success for all.  94.4% agreed that adults at Matrix encourage their learning.  94.4% also reported that the school is a supportive and welcoming environment where they are treated with respect by adults.  96.2% of students confirmed that teachers clearly communicate that bullying is not tolerated.  94.3% reported that staff respect differences in gender, race, culture, and sexual orientation.  These results reflect Matrix’s continued commitment to cultivating a safe, inclusive, and academically supportive environment for all students.|These results are particularly encouraging given that Matrix serves a student population that has historically been disengaged and disconnected from academic environments. The survey findings indicate that our ongoing focus on student social-emotional well-being and building strong connections with students and their families is having a meaningful impact—helping to create a school environment that feels safe, supportive, and welcoming for the majority of our students.|An area of continued growth for Matrix for Success Academy is strengthening students’ awareness that bullying is not tolerated under any circumstances. While survey results indicate positive perceptions of safety and respect, we recognize the importance of consistently reinforcing this message through clear communication, staff actions, and school-wide practices. Equally important is ensuring that all students feel respected, valued, and seen as individuals by every adult on campus. By further cultivating a culture of inclusivity, respect, and accountability, Matrix aims to deepen trust between students and staff and promote a safe, welcoming environment where all learners can thrive.|Met|As a Dashboard Alternative School, Matrix serves a student population facing a distinct range of challenges, often stemming from previous negative educational experiences. Our commitment to fostering a safe, inclusive, and supportive environment for every|2025-06-24|2025
19647330137604|Stella Elementary Charter Academy|6|"To assess students’ perceptions of school safety and belonging, the school continued it's partnership with xSel Labs to administer the SELweb Climate Survey to grades K-4 during the Spring of 2024.The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2025 administration of the xSEL Labs Climate Survey:  2023-2024 School Safety: Results for School Safety: 77%; I feel safe at this school: 81%; Rules are fair at this school: 72% 2023-2024 Sense of Belonging: Results for Sense of Belonging: 73%; Teachers care about me: 83%; Kids care about me: 62%  2024-2025 School Safety: Results for School Safety: 81%; I feel safe at this school: 84%; Rules are fair at this school: 77% 2024-2025 Sense of Belonging: Results for Sense of Belonging: 80%; Teachers care about me: 87%; Kids care about me: 72%  School Safety is measured by the average of the percent favorable responses from two survey questions: ""I feel safe at this school"" + ""Rules are fair at this school"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): School Safety: 80% Students with Disabilities (SWD): School Safety: 65% statistically significant -16% from the average. Area of focus for the school's 25-26 Action Plans. Results are shared with VP of Inclusive Education and School Leadership for focus and development for all school site staff.   Socio Economically Disadvanted (SED): School Safety: 80%  Sense of Belonging is measured by the average of the percent favorable responses from two survey questions: ""Teachers care about me"" + ""Kids Care About Me"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): Sense of Belonging: 80% Students with Disabilities (SWD): Sense of Belonging: 81%  Socio Economically Disadvanted (SED): Sense of Belonging: 79%"|Strengths: School-wide improvements were seen across both key dimensions—School Safety and Sense of Belonging. School Safety increased from 77% favorable in 2024 to 81% in 2025, with notable improvements in perceptions of fairness (from 72% to 77%) and feeling safe (from 81% to 84%). Sense of Belonging rose from 73% to 80%, driven by gains in both student perceptions of teacher care (from 83% to 87%) and peer care (from 62% to 72%). These gains suggest that efforts to improve school culture, like adult-student relationship building and consistent behavioral expectations, are yielding positive outcomes. Furthermore, this past year, the district partnered with Thirdway Solutions to provide professional development for all school site leaders focused on building a positive school culture and behavior. Focusing on establishing high expectations and high support for our students, this professional development set the stage for aligned professional development and the creation of a new organizational wide, Blueprint for Behavior Response; which focused on establishing a clear framework for student behavior and response protocols. Throughout the year, all staff were trained on the Blueprint for Behavior Response focused on equipping our staff to respond to leveled behaviors with an inquiry mindset and a set of response skills: effective interventions, restorative practices and logical consequences.   Throughout the year we also created Communities of Practices for counselors, deans of restorative practices, APs, and principals. These monthly professional development days focused on providing continuous and aligned development for our staff charged with leading school culture and impacting sense of safety and belonging.   The organization is in the second year of partnership with Community Schools and was awarded the Community Schools Grant. We are currently in the process of identifying where best to allocate those resources in support of our students and overall belonging and safety.   Areas of Growth Students with Disabilities (SWD) report significantly lower School Safety (65%), a 16% deviation from the average, signaling a critical need for inclusive safety practices. This data has been flagged for leadership and Inclusive Education teams to prioritize during 2025–2026 planning, planning will specifically include a deeper analysis of behavioral incidents and inclusion practices. In contrast, SWD report a strong Sense of Belonging (81%), above the school average, which may reflect strong adult-student relationships but also reinforces the need for physical and emotional safety to match. This data will be provided to school leaders to include and inform their school goals and action plans for the 25-26 SY.|2025–2026 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are launching School-Level MTSS Meetings beginning Summer 2025. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Teacher Leader Institute, teacher leaders will learn to analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 25–26 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging * Behavioral consistency  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our district leaders completed Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2025-06-24|2025
19647330137612|Valley International Preparatory High|6|In general, we’ve seen a consistent satisfaction for VIP in both our parent and student experience surveys over the years. More than 80% of families and students report overall satisfaction with the school program, which crosses student groups.|The student and parent experience survey demonstrates that VIPHS provides a supportive and academically rigorous environment that prepared students for college. A general weakness noted is the lack of organized sports and extracurricular activities.|Unfortunately, due to our small size addressing the issue of organized sports and extracurriculars is a difficult one. However, we continue work closely with our parent organization to provide opportunities for engaging activities outside of regular class time.  In 2024-2025, we did add a dual enrollment program that allows students to take Pierce College classes while on campus and receive college credit. This program has been successful and we’re looking to expand it in future years.  Furthermore, we've strengthened a partnership with our local YMCA, who has regularly visited the school to let students know about free programming at the Y.|Met||2025-06-04|2025
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|6|TEACH administered its annual local climate survey in Spring 2025 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  Key survey findings include: 	•	High School: 	•	59% of students reported feeling safe. 	•	Only 50% of English Learners expressed feeling safe, indicating a safety perception gap. 	•	Middle School: 	•	Low participation overall, but among those who responded, only 42% reported feeling safe. 	•	Among English Learners, this dropped further to 36%. 	•	Elementary School: 	•	51% of students reported feeling safe, with no significant deviations by subgroup.  In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.|Analysis of the 2024–2025 climate data revealed the following key takeaways:  Strengths: 	•	High School Progress: Student perceptions of safety at the high school level improved slightly over the prior year, and new student-led supports like Peace Circles have emerged as proactive, restorative approaches to managing bullying and social media-related conflicts. 	•	Elementary Stability: While overall safety perceptions were moderate (51%), there was no significant disparity among student subgroups, suggesting a more equitable student experience in the elementary grades.  Identified Needs: 	•	Middle School Concerns: Middle school data surfaced a critical need for improvement. Only 42% of students—and just 36% of English Learners—felt safe, indicating both a low sense of security and a concerning equity gap. 	•	English Learner Experiences: Across multiple grade levels, English Learners consistently reported lower perceptions of safety, indicating a need for more culturally and linguistically responsive safety supports. 	•	Behavioral Support Structures: Feedback from both students and staff highlighted a need for clearer behavior expectations and consistent implementation of positive behavior supports, particularly at the middle school level.|In response to these findings, TEACH has initiated and will continue to implement the following targeted improvements for the 2025–2026 academic year:  1. High School: 	•	Launch of Peace Circles, a student-driven restorative practice aimed at addressing bullying, conflict resolution, and online/social media issues. 	•	Integration of SEL (Social-Emotional Learning) tools to strengthen student-staff trust and safety perceptions.  2. Middle and Elementary Schools: 	•	Counselors are participating in professional development focused on implementing positive behavior support strategies that align with trauma-informed and equity-centered approaches. 	•	Assistant Principals are coaching teachers to ensure clear, consistent, and inclusive behavioral expectations and classroom routines.  3. Systemwide: 	•	Increased outreach to English Learner families through translated resources and participation in site-based decision-making committees (e.g., ELAC), ensuring their voices inform school safety and climate strategies. 	•	Monitoring of climate metrics disaggregated by subgroup, with biannual check-ins to track progress and adjust strategies based on student feedback. 	•	Continuation and expansion of community-based partnerships (e.g., AADAP) that provide behavioral supports and wellness resources, particularly at sites with identified needs.  These coordinated actions are designed not only to address disparities in perceptions of safety, but also to build a school climate rooted in belonging, structure, and restorative culture.|Met||2025-06-10|2025
19647330138883|Equitas Academy 6|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2025. Grades 3-4: School Belonging (58%); School Engagement (40%); School Learning Strategies (67%); School Safety (69%); School Teacher-Student Relationships (52%); Valuing of School (70%). Grades TK-2: School Belonging (93%); School Climate (88%); School Engagement (70%); School Safety (72%).|The Spring 2025 Panorama Education survey was administered to all students and provided important insight into how students perceive school safety, engagement, belonging, and relationships. Results were analyzed across grade bands and disaggregated by student group, offering valuable findings to inform planning and continuous improvement. Areas of Strength      Strong Sense of Belonging and Climate in TK–2: Students in grades TK–2 reported very high levels of School Belonging (93%) and School Climate (88%), indicating that our youngest students feel welcomed, supported, and connected. These favorable scores reflect strong adult-student relationships, consistent routines, and nurturing classroom environments.      Positive Learning Orientation in Grades 3–4: Upper elementary students expressed strong academic motivation, with 70% favorability in Valuing of School and 67% in School Learning Strategies. This suggests that most students in grades 3–4 believe school is important and that they are building the skills to take ownership of their learning.  Identified Needs      Engagement Drop in Upper Elementary: A significant decline in School Engagement was observed between TK–2 (70%) and grades 3–4 (40%). This gap indicates a need to improve instructional engagement, student voice opportunities, and relevance of learning experiences as students transition to more structured academic expectations.      Decline in Belonging and Safety from TK–2 to Grades 3–4: While TK–2 students reported high levels of Belonging (93%) and Safety (72%), scores dropped to 58% and 69% respectively in grades 3–4. This trend points to a need for stronger relationship-building practices and inclusive classroom environments as students mature and social dynamics evolve.      Teacher-Student Relationships in Grades 3–4: Only 52% of students in grades 3–4 reported favorable ratings for Teacher-Student Relationships, indicating a key growth area. Strengthening connections between students and staff—especially as academic and behavioral expectations increase—will be a priority moving forward.|In response to the Spring 2025 Panorama Education student survey findings, the LEA is implementing specific changes to plans, policies, and instructional practices to address identified needs in school engagement, belonging, safety, and teacher-student relationships—particularly in grades 3–4. These actions reflect a commitment to continuous improvement and equity-driven school culture. 1. Improving Engagement in Grades 3–4      Instructional Design Support: The LEA is working with instructional coaches to implement student-centered strategies such as project-based learning, cooperative group structures, and increased student voice in lesson design to raise School Engagement, which was 40% in grades 3–4.      Relevance and Choice: Teachers in grades 3–4 will be supported in incorporating culturally relevant materials and offering increased student choice in classwork and assessments to improve engagement and ownership of learning.  2. Strengthening Teacher-Student Relationships      Targeted Professional Development: To address the 52% favorability in Teacher-Student Relationships, the LEA will provide ongoing training on trauma-informed practices, culturally responsive teaching, and restorative approaches to relationship-building.      Classroom Relationship Routines: Schools will adopt intentional daily practices—such as morning meetings, 2x10 relationship-building strategies, and regular student check-ins—to support deeper teacher-student connection in upper elementary grades.  3. Enhancing Belonging and Safety During Transitions      Grade-Level Transition Supports: The LEA is developing a structured plan to support the social-emotional transition from TK–2 into grades 3–4, where School Belonging dropped from 93% to 58%, and School Safety declined to 69%. Supports include classroom community-building plans, cross-grade buddy systems, and small group SEL supports for students needing additional help.      Student Voice Initiatives: Grades 3–4 classrooms will participate in regular student feedback loops (e.g., engagement surveys, reflection circles) to identify climate needs early and adjust accordingly.  4. Increasing Equity and Inclusion for Student Groups      Inclusive Practices for Students with Disabilities: To improve engagement and relationships for students with disabilities, the LEA will expand co-teaching models and provide training in Universal Design for Learning (UDL). Staff will receive additional support to adapt materials and ensure access to all classroom activities.      Support for English Learners and Students of Color: English Learners and students identifying as African American or Latinx, who reported lower favorability in Belonging and Relationships, will benefit from expanded culturally affirming classroom practices. Schools will receive equity coaching and work toward implementing site-based equity plans that include student experience data.|Met||2025-06-25|2025
19647330139089|Vista Horizon Global Academy|6|Vista Horizon Global Academy administers local climate surveys annually to students, families, and staff, with the student version aligned to the California Healthy Kids Survey (CHKS). The survey collects data on school connectedness, safety, support for social-emotional learning, and student engagement. Overall, students reported moderately high levels of school connectedness and perceived safety, with an overall school climate score of 57 out of 100. This highlights a need to strengthen relationships and foster a deeper sense of belonging among students. In response, the school will prioritize social-emotional learning practices like the Way of Council, Field Days, Family Night Events, Field Trip, and improve communication with families.|Based on the analysis of the annual local climate surveys aligned with the California Healthy Kids Survey (CHKS), Vista Horizon Global Academy identified several important needs and strengths related to school connectedness, safety, social-emotional learning (SEL), and student engagement. The findings also include insights disaggregated by student groups. While basic conditions for safety and connectedness are in place, the sense of deep belonging and consistent engagement is not yet fully realized across all student groups. The LEA will increase activities such as Field Days, Family Night Events, and Field Trips as they fostered connection, pride, and shared experiences.|Based on the findings, Vista Horizon Global Academy will introduce several changes aimed at enhancing school climate and providing stronger support for underrepresented student groups. To start, the school will broaden professional development efforts to include culturally responsive teaching and trauma-informed practices, with an emphasis on fostering deeper connections with English Learners and students with disabilities. Revised SEL Implementation Plan: The school will expand SEL integration into daily instruction through schoolwide use of the Way of Council, classroom circles, and weekly SEL lessons aligned to CASEL competencies.  Increased Family and Community Engagement: Family Nights, multilingual communication tools, and inclusive event planning will be part of the Family Engagement Plan.|Met||2025-06-23|2025
19647330139097|Scholarship Prep - South Bay|6|"Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4.  This shows that we need to take the successes of our middle school and distill them down to the younger grades."|Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching.|Changes that will be made as a result of the school climate survey are holding additional educational night events, increasing the amount of recess time, providing student planners, and offering more remote engage opportunities.|Met||2025-06-19|2025
19647330139121|Equitas Academy 5|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2025. Grades 3-4: School Belonging (62%); School Engagement (45%); School Learning Strategies (71%); School Safety (74%); School Teacher-Student Relationships (48%); Valuing of School (79%). Grades TK-2: School Belonging (87%); School Climate (80%); School Engagement (85%); School Safety (90%).|The Spring 2025 Panorama Education survey offered valuable insight into students’ perceptions of school climate, engagement, and connectedness. The survey was administered to all students, with results disaggregated by grade band and student group. Analysis of this data revealed both areas of strength and specific areas for growth that will inform continuous improvement efforts. Areas of Strength      Safe, Supportive Environment for Early Learners: Students in grades TK–2 reported highly favorable perceptions of their school experience:          School Safety: 90%          School Engagement: 85%          School Belonging: 87%          School Climate: 80%         These results indicate that young students feel secure, connected, and engaged—reflecting strong classroom culture and developmentally appropriate supports during the early years.      Positive Academic Mindsets in Grades 3–4: Despite being a transitional age group, students in grades 3–4 reported strong beliefs in their ability to learn and their investment in school:          Valuing of School: 79%          School Learning Strategies: 71%         This suggests that students in upper elementary grades are motivated and developing the skills needed to succeed academically.      Improving Perceptions of Belonging and Safety in Grades 3–4: Favorable responses around School Belonging (62%) and School Safety (74%) in grades 3–4 indicate growth compared to previous years and show that efforts to build a positive school climate are beginning to show impact.  Identified Needs      Teacher-Student Relationships in Grades 3–4: Only 48% of students in grades 3–4 rated Teacher-Student Relationships favorably. This indicates a need for increased focus on building trust, empathy, and connection between adults and students in the classroom—particularly as students become more independent and socially aware.      Drop in Engagement in Upper Grades: The decline in School Engagement from 85% in TK–2 to 45% in grades 3–4 signals a need to rethink instructional strategies, student voice opportunities, and lesson relevance. This shift reflects national trends in upper elementary engagement and will require targeted supports.|Based on analysis of the Spring 2025 Panorama Education survey, the LEA has identified specific areas for improvement, particularly in upper elementary engagement and teacher-student relationships. As a result, the LEA is making the following changes to existing plans, policies, and procedures to ensure continuous improvement and to better meet student needs: 1. Strengthening Teacher-Student Relationships in Grades 3–4      Professional Development: Beginning Fall 2025, staff will engage in targeted training focused on relationship-building practices, trauma-informed strategies, and culturally responsive communication to address the 48% favorability in Teacher-Student Relationships in grades 3–4.      Classroom Connection Protocols: Each site will implement consistent, age-appropriate classroom routines (e.g., daily morning meetings, student check-ins, celebration circles) to foster stronger connections between students and staff.  2. Increasing Engagement in Upper Grades      Instructional Design Support: Instructional coaches will work directly with grade 3–4 teachers to implement student-centered learning models, including project-based learning, choice-based activities, and collaborative group work. This aims to raise School Engagement scores currently at 45%.      Student Voice Integration: Schools will formalize student voice structures—such as classroom surveys, leadership groups, and feedback loops—to ensure students feel heard and included in shaping their learning experience.  3. Supporting Inclusion and Equity for All Student Groups      Inclusive Practices for Students with Disabilities: To address lower engagement and relationship scores among students with disabilities, the LEA will expand the use of co-teaching models and increase professional learning on Universal Design for Learning (UDL) and differentiated instruction.      Culturally Responsive Teaching: Schools will engage in ongoing equity-focused professional development to better serve English Learners and students identifying as African American or Latinx, with a specific focus on belonging, safety, and identity-affirming practices.|Met||2025-06-25|2025
19647330139832|Citizens of the World Charter School West Valley|6|CWC West Valley administered a local survey (CWC organization wide) to all students in grades 3-5 with over 90% participation rate. The local climate survey administered to students assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC WV, the great majority of students feel a sense of safety, with 91% answering “somewhat safe” to “extremely safe.” At CWC WV, the great majority of students also feel a sense of belongingness, with 88.3% answering “belong some” to “completely belong.” The following is a summary of the responses:   SAFETY All ethnic/racial groups combined: ?  	Extremely Safe = 33.9% ?  	Quite Safe = 37.5% ?  	Somewhat Safe = 19.6% ?  	Slightly Safe = 7.1% ?  	Not at All Safe = 1.8%   BELONGING All ethnic/racial groups combined: ?  	Completely Belong = 33.9% ?  	Belong Quite a Bit = 33.0% ?  	Belong Somewhat = 21.4% ?  	Belong a Little = 8.0% ?  	Do Not Belong At All = 3.6%|"High Sense of Safety: A significant strength at CWC WV is the high level of perceived safety among students. According to the survey, 91% of students feel ""somewhat safe"" to ""extremely safe"". This indicates that the majority of students experience a secure and safe environment, which is crucial for their overall well-being and academic performance. Strong Sense of Belongingness: Another notable strength is the strong sense of belonging among students. The data shows that 88.3% of students feel they ""belong some"" to ""completely belong."" This high percentage suggests that most students feel connected to the school community, which is essential for fostering a supportive and inclusive educational environment. Areas of Improvement and Identified Needs: Neutral Responses: While the majority of students responded positively, it is essential to consider the neutral responses (answers rated 3 on the Likert scale). These neutral responses might indicate ambivalence or a lack of strong feelings, which could be explored further to understand the underlying reasons and improve these students' experiences. Continuous Monitoring and Support: Regularly administering climate surveys and continuously monitoring these metrics can help track progress and the effectiveness of implemented strategies. Providing ongoing support and resources to students, particularly those who may not feel as safe or connected, is crucial. This could include counseling services, peer support programs, and creating more opportunities for student engagement and community-building activities."|"Based on the analysis of local data from the climate survey at CWC WV, several key learnings and areas of need have been identified regarding students' feelings of safety and belongingness. The data shows that the majority of students feel safe and have a sense of belonging, but there are disparities among different ethnic/racial groups that need to be addressed. To improve the overall climate and ensure equitable experiences for all students, the Local Education Agency (LEA) will implement the following changes to existing plans, policies, and procedures: Enhanced Communication Channels: To address the concerns of students who feel ""Slightly Safe"" or ""Not at All Safe,"" the CWC West Valley will establish more robust communication channels between students and school leadership. This includes anonymous reporting tools and regular feedback sessions to ensure students can voice their concerns safely. Safety Audits and Interventions: Regular safety audits of school facilities will be conducted to identify and mitigate potential risks. Interventions such as increased supervision in identified hotspots and the installation of additional security measures will be implemented where necessary. Inclusive Curriculum and Activities: CWC West Valley will continue to integrate more inclusive content into the curriculum that reflects the diverse backgrounds of all students. Additionally, school activities and events will be designed to celebrate and honor the cultural diversity within the school community. Professional Development for Staff: CWC West Valley will continue to provide onngoing professional development for teachers and staff will focus on cultural competency, implicit bias, and inclusive teaching practices. This will equip staff with the skills needed to create a more inclusive and supportive environment for all students."|Met|Not applicable|2025-06-25|2025
19647330140004|El Rio Community|6|The student school climate survey was made available to all students at the end of the 2024-2025 school year in June. Key findings include a high level of appreciation for their teachers and a strong feeling of connection: students felt that their teachers respected them, genuinely cared about how they were doing, and that they would be very excited to have their teachers again. Broader school climate results were more mixed, and students expressed concerns about the leadership and staffing transitions that occurred during the school year, the desire for more play space and/or a play structure, and the opportunity to work on more differentiated content.|Due to the small size of the group and associated subgroups, disaggregated results by and large are not possible to share due to privacy concerns; however, the varied identified needs and areas of strength have been outlined above.|El Rio will be actively engaging the voices of students as we plan for the 2025-26 school year and onboard a new Executive Director. The bell schedule is being revised to maximize the effective use of outdoor space for all students, and additional professional development is being planned for teachers to help them more effectively meet the needs of all students. Additionally, minimizing teacher turnover is a significant area of focus, further prioritized by survey results showing how important these relationships are to our students.|Met||2025-06-23|2025
19647330140111|Invictus Leadership Academy|6|ILA utilized a digital survey provided via a QR code-accessible link, which offered anonymity and allowed all stakeholders to independently and discreetly answer approximately 10 questions that were parallel for and asked of our students, staff, and parents.|"ILA parents overwhelmingly reported that their children have grown ""a whole lot"" (75%). While students and staff reported about 60% on their parallel question. Parents also had a strong impression of ILA's program elements. One area in which all stakeholders agreed to work in the upcoming year is improving school meals and expanding athletic programming."|ILA has sought an alternative food vendor and is expanding its athletic programming while seeking a school site that would accommodate an athletic field, building upon its growing robotics/STEM programming and music program.|Met||2025-06-26|2025
19647330140129|Ednovate - South LA College Prep|6|SLA priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, SLA administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
19647330140749|Citizens of the World Charter School East Valley|6|CWC East Valley administered a local survey (CWC organization wide) to all students in grades 3 and 4 with over 90% participation rate. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students do self-report racial/ethnic data. The local climate survey administered assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC EV, the great majority of students feel a sense of safety, with 92.6% of students answering, “somewhat safe” to “extremely safe.” At CWC EV, the great majority of students also feel a sense of belonging, with 90.8% of students answering, “belong some” to “completely belong.”  For questions related to both safety and belonging, within each subgroup, the majority of students responded favorably, with as little as zero to one student in some subgroups responding with the lowest rating. The following is a summary of the responses:   SAFETY All ethnic/racial groups combined: ?  	Extremely Safe = 37.6% ?  	Quite Safe = 43.1% ?  	Somewhat Safe = 11.9% ?  	Slightly Safe = 4.6% ?  	Not at All Safe = 2.8%     BELONGING All ethnic/racial groups combined: ?  	Completely Belong = 35.2% ?  	Belong Quite a Bit = 38.0% ?  	Belong Somewhat = 17.6% ?  	Belong a Little = 7.4% ?  	Do Not Belong At All = 1.9%|We find the results of this survey data to be promising, even though it was only taken across two grade levels.  It speaks to the level of care and interest that students feel their community has in them and the work staff put into making sure all students belong, regardless of their identity markers.  This is the result of ongoing community building, social emotional learning and restorative discipline.  The identified need is to ensure that these strong results, as it relates to feeling a sense of belonging and safety, continue with this cohort as they move into the upper elementary grades and that, overall, this sense also permeates across the entire community as the school continues to grow out to its fullest scale of being a TK - 5 in the next year.|As mentioned above, it will be important to ensure that all students continue to feel a sense of safety and belonging as the school continues to grow.  Great thought will need to be put into what systems, structures, rituals and traditions continue to make CWC East Valley a close-knit and secure feeling environment for our students.  We will also need to ensure that our social emotional learning continues into the upper elementary grade levels and that other programs and supports are put in place for older students.  As part of that, we have discussed different leadership programs that can be implemented for upper elementary students to ensure there are ample leadership opportunities for them that can also contribute to the inner workings of a school where connection, joy, safety and belonging are at the center.  Curriculum, in this and coming years, CWC EV looks forward to expanding the usage of Pollyanna, a DEIB curriculum for elementary students that is currently embedded into our social-emotional learning curriculum map.  Increasing the usage and training of staff using this program will contribute to ensuring our students (and staff) have the necessary anti-racist literacy skills that we hope also increases all students’ sense of belonging.   Lastly, we piloted a new ELA curriculum in the 24 -25 school year and will be expanding that to full implementation in the 25 - 26 school year.  This new curriculum also comes with a diverse set of culturally relevant texts that will increase opportunities for all students to be represented in the materials with which they interact on a daily basis in Language Arts. We believe these curricular adjustments will also help to increase all students’ sense of belonging in the years to come.|Met|Not applicable|2025-06-25|2025
19647330164780|Ednovate - Encore Arts and Media College Prep|6|Encore priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, Encore administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
19647331931047|Birmingham Community Charter High|6|BCCHS students in all grades participated in The Strengths and Difficulties Questionnaire (SDQ).  The SDQ is a behavioral screening questionnaire that measures 25 attributes, both positive and negative.  Students in all grades also answered additional questions regarding safety, physical health and access to healthcare.  Data is provided by subgroup as follows: Emotional Symptoms •	School-Wide: 84.4% of students scored in the average/slightly raised range •	African American: 87.5% of students scored in the average/slightly raised range •	Hispanic: 84.2% of students scored in the average/slightly raised range •	White: 83.9% of students scored in the average/slightly raised range •	EL: 78.1% of students scored in the average/slightly raised range •	SWD: 81% of students scored in the average/slightly raised range •	Homeless: 81.3% of students scored in the average/slightly raised range  Peer Relationship Problems •	School-Wide: 77.5% of students scored in the average/slightly raised range •	African American: 80% of students scored in the average/slightly raised range •	Hispanic: 77.5% of students scored in the average/slightly raised range •	White: 74.2% of students scored in the average/slightly raised range •	EL: 57.6% of students scored in the average/slightly raised range •	SWD: 70% of students scored in the average/slightly raised range •	Homeless: 71.6% of students scored in the average/slightly raised range   Pro-Social Behavior •	School-Wide: 85.5% of students scored in the average/slightly raised range (14.8) •	African American: 92.5% of students scored in the average/slightly raised range  •	Hispanic: 87.6% of students scored in the average/slightly raised range •	White: 88.1% of students scored in the average/slightly raised range •	EL: 69.1% of students scored in the average/slightly raised range (30.9) •	SWD: 75.9% of students scored in the average/slightly raised range (24.1) •	Homeless: 80.5% of students scored in the average/slightly raised range (19.5)  Safety: How Safe Do Students Feel at School •	School-Wide: 2.6% of students scored in the unsafe/very unsafe range •	African American: 1.2% of students scored in the unsafe/very unsafe range •	Hispanic: 2.6% of students scored in the unsafe/very unsafe range •	White: 3.3% of students scored in the unsafe/very unsafe range •	EL: 7.8% of students scored in the unsafe/very unsafe range •	SWD: 4.1% of students scored in the unsafe/very unsafe range •	Homeless: 4% of students scored in the unsafe/very unsafe range  Access to Healthcare services •	School-Wide: 97.6% of students scored in the very easy/easy range •	African American: 97.5% of students scored in the very easy/easy range •	Hispanic: 97.6% of students scored in the very easy/easy range •	White: 96.7% of students scored in the very easy/easy range •	EL: 89.2% of students scored in the very easy/easy range •	SWD: 93% of students scored in the very easy/easy range •	Homeless: 90.3% of students scored in the very easy/easy range|Some key learnings from a comparison of the data by subgroup are as follows:  •  Emotional Symptoms: 84.4% of students school-wide scored in the average to slightly raised range. The highest levels of concern were among English Learners (EL) at 21.8%, Students with Disabilities (SWD) at 18.8%, and homeless students at 18.7% in the high/very high range. •  Peer Relationship Problems: 77.4% of students school-wide scored in the average to slightly raised range. EL (21.8%), SWD (18.8%), and homeless students (18.7%) again showed the highest rates of concern. •  Pro-Social Behavior: 85.5% of students school-wide scored in the average to slightly raised range. However, a significant portion of EL (30.9%), SWD (24.1%), and homeless students (19.5%) were in the high/very high category, indicating stronger pro-social tendencies. •  Perceived Safety at School: Only 2.6% of students reported feeling unsafe or very unsafe. Higher rates were reported by EL (7.8%), SWD (4.1%), and white students (3.3%). •  Access to Healthcare: 97.6% of students reported having easy or somewhat easy access. Lower percentages were seen in EL students (89.2%) and homeless students (90.3%).  Some key findings and conclusions suggested by the data are as follows ?	EL, SWD and Homeless students consistently show elevated rates of concern across emotional symptoms, peer problems, safety at school and access to healthcare.   ?	The majority of students across all categories fall in the average to slightly raised range indicating overall emotional and social stability school-wide.   ?	Interestingly, EL, SWD and homeless students report higher levels of pro-social behavior suggesting resilience and increased social skills despite facing more challenges.   ?	Only 2.6% of students school-wide reported feeling unsafe at school, EL and SWD students were more likely to feel unsafe which may indicate cultural, linguistic or accessibility gaps in school safety efforts.   ?	While most students report having easy access to healthcare, EL and homeless students report significantly lower access indicating potential equity and access issues in health-related support.   ?	While the general student population is doing well, targeted support is needed for EL, SWD and homeless students who face more significant emotional, social and access-related challenges.|To address the challenges identified in the data, particularly for EL, SWD and homeless students, we have implemented targeted, equity-driven strategies across the following areas: •	Mental Health and Emotional Support o	Access to school counselors and psychiatric social workers (PSW) has been expanded as we now provide 3 counselors and 1 PSW per grade level allowing greater access to mental health services and additional support for students with higher needs. o	Access to small group or individual counseling focused on emotional regulation, social skills and peer conflict resolution. o	Social-emotional learning tools and activities are incorporated into all classes.   •	Inclusive and Safe School Climate  o	Designation of all school classrooms and other areas as a “Safe Space” that welcomes diversity, equity and inclusion of all school members and rejects the use of hate language or discrimination against anyone.   o	Designation of school as a “Safe Zone” for immigrant students and families.   o	Implementation of the STOPit app to empower students, staff and community members to anonymously report safety concerns and access help.   •	Improved Access to Healthcare and Basic Needs o	Access to a full-time registered nurse and licensed vocational nurse to provide direct student care including first aid, vision and hearing screenings, medication administration, care for students with special health needs and referrals to outside providers o	Access to a mobile clinic that visits our campus once per month that can provide physicals, immunizations, screenings and glasses if needed.   o	Robust implementation of a School Wellness Committee that develops initiatives to students’ overall well-being and wellness.   •	Greater Family and Community Engagement o	Parent access to workshops on SEL, mental health, navigating school systems with child care and interpretation available.   o	Parent surveys regarding school needs related to health services, mental health, safety and academics.|Met||2025-06-24|2025
19647331931708|Chatsworth Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647331931864|Grover Cleveland Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647331932623|El Camino Real Charter High|6|Parent Safety Survey Response Rate: Out of approximately 3,261 students, 144 parent responses were received. This is an estimated 4% parent response rate. Key Findings: • 76% of parents feel safe on campus. • 68% of parents can find the School Safety plan on the school website. • 51% of parents know where the Request Gate and Reunion Gates are located. • 72% of parents feel they receive enough information during safety/practice drills. • 76% of parents believe checking the student’s Royal ID pass upon entry is a good safety measure. • 38% of parents feel that implementing a clear backpack policy would be a good safety measure.  Student Safety Survey Response Rate: Out of approximately 3,261 students, 395 responses were received. This is an estimated 12% student response rate. Key Findings: •59% of students feel safe on campus. •53% of students can find the School Safety plan on the school website. •38% of students know where the Request Gate and Reunion Gates are located. •45% of students feel they receive enough information during safety/practice drills. •66% of students believe checking the student’s Royal ID pass upon entry is a good safety measure. •11% of students feel that implementing a clear backpack policy would be a good safety measure.  Staff Safety Survey Response Rate: Out of approximately 134 teachers, 37 responses were received. This is an estimated 28% teacher response rate. Key Findings: •85% of teachers feel safe on campus. •78% of teachers can find the School Safety plan on the school website. •84% of teachers know where the Request Gate and Reunion Gates are located. •84% of teachers feel they receive enough information during safety/practice drills. •97% of teachers believe checking the student’s Royal ID pass upon entry is a good safety measure. •32% of teachers feel that implementing a clear backpack policy would be a good safety measure.  Family Quality of Service Survey Response Rate: Out of approximately 3,261 students, 492 parent responses were received. This is an estimated 15% parent response rate. Key Findings: •8% of parents actively engage with and interact with their child's school. •55% of parents feel they can provide their children with academic and social support outside of school. •56% of parents have a positive outlook on the social and learning climate of the school. •57% of parents believe their children are physically and psychologically safe at school.  Staff Quality of Service Survey Response Rate: Out of approximately 134 teachers, 79 responses were received. This is an estimated 59% teacher response rate. Key Findings: •72% of teachers believe their teaching performance is objectively assessed. •77% of teachers feel they have valuable professional development opportunities. •70% of teachers feel ECR has been supportive of their professional growth. •68% of teachers feel students are enthusiastic about coming to school. •82% of teachers feel relationships between teachers and students are respectful.|Strengths 1. School Safety: Both parents and students reported feeling safe on campus, with significant support for current safety measures such as checking the student’s Royal ID pass.  2. Family Support and School Climate: Parents expressed confidence in their ability to support their children academically and socially and held positive views on the school’s climate.  Growth 1. Response Rate: The overall response rate was below 50% in many areas, highlighting a need for better engagement strategies. 2. Family Engagement: Only 8% of parents reported active engagement with the school. 3. School Engagement for Students: Less than half of the students felt adequately informed about safety procedures. 4. Teacher Evaluation: Teachers expressed a need for more objective assessments and professional growth opportunities.  Challenges 1. Survey Participation: Achieving a representative survey pool was challenging, with response rates not exceeding 50% for any group. Increasing participation is crucial for obtaining accurate insights. 2. Engagement: Low engagement levels among parents and students need to be addressed to foster a more inclusive and supportive school environment.  Barriers None Identified: There are no significant barriers currently hindering survey implementation or response collection.|Action Plan 1. Parent Surveys: Distribute surveys at parent meetings and events, via email blasts, and through newsletters to increase response rates. 2. Student Surveys: Administer surveys while students are on campus to boost participation. 3. Teacher Surveys: Implement surveys during faculty and/or CPD meetings to ensure higher response rates.  Future Steps 1. Deeper Analysis: Utilize survey results to explore the reasons behind the low overall school climate responses from teachers. This can guide further improvements and targeted interventions. 2. Parent Engagement: Increase the number of parent engagement activities on campus and create more opportunities for parents to interact with the school. 3. Improved Communication: Ensure that all stakeholders are well-informed about safety procedures and other important school policies through multiple communication channels.  By addressing these areas, we aim to enhance overall safety, engagement, and quality of service at El Camino Real Charter High School.|Met||2025-06-30|2025
19647331933746|Granada Hills Charter|6|"In March of 2024, students, staff, and parents of Granada Hills Charter completed a satisfaction survey from Panorama Education that asked them to evaluate and provide feedback on the following: Academic Program, Communications, Safety & Discipline. For the School Climate Survey, GHC received the following numbers of responses: 3,554 students responded and 256 families responded. In addition to the School Climate Survey, GHC administers a bi-weekly (Possip) survey to families twice per month. For the year, GHC administered sixteen Possip surveys to over 11,500 active parent contacts with a 45% response rate. Approximately 77% responded stating they are ""Happy"" with GHC, 16% responded stating they are ""Mostly"" happy with GHC, and 7% responded stating they are ""Not"" happy with GHC. The results indicate high levels of satisfaction in key areas related to academic support, school relationships, and safety, while also revealing opportunities for improvement in equitable enforcement of policies and deeper engagement with underrepresented groups. TK–8 students reported strong overall perceptions of their school environment, with 92% expressing positive views of the academic program, 85% affirming strong relationships and communication with staff, and 84% indicating they felt safe and supported. Students praised the quality of academic support and access to enrichment activities, while also highlighting the positive relationships they shared with adults on campus. However, some students noted a desire for more inclusive activities and clearer behavioral expectations. At the high school level, 87% of students expressed satisfaction with the academic program, 78% with relationships and communication, and 72% with safety and discipline. Students at this level appreciated tutoring availability, mental health support through the Wellness Center, and access to college and career guidance. However, they also voiced concerns about inconsistencies in the enforcement of the dress code, cell phone policies, and tardy policies, as well as a desire for stronger connections with adults and increased student voice in decision-making processes. Disaggregated survey data reveals important patterns among student groups. African American and Latino students reported slightly lower levels of school belonging and fairness in disciplinary practices, and expressed a desire for greater representation in curriculum and school activities. English Learners (ELs) reported strong satisfaction with designated ELD instruction and the availability of student support services, but also indicated less familiarity with academic pathways and grading policies. Students with disabilities and their families acknowledged the strength of IEP implementation and individualized supports, while requesting clearer communication and smoother transitions between grade levels."|Based on the analysis of the 2024–2025 local climate survey data, disaggregated by student group and incorporating input from students, families, teachers, and staff across both TK–8 and high school campuses, Granada Hills Charter identified several key learnings that reveal both areas of strength and specific needs for continued improvement. Areas of Strength A major area of strength is the broad perception among students and families that Granada Hills Charter provides a safe, supportive academic environment. Survey responses indicated high satisfaction with the academic program across both campuses, with 92% of TK–8 students and 87% of high school students rating academic experiences positively. Families echoed this sentiment, with 86% of TK–8 and 89% of high school respondents affirming confidence in the quality of academic instruction. Students also consistently praised the availability of academic support resources, including tutoring services and college and career counseling, while highlighting the diversity of extracurricular programs as a defining strength of the school. In terms of school climate, students, families, and staff noted the strength of mental health services and the Wellness/Resource Centers, which have become critical components of the school’s response to post-pandemic needs. Additionally, staff and student safety was viewed positively, with low suspension rates and a strong sense of order cited across student groups. Efforts to engage educational partners in decision-making have also proven effective. Structures such as the School Site Council, LCAP Advisory, ELAC, and PTSA provided regular platforms for feedback, while biweekly Possip surveys allowed GHC to gather and act on real-time insights. This inclusive engagement model has informed LCAP goals, funding priorities, and professional development planning. Identified Needs While the data show strong overall climate perceptions, several areas for improvement emerged. Across both TK–8 and high school levels, students voiced concerns about inconsistencies in the enforcement of school policies, particularly regarding the dress code, tardy policy, and cell phone use. These concerns were echoed by teachers and staff, who emphasized the need for clearer, more equitable policy enforcement and greater support in managing classroom behavior. Another key area of need is improved clarity and consistency in grading practices. Families, particularly at the high school level, expressed a desire for timely, transparent, and standardized grading expectations across teachers and departments. This aligns with feedback from students and staff, who requested increased alignment between grading practices and student support systems. Disaggregated data revealed additional needs among specific student groups.|Overall, GHC continues to make gains with its academic programs. Through all the surveys administered throughout the year, GHC received the following feedback: Students voiced their displeasure with the school dress code, tardy policy, and cell-phone policy. Students shared a desire for a greater sense of belonging on campus, building healthy and supportive relationships with students and adults. Students shared how one of GHC’s strengths is in the variety and diversity of after school clubs, teams, events, and other extracurriculars the school offers. Students positively shared how many tutoring opportunities GHC offers to support students who are struggling academically. Students positively shared an appreciation for GHC’s commitment to addressing mental health, especially with the Wellness/Resource Center. Parents shared a desire to see more relevant and engaging lessons from teachers. Parents shared a concern around grading practices that are timely and are fairly implemented across grade levels and content areas. Parents shared their concern with mathematics, specifically on how to improve student schools and ensuring all students have access to the support they need. Parents shared a desire to be more involved with the school in any capacity that’s needed. Through surveys and meetings with the SSC/LCAP Advisory, it would be a good opportunity to inform and educate parents on the California Dashboard, including what each indicator means and how GHC compares to neighboring schools. Parents shared overall positive feedback on the school climate and safety of GHC.|Met||2025-06-23|2025
19647331937226|Reseda Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these school climate policies and processes.|Met|Reseda Charter High School is committed to creating a positive school climate by providing a safe and welcoming environment to staff, students, and families. Over the past year, the school has implemented restorative justice practices, increased student a|2025-07-24|2025
19647331938554|Sylmar Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647331938612|Taft Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.  Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647331938885|University High School Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety effort.  As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647331995836|Palisades Charter High|6|We do not have California Healthy Kids Survey.   We do use local survey and Student Focus Group..  This was a special year where due to the wildfires in Jan. 2025, we had to go on Distance Learning and then relocate in April to a temporary location.|Identifying Needs: Safety and Belonging Engagement and Motivation Parent/Family Engagement Academic Support  Areas of Strength: Positive School Climat High-Quality Instruction  Effective Communication|Due to wildfire in January 2025, we had to suddenly move to distance learning and then relocate to a temporary location in April.  As a result, LEA will Adjust Instructional Approaches to meet the gap that our students had.  LEA will focus on trauma informed practices, connect students and families to resources, targeted support intervention and personalized learning. By implementing these strategies, schools can help students successfully transition back to in-person learning and bridge the learning gaps that may have emerged during the period of online learning.|Met||2025-06-17|2025
19647331996610|Los Angeles Leadership Academy|6|74.6% of students feel safe at school.    73.9% of students feel connected to the school community.|As part of the initiative to support student mental health, LALA High School has begun to create a safe space for students to “disconnect”. The Wellness Room will be equipped with dimmed lighting; soft furniture; positive affirmation posters; and other resources that students can take advantage of to take care of their mental health. Counselors from DIdi Hersh have been available on both campuses twice a week. Electives are available to all students and the school was able to add coding and an art class focused on mental wellness.  Many changes have been made or are in process based on student feedback.  Students were not happy with the uniform colors, so the school updated them and provided new uniforms for all students.  11th graders wanted to redesign the Lion Dollar and that has now been completed.  Additionally, students are not pleased with current menu items, so the vendor came out and surveyed students and provided menu samples. The vendor will make changes based on student feedback.|LALA will continue the current practices that promote a positive and safe school climate.|Met||2025-06-18|2025
19647336015986|Beckford Charter for Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336016240|Calabash Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336016265|Calvert Charter for Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Calvert Charter for Enriched Studies is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336016323|Canyon Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336016356|Carpenter Community Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Carpenter CC, is included in these school climate policies and processes.|Met|Carpenter CC is committed to improving the school climate for ALL students. In the 2024-2025 school year, the school added two additional identity group clubs (a Black Student Union was created in 2023-2024) for students to feel connected, heard, and prou|2025-06-17|2025
19647336016562|Colfax Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Colfax Charter ES is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336016729|Dearborn Elementary Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these school climate policies and processes.|Met|Dearborn Elementary Charter Academy had a 100% completion rate for parents, students, staff, and teachers.|2025-06-17|2025
19647336016778|Dixie Canyon Community Charter|6|Dixie Canyon Community Charter School uses the LAUSD School Experience Survey as its primary local climate measure. The survey is administered annually and disaggregates responses by student group. For the 2023–24 school year, participation included 94% of students, 63% of parents, and over 95% of staff. The survey measures connectedness, safety, expectations for behavior, and student leadership opportunities. Key student-level indicators include:  82% of students agreed they are happy to be at school  88% feel they are accepted and respected by peers  83% report knowing how they are expected to behave, and  80% feel there is an adult on campus they trust?73†students climate†L1-L20?.Parent feedback indicates 87% feel welcomed and 91% agree teachers treat them with respect?68†Parents Climate†L1-L20?. Staff responses confirm high levels of collegiality and support. While the climate is generally positive, English Learners were identified in Dashboard data as a subgroup with RED status for chronic absenteeism (39 students), which significantly impacts perceptions of connectedness for this group.|Survey analysis reveals strengths in campus-wide respect, connectedness, and adult-student relationships. Positive trends in staff collegiality and perceptions of leadership support align with broader LAUSD efforts under the Every School Safe (ESS) Blueprint. However, chronic absenteeism data highlight an equity gap for English Learners, indicating a need for increased connection and belonging for this group.  While fewer students reported high levels of participation in extracurricular activities or leadership programs, this may reflect a limited understanding of what qualifies as “extracurricular.” Dixie Canyon offers a wide array of enrichment opportunities, including student council, a student-run newspaper club, after-school programs such as Computerwise and EnrichLA, and additional PTA-funded offerings in art, science, music, and athletics. The school also has plans to launch a Black Student Union to further elevate student voice and belonging. These findings suggest that while the climate is strong, targeted efforts are needed to increase awareness and inclusive participation among all student groups.|As a result of these findings, Dixie Canyon is expanding its Tier 1 and Tier 2 climate supports. This includes:  Exploring the addition of new morning enrichment opportunities and leadership roles, particularly for upper-grade students  Launching a Black Student Union to promote student voice, identity, and peer connections among historically underserved student groups  Partnering with bilingual staff to provide EL-focused attendance mentorship and student buddy programs  Increasing counselor visibility and use of SEL check-ins for students with chronic absenteeism patterns  Revising communication protocols to ensure that all families receive clear, linguistically appropriate messaging about behavioral expectations and school resources These efforts aim to ensure all students—especially English Learners and historically underrepresented subgroups—feel safe, engaged, and seen.|Met|Dixie Canyon continues to integrate feedback from climate data into its broader LCAP and governance planning. The school’s Local School Leadership Council (LSLC) reviews climate data biannually to support site-specific improvement efforts. The principal a|2025-06-17|2025
19647336016869|El Oro Way Charter For Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336016935|Encino Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336017016|Fenton Avenue Charter|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students.   STAFF  The following are the results of the School Climate Student Survey given to staff.  Organization: 94%  Curriculum: 93%  Instruction: 98%  Assessment: 90%  School Culture: 93%  Overall Satisfaction: 94%  Participation Rate: 95%   PARENTS  The following are the results of the School Climate Student Survey given to parents.  Organization: 92%  Curriculum: 93%  Instruction: 94%  Assessment: 92%  School Culture: 87%  Overall Satisfaction: 92%  Participation Rate: 22%   STUDENTS  The following are the results of the School Climate Student Survey given to students in grades 3-5.  Organization: 85%  Curriculum: 97%  Instruction: 80%  Assessment: 90%  School Culture: 77%  Overall Satisfaction: 86%  Participation Rate: 44%   This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup.   STUDENT SUBGROUPS  All: 86%  EL: 75%  Latino: 84%  SED: 83%  SWD: 80%|The School Climate Survey results indicate exceptionally high satisfaction across key areas from staff, parents, and students, reflecting a supportive and effective educational environment.Across all stakeholder groups, the school is viewed positively, with particular strengths in curriculum, instruction, and organization. These results reflect a well-managed, inclusive learning community that supports academic success and student well-being.  Staff FeedbackOrganization (94%): Staff are highly satisfied with administrative processes, resource management, and communication systems. Curriculum (93%): Staff view the curriculum as rigorous, standards-aligned, and relevant to diverse student needs. Instruction (98%): Instructional methods are seen as engaging, innovative, and effective in promoting student learning. Assessment (90%): Staff find assessments to be fair, comprehensive, and helpful in measuring student progress. School Culture (93%): A positive, respectful workplace culture is evident. Overall Satisfaction (92%): Staff broadly endorse the school climate, reflecting professional fulfillment and confidence in school practices.  Parent Feedback  Organization (92%): Parents appreciate the efficient administrative structure and strong communication. Curriculum (93%): The curriculum is seen as challenging, comprehensive, and well-suited to student needs. Instruction (94%): Parents value the quality and effectiveness of teaching practices. Assessment (92%): Evaluations are perceived as fair and meaningful. School Culture (87%): Parents feel their children are learning in a safe, inclusive, and nurturing environment. Overall Satisfaction (92%): The results reflect high trust and satisfaction in the school’s overall operations.  Student Feedback (Grades 3–5)  Organization (85%): Students feel the school is organized and supportive. Curriculum (87%): Students find their learning engaging and appropriate to their needs. Instruction (80%): Teaching is generally well-received, with room to increase engagement. Assessment (90%): Students feel assessments are fair and support their learning. School Culture (77%): Students generally feel safe and connected, though there's room for improvement. Overall Satisfaction (86%): Students report a positive school experience overall.  Key Highlights  High satisfaction in curriculum and instruction across all groups. Strong organizational systems and assessment practices are in place. 86% of students report feeling safe and connected at school.  Survey disaggregation reveals differences among key student subgroups:  English Learners (EL) and Students with Disabilities (SWD) report lower feelings of safety and connectedness. Socioeconomically Disadvantaged (SED) students also express less positive perceptions of school climate compared to peers. Latino students, the school’s largest subgroup, align with the general population in overall satisfaction.|Surveys revealed consistent strengths in Curriculum and Instruction for staff, parents, and students, showing improvements over time. School Culture and Organization emerged as areas for growth, indicating a need for focused efforts to enhance the overall school environment and administrative processes providing clear direction for targeted improvements to foster a more supportive and effective educational climate.   Participation Rates:   Participation rates fluctuate based on the number of individuals that took the survey. Consistency in providing the survey to all eligible members and engagement in the process is key to increasing participation rates.   Improving school climate for each subgroup requires targeted interventions that address the unique needs and challenges faced by these students. The following are strategies the Charter School will employ:   All Students  *	Positive School Culture: Foster a positive school culture where all students feel valued and respected. *	Social-Emotional Learning (SEL): Implement SEL programs to help students develop emotional intelligence and coping skills. *	Restorative Practices: Use restorative practices to build community and address conflicts constructively. *	Data-Driven Decisions: Regularly collect and analyze data on school climate and student perceptions to identify areas for improvement and measure progress.  English Learners *	Language Support: Implement robust English as a Second Language (ESL) programs and bilingual education. *	Cultural Inclusion: Celebrate cultural diversity and include culturally relevant materials in the curriculum. *	Parental Involvement: Engage with parents in their native language and provide resources to help them support their children's education.  Latino *	Culturally Relevant Curriculum: Integrate culturally relevant materials and perspectives into the curriculum. *	Bias Training: Conduct training on implicit bias and cultural competency for all staff. *	Support Groups: Create support groups or clubs where students can share experiences and feel a sense of belonging.  Socioeconomically Disadvantaged *	Provide Resources: Ensure access to basic necessities such as food, clothing, and school supplies. *	Academic Support: Offer tutoring, after-school programs, and summer learning opportunities. *	Parent Engagement: Foster strong communication and partnerships with parents, providing them with resources and support.  Students with Disabilities *	Inclusive Practices: Promote inclusive education practices and ensure accommodations are in place. *	Specialized Support: Provide specialized services such as speech therapy, occupational therapy, and counseling. *	Teacher Training: Train teachers and staff on how to effectively support students with disabilities.|Met||2025-06-12|2025
19647336017438|Hamlin Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336017529|Haynes Charter For Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these school climate policies and processes.|Not Met|||2025
19647336017693|Justice Street Academy Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336017701|Kenter Canyon Elementary Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among Kenter Canyon students (100%), parents (100%), staff (100%), and teachers (100%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grades reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The LAUSD Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the District-wide 2024-25 School Year survey are below:   The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336017743|Knollwood Preparatory Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336017891|Lockhurst Drive Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336018063|Marquez Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336018204|Montague Charter Academy|6||||Not Met|||2025
19647336018287|Nestle Avenue Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Nestle Charter ES is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336018634|Palisades Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336018642|Pacoima Charter Elementary|6|Pacoima Charter School administers its own yearly climate survey to all 5th grade students. This year it will administer the California Healthy Kids Survey to its 5th and 6th grade students|Pacoima Charter School utilized its own Student School Climate survey for 5th grade students. Results of the survey showed that students feel the following:   Many students report feeling safe in classrooms and outside the classroom 1. Majority of student feel that have a positive connection to the school 2. Positive relationships with teachers are linked to better academic motivation 3. Majority of students feel they are respected 4. Students appreciate when they receive timely, personalized help|PCS will continue to use Restorative Justice practices to assist in building community and fostering a healthy school environment.|Met||2025-06-13|2025
19647336018725|Plainview Academic Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336018774|Pomelo Community Charter|6|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  (INSERT NAME OF SCHOOL) is included in these engagement policies and processes.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase, and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in the Los Angeles Unified, Pomelo Community Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336018923|Riverside Drive Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019079|Santa Monica Boulevard Community Charter|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students.  STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 96% Curriculum: 93% Instruction: 95% Assessment: 95% School Culture: 95% Overall Satisfaction: 95% Participation Rate: 97%  PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 99% Curriculum: 100% Instruction: 99% Assessment: 100% School Culture: 97% Overall Satisfaction: 99% Participation Rate: 21%  STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 87% Curriculum: 97% Instruction: 87% Assessment: 90% School Culture: 83% Overall Satisfaction: 89% Participation Rate: 68%  This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup. All: 89% EL: 86% Latino: 88% SED: 86% SWD: 84%|The School Climate Survey results from Santa Monica Boulevard Community Charter School reflect exceptionally high satisfaction across key educational areas, particularly among parents, staff, and students. The data underscores strong support for the school’s organization, curriculum, instruction, assessment, and culture, while also identifying areas for growth among specific student subgroups.  Parents reported overwhelming satisfaction across all categories:  Organization (99%): Parents value the school’s clear communication, effective administration, and operational efficiency. Curriculum (100%): The curriculum is seen as comprehensive, relevant, and well-aligned with students’ needs. Instruction (99%): Teaching quality is highly regarded, with methods seen as engaging and effective. Assessment (100%): Evaluation practices are considered fair, helpful, and supportive of learning progress. School Culture (97%): Parents feel the school is safe, inclusive, and nurturing. Overall Satisfaction (99%): Reflects a strong endorsement of the school’s environment and practices.  Staff survey results also show strong satisfaction:  Organization (96%): Staff appreciate efficient systems and supportive leadership. Curriculum (93%): Staff view the curriculum as well-designed, standards-aligned, and supportive of student success. Instruction (95%): Instruction is perceived as innovative, effective, and student-centered. Assessment (95%): Staff believe assessments are fair and provide meaningful insights. School Culture (95%): A generally positive environment with some room for improved inclusivity and collaboration. Overall Satisfaction (95%): Demonstrates a highly favorable view of the school as a workplace and educational institution.  Student Survey Highlights (Grades 3–5) Students also shared positive perceptions, with a few areas needing attention:  Organization (87%): Students view the school as generally well-structured, though perceptions vary by age. Curriculum (97%): Academic programs are seen as engaging and appropriately challenging. Instruction (87%): Students are mostly satisfied with teaching methods and learning experiences. Assessment (90%): Evaluations are considered fair and helpful. School Culture (83%): While generally positive, there is room to further strengthen feelings of safety and connectedness. Overall Satisfaction (89%): Students show strong support for the overall school climate.  Student Subgroup Insights While 89% of all students feel positively about school safety and connectedness, notable differences exist:  English Learners (EL): Report lower connectedness and more concerns about safety and bullying. Latino Students: Align closely with the general student body; this is the largest subgroup. Socioeconomically Disadvantaged (SED): Report slightly lower perceptions of safety and belonging. Students with Disabilities (SWD): Indicate feeling less safe and connected than their non-disabled peers|The School Climate Survey results reflect continued strengths in Curriculum and Instruction across all stakeholder groups—staff, parents, and students. These areas consistently earned high satisfaction ratings, demonstrating effective teaching practices and access to relevant, high-quality academic content. Areas identified for growth include School Culture and Organization, particularly from the student perspective. These findings offer clear direction for improving connectedness, emotional safety, and communication structures.  Participation Overview Participation rates varied:  Staff: 97% Students: 68% Parents: 21% Despite low parent turnout, their responses were overwhelmingly positive, with 99–100% satisfaction across all categories.  Category Highlights Organization Staff (96%) and parents (99%) reported very high satisfaction with the school's operational systems. Student ratings (87%) suggest opportunities to improve student awareness and understanding of organizational procedures.  Curriculum All groups expressed strong approval—parents (100%), students (97%), staff (93%)—highlighting confidence in curriculum quality, access to materials, and relevance to student needs.  Instruction Parents (99%) and staff (95%) rated instruction as highly effective. Students rated it slightly lower at 87%, indicating a need to enhance instructional engagement and responsiveness for younger learners.  Assessment Staff (95%), parents (100%), and students (90%) expressed high confidence in fair, meaningful assessment practices that inform learning and growth.  School Culture While staff (95%) and parents (97%) feel the school is safe and inclusive, students rated this area lower at 83%, pointing to a need for greater focus on emotional safety, connectedness, and belonging.  Overall Satisfaction Overall school climate satisfaction remains strong: staff (95%), parents (99%), and students (89%). The student ratings, while generally positive, highlight the importance of listening to student voices and increasing engagement efforts.  Student Subgroup Insights While 89% of students overall reported positive feelings about safety and connectedness, several subgroups revealed disparities:  English Learners (ELs): Reported lower levels of connectedness and increased concerns about bullying and safety. Latino Students: Ratings aligned with the schoolwide average. Socioeconomically Disadvantaged (SED): Showed lower levels of perceived safety and support. Students with Disabilities (SWD): Reported less safety and connectedness compared to peers without disabilities.|Met||2025-06-12|2025
19647336019111|Serrania Avenue Charter For Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019186|Sherman Oaks Elementary Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019392|Superior Street Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019525|Topanga Elementary Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019533|Topeka Charter School For Advanced Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019673|Van Gogh Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019715|Vaughn Next Century Learning Center|6|"Vaughn administers our internal School Climate Survey in the Spring of each academic year.  One of the key domains explored in the survey is ""connectedness,"" aiming to gauge students' happiness, sense of belonging, acceptance, and support within our school community. This domain includes questions about whether students feel happy at school, part of the school community, accepted for who they are, and their perception of the school's supportiveness and welcoming atmosphere. It also asked whether students believe teachers care if they are absent.  Overall, responses within the connectedness domain were overwhelmingly positive. Students reported feeling happy at school, part of the school community, and accepted for who they are, all with rates well above 80%. However, one notable exception emerged regarding students' perceptions of teacher attentiveness to their absences, with a favorable response rate of 75.9%, indicating a slightly lower perceived level of teacher care compared to other aspects of connectedness. The aggregate favorable rate for the connectedness domain was 82%, reflecting a generally positive sentiment among students regarding their overall school experience and this also represents a slight increase from the previous year by 1%.  Additionally, the survey assessed students’ perceptions of safety within their school environment and the surrounding neighborhood, as well as their interactions with peers and adults. The findings reveal that approximately 76% expressed favorable answers across the safety domain. Specifically, about 77% of students reported feeling secure at school and in the neighborhood. Furthermore, perceptions regarding adult support in handling bullying situations were notably high, with over 87.4% of students believing that adults would intervene and assist them if they reported bullying. Similarly, over 86% of students indicated feeling respected by adults in their school environment. However, the survey also identified areas for improvement. One such area pertains to students' perceptions of kindness among their peers, with only 52% reporting favorable feelings about the kindness exhibited by their fellow students.  In regards to subgroups, English Learners reported lower than All in the areas of Bullying, College Going Culture, and Expectations and Behavior while connectedness was 1% higher than All.  For students classified as homeless, they reported overall above All in the areas of College Going Culture , Expectations and Behavior, and Participation & Leadership. The reported lower in Bullying, Connectedness, and HIgh Quality Schooling. For students classified as SED and Hispanic/Latino reponses were very aligned with All since this subgroup comprises the majority of students at Vaughn."|While the analysis of the data highlights many positive aspects of connectedness and safety within our school, they also illuminate areas where targeted efforts can yield significant benefits for our students and the overall school community. The data on  Connectedness and Safety reveals a predominantly positive outlook from the students' viewpoint, emphasizing a prevalent culture of respect and support among both peers and staff members. This positive perception underscores a deep-seated trust in the support systems embedded within our school community.  However, alongside these encouraging findings, the data also identifies areas that warrant attention and growth. Specifically, it suggests an opportunity to cultivate a more inclusive and supportive peer culture within our school community. Furthermore, the data underscores the importance of exploring strategies aimed at improving communication and support mechanisms related to student attendance. Strengthening these aspects has the potential to foster stronger teacher-student relationships and further enhance our school's climate of care and support  In regards to our subgroups we recognize that work is still needed in the area of supporting our EL population to feel connected to our school, that we have sufficient support for potential bullying, and that we foster a strong college going culture.  For our homeless population we want to continue to feel more connected and that we provide high quality schooling.|The data collected from this survey will serve as a pivotal tool for school leadership teams as they formulate targeted action plans tailored to address specific growth areas identified within their respective grade levels. By leveraging these insights, our aim for the upcoming school year is to enhance our understanding of the school climate through the administration of the survey twice annually. This approach will provide us with mid-year data crucial for reflection and adjustment, enabling us to implement necessary changes aimed at fostering continuous growth and improvement within our school community. This strategic integration of feedback into our continuous improvement cycle underscores our commitment to cultivating a supportive and inclusive educational environment conducive to the success and well-being of all students.|Met||2025-06-25|2025
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet Elementary School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019939|Westwood Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336019954|Wilbur Charter For Enriched Academics|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these school climate policies and processes.|Met|LAUSD administered the 2024-25 School Experience Survey during the spring semester. The following are the results that pertain to school climate: Over 82% of the students at Wilbur Charter feel accepted and 86% of students feel safe. Over half of the stud|2025-06-17|2025
19647336020036|Woodlake Elementary Community Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary Community Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary CES is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336057988|Emerson Community Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336058150|Louis Armstrong Middle|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Louis Armstrong Middle  is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336058267|Paul Revere Charter Middle|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336061477|George Ellery Hale Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336061543|Alfred B. Nobel Charter Middle|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.As an Affiliated Charter School in Los Angeles Unified, Alfred B. Nobel Charter is included in these school climate policies and processes.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. At the secondary level, schools are responsible for programming students into courses that meet California Department of Education (CDE) graduation requirements, LAUSD graduation requirements, and A-G college entrance requirements. This scheduling is supported by MiSiS and the FOCUS dashboard, which together provide real-time insights into student progress and course access.|As an Affiliated Charter School in Los Angeles Unified, Alfred B. Nobel Charter is included in these policies and processes as related to a broad course of study. The Strategic Initiatives Office is informing the LAUSD Board of Education of Alfred B. Nobel Charter’s findings for the Local Indicators and of the submission of the results into the California Dashboard as public information.|Met||2025-06-17|2025
19647336061584|Gaspar De Portola Charter Middle|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|he Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336071435|Castlebay Lane Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336094726|Community Magnet Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336097927|Open Charter Magnet|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter School is included in these school climate policies and processes.|Met||2025-06-17|2025
19647336112536|Accelerated|6|School Climate Data from the 2024-25 school year revealed that we have strengths in the areas of school safety, school belonging, and a positive overall climate. Students also reported high levels of support from teachers and staff in the form of encouragement, and holding high expectations. This year, there were several systems in place to support school culture, such as a student leadership team and dedicated teacher culture team that contributed to student enrichment and belonging.  The biggest area for growth is in student engagement, where students reported lower percentages of interest in school subjects and lower levels of engaging with school topics outside of school. While student compliance remains high, and there have been efforts across the board to engage students with more rigorous grade level content, we can continue to grow in engaging students with culturally relevant and sustaining content and pedagogy.  Student behavioral and attendance data also reveal a positive trend in safety and school connectedness. Behavior referrals were down almost 50% from the prior year and there were 0 suspensions for the 2024-25 school year. Additionally, chronic absenteeism rates have dropped and ADA has improved.|TAS will continue to build upon PBIS and restorative justice practices that support belonging and a positive school culture. Additionally, through coaching and curricular support, we will build teachers’ capacity to engage students with learning that feels relevant and connected to their lives outside of school. Part of the challenge with engagement is also due to gaps in reading and language, which we will continue to address through EL supports in the classroom, intervention, and building strong reading instructional practices throughout TK through 8th grade.   At TAS, the Dean of Student Culture and Social and Emotional Learning Counselors play a large role in supporting positive student culture, especially when conflict arises. These roles will continue to support with engaging students in harm restoration and responding to student needs that can lead to school disconnection.|TAS started an attendance team in the 2024-25 school year, and while it had an impact in the first year, we will hone our practices and systems in the 2025-26 school year. We will continue to strengthen our tier 1 efforts to incentivize consistent attendance, but our biggest priority will be strengthening our systems to engage with chronically absent families.   Another area of growth will be to continue to strengthen our instructional coaching practices to support effective teaching and learning. While we introduced a new coaching model this year, more work needs to be done to create an effective coaching framework at TAS. This includes utilizing our instructional leaders effectively, organizing other complementary systems to support the coaching model, and aligning scheduling and professional learning with coaching cycles. Through effective coaching, teachers can better build capacity to support student engagement, academic growth, and belonging.   The third area of focus is on rigorous and impactful curriculum. While we adopted new Science and ELA curriculums in the middle school grades this year, our elementary reading curriculum was in need of a refresh to meet the needs of our students. Next year we will be implementing a new curriculum across kindergarten through fifth grade to better support literacy development and enhance student learning across all disciplines.   Lastly, we are continuing to improve out MTSS structures. This year we implemented a Coordination of Services Team to better respond to and track interventions and progress for struggling students. The first year has successfully brought stakeholders together and streamlined our work to support students. It has also helped identify gaps and areas for improvement in our intervention programs and SSPT protocols. We will continue to build these systems and staff capacity to engage in this work in the 2025-26 school year.|Met||2025-06-27|2025
19647336114912|Watts Learning Center|6||||Not Met|||2025
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|6|PUC CCMS-CCECHS conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  PUC CCMS: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 78%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 83%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 81%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 88%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 89%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 87%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 77%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 87%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 91%  PUC CCECHS: Construct: Captivate Item/Question: My teacher makes learning enjoyable % Favorable Rating (General Education): 76%  Construct: Care Item/Question: My teacher in this class makes me feel that she really cares about me % Favorable Rating (General Education): 80%  Construct: Care Item/Question: My teacher really tries to understand how students feel about things % Favorable Rating (General Education): 80%  Construct: Confer Item/Question: My teacher respects my ideas and suggestions % Favorable Rating (General Education): 81%  Construct: Confer Item/Question: My teacher wants us to share our thoughts % Favorable Rating (General Education): 84%  Construct: Consolidate Item/Question: The comments that I get on my work in this class help me understand how to improve. % Favorable Rating (General Education): 80%  Construct: Control Item/Question: Student behavior in this class is under control. % Favorable Rating (General Education): 82%  Construct: Safety Item/Question: I feel physically safe in this classroom. % Favorable Rating (General Education): 84%  Construct: Safety Item/Question: I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. % Favorable Rating (General Education): 84%|PUC CCMS received an overall score of 4.42 of 5 and an Average % Favorable of 87%.  PUC CCECHS received an overall score of 4.31 of 5 and an Average % Favorable of  82%.  During the 2024-2025 SY, PUC CCMS and PUC CCECHS continued to focus on student engagement.  Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students is also another focus during the 2024-2025 SY and moving into the 2025-2026 SY.  As shown above, most students surveyed felt physically safe in the classroom.  The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students.  This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCMS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CCECHS will continue professional development for teachers to design rigorous and culturally responsive learning experiences as well as a focus on positive relationships among all stakeholders.|Met||2025-06-05|2025
19647336117048|ICEF View Park Preparatory Elementary|6|ICEF View Park Preparatory Elementary School administered the Fall 2024  Panorama Student Survey:   Summary of results  91% School Belonging: How much studentS feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the school. 78% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 43 % School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Elementary School administered the Fall 2024  Panorama Student Survey:   Summary of results  91% School Belonging: How much studentS feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the school. 78% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 43 % School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Elementary School administered the Fall 2024  Panorama Student Survey:   Summary of results  91% School Belonging: How much studentS feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the school. 78% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 43 % School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19647336117667|Camino Nuevo Charter Academy|6|The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff.|We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead.|Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment.   Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them.  Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2025-06-17|2025
19647336119044|Multicultural Learning Center|6|Here is a summary of Schoolwide Data received through surveys from students in grades 4-8.  •	84% of students reported that their teachers frequently seem excited to teach their classes •	38% of students reported favorable finding their physical space pleasant •       50% of students report a very positive climate at MLC •	77% of students feel that people at MLC understand them well as a person •	66% of students report they feel connected with the adults at MLC •	76% of students report that are shown respect from other students at MLC •	74% of students report that they matter to others at MLC •	77% of students feel that they feel a strong sense of belonging at MLC •	32% of students report that students are disrespectful to others •	22% of students report it is likely that someone from MLC will bully them online •	16% of students report worrying about violence at school  •	25% of students feel adults treat students unfairly 	 •	28% of students report it is difficult to get help from an adult when bullied at school|We took a deeper look at some of the data points that require improvement to see how it differed between grade levels and learned the following:  •      Students in grades 4 and 5 expressed more favorable responses in questions regarding school climate: 94% felt their teachers were excited to teach their classes compared to 76% of middle schoolers; 58% were more favorable when responding to the pleasantness of their physical space, while only 22% of middle schoolers gave a favorable response to the same question.  •      75% of students in the elementary grades (4-5) reported feeling connected to the adults at school while only 58% of middle school students (6-8) reported. However when asked how well do people understand you at school, elementary and middle school students responded similarly, 79% and 75% respectively. •      Both elementary and middle school students had similar results regarding questions about school safety: violence on campus, bullying and disrespect.|Through analysis of our data and reflection on key findings, we identified several developmental trends in students and notable correlations between the classroom environment and student well-being. Some areas of work include:  - Mental Health Supports: We are continuing to provide mental health services and trauma-informed care to students and families in need, supported by a grant from the Department of Education. This includes the ongoing work of our Licensed Clinical Social Worker (LCSW) and the addition of a full-time School-Based Therapist serving students in grades 6–8.  - Addition of Leadership to Strengthen MTSS: We are hiring an Assistant Principal at the middle school to bolster our Multi-Tiered System of Supports (MTSS). This role helps to address student behavior more proactively and strategically, while aligning staff roles with their individual strengths for more effective student support.  - Targeted Social-Emotional and Behavioral Interventions: We continue to build capacity through the leadership of our Director of Student Services at the elementary level and our Dean of School Culture at the middle school. They focus on implementing and expanding social-emotional learning (SEL) groups and behavior intervention strategies to support student development in areas such as peer relationships, problem-solving, and communication.  - Enhanced School Safety and Violence Prevention Training: Through a multi-year Department of Justice grant, we are increasing professional development in preventative safety practices. This includes training staff in proactive measures to prevent school violence and strengthening collaboration with our local police department to reinforce a safe and supportive school environment.  - Inclusive Instructional Practices through UDL: We have partnered with Catapult Learning to provide ongoing professional development and coaching in Universal Design for Learning (UDL). This initiative is aimed at increasing student engagement, participation, and comfort in the classroom while supporting our commitment to inclusive instructional practices.|Met||2025-06-06|2025
19647336119531|CHIME Institute's Schwarzenegger Community|6|"CHIME administers the PASS survey to all students K-8. In our most recent administration, students reported a high degree of ""self-worth"" across all grade levels as well as a high confidence in learning. Respondents expressed positive feelings about school and attendance to school. One area for improvement revealed in the PASS survey were feelings about individual work ethic and preparedness for learning. Our SEL department provides active therapeutic services per IEP requirements and on an as needed basis to individual students. The team this year consists of two full-time school counselors, one full time school counselor, and one part-time school psychologist. All service providers use the “push-in” approach to deliver service minutes, as well as work with teachers and paraprofessionals to meet the needs and goals of the students in the class. We believe this model is not only effective, but vital to creating an inclusive environment that positively affects the socialemotional well-being of all students."|Key learnings from this year's administration of the PASS survey indicated: 1. The vast majority students/grades have more students scoring within the “green” zones in all domains indicating satisfaction. 2. Work ethic and learner self-worth/confidence in learning are the lowest domains across grades. 3. Feelings about school and attitude towards teachers are the highest scoring domains across grades. 4. Students in grades 1 and 2 are in the green zones more than students in grades 3 and up. Based on the positive student survey results, CHIME will continue to implement school-wide events that facilitate positive social interactions among all students. CHIME facilitates several school wide events and programs mentioned above include; National Bullying Prevention Month, Spirit Weeks, pep rallies, peer mentors, lunch clubs, parent workshops and themed assemblies for students and parents.|This past year CHIME entered into a multi-year federal mental health grant in partnership with several other local independent charter schools. This grant provided additional mental health resources to our students and school community including a full time school social worker and several counseling interns. These resources were used to promote them mental health and well-being of our students and their families and an overall positive school climate.|Met||2025-06-10|2025
19647336119903|Downtown Value|6|In the spring of 2025, Value Schools administered a survey to faculty, students, and parents.  There were a total of 337 Downtown Value School participants in the survey of which, 215 were 4th through 8th grade students, 45 were teachers and staff, and 77 were parents.  Below are three areas of data that provide a snapshot of the school culture at Downtown Value School and that will be considered in actions in the 2nd goal of the Local Control Accountability Plan.     Data Highlighted  46% decreased to 37% of the students responded feeling safe at the school 16% increased to 23% of the students responded seeing classmates try to stop bullying when they see it happening  54% decreased to 49% of the students responded that faculty and staff make it clear that bullying is not tolerated 25% increased to 34% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by classmates.   54% increased 59% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by faculty and staff 25% increased to 36% of students expressed feeling like they are part and belong to the school community.|Areas of strength and Progress  The school has shown modest improvements in some key areas of student perception: Peer intervention on bullying (23%) increased from 16%, indicating gradual progress in student leadership and peer accountability. Respect for diversity has improved: Among classmates: from 25% to 34% Among faculty/staff: from 54% to 59% Sense of belonging also rose from 25% to 36%, showing early signs of community-building efforts starting to resonate with students.  Areas of Opportunities   Despite these gains, overall student perception of school safety and climate remains low: Feeling safe at school dropped from 46% to 37% Clarity on anti-bullying stance by staff declined from 54% to 49% These trends suggest a need to re-evaluate and reinforce the school’s safety practices, messaging, and staff visibility in promoting a safe and inclusive environment.|Strategies to Improve Engagement and School Climate To support a stronger sense of safety and belonging Downtown Value School will: Implement school-wide bullying prevention programs and restorative practices with visible adult leadership. Increase structured opportunities for students to discuss and reflect on issues of respect, inclusion, and safety (e.g., advisory circles, student forums). Train faculty and staff to model inclusive behavior and respond consistently to bullying or microaggressions. Elevate student voice in school culture initiatives to increase ownership and relevance.|Met||2025-06-06|2025
19647336120471|Puente Charter|6|The Winter 2025 Panorama Education survey collected data from 124 students in grades 3-5 at Puente Charter School, measuring three key domains of school climate and student well-being. The survey provides overall scores and national percentile comparisons for each domain. The current survey data is not disaggregated by student groups (e.g., race/ethnicity, gender, English learner status), which limits deeper analysis of potential disparities in school climate experiences among different populations. Future survey administrations could benefit from collecting and reporting disaggregated data to better identify targeted supports for specific student groups.|"Identified Areas of Strength Strong Support Networks: The most significant strength revealed in the survey is the robust support system available to students (93% favorable, 80th-99th percentile nationally). This indicates successful relationship-building efforts between: •	School staff and students (94% have a trusted adult at school) •	Students and their families (96% have supportive relationships outside school) •	Peer-to-peer connections (89% have reliable friends) Improving Emotional Climate: The 5-point increase in Positive Feelings (now 70% favorable) suggests that school initiatives to improve emotional well-being are showing progress. Students report high levels of: •	Excitement (85% favorable) •	Happiness (73% favorable) •	Feeling safe (63% report feeling safe ""almost always"") Positive Trajectory: Two of three measured domains show improvement from the previous survey period, indicating that overall school climate is moving in a positive direction despite challenges.  Identified Areas of Need Critical Social Skills Gap: The Social Awareness domain (55% favorable, 0th-19th percentile nationally) represents an urgent area for improvement, particularly given its 5-point decline. Specific skills needing development include: •	Recognizing others' achievements (only 39% regularly compliment peers) •	Conflict resolution (only 42% can disagree without arguments) •	Emotional articulation (only 49% can clearly describe feelings) •	Self-advocacy without diminishing others (54% favorable) Peer Relationship Dynamics: While 89% of students report having a supportive friend, the lower scores on getting along with different students (58%) suggest challenges with forming relationships across differences. Emotional Connection: ""Feeling loved"" scored lowest (60%) within the otherwise positive Feelings domain, indicating a potential disconnect between supportive structures and emotional fulfillment.  Data Limitations & Implications The absence of disaggregated data by student groups (race/ethnicity, gender, language status, etc.) limits our ability to identify potential disparities in climate experiences. This represents a significant gap in understanding whether certain student populations experience the school environment differently, particularly regarding: •	Which student groups might be driving the low Social Awareness scores •	Whether all groups experience supportive relationships equally •	If emotional safety varies across student populations"|"Based on the analysis of our climate survey data, the following modifications take place. Curriculum and Instructional Policy Revisions 1.	Integrated SEL Curriculum Implementation: Revise the daily instructional schedule to incorporate 15-20 minutes of explicit social-emotional learning instruction focusing specifically on: o	Perspective-taking and empathy building exercises o	Conflict resolution protocols and peaceful disagreement practices o	Emotion vocabulary development and self-expression techniques 2.	Peer Recognition System: Establish a formal peer recognition program within each classroom where students nominate peers for weekly acknowledgments, addressing the significantly low rate (39%) of students complimenting others' accomplishments. Assessment and Data Collection Procedures 3.	Disaggregated Data Collection Protocol: Modify survey administration procedures to collect demographic information that allows for analysis by student groups (race/ethnicity, gender, language status) while maintaining appropriate privacy protections. 4.	Interim Progress Monitoring: Implement quarterly mini assessments specifically targeting social awareness skills to track progress between formal survey administrations, rather than waiting for annual data. Professional Development Adjustments 5.	Staff Training Reallocation: Redirect 30% of existing professional development time toward targeted training on facilitating student conflict resolution and emotional regulation strategies, based on the identified weaknesses in these specific areas. 6.	Classroom Observation Focus: Revise the existing teacher observation rubric to include specific indicators for monitoring and supporting social awareness skill development during regular instruction. Community Partnership Procedures 7.	Family Workshop Series: Develop a parent/guardian workshop series focused on reinforcing the same social awareness skills at home, creating consistency between school and home environments. 8.	Community Mentorship Program: Establish procedures for pairing students demonstrating social awareness challenges with appropriate community mentors who model these skills effectively. Disciplinary Policy Modifications 9.	Restorative Practices Implementation: Replace punitive elements of the current disciplinary system with restorative justice procedures that explicitly teach conflict resolution skills identified as lacking in the survey data. 10.	Self-Regulation Spaces: Designate and equip ""calm corners"" in each classroom and common spaces with tools and visual supports for emotional regulation and reflection. Administrative Monitoring Procedures 11.	Leadership Team Accountability: Add social-emotional learning metrics to administrative team meeting agendas with the same priority as academic data review. 12.	Resource Allocation Review: Conduct quarterly assessment of how time, personnel, and financial resources are supporting the development of identified social awareness skill gaps."|Met|These structural changes aim to systematically address the identified social awareness deficits while preserving and building upon the strong foundation of supportive relationships already established at Puente Charter School.|2025-06-11|2025
19647336120489|Para Los Niños Charter|6|In Spring 2025, PLN CES administered a student climate survey to students in grades 3– 5 to gather feedback on school conditions and student well-being. The survey measured key indicators aligned with statewide priorities such as engagement, safety, belonging, and relationships with staff. The results were as follows: • Teacher-Student Relationships: 33% described teachers as extremely caring, 88% said staff were friendly and 92% said staff were respectful. • School Fit/Belonging: 80% favorableSchool Engagement: 75% “Not at all challenging” to communicate with school staff • School Safety: 79% favorable School Engagement: 75% “Not at all challenging” to communicate with school staff • School Safety: 79% favorable These results suggest that families of students in grades TK–5 experience a strong sense of trust, accessibility, and positive relationships with school staff. The high ratings for respect, friendliness, and ease of communication point to an inclusive school culture where families feel welcome and heard. While overall results were favorable, ongoing efforts will focus on deepening academic communication and expanding family engagement strategies to ensure all students are supported both inside and outside the classroom.|Disaggregated results by student subgroup (such as race/ethnicity, English Learner status, or socioeconomic background) are not applicable, as the survey administration was anonymous and demographic group data was not collected. While subgroup analysis is not available, PLN is using the overall findings to inform continuous improvement efforts, including stronger family engagement, expanded wellness supports, and increased student voice in shaping a more inclusive and supportive school environment.|In response to areas of need identified through analysis of local climate data and stakeholder input, PLN has implemented several key changes to strengthen school conditions and climate. For the 2024–2027 LCAP, new goals and strategies were developed in direct alignment with the organization’s strategic plan. Additionally, a reorganization of the Office of Education’s Home Office was carried out to ensure clearer alignment of team structures and responsibilities with strategic priorities. To further support continuous improvement, PLN established priority areas identified in the California School Dashboard: attendance, suspension, ELA, math, and family engagement. These plans are guiding site-based Instructional Leadership Teams in developing and monitoring SMARTIE goals—goals that are Specific, Measurable, Achievable, Relevant, Time-bound, Inclusive, and Equitable. These teams are also responsible for implementing schoolwide strategies and engaging in regular cycles of reflection and refinement to ensure that academic progress and social-emotional well- being are addressed together. This coherent, data-informed structure ensures that climate-related insights—such as those gathered through the Spring 2025 Panorama Student Survey—are directly tied to decisions and practices that impact students and families every day.|Met||2025-06-12|2025
19647336121081|ICEF View Park Preparatory Middle|6|ICEF View Park Preparatory Middle School administered the Fall 2024Panorama Student Survey:   Summary of results  44% School Belonging: How much students feel they are valued members of the school community. 22% School Climate: Perceptions of the overall social and learning climate of the school. 65% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 49% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Middle School administered the Fall 2024Panorama Student Survey:   Summary of results  44% School Belonging: How much students feel they are valued members of the school community. 22% School Climate: Perceptions of the overall social and learning climate of the school. 65% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 49% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Middle School administered the Fall 2024Panorama Student Survey:   Summary of results  44% School Belonging: How much students feel they are valued members of the school community. 22% School Climate: Perceptions of the overall social and learning climate of the school. 65% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 49% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2025-06-26|2025
19647580000000|Los Nietos|6|"LCAP Goal Three focuses on ensuring each school fosters a positive environment for parent, student, and community involvement to support and promote student success. Developed as a board goal, it captures key components of student engagement, including school climate, connectedness, and wellness.  During the 2024–25 school year, the District continued to utilize multiple tools to assess and improve school climate. Student well-being and engagement were primarily measured through the Kelvin Social Emotional Learning (SEL) survey, administered three times throughout the year in grades 3–8. These ""pulses"" provided timely insights into students’ sense of belonging, emotional safety, and connectedness to school, allowing staff to make informed adjustments to instruction and campus supports. In addition, the California Healthy Kids Survey (CHKS) was administered, offering an additional, research-based metric to help guide decisions around school culture and climate."|"To reinforce positive student behavior and support consistent expectations across campuses, year one of site-wide Positive Behavioral Interventions and Supports (PBIS) implementation was completed. Each school received support from a dedicated PBIS Teacher on Special Assignment (TOSA), who helped staff build systems aligned to Tier 1 practices. These efforts contributed to improved consistency, student accountability, and reinforcement of a safe and inclusive learning environment.  All school sites have aligned their School Plan for Student Achievement (SPSA) with the District's LCAP goals, ensuring coherence across preschool through eighth grade in priorities, strategies, and resource allocation.  Survey results from both Kelvin pulse and CHKS indicate that students overwhelmingly report feeling safe and comfortable at school, with a majority agreeing that their school is a ""safe, clean, comfortable, and orderly place for students to learn."" In addition, students report high levels of connectedness with adults on campus. This continued positive feedback reinforces the District’s commitment to building strong, supportive campuses where every student can thrive."|Looking ahead into the 2025-26 school year, the District will continue refining MTSS implementation, strengthening Tier 1 supports, and using real-time data to ensure all students feel connected, supported, and safe at school.|Met||2025-06-26|2025
19647740000000|Lynwood Unified|6|This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. The summary of progress is required to be based on information collected that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span.  Bullet Points Local Climate Survey for School Safety and Connectedness: Purpose: To gather information on the school environment regarding safety and connectedness. Administration: Administered every other year by Local Educational Agencies (LEAs). Reporting: LEAs report survey results to their local governing boards at regular meetings. Results are also shared with educational partners and the public via the Dashboard. Progress Summary: Based on student perceptions of school safety and connectedness in at least one grade within the grade span.|The Data was collected from our Youth Truth Survey and LCAP Educational Partners Survey. Students who feel safe at school: 87th Percentile Students who feel connected to their school community: 76th Percentile  Teacher who felt a sense of connectedness and safety: 86% of respondents As part of the LCAP process, LUSD administered an LCAP survey to students, parents, staff, and community members. What the Lynwood Unified School District learned was that our stakeholders are overall satisfied with the climate of our District. However,  in areas where they felt we are successful they also expressed a need for us to continue with best practices around community engagement and school connectedness. Academic support for students (e.g. tutoring, after school programs, Student Success Teams {SSC} Access to technology Instructional support for students with disabilities, low income, or foster youth  Culturally inclusive instruction that is relevant for our diverse student population Instruction, Intervention, and Monitoring for English Learners Student to home connections Parent and Family Engagement Social Emotional Health and Wellness Support  Bullet Points Lynwood Unified School District's Actions and Results: Actions Taken: Increased resources through the Community Schools Grant. Completed a Facilities Maintenance Plan. Expanded Professional Development to focus on healthy teacher-student relationships. Results: Resources and allocations better aligned to individual school needs. Increased staff for more 1:1 and small group support in academics and social-emotional learning. Ongoing Monitoring: Continued monitoring of actions through the district stakeholder group (certificated staff, classified staff, administrators, parents, and students).|Based on this data the Lynwood Unified School District will take specific actions, such as: Increasing resources through our Community Schools Grant  Complete a Facilities Maintenance Plan to address facility concerns Expand Professional Development to focus on healthy teacher/student relationships that support academic and social emotional outcomes.   These decisions are garnering results in that resources and allocations are more aligned to the needs of each individual school. We have expanded staff to provide more 1:1 and small group services on academics and social-emotional needs. We will continue to monitor these actions through our district stakeholder group comprised of certificated, classified, administrators, parents, and students.   Bullet Points:  Lynwood Unified School District's Actions Based on Data: Increase resources through the Community Schools Grant to address student needs. Complete a Facilities Maintenance Plan to address facility concerns and improve the school environment. Expand Professional Development to focus on building healthy teacher-student relationships for better academic and social-emotional outcomes. Positive Results: Improved alignment of resources and allocations to meet individual school needs. Expanded staff to provide more individualized and small group support for academic and social-emotional needs. Ongoing Monitoring: Actions will be continuously monitored through the district stakeholder group, comprised of certificated staff, classified staff, administrators, parents, and students.|Met||2025-06-26|2025
19647900000000|Monrovia Unified|6|School Connectedness:  The majority of elementary students (76%) feel a sense of connectedness to their school, while 55% of middle and high school students reported that they felt connected to their school.  The sense of connectedness appears to diminish as students progress from elementary to high school.  At each of the school levels, some student groups were less likely to report a sense of connectedness.   Perceived Safety:  A majority of elementary students (80%) reported a sense of safety at their schools, and a small percentage (between 2%-9%) reported feeling unsafe.  58% of students in middle and high school reported feeling safe at school.  Students’ perception of safety seems to diminish as they progress from elementary school to high school.  At each of the school levels, some student groups were less likely to report that they felt safe at school.|Areas of strength:  Overall sense of connectedness and safety.  Elementary students reported high levels of connectedness and motivation.   Areas of growth: Creating sense of belonging, connectedness, and safety for all  student groups.  Improving/maintaining a sense of connectedness and safety through middle and high school.|Counselors and social workers will provide support for students and families at every site, and will facilitate programs to increase students’ sense of connectedness and safety. Safety renovations are beginning to be implemented, including the addition of security cameras, new fencing, and vape sensors.  All of our elementary, middle and high schools will continue to build their capacity to implement Positive Behavioral Interventions and Supports (PBIS).|Met||2025-06-25|2025
19648080000000|Montebello Unified|6|"Montebello USD administers the Panorama SEL Competency and Well-Being Measures survey.   The following data reports the ""percent favorable"" responses from the Spring of 2025:   Grade 3-5   Self-Management 	66 %	     20th–39th percentile  Positive Feelings 	64 %	     20th–39th percentile  Social Awareness 	55 %	  0th–19th percentile  Challenging Feelings 	53 %	     40th–59th percentile  Growth Mindset 	49 %	 20th–39th percentile  Self-Efficacy 	45 %	 0th–19th percentile  Emotion Regulation 	44 %	    40th–59th percentile  School Safety 	58 %	 40th–59th percentile  Grades 6-12  Self-Management 	59 %	 0th–19th percentile  Challenging Feelings 	52 %	 40th–59th percentile  Positive Feelings 	51 %	 20th–39th percentile  Social Awareness 	46 %	  0th–19th percentile  Growth Mindset 	41 %	 0th–19th percentile  Emotion Regulation 	40 %	    20th–39th percentile  Self-Efficacy 	37 %	 0th–19th percentile  Social Perspective-Taking 	35 %	    0th–19th percentile  School Safety 	58 %	     40th–59th percentile"|Interventions put in place at the elementary level have been relatively effective. There is a clear drop in favorable Panorama results when moving from elementary to secondary school. PBIS and social-emotional learning programs have been in place longer at elementary schools. Their implementation will continue to be expanded and improved at all levels, with a focus on secondary. Self-efficacy and self-management are two areas of particular need across the District, and the percentage of favorable responses is significantly lower for English learners.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes. Input from educational partners has been that school- and district-wide processes have been successfully implemented, but student- and classroom-level interventions may not be sufficient. For example, teachers report that the existing system for providing social-emotional lessons is difficult to navigate and implement. As a result, a new digital platform for creating lessons will be utilized. To address poor results in self-efficacy and self-management, especially for English learners, additional staff will work with students to provide counseling and related services.|Met||2025-06-25|2025
19648160000000|Mountain View Elementary|6|The LCAP Student survey was administered to 2,495 students in grades 3-8. Key indicators were measured to determine students' overall wellness and school climate. 80% of students indicated they feel safe at school and 78% of students indicated they felt they belonged at school. A total of 91% of students indicated that adults on campus treated them with care and respect. With regards to systems of support, students reported having a teacher/other adults at school who believe in their future success (91%). The 2023-24 CA School Dashboard- Suspension Rate of 2.6% for all students, the highest being Long Term English Learners at 8.5%. As indicated earlier, perception of School Safety by Students is 80%, Staff 91%, and Family/community 93%. According to the results of the California Healthy Kids Survey, 28% of the 5th graders and 32% of the 7th graders reported feeling sad or hopeless.|These data results reflect the continued implementation of PBIS strategies across all of the schools.  All schools implemented Social Emotional Learning programs through the work of our School counselors as all sites are staffed with a counselor. All schools are closed campuses and all have been outfitted with entrance cameras. All sites have campus monitors who are vigilant in addressing issues and preventing situations. Our community partners such as Foothill Family and School Resource Officer are pro-actively involved with each of our schools through parent meetings, advisement community outreach programs, positive student interactions, and participation in school and district events. School site counselors also provide group and individual sessions on emotional control, peer-to- peer relationship building, communication, and other social-emotional competencies. Our middle school programs offer a variety of learning opportunities and ways for students to connect to school. These include Music Appreciation, Art, robotic classes, student clubs, ASB, AVID, Speak up contest, after-school intervention classes, after-school sports like MVSD Run Club, extended learning opportunities through ThinkTogether, and Saturday academies. Additionally, we partnered with the Flippen Group to launch Capturing Kids Hearts at all sites and provided training to all staff.  These actions are reflected in an increase in student perceptions and school climate. While suspension rates are high, they have improved year over year.|Based on the data analysis from last year, addressing the need for student anonymity to give students the opportunity to report incidents such as bullying or harassment, we incorporated a student survey question to measure progress in this area. 93% of the student respondents knew who to go to for help at school if they needed help.  To address bullying we have an Anti-Bullying campaign that includes signage and a self reporting system. We will be partnering up with the Sandy Hook Foundation next year to continue the improvement of a safe environment in addition to partnering with We Tip.  We will continue to add Behavior Technicians to assist students who are having issues with their behavior We will continue to incorporate questions related to student anonymity when reporting bullying or harassment. In addition, we will continue to build upon the success of the arts-embedded strategies to promote social-emotional awareness and self-management at all schools.|Met||2025-06-17|2025
19648320000000|Newhall|6|The California Healthy Kids Survey was administered to 555 fifth grade students. Results from four key indicators were: 76% of students feel a part of the school. 72% of students feel that adults at school care about them. 82% of students feel that school is a safe place.    1,227 parents/guardians filled out the School Effectiveness Survey 94% reported that their child’s school provides a safe and secure environment. 93% reported that the school communicates effectively about important events, policies, and their child’s progress. 91% reported that their child enjoys going to school. 92% felt that their child’s teacher supported their academic and social emotional growth.|Several key learnings, areas of strength, and identified needs have emerged for the Newhall School District:  Key Learnings and Areas of Strength  Positive School Connection and Engagement: Students: 76% felt connected to their school. Parents/Guardians: 93% felt that their school communicates effectively about improtant events, policies, and their child's progress. The sense of belonging and active parent engagement indicate that the district fosters a community where both students and parents feel valued and included.  Effective Social and Emotional Support: Students: 76% felt that the school provided adequate social and emotional learning support. This suggests that the district’s efforts in addressing social and emotional learning (SEL) are being positively received by students, contributing to their overall well-being and school experience.  Perceived Safety: Students: 82% felt safe at school. Parents/Guardians: 94% believed the school is a safe place for their child. The high perception of safety among both students and parents reflects effective measures in creating a secure learning environment.   Identified Needs and Areas for Improvement  Increasing School Connectedness: Although 76% of students felt connected to their school, there is room for improvement by improving this sense of connection. Strategies could include more community-building activities, mentorship programs like classroom buddies, and initiatives that strengthen student relationships with peers and staff.  Enhancing Social and Emotional Learning Support: While 76% of students felt supported in their social and emotional learning, further development in SEL programs could benefit the remaining 24%. Continuous evaluation through student surveys and expansion of these programs can ensure comprehensive support for all students.  Improving Perceived Safety: Despite high safety perceptions, the 18% of students and 6% of parents who may not feel entirely safe highlight a need for ongoing review and enhancement of safety measures. Efforts could include improving communication about safety policies and procedures.  Overall, the data reflect a district that is performing well in key areas of student motivation, safety, and parent satisfaction. However, there are opportunities for growth in increasing school connectedness, enhancing social and emotional support, and maintaining high safety standards.|Based on the analysis of the California Healthy Kids Survey and the School Effectiveness Survey, the Newhall School District has identified several areas of need and strengths. To address these needs and leverage strengths, the District plans to implement the following changes and improvements to existing plans, policies, and procedures:  Changes and Improvements  Enhancing School Connectedness Objective: Improve the sense of belonging and connection among students. Community-Building Events: Organize regular events like school spirit days, assemblies, and community service projects that encourage student participation and promote a positive school culture. Student Surveys: Gather input on what activities and supports they feel would enhance their connection to school.  Expanding Social and Emotional Learning (SEL) Support Objective: Increase the reach and effectiveness of SEL programs to better support all students. Curriculum Integration: Integrate SEL lessons more deeply into the regular curriculum, ensuring that all students receive consistent and comprehensive SEL instruction. Professional Development: Provide ongoing training for staff on SEL strategies and techniques, equipping them to support students’ social and emotional needs effectively. Targeted Interventions: Continue targeted support programs for students who may be struggling with specific SEL challenges, such as anxiety, conflict resolution, or peer relationships. Parent Workshops: Continue parent education opportunities to equip them with skills and strategies to support their children’s social and emotional development at home.  Strengthening Safety Measures Objective: Enhance the perception and reality of safety within the school environment. Communication: Improve communication about safety measures and policies to both students and parents, emphasizing the steps taken to maintain a safe environment.  By implementing these changes and improvements, the Newhall School District aims to enhance school connectedness, provide comprehensive social and emotional support, and maintain high safety standards.. These efforts will contribute to creating a supportive and thriving educational environment for all students and their families.|Met||2025-06-24|2025
19648400000000|Norwalk-La Mirada Unified|6|District data was collected in 2024-25 using a set of school climate and culture surveys developed by the district. The survey was given to students in the Fall of the  2024-25 school year. The data is available in our district data dashboard:  Student Culture & Climate Survey Topic Descriptions include the following with the percentage of favorable responses:  ELEMENTARY STUDENT SURVEY Climate of Support for Academic Learning 84% Knowledge and Fairness of Discipline, Rules and Norms 86% Safety 68% Sense of Belonging (School Connectedness) 81%  SECONDARY STUDENT SURVEY Climate of Support for Academic Learning 74% Knowledge and Fairness of Discipline, Rules and Norms 78% Safety 80% Sense of Belonging (School Connectedness) 62%  Student SEL Survey ELEMENTARY AND SECONDARY STUDENT SURVEYS Growth Mindset 75% (Elementary) 67%(Secondary) Self-Efficacy 67% (Elementary) 51%(Secondary) Self-Management 68% (Elementary) 75%(Secondary)  Social Awareness 72% (Elementary) 67%(Secondary)|The Elementary Student Culture & Climate Survey reflected highest percentages of positive results in the areas of Knowledge and Fairness of Discipline, Rules and Norms and Sense of Belonging (School Connectedness).  Safety results showed slightly lower percentages of positive results but were still comparable to other districts.  Students responded favorably to questions about being aware of the rules and teachers treating students fairly.   The Secondary Student Survey reflected more positive results in the areas of Knowledge and Fairness of Discipline, Rules and Norms.  Climate of Support for Academic Learning and Safety showed favorable responses around questions focusing on students being provided opportunities to participate in class. Sense of Belonging (School Connectedness) was an area where more positive responses from students are needed. Elementary and Secondary SEL Student Surveys reflected more positive results in the areas of Growth Mindset and Social Awareness for Elementary whereas Growth Mindset and Self-Management were more positive in Secondary. For both Elementary and Secondary, Self-Efficacy displayed the most need.|NLMUSD will continue to provide support for students’ needs through access to caring adults on each campus though programs that currently exist such as our counseling and guidance programs and the ESSS (Elementary Student Support Specialists). Schools are encouraged and supported through training such as PBIS to create an overwhelmingly positive learning environment at each school. This priority is reflected in our School Board Policy (BP and RR 5411, Section 3).|Met||2025-06-23|2025
19648570000000|Palmdale Elementary|6|Our local climate survey captured student perceptions of school connectedness and safety, with data disaggregated by racial/ethnic groups for both 5th and 7th grades, and by additional student groups for 7th grade. (Note: *N/A indicates fewer than 10 respondents in that student group).|School Connectedness: Overall, 67% of 5th Grade respondents feel connected to school. This is attributed to strong emphasis in Capturing Kids Hearts (CKH) implementation Identified Needs:  5th Grade: Address disparities among Black/AA (65%) and Hispanic (66%) students to bring them closer to their peers.  7th Grade: Reverse sharp decline in overall connectedness.  Black/AA: 37%, MR: 33%, SWD: 37% For the last several years we have implemented professional development at every site for certificated and classified staff, we have even opened the training to parents on a limited basis.  It is part of the on-boarding process for new teachers coming into the district.   Seventh grade students responded with much lower numbers both in  feeling safe at school and feeling connected to their school. African American students, especially males, have high percentages of suspensions, this issue may be contributing to the lack of connection to their schools.   Increase sports, club activities or foster greater sense of belonging. School Safety:  Overall, 71% of 5th Grade respondents feel safe at school. Range:  67-77% Identified Needs:  5th Grade: Address lower positive perception by Black/AA (67%)  7th Grade: Understand & address significant decline in overall school safety (41%). Improve perceptions for Black/AA (33%), MR (33%), SWD (43%)  Focusing on attendance, restorative practices, and engaging parents in training/workshops that support students academic and behavioral success will be a beginning point for building connectedness.   Overall, developing relationships with families and utilizing positive behavior programs will assist in creating a culture of connectedness and safety.|- We provide information regarding school safety to our Student P.R.O.M.I.S.E. Ambassadors so they can share with students at their school sites.  -We will continue to do this as a way of informing students what we are doing to improve safety on campuses.  - ICC will restructure to become the Superintendent’s Student Advisory Council. Student Board Members will be chosen from this group.  This will be a direct forum for students to speak directly with the Superintendent regarding matters they feel are important to address. - We will also include this information in our Breakfast with the Superintendent meetings. It is important that our students, parents, staff and community understand that safety is a priority throughout the district.  - Training provided to certificated and classified staff who directly interface with students. focusing on new staff.  - CSI and Equity Multiplier schools are working with Capturing Kids Hearts to provide coaching and training for staff.   - Re-establish a Positive Behavior Intervention System through a dedicated Safety & Climate committee at each site to Identify school-wide strategies for consistent positive behavior reinforcement.  Middle schools will begin exploring the implementation of (PBIS) in 2025-26, with training from LACOE.|Met||2025-06-17|2025
19648570112714|Antelope Valley Learning Academy|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *98% of the students reported that they felt safe *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 90% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-05|2025
19648570125377|Palmdale Aerospace Academy|6|According to the Youth Truth survey results, a majority of our educational partners care about our school, understand expectations, and trust teachers and staff members. However, student engagement is an area for growth. In grade 9-12 student surveys, 39% of the respondents agreed that they enjoy school. 43% of 6-8th grade respondents agreed, and in grades 3-5, 28% of respondents agreed.|Engagement is key to learning, and The Palmdale Aerospace Academy recognizes that this is an area for improvement. Listening to student voices, providing opportunities for students to be involved in the learning process and decision making at the Academy, and providing supports for staff to dig into the issues underlying student engagement issues will be important as we move forward.|The Palmdale Aerospace Academy will continue to elicit feedback from students through holding empathy interviews, holding student council meetings, providing surveys, and through the Superintendent’s student council. Additionally, administration will do strategic walk-throughs of classrooms collecting data on student engagement and staff will take part in professional development geared toward increasing student engagement and improving school culture.|Met||2025-06-10|2025
19648570140889|Palmdale Academy Charter|6|The 2024–25 California Healthy Kids Survey (CHKS) administered at Palmdale Academy Charter School provides key data on school climate, student engagement, and well-being. The overall School Climate Development Index (SCDI) score was 300, slightly below the state average of 310. The index reflects student perceptions of school safety, connectedness, adult relationships, and meaningful participation. The data set includes disaggregated results by race/ethnicity, gender, English learner status, parental education level, and special education identification. Hispanic/Latino students—who comprise the majority—reported lower connectedness (41% agreed they felt close to people at school) compared to White students (52%). English Learners also showed lower rates of school connectedness and academic motivation. Gender disaggregation revealed that female students expressed more safety concerns and emotional distress. While 62% of male students reported feeling safe “most or all of the time,” only 48% of female students agreed. Female students also reported higher rates of chronic sadness and lower belief in their ability to handle stressful situations. Special Education students were less likely to report having a caring adult at school and more likely to report feeling unsafe or disengaged. Only 39% of students overall indicated they felt like a part of the school, and fewer than half reported having a caring adult to go to when feeling upset. These data points, combined with metrics on bullying, peer relationships, and emotional regulation, are critical in shaping our understanding of the school environment and conditions.|Analysis of the CHKS data surfaced several key learnings. A major area of strength at PACS is student awareness of behavioral expectations; a high percentage of students reported clarity around school rules and acknowledgment of academic effort by staff. Many students also expressed agreement that teachers encourage them to do their best, supporting a culture of high expectations. However, the survey also highlighted several areas of need. The data indicate a systemic concern regarding school connectedness, especially among Hispanic/Latino students, English Learners, and students in Special Education. These groups reported lower levels of meaningful participation, fewer positive adult relationships, and reduced perceptions of belonging. Gender-based disparities emerged as well, particularly in students’ sense of physical and emotional safety. Female students were significantly more likely to report feeling unsafe and emotionally distressed. The relatively low percentage of students who felt they had a trusted adult to talk to at school (below 50%) reveals a need to expand relationship-building and SEL practices. Similarly, students' moderate ratings in peer relationships and social-emotional health signal that additional supports are needed to strengthen the interpersonal climate on campus. These insights point to the need for targeted interventions that focus on equity, emotional well-being, safety, and belonging for all students—especially those from vulnerable groups.|As a result of the findings from the 2024–25 CHKS, PACS has begun implementing several changes to plans and practices to better meet student needs and promote an inclusive and supportive school climate. First, we are strengthening our Multi-Tiered System of Supports (MTSS) framework by expanding access to mental health services and integrating classroom-based social-emotional learning activities into Advisory. These activities are designed to foster positive peer interactions and build stronger adult-student relationships. To address the low connectedness scores, the school has implemented weekly community-building lessons and campus-wide activities that promote student voice and cultural inclusivity. Advisory lessons are also being revised to include restorative circles, peer recognition opportunities, and wellness check-ins. To close gender-based safety perception gaps, the school has reassessed supervision coverage—particularly in areas identified by students as less safe—and is reinforcing restorative justice protocols to respond to student concerns more equitably. PACS has also prioritized staff training on trauma-informed practices and inclusive classroom strategies. Looking ahead, student and family engagement efforts will expand to include targeted outreach to English Learner families and families whose students receive Special Education services. These include culturally responsive events and information sessions aimed at fostering a stronger school-home connection. All changes are aligned with the school's Local Control and Accountability Plan (LCAP) and will be monitored for impact through follow-up surveys and stakeholder feedback throughout the year.|Met||2025-06-17|2025
19648650000000|Palos Verdes Peninsula Unified|6|PVPUSD administered the California Healthy Kids Survey(CHKS) in grades 5, 7, 9, and 11 in the 2024-25 school year, and utilizes the data for school-wide decisions regarding vision and direction as well as programs The CHKS is the only survey that every school participates in across the district regarding school climate. The most recent CHKS District Main Reports indicate the following:  5th grade 2024-25 California Healthy Youth Act (CHKS) Response Rate 46% feeling connected to school 80% having a caring adult at school 67% feeling safe at school 83% having been a victim of cyberbullying 20% experiencing chronic sadness in last 12 months 66%  7th grade 2024-25 California Healthy Youth Act (CHKS) Response Rate 90% feeling connected to school 70% having a caring adult at school 60% feeling safe at school 73% having been a victim of cyberbullying 28% experiencing chronic sadness in last 12 months 21%  9th Grade 2024-25 California Healthy Youth Act (CHKS) Response Rate 87% feeling connected to school 71% having a caring adult at school 63% feeling safe at school 83% having been a victim of cyberbullying 21% experiencing chronic sadness in last 12 months 23%  11th grade 2024-25 California Healthy Youth Act (CHKS) Response Rate 86% feeling connected to school 67% having a caring adult at school 68% feeling safe at school 82% having been a victim of cyberbullying 21% experiencing chronic sadness in last 12 months 25%|The analysis of the 2024–25 California Healthy Kids Survey (CHKS) data, including disaggregated responses by grade level, revealed several key learnings, strengths, and areas of need:  Areas of Strength Sense of Safety: A high percentage of students across all grade levels reported feeling safe at school, with the strongest responses from 5th, 9th, and 11th graders (83%, 83%, and 82% respectively). This indicates that school-wide safety measures and campus climate initiatives are largely effective.  School Connection (Elementary Level): 80% of 5th grade students reported feeling connected to their school, the highest of all grade levels. This suggests that elementary programs and classroom environments are fostering a strong sense of belonging.  Presence of Caring Adults (11th Grade): Among secondary grades, 11th grade students were most likely to report having a caring adult at school (68%), a promising sign of supportive relationships at the upper high school level.  Areas of Need Chronic Sadness (5th Grade): A significant concern was the high percentage (66%) of 5th graders reporting chronic sadness within the last 12 months. This result, while atypical for elementary levels, suggests a critical need for increased mental health supports and early intervention services at the elementary level.  Lower Connection and Support in Middle School: Only 70% of 7th graders reported feeling connected to school, and just 60% felt they had a caring adult on campus—both the lowest of any grade. This indicates a need to strengthen student-staff relationships and build inclusive, supportive environments during the critical middle school transition.  Cyberbullying (7th Grade): The highest percentage of students reporting being victims of cyberbullying was among 7th graders (28%). Targeted digital citizenship education and bullying prevention strategies are needed at this grade level.|The District will adopt a new Administrative Regulation (AR) focused on addressing Hate-Motivated Behavior as part of its broader commitment to fostering a safe, welcoming, and respectful school environment. This regulation will serve as a critical component in supporting efforts to improve both school climate and student behavior.  As part of the implementation, all staff will receive training on the new policy, including how to recognize, respond to, and prevent hate-motivated incidents. This training is designed not only to ensure compliance and consistency across campuses but also to build stronger, more trusting relationships between students and school staff. By equipping staff with the tools to intervene effectively and compassionately, the District aims to create a more connected and supportive campus culture—one where every student feels seen, valued, and safe.|Met||2025-06-25|2025
19648730000000|Paramount Unified|6|Paramount Unified School District administers the California Healthy Kids Survey (CHKS) to students in 5th, 7th, and 9th grade each year. This anonymous survey gathers data on various aspects, including School Connectedness, Caring Adult Relationships, and Perceived School Safety.  The percentage of respondents in agreement with School Connectedness was 72% of 5th-grade students 51% of 7th-grade students 52% of 9th-grade students  The percentage of respondents in agreement with Caring Relationships was 74% of5th grade students 55% of 7th-grade students 51% of 9th-grade students  The percentage of respondents in agreement with Perceived School Safety was 76%of 5th grade students 47% of 7th-grade students 55% of 9th-grade students  Respondents in 7th and 9th grade self-report their identification with ethnic and program groups. These are reported for student groups with more than 10 respondents.  The percentage of respondents in agreement for School Connectedness was -Black or African American 43% in 7th grade, 64% in 9th grade -Hispanic or Latinx 51% in 7th grade, 51% in 9th grade -Female 45% in 7th grade, 46% in 9th grade -Male 56% in 7th grade, 58% in 9th grade -English Learner 55% in 7th grade, 47% in 9th grade -Students with an IEP 54% in 7th grade, 61% in 9th grade  The percentage of respondents in agreement for Caring Relationships was -Black or African American 55% in 7th grade, 68% in 9th grade -Hispanic or Latinx 55% in 7th grade, 49% in 9th grade -Female 53% in 7th grade, 51% in 9th grade -Male 58% in 7th grade, 51% in 9th grade -English Learner 64% in 7th grade, 56% in 9th grade -Students with an IEP 68% in 7th grade, 63% in 9th grade  The percentage of respondents in agreement for Perceived School Safety was -Black or African American 35% in 7th grade, 59% in 9th grade -Hispanic or Latinx 46% in 7th grade, 55% in 9th grade -Female 41% in 7th grade, 51% in 9th grade -Male 53% in 7th grade,60% in 9th grade -English Learner 50% in 7th grade, 65% in 9th grade -Students with an IEP 59% in 7th grade, 66% in 9th grade|Key Learnings and Identified Needs  1. Sharp Decline from 5th to 7th Grade -Student perceptions of School Connectedness, Caring Relationships, and School Safety drop significantly from 5th to 7th grade: -Connectedness: from 72% in 5th grade to 51% in 7th grade -Caring Relationships: from 74% to 55% -Safety: from 76% to 47% Implication: The transition to middle school is a vulnerable period requiring targeted support to sustain engagement and well-being.  2. 7th Grade – Critical Drop-Off Point -7th graders report the lowest agreement across all measures. Subgroups particularly impacted include: -Black students: 43% (Connectedness), 35% (Safety) -Female students: 45% (Connectedness), 41% (Safety) Implication: Focused efforts are needed to improve school climate for middle schoolers, especially Black and female students.  3. Disparities by Student Group -Gender: Females consistently report lower connectedness and safety than males. -Race/Ethnicity: -Black students show growth from 7th to 9th grade, but start from a low baseline. -Hispanic/Latinx students show steady but moderate connectedness (around 51%) with a decline in 9th-grade Caring Relationships (49%). - English Learners and students with IEPs report relatively higher levels of support. Implication: Equity-driven strategies are needed to close gaps in school connection and safety across gender, race, and subgroup status.  Areas of Strength 1. Strong Foundations in 5th Grade High levels of positive perception in 5th grade Connectedness (72%), Caring Relationships (74%), Safety (76%) suggest strong elementary support systems.  2. Some Recovery in 9th Grade Several groups show improvement from 7th to 9th grade: -Black students: Connectedness improves from 43% in 7th grade to 64% in 9th grade -English Learners: Safety increases from 50% to 65% Implication: High schools may offer more supportive environments. Middle schools could benefit from adopting high school practices.  3. Stronger Support for EL and IEP Students Both groups report higher levels of Caring Relationships and Safety, indicating some successful targeted interventions.  Summary of Needs and Priorities -Middle School Transition: Enhance supports for students entering middle school, with attention to 7th-grade experiences. -Equity Focus: Address racial and gender disparities in school connectedness and safety. -Relationship Building: Improve adult-student connections, particularly in middle grades.  Student Voice: Gather student input to better understand causes of disconnection and inform responsive strategies.|To address needs identified through local data, Paramount Unified School District is implementing LCAP and SPSA Goal 3: Cultivate a Nurturing and Emotionally Safe Environment to Strengthen Well-Being, Belonging, and a Sense of Safety. Key actions include expanding a comprehensive, multi-tiered system of social-emotional supports, enhancing physical and emotional safety, and increasing access to mental health services at both site and district levels. Professional development for certificated and classified staff ensures the capacity to provide targeted support for students with the greatest social-emotional and academic needs, driving continuous improvement in student well-being and school connectedness.|Met||2025-06-23|2025
19648810000000|Pasadena Unified|6|This year, the California Healthy Kids Survey was replaced with the Panorama Platform. Climate surveys were administered in the Fall and in the Spring of the school year 2024-25. Panorama was the tool used to measure and monitor school climate by gathering feedback directly from students, staff, and families on key areas such as safety, sense of belonging, school connectedness, and overall well-being. By analyzing the data, schools were able to gain insight into the experiences and perceptions within the school community, helping to identify strengths and areas in need of improvement. Through regular administration (twice a year) of the Panorama surveys, schools were better equipped to track progress over time and ensure every voice could be captured. Summary of your Panorama and school climate data: SEL Survey Participation (Students): Shows the significant rise from Spring 2024 (24.3%) to Spring 2025 (50%) after a strong Fall 2024 start (75.9%).  School Climate Survey Participation: Staff responses decreased from 571 to 308, while parent participation grew substantially from 924 to 1333 between Spring 2024 and 2025. Perception Improvements: Staff: +15% in school safety, +8% in belonging Teachers: +10% in school safety, +6% in belonging Families: +7% in positive school climate reporting|The analysis of Panorama and school climate data revealed several important insights. A major area of growth was the increased student participation in SEL surveys—from just 24.3% in Spring 2024 to 50% in Spring 2025—indicating growing engagement and awareness of student voice. Similarly, family participation in the school climate survey rose significantly, with 1,333 responses in Spring 2025 compared to 924 the previous year, demonstrating strengthened family-school connections. Areas of strength include measurable improvements in perceptions of school safety and belonging. Staff reported a 15% increase in positive responses regarding campus safety and an 8% gain in a sense of belonging. Teachers also reported a 10% increase in safety and a 6% improvement in belonging. Families showed a 7% increase in positive perceptions of overall school climate, reflecting stronger relationships and improved communication efforts. Identified needs include the noticeable drop in staff participation in the school climate survey—from 571 responses in Spring 2024 to 308 in Spring 2025—which highlights a need to re-engage staff voices in feedback processes. Additionally, while student participation increased, it still reflects only half of the population, pointing to the need for broader inclusion and outreach strategies to capture a more representative understanding of student experience. These findings underscore the importance of consistent outreach, meaningful engagement, and continuous monitoring to guide ongoing school climate improvement efforts.|Based on the key learnings from Panorama and school climate data analysis, our department recognizes the need for several strategic revisions and actions to strengthen engagement and ensure continuous improvement. Our department is committed to increasing staff participation in feedback processes. In response to the recent decline in participation, we will collaborate with school sites to ensure dedicated time is provided during staff meetings for survey completion. We will also enhance communication efforts to emphasize the purpose and impact of staff feedback, while reinforcing the confidentiality of all responses to build trust in the process. Additionally, site leaders will receive targeted training on how to interpret and utilize feedback reports effectively, enabling them to share survey outcomes with their teams and engage staff in identifying meaningful next steps for improvement. Ourr department will work with school leaders to include Panorama and climate data in school site plans for student achievement. We will work with each school to identify at least one area of focus (e.g., belonging, safety, connectedness) and implement evidence-based strategies tied to that focus. Progress will be monitored through quarterly check-ins and annual data reviews with the COST Teams.  To support improvements in belonging and safety perceptions, our department will work to align our restorative practices implementation plan with the identified needs of the district. Additional training in restorative practices, creating student-led peer mediation teams, and using data to monitor the effectiveness of restorative interventions in improving climate indicators will be offered These revisions reflect a commitment to data-driven decision-making and a continuous improvement cycle that prioritizes inclusive engagement, responsive action, and sustained impact.|Met||2025-06-26|2025
19648810113464|Aveson Global Leadership Academy|6|Aveson Global Leadership Academy (A.G.L.A.) administered its annual local climate survey in Spring 2025 to students in grades 6–12. The survey captured student perceptions of safety, connection, respect, and belonging—core aspects of a positive school climate. Data were disaggregated by key subgroups including students who identify as Black/African American, English Language Learners (ELLs), socioeconomically disadvantaged (FRPL), and students with IEPs.  Key Student Survey Findings:  Connectedness: 68% of students reported feeling connected to at least one adult at school “Most of the time” or “Always.” This figure rose to 72% for students with IEPs and 75% for ELL students.  Safety: 74% of students reported feeling physically and emotionally safe at school “Most of the time” or “Always.” Socioeconomically disadvantaged students (70%) and Black students (69%) showed notable gains over previous years.  Respect and Belonging: 67% of students said they feel a sense of belonging at school, and 60% reported feeling respected by peers. These areas showed improvement, particularly among students participating in advisory and PBIS-related activities.  Engagement: 65% of students stated that they felt engaged during class, especially when participating in structured collaborative activities.  Observation & Staff Feedback: Classroom walkthroughs and observation data from the 2024–25 school year confirm that students regularly participate in 3–4 structured discourse-based tasks per month. Staff surveys echoed these findings, with over 75% of teachers reporting increased student participation and use of S.E.E. (Safe, Engaged, Empathetic) language and behaviors.  PBIS & Tier 1 Systems: Following a rise in reported bullying in 2022–23, A.G.L.A. implemented Tier 1 PBIS systems centered on S.E.E. expectations. In 2023–24, behavior incidents decreased substantially, and students began internalizing community norms around empathy and respectful communication.  Family & Community Engagement as Climate Infrastructure: A.G.L.A. partners closely with the Aveson Community Organization (ACO) to foster inclusive engagement. Monthly cultural events—including full-month celebrations of Latino and Black History—serve as important climate-building experiences, increasing cross-cultural appreciation and deepening a sense of belonging. Family attendance at these events has grown steadily.  To promote access, A.G.L.A. uses ParentSquare for multilingual communication, provides bi-weekly advisor newsletters, and extends event hours to accommodate working families. Spanish-speaking staff offer direct support and translation as needed, ensuring all families feel welcomed and informed.  Disaggregated Trends by Group:  Students with IEPs reported the strongest gains in adult connectedness and advisory support.  ELL students showed increased perceptions of safety and belonging.  Black students noted higher respect from adults but still reported lower peer respect—highlighting an area|Family involvement is an ongoing focus area for A.G.L.A., with efforts directed towards enhancing communication channels and increasing participation in school events and activities. Despite challenges in engaging families, the school employs various surveys throughout the year to gather feedback and improve communication strategies. By implementing culturally sensitive approaches, A.G.L.A. aims to foster stronger connections between families and the school community, ultimately enhancing student rapport and trust while valuing the diverse identities of all families.  In terms of disciplinary trends, A.G.L.A. demonstrates a commitment to maintaining a supportive and inclusive disciplinary environment. Notably, there have been no expulsions recorded in the past three years, highlighting the school's dedication to student support and value. Additionally, proactive measures have led to a decrease in suspensions, with significant efforts made to address disparities among racial/ethnic groups and socioeconomically disadvantaged students. A.G.L.A. remains proactive in addressing absenteeism trends, particularly amidst challenges posed by the COVID-19 pandemic, with targeted interventions yielding positive outcomes, especially for English Learners and historically marginalized student populations. These efforts underscore the school's commitment to equitable access to education and fostering a supportive learning environment for all students.|As a district, it is imperative to respond proactively to identified areas of need by analyzing local data and key learnings from AGLA. AGLA can implement several revisions, decisions, and actions to address these identified needs and foster continuous improvement. Enhanced family engagement strategies can be developed and implemented, such as hosting regular family workshops, providing translation services for communication materials, and offering flexible scheduling for parent-teacher conferences to accommodate working families. Additionally, the district can collaborate with AGLA to review and refine disciplinary practices, focusing on restorative approaches prioritizing student support and accountability. This may involve providing additional staff training on conflict resolution strategies, implementing peer mediation programs, and revising disciplinary policies to align with best practices.  Furthermore, AGLA can implement targeted interventions to address absenteeism trends, such as implementing attendance incentive programs, conducting home visits for chronically absent students, and providing additional support services for students experiencing attendance barriers, including transportation assistance and access to counseling services. Moreover, the district can support AGLA in conducting a comprehensive review of the curriculum to ensure it is culturally responsive and addresses the diverse needs of all students. This may involve revising instructional materials to include diverse perspectives, integrating culturally relevant content into lesson plans, and providing professional development opportunities for teachers on culturally responsive teaching practices. Finally, AGLA can establish a data team or committee tasked with regularly analyzing local data to inform decision-making processes. This team can identify trends, monitor progress toward goals, and make data-driven recommendations for continuous improvement initiatives across the school. Through these concerted efforts, AGLA can effectively address areas of need and foster a culture of continuous improvement, ensuring the success and well-being of all students.|Met||2025-06-25|2025
19648810113472|Aveson School of Leaders|6|ASL conducted a comprehensive culture and climate survey via Possip from September through December, pausing only when the Eaton Fires destroyed our campus. At year’s end, we complemented that feedback with our annual LCAP survey, gathering community insights from fall through May. The early-year Possip results showed that an average of 87% of parents reported feeling happy with Aveson School of Leaders, affirming our commitment to student well-being and a vibrant campus culture even amid recovery efforts. When we analyzed the LCAP data, 85% of families agreed that their child receives the academic support needed to succeed, 80% felt their child is appropriately challenged, and 90% indicated our academic expectations are clear and age-appropriate. Equally powerful were the safety and belonging metrics: 100% of participating parents confirmed that their child feels safe and supported at school, 95% said they feel welcomed and included, and 95% agreed they are part of a genuine community of belonging. Finally, 80% of respondents reported knowing where to turn with questions or for additional support, an encouraging majority that also highlights the opportunity to refine our communication channels so every family can navigate resources with confidence. When asked “What’s one thing you hope will grow or improve next year?” several parents shared short narratives expressing their desire for Aveson to secure its own campus in the future and to see continued enhancements in school-home communication.  In parallel, our year-end staff survey revealed strong overall morale alongside areas for growth. Seventy-five percent of staff feel respected and valued as members of the Aveson team, and 80% believe that collaboration and teamwork are encouraged at their site. Seventy-nine percent report having opportunities to grow their skills and leadership, and an impressive 96% confirm they have the tools and resources they need to do their job well. However, only 67% feel comfortable voicing their ideas, feedback, or concerns, and just 50% receive regular, helpful performance feedback. These findings build on last year’s insights, when staff highlighted a pressing need for consistency in general education and inclusion settings and called for deeper professional development around neurodivergent learning needs. This year’s data affirms our progress in resourcing and professional growth but underscores the importance of establishing consistent feedback loops, strengthening mentoring and coaching cycles, and cultivating even safer spaces for staff to speak up.  Moving forward, we will disaggregate climate data by student subgroup—such as grade level and primary language—to ensure equity of experience. We will also launch targeted initiatives to improve two-way communication: expanding peer observation and coaching, scheduling regular check-ins for performance feedback, and enhancing our family engagement platforms so that every member of our community feels informed,|The combined survey data surface both clear strengths and emerging needs at ASL. On the strength side, families and staff alike affirm the heart of our community: an average of 87% of parents report they are happy with Aveson School of Leaders, 100% say their child feels safe and supported, 95% feel welcomed and included, and 96% of staff confirm they have the tools and resources to do their jobs well. Likewise, 80% of staff feel collaboration and teamwork are encouraged, and 79% believe they have opportunities to grow their skills and leadership. These high marks testify to our resilient culture, even as we rebuilt after the Eaton Fires. At the same time, key learnings point toward the critical importance of communication and feedback systems. While 80% of parents know where to turn with questions or for support, one in five still feels unsure, and several parents voiced the wish for clearer, more frequent updates—especially around securing our own campus. Among staff, only 67% feel comfortable voicing ideas or concerns, and just 50% receive regular, helpful feedback about their performance. These gaps mirror last year’s calls for consistent practices and targeted professional development: now, we see the need to deepen coaching cycles, establish predictable feedback loops, and broaden channels for staff and family input. Although disaggregated subgroup data (by grade level, primary language, etc.) are not yet available, the whole-school results guide our next steps. We will refine our family communication platforms, expand peer observation and mentoring structures, schedule routine performance check-ins, and prioritize transparent updates on campus planning. By addressing these identified needs, we’ll ensure every member of our community, regardless of role or background, feels informed, heard, and empowered to contribute to Aveson’s continued growth.|To address our climate and culture findings, ASL will sharpen and reestablish the practices that were paused during recovery and introduce targeted ways for every voice to be heard. First, we will reinstate our bi-monthly Possip pulse checks, paused only because of the Eaton Fires, to keep real-time feedback flowing from families. For our advisors and support staff, we’ll add regular team meetings and peer-coaching sessions, so that those who hesitate to speak up have structured “voice spaces,” and everyone benefits from shared ideas and timely feedback. We’ll also restore our full three-cycle evaluation rhythm, after completing two this year, and cultivate mentoring relationships, ensuring growth conversations happen naturally throughout the year. On the family side, we’ll begin sending concise weekly newsletters to share updates on academics, campus rebuilding, and support resources, and we’ll bring back our monthly “Coffee with the Director” gatherings so parents can ask questions and stay connected in person. Our TK and Kindergarten advisors will also reach out to families over the summer to keep them engaged and informed about what’s coming next year, so they can feel prepared and confident. We currently enhance communication access by leveraging our bilingual office staff, soliciting input from our ACO, and using ParentSquare, complete with automatic translations, to ensure every family receives information in their home language. Finally, we’ll refine our data-use procedures to disaggregate survey results by grade level, language, and support status, ensuring every improvement—and every success—is grounded in equity and shared ownership.|Met||2025-06-25|2025
19648810113894|Pasadena Rosebud Academy|6|At PRACS, we encourage students to take a survey that gives the school administration team and teachers  a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Based on the survey results, here are some findings: More than 86.4% of students agreed that PRACS helps them succeed in school. More than 71.2% of students feel that PRACS is a safe and healthy environment. More than 71.2% of students agreed that PRACS Curriculum promotes understanding of Common Core standards and helps them prepare for high school. About 49.1% of our students agree that the school facilities are in good repair. More than 76.3%  of students agree that school provides them with age-appropriate opportunities to participate in enrichment classes, sports, and other curricular activities to encourage a well-rounded educational experience.|Based on the survey results provided by PRACS, here are the key learnings and insights: Success in School: Over 86.4% of students agree that PRACS helps them succeed in school. This indicates a strong perception among students that the school supports their academic growth and achievement. Safety and Environment: Approximately 71.2% of students feel that PRACS provides a safe and healthy environment. While a majority feels safe, there is room for improvement to ensure all students feel completely secure in their school environment. Curriculum Alignment: More than 71.2% of students agree that PRACS curriculum promotes understanding of Common Core standards and prepares them for high school. This suggests a positive reception of the academic program's alignment with educational standards and future academic preparedness. School Facilities: About 49.1% of students agree that the school facilities are in good repair. Due to the Eaton Fire our school was lost and we had to co-locate with another school and we have several classes that have to share a classroom.  We are working on getting a few more bungalows to accommodate for the 2024-2025. Extracurricular Opportunities: More than 76.3% of students agree that PRACS provides them with age-appropriate opportunities to participate in enrichment classes, sports, and other activities. This shows a positive perception of the school's efforts to offer a well-rounded educational experience beyond academics. Areas of Strength: Academic Support: High agreement on the school's role in academic success. Curriculum Alignment: Positive feedback on how well the curriculum prepares students for future education. Facility Maintenance: Majority satisfaction with the physical condition of the school. Identified Needs: Safety Perception: Enhancing efforts to ensure all students feel safe and secure. Extracurricular Opportunities: Potential areas to increase offerings or improve accessibility to enriching activities. These findings provide a solid foundation for PRACS to celebrate successes and focus on areas where improvements can further enhance the overall school experience for students. The data can serve as a starting point for constructive dialogue and action planning within the school community.|Based on PRACS survey data analysis, the school has outlined targeted actions to promote continuous improvement across several key areas: Enhancing Safety and Well-being Action: A comprehensive safety assessment will be conducted with input from staff and students. Decisions: Based on results, the school will strengthen security protocols, increase staff safety training, and expand mental health support.   Expanding Extracurricular Opportunities Action: Review current offerings and their accessibility. Decisions: Launch new activities that reflect student interests and community input.   Academic Monitoring and Support Action: Implement regular evaluation of academic support systems. Decisions: Provide targeted professional development in differentiated instruction and personalized learning for teachers.  Improving Facilities and Resources Action: Conduct routine assessments of school infrastructure. Decisions: Establish a long-term maintenance plan to address issues efficiently.  Strengthening Community Engagement Action: Promote transparency and collaboration through improved communication. Decisions: Set up forums or committees with parents, students, staff, and community stakeholders for ongoing input on school initiatives.  Professional Development for Staff Action: Deliver ongoing, needs-based professional learning opportunities. Decisions: Focus training on cultural competence, student engagement, and fostering a positive school climate.  Policy Evaluation and Adjustment Action: Review existing policies on safety, curriculum, extracurriculars, and facilities. Decisions: Update policies to align with best practices and current research. Conclusion: These initiatives aim to enhance safety, academic outcomes, staff support, and community involvement. Through these strategic efforts, PRACS is committed to creating an inclusive, supportive environment where students thrive academically, socially, and emotionally.|Met||2025-06-26|2025
19648810118075|Learning Works|6|Learning Works conducts the Healthy Kids survey annually in the spring along with its state testing program (2024 N=124, 2025 N=85) to assess school climate aspects such as safety, school connectedness, bullying and harassment, substance use and developmental supports.  School Connectedness, Caring Adult and Academic Motivation In 2025, a slightly lower percentage of students in grade 11 (60%) felt connected to the school compared to 70% of students in grades 10, 11, and 12 in 2024.  However, a higher percentage (76%) of students in grade 12 reported feeling connected to school compared to 2024. In 2025, 51% of middle schools felt connected to school. Among grade 12 students in 2025, 77% of boys and 77% of girls felt a sense of connectedness to the school, similar to the 74% of boys and 78% of girls in grades 11 and 12  feeling a sense of connectedness to school in 2024. In 2025, even percentages (71% of boys and of girls in grade 12) indicated feeling academically motivated, which is similar to 2024 with 72% of 11th and 12th grade boys and 78% of girls. Middle school students in 2025 indicated a low level of academic motivation (44%). On the other hand, a high percentage of students indicated caring adult relationships (ranging from 70% for middle school, 71% for grade 11 and 79% for grade 12 in 2025) and in 2024 (62% for grade 10, 69% for grade 9, 83% for grade 11, and 80% for grade 12). Students also indicated that there were high expectations for them in school in both 2024 (74% to 94%) and 2025 (76% middle school, 79% grade 11 and 86% grade 12).   Positive Relationships and Healthy Habits A high but slightly lower percentage of students (70% of 11th and 12th grade boys and 83% 12th grade girls) reported positive relationships in 2025. This is compared to 74% of grade 12 boys and 90% of girls in grades 11 and 12 reporting positive relationships in 2024. Regarding routines, nearly half of middle school (42%), 50% of grade 11, and 30% of grade 12 reported they did not eat breakfast in 2025. This is similar to 2024, in which 8% of grade 9, 29% of grade 10, 63% of grade 11, and 42% of grade 12 reported not eating breakfast. Nearly half of all grades (42% of middle school, 45% of grade 11, 50% of grade 12) reported a bedtime of 12 am or later in 2025, similar to 2024 (42% of grade 9, 57% of grade 10, 26% of grade 11, and 35% of grade 12). School safety, social and emotional health and drug and alcohol use were also examined.|Key Findings and Implications  The analysis of the California Healthy Kids Survey indicate several key findings about school climate and student well-being. Overall, a substantial proportion of students feel connected to their school and motivated academically, which has remained steady from last school year to this school year. There is strong evidence of supportive relationships with caring adults and high expectations set by school staff, contributing to a positive learning environment, with small increases year over year. Reporting of cyberbullying among students decreased from 2024 to 2025 and is affecting a small percentage of students. About one in ten students reported having been harassed or bullied and boys generally feel less safe at school than girls in both surveys. However, a general sense of school safety is reported by between seven and eight out of ten students.   The areas requiring attention continued from 2024 to 2025 including increasing academic motivation among middle school students and 12th grade boys and girls, and promoting healthier routines, including eating breakfast and getting enough sleep across middle and high school students. Substance use prevention remains a priority, with a range of one in five to one in four students reporting use of alcohol and marijuana recently, and about one in five reporting heavy usage. Mental health support services continue to be important. While rates of students reporting emotional distress reduced year over year, there is a substantial percentage of students who continue to feel distress. In 2025, there were substantially fewer students reporting they had considered suicide. Increasing meaningful participation in school activities and improving overall life satisfaction continue to be areas of need for our students.|To continue to address the trends identified in the Healthy Kids survey year over year, it is recommended that we continue to implement policies and procedures that enhance the sense of connectedness for our learners and sustain academic motivation, including providing activities and opportunities for engagement on campus. Leaning on the strong sense of school safety and caring adult relationships continues to be an opportunity for our school. Relationship-based education with the additional support services of mental health providers and organizational partnerships have taken hold in 2024-25 and will continue in 2025-26 through the Safer Communities and Community Schools initiatives.  We can promote healthier routines by encouraging regular breakfast consumption and adequate sleep, especially for 12th grade boys. Substance use prevention programs should include gender-specific strategies to effectively address different needs. Enhancing mental health support services is crucial to address social-emotional distress and prevent suicide, especially for 12th grade boys who were found to feel less safe at school and report mental health challenges at higher levels in 2025. Additionally, increasing opportunities for meaningful participation in school activities and improving overall life satisfaction should be prioritized to foster a supportive and engaging school climate. Planned activities in the areas of college and career, health and wellness and creative expression are aimed at improving climate and continuing to be a safe haven for our students.|Met||2025-06-24|2025
19648810136945|OCS - South|6|This year has been one of unprecedented challenges and resilience for the OCS-South community. The devastation caused by the Eaton Fire and the subsequent relocation across multiple campuses disrupted our routines, impacted families, and tested our community’s strength. Despite these hardships, our core commitment to relationship-building and inclusive family engagement served as a vital foundation to keep our school moving forward. The 2025 student survey was administered to students in grades 3rd and 5th with the aim of learning about their experiences in the classroom and on campus. Some important highlights of this survey include: ? 87% of students indicated feeling connected to the school ? 87% of our students indicated they are academically motivated and believe staff hold high expectations ? 91% of our students feel safe at school ? 85% of our students indicated their teacher treat them with respect These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students.|The results of the Spring 2025 surveys do not reveal a generalized theme for a focus area of improvement. Instead, the feedback from diverse constituents, grade levels, and staff categories highlights segmented areas for attention. Parents reported inconsistent approaches to communication and therefore we will continue to leverage our ParentSquare platform, students shared varying experiences in learning and classroom environments, and staff indicated a lack of feeling included in school decision making as an area for growth.|Based on the feedback from the Spring 2025 surveys, here are the improvements to be made: 1. Inconsistent Approaches to Communication (Parents) ? Continue leveraging the ParentSquare platform to enhance and standardize communication with parents.  2. Varying Experiences in Learning and Classroom Environments (Students) ? Implement strategies to ensure more consistent learning experiences across different classrooms and teachers.  3. Lack of Inclusion in School Decision Making (Staff) ? Develop and implement initiatives to involve staff more actively in school decision-making processes, ensuring their voices are heard and considered|Met||2025-06-24|2025
19649070000000|Pomona Unified|6|Pomona USD’s 2024-25 School Climate Report Card analyzed school connectedness using the responses from the following five CA Healthy Kids Survey questions: 1) Do you feel close to people at/from this school?; 2) Are you happy to be at/with this school?; 3) Do you feel like you are part of this school?; 4) Do teachers treat students fairly?; and 5) Do you feel safe at school? Sixty-three percent of fifth graders feel connected to their school - a 1% increase from 2023-24. Less than half of middle school students and high school students feel connected to their school (49% and 43.5% respectively). The percentage increased by 2% for middle school in comparison to the 2023-24 data whereas the high school score decreased by 1.5%. Although there was stagnant growth in school connectedness at the traditional elementary, middle and high schools, student perceptions stayed fairly consistent despite many changes in school leadership with four new principals and additional changes in other admin roles, ongoing bargaining negotiations between the district and teachers’ union, school closures, and high teacher turnover with vacancies still unfilled.|According to the disaggregated data from the CA Healthy Kids Survey, PUSD faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other race/ethnicities. At the secondary school level, heterosexual students across 7th, 9th, and 11th grades feel more connected to their school than students whose sexual orientation is Gay, Lesbian or Bisexual. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness.|As the percentage of students experiencing chronic sadness has increased since the pandemic, the district created Wellness Centers at the high schools in the middle of this school year. As the district continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The district will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the district will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, each school site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. The district will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. The district will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|Met||2025-06-25|2025
19649070115170|School of Extended Educational Options|6|SEEOs USD’s 2024-25 School Climate Report Card analyzed school connectedness using the responses from the following five CA Healthy Kids Survey questions: 1) Do you feel close to people at/from this school?; 2) Are you happy to be at/with this school?; 3) Do you feel like you are part of this school?; 4) Do teachers treat students fairly?; and 5) Do you feel safe at school? Sixty-three percent of fifth graders feel connected to their school - a 2% increase from 2023-24. Approximately half of middle school students and high school students feel connected to their school (51% and 49.5% respectively). The percentage increased by 2% for middle school and 6% for high school in comparison to the 2023-24 data. There was steady growth in school connectedness at the traditional elementary, middle and high schools, despite many changes in school leadership with four new principals and additional changes in other admin roles, ongoing bargaining negotiations between the district and teachers’ union, school closures, and high teacher turnover with vacancies still unfilled.|According to the disaggregated data from the CA Healthy Kids Survey, PUSD faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other race/ethnicities. At the secondary school level, heterosexual students across 7th, 9th, and 11th grades feel more connected to their school than students whose sexual orientation is Gay, Lesbian or Bisexual. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness.|As the percentage of students experiencing chronic sadness has increased since the pandemic, the district created Wellness Centers at the high schools in the middle of this school year. As the district continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The district will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the district will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, each school site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. The district will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. The district will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|Met||2025-06-25|2025
19649071996693|School of Arts and Enterprise|6|The School of Arts and Enterprise (The SAE) administered its Spring 2025 Goals and Actions Survey to gather local climate data from students in grades 6–12. The survey was designed to assess students’ perceptions of safety, connectedness, and well-being—core elements of school climate.  Key highlights of the overall student responses include: 82% of students reported feeling safe at school. 77% felt connected to at least one adult on campus. 74% reported positive peer relationships. 69% reported that their teachers care about them and want them to succeed. Over 80% of respondents agreed that they feel free to be themselves at SAE, affirming the school’s inclusive climate.  Open-ended student responses reinforced the quantitative results. Many praised the school’s commitment to arts and expression, while others highlighted concerns about mental health supports and discipline equity. Several students expressed a need for additional staff who reflect student backgrounds and lived experiences.|Analysis of the Spring 2025 survey and stakeholder engagement meetings identified several important takeaways:  Key Strengths:  The SAE maintains a strong school identity that promotes inclusivity and emotional safety. Over 80% of students report feeling free to be themselves—a hallmark of the school’s creative environment. Adult-student relationships are a highlight, with nearly 70% of students reporting that teachers care about them, and 77% indicating they trust at least one adult on campus. The school’s arts-integrated model supports student expression, identity formation, and belonging—key contributors to a healthy school climate.  Areas of Need: Open-ended responses point to the need for increased mental health support and more diverse, culturally competent staff who can better reflect and support students from all backgrounds. Survey participation was lower among younger students and some families, limiting full representation in climate insights. This analysis highlights the need for targeted relationship-building and culturally responsive supports, especially for underrepresented student groups. It also suggests an opportunity to strengthen tiered systems of support, including Check-In/Check-Out, SEL advisories, and more accessible mental health services.|In response to climate survey findings and stakeholder feedback, The SAE is implementing a set of targeted actions for the 2025–26 school year:  1. Expand Tiered Supports and Adult Mentorships SAE will enhance its Tier 2 intervention system, particularly for Students with Disabilities and English Learners. This includes: Expanding Check-In/Check-Out programs. Creating a faculty mentoring initiative that connects students from historically marginalized groups with a consistent adult advocate. Increasing advisory sessions focused on social-emotional learning and relationship-building. 2. Strengthen Staff Cultural Responsiveness and Mental Health Training The school will provide professional development in trauma-informed practices and culturally responsive communication. Additionally: On-campus wellness staff will offer tiered mental health support in collaboration with community providers. New staff hires will emphasize cultural competency and representation. 3. Improve Student and Family Engagement with Climate Data The school will create a “Climate Feedback Loop” by sharing results and inviting ongoing feedback via SAW meetings, Student Ambassadors, and ELAC forums. Student focus groups will be held at each grade level to guide climate-related actions. 4. Revise Schoolwide Practices Based on Survey Feedback Revisions include: Adjusting supervision practices to address hotspots identified in student safety concerns. Launching a peer mediation/conflict resolution program. Expanding student voice in shaping advisory curriculum and schoolwide expectations. 5. Increase Representation in School Leadership Targeted outreach will be conducted to invite students and families from underrepresented backgrounds to serve on SSC, ELAC, and climate task forces, ensuring equity in schoolwide planning and monitoring. These improvements are aimed not only at addressing gaps in safety and connectedness but also at promoting a climate where every student feels truly known, valued, and supported.|Met||2025-06-24|2025
19649076021984|La Verne Science and Technology Charter|6|For La Verne Charter, as the percentage of students experiencing chronic sadness has increased since the pandemic, La Verne and the district continue to strengthen the support structure established and offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The La Verne Charter will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, La Verne will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, the Principal will engage in empathy interviews with African American students, have Affinity Groups such as the Black Student Union, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. La Verne Charter will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. La Verne will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|According to the disaggregated data from the CA Healthy Kids Survey, La Verne faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other races/ethnicities. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness.|As the percentage of students experiencing chronic sadness has increased since the pandemic, La Verne continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the school will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, the site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. La Verne will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. La Verne will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|Met||2025-06-25|2025
19649310000000|Rosemead Elementary|6|"The Rosemead School District administered the California School Climate, Health, and Learning Survey/California Healthy Kids Survey (CalSCHS) in spring 2025.  Results serve to measure the district’s progress on state Priority 6, School Climate. It helps us to collect data to indicate how safe students feel at school and how connected they feel to their school.  It also helps us with valuable information to develop programs to support student needs in the area of school safety and connectedness. Overall, the results indicate that there is a strong sense of connectedness, although slight differences in student perceptions exist between the grade levels.    Every year, the District administers the California School Climate, Health, and Learning Survey (CalSCHLS/Healthy Kids) to 5th - 8th grade students in order to measure a variety of topics related to school connectedness and school safety.  Spring, 2025 CalSCHLS/Healthy Kids Data: Positive response to items about caring relationships at school.  Students: Agree that an adult cares about me, listens to me, and notices me.  -Students Elementary: 72%  -Students Middle: 55%  Parents: Strongly agree that ""this school has adults who really care about students.""  -Parents: 74%  Spring, 2025 CalSCHLS/Healthy Kids Data: Response to the questions with statements about school safety (Students: “At school, I feel safe at school”; Parents: “This school is a safe place for my child”)  Students Elementary: 75% 		Students Middle: 62%  Parents: Elementary: 96% 		Parents: Middle: 94%  Spring, 2025 CalSCHLS Data: Positive response to the questions with statements about meaningful participation (Students: At school, I do meaningful things, help decide activities, have a say; Parents: This school gives all students opportunities to “make a difference.”) -Students Elementary: 43% -Students Middle: 31% -Parents: Elementary: 49% -Parents: Middle: 39%  2025: 100 % of Rosemead Schools hold Leader in Me (LIM) Lighthouse Status  One school also holds Leader in Me Legacy Status  2025 LIM Measurable Results Assessment (MRA) Average Scores reported by students, teachers/staff, and parents: Leadership: 76% 	Culture: 80% 		Academics: 75%"|Analysis of data from the Spring 2025 California Healthy Kids Survey (CalSCHKS) and other school climate tools shows that Rosemead School District has several strengths in creating a safe and supportive school environment. The data also help us identify specific areas where additional attention and improvement are needed—particularly in middle school and in student experiences related to emotional well-being and meaningful participation. Students overall report that they feel noticed and cared for by adults at school. 72% of elementary students and 55% of middle school students responded positively to feeling that adults care about, listen to, and notice them. 74% of parents agreed that adults at school care about students. Parents strongly believe their children are safe at school, and most students feel the same. 96% of elementary parents and 94% of middle school parents say their child’s school is a safe place. 75% of elementary students and 62% of middle school students agree that they feel safe at school. All schools in the district have achieved Lighthouse status, and one holds the prestigious Legacy status. LIM survey results showed high levels of positive school culture: Culture: 80%, Leadership: 76%, and Academics: 75% (combined averages across students, staff, and parents). Students, especially in middle school, feel they have fewer opportunities to make decisions or feel involved in shaping school life. Although the overall culture is positive, about 30% of students reported experiences with bullying, harassment, or chronic sadness. This indicates an ongoing need to strengthen emotional safety, mental health supports, and school-wide systems for addressing student well-being. Our goals will be to focus on Increase middle school students’ sense of safety and connection; Expand opportunities for student voice and leadership, particularly at the middle school level; and Continue targeted efforts to address mental health, bullying, and emotional safety.|In response to the CalSCHLS data, the Rosemead School District has made changes in LCAP Actions/Services to address school safety. The district also has hired a full time counselor to be assigned to the middle school and added one full time psychologist to every school, instead of shared psychologists. We also added a campus student connectedness and safety staff at the middle school. To continue the positive work with regards to our students feeling they are treated with respect, the district fully supports, encourages, lives and breathes Leader In Me and PBIS. We have also added social-emotional student listening circles to hear the voices of students and provided professional development through WestEd to build safe and nurturing school environments. We will be increasing our focus on SEL and school climate by incorporating SEL strategies into classroom lessons as well as having more positive assemblies.  Over the course of several years of implementation of Leader in Me/7 Habits and PBIS, the Rosemead School District has experienced an overall decrease in suspensions and discipline issues. In addition, administrators, teachers, and all staff have increased knowledge of best practices in teaching positive behaviors and building strong, supportive, positive behaviors.|Met||2025-06-26|2025
19649640000000|San Marino Unified|6|This measure addresses information regarding the school environment based on a local climate survey administered annually on the topics of school safety and connectedness. The San Marino Unified School District administers the CHKS annually in the spring to students in grades 5, 7, 9, and 11. The CHKS is a comprehensive youth self-report data collection system designed to provide schools, districts, and communities with valuable insights into the health and well-being of their students. The primary purpose of the CHKS is to promote better learning and health outcomes by providing data that can inform the development of effective school policies and programs. Specifically, the survey aims to evaluate the health and behavioral risks of students, including mental health, substance use, and physical activity, and measure aspects of the school environment, such as safety, connectedness, and the prevalence of bullying.  Results from the 2025 CHKS survey are analyzed in an effort to develop actionable next steps to help promote school safety and connectedness. Survey results are reported annually to the Board of Education, provided to all SMUSD community constituents through the California School Dashboard, and contribute to the development of SMUSD’s Local Control Accountability Plan. A summary of the 2025 CalSCHLs data is provided below: In spring of 2025, the San Marino Unified School District (SMUSD) administered the CalSCHLS California Healthy Kids Survey (CHKS) to all students in grades 5, 7, 9, and 11. Student survey data demonstrated that 83% of participating students indicated that they felt safe at school, resulting in a 3% increase from 2024. Participating students by grade level: Gr 5 - 90%,  Gr. 7 - 74%,  Gr 9 - 84%   Gr 11 - 82%.  Student survey data also showed the following perceptions of school connectedness: overall, 67% (nc). Participating students by grade level: Gr. 5 - 76% Gr. 7 - 82% Gr. 9 - 68% Gr. 11 - 61%  Additional CHKS data showed that of participating students, 61% (-1%) indicated that schools promote caring adult relationships. Participating students by grade level are as follows: Gr. 5: 65% Gr. 7: 59% Gr. 9: 58%  Gr. 11: 63%  Student survey data also demonstrated that 71% (+2) indicated positive academic motivation with participating students by grade level as follows: Gr. 5: 89% Gr. 7: 62% Gr. 9: 67%  Gr. 11: 65%  Lastly, student survey data also showed that 31% (nc) indicated meaningful participation with participating students by grade level as follows: Gr. 5: 36% Gr. 7: 23% Gr. 9: 30%  Gr. 11: 33% The status of this indicator is marked as being “Met”.  Disaggregated student group data in the 2026 school year will provide additional vital information to assist SMUSD in identifying areas of strength and needed attention so that appropriate and intentional support, services, activities, programs, and professional learning can be implemented to promote positive student perceptions across all CHKS metrics.|Based on the 2025 CHKS results, SMUSD continues to place high priority on student perceptions with a particular focus on perceptions of school safety, school connectedness, and meaningful participation to ensure personal success and meaningful participation and engagement in school. School sites will also engage in data analysis with their faculties as a whole and develop actionable next steps based on their respective CHKS data to collectively develop a plan that best supports individual site needs.|SMUSD recognizes that the CHKS is an important tool for assessing school climate and student well-being, typically administered to students in grades 5, 7, 9, and 11; however, the District also recognizes that there are key considerations for understanding progress on school climate based on CHKS data. Since the survey, administered only to students in specific grades (5, 7, 9, and 11), is not mandatory, and parents have the option to opt their children out, it may be challenging to gather longitudinal data and establish accurate trends over time. Nonetheless, SMUSD values the CHKS data and anticipates the use of student group data in subsequent years to better understand cultural and contextual factors that may play a role in student perceptions.|Met||2025-06-24|2025
19649800000000|Santa Monica-Malibu Unified|6|Grade 5 - 162 (27%) responses.  82% - school connectedness, 86% academic motivation, 32% boredom, 78% caring adults, 75% high expectations, 46% meaningful participation, 59% facilities upkeep, 77% promotion of parental involvement, 74% social emotional supports, 73% antibullying climate, 83% feel safe, 28% been hit or punched, 27% had rumors spread, 42% called bad names or mean jokes, 8% seen a weapon, 21% experienced cyberbullying.  79% say rules are clear, 44% report students are well behaved, 60% say treated fairly when break rules, 86% students treated with respect.  Grade: 7 - 558 responses or 88%: 65% - school connectedness, 69% academic motivation, 39% boredom, 64% caring adults, 73% high expectations, 34% meaningful participation, 34% facilities upkeep, 57% promotion of parental involvement, 18% experienced social emotional distress, 30% experienced bullying or harassment, 62% feel safe, 15% afraid of being beaten up with 10% in a physical fight,  8% seen a weapon, 24% experienced cyberbullying.  3% report current alcohol or drug use.  Grade 9 - 489 responses or 69%: 67% - school connectedness, 67% academic motivation, 36% boredom, 60% caring adults, 77% high expectations, 29% meaningful participation, 65% facilities upkeep, 52% promotion of parental involvement, 22% experienced social emotional distress, 23% experienced bullying or harassment, 72% feel safe, 11% afraid of being beaten up with 4% in a physical fight,  4% seen a weapon, 17% experienced cyberbullying.  9% report current alcohol or drug use.  Grade 11 - 313 or 43%:  65% - school connectedness, 65% academic motivation, 32% boredom, 69% caring adults, 87% high expectations, 34% meaningful participation, 55% facilities upkeep, 47% promotion of parental involvement, 27% experienced social emotional distress, 18% experienced bullying or harassment, 70% feel safe, 7% afraid of being beaten up with 3% in a physical fight,  4% seen a weapon, 16% experienced cyberbullying.  25% report current alcohol or drug use.|The data identifies strengths in areas including high expectations, caring adults, and general feelings of safety. The areas to address include peer-to-peer issues, the social-emotional well-being of older students, and fostering a greater sense of meaningful participation. The middle school transition appears to be a vulnerable period, and the increasing rates of social-emotional distress and substance use in high school warrant focused attention and resources. Understanding these trends across grade levels is crucial for developing targeted interventions and supports to improve the overall school climate.|Hiring SEL and PBIS Teachers on Special Assignment Implementation of SEL curriculum Second Step Continued value of empowerment and inclusion through variety of school activities Transformational instructional practices Ongoing implementation of MTSS structures beyond academics to include social, emotional, and behavior with school specific strategies and planning based on local data Continued focus on facility maintenance and improvements.|Met||2025-06-24|2025
19649980000000|Saugus Union|6|"In April of 2025, SUSD administered the District’s Connectedness Survey to students in grades 3-6, parents, and staff. The survey focused on key areas including: safety, belonging, and inclusivity.  The results indicated that students desire ""seeing their family culture"" to be more represented and inclusive within the school and curriculum (54% students agree) while parents and staff felt this was a strength (74% parents and 83% staff).  The data from this survey also indicated that parents and students feel they are safe at their school (92% parents agree, 77% students agree).  Students, parents and staff indicated that our schools are places where they feel a sense of belonging (94% parents agree, 87% staff agree, and 73% students agree).   When looking at our student demographic data within the key areas of the survey, we found that there were slight discrepancies between student groups and their perceptions of safety, belonging, and inclusivity. For safety, all federally reported groups such as students with special needs (75% agree), socioeconomically disadvantaged students (76% agree), English learners (81% agree) indicated they feel safe at school as compared to ALL students (77% agree).   When looking at perceptions of belonging to their schools, there were slight discrepancies between student groups and the ALL students (73% agree).  For example, African American (64% agree) and Socioeconomically disadvantaged (70% agree) were below the ALL student group percentages, while other student groups around at or above the 73% agree. For example, Hispanic students (75% agree) and special education (74% agree) while ALL students group (73%) shared that they feel a sense of belonging.   When looking at perceptions of inclusivity, there were some discrepancies between student groups.  All students (54% agree) responded that they see their family’s culture represented in their learning and school, while Two or More Races students (50% agree) and African American students (50% agree) were below.  Socioeconomically Disadvantaged Students (61%). Students with Special Needs (61% agree), Hispanic students (62%), and English Learner students (62% agree) showed higher perceptions of inclusivity as compared to ALL students."|After analysis of the survey data, it is evident that our students and families feel safe in our schools, and although a majority of students reflect that they feel a sense of belonging and see their family’s culture represented within our schools, we would like to increase this percentage. In areas that saw room for growth, continued and added actions were developed within our LCAP to ensure our district is placing an emphasis to improve in the following areas: (1)  Addressing students' social emotional needs as a means to increase their academic achievement. (2) Ensuring that various student groups, family groups, and other educational partners are seen within the school district and its curriculum. It is further critical that each of those groups' contributions to the organization be seen and valued by each member of the organization.  Emphasizing diversity as an LCAP goal (Goal #5) ensure that this concept is continually brought to the forefront in all aspects of the organization.|Actions and services were adjusted to meet the LCAP goals.  Staffing needs for Teachers on Special Assignment (TOSA) coaches in academic areas continued to be a desired action to ensure that all teachers can implement appropriate instructional strategies for working with English learner students, socioeconomically disadvantaged students, Foster Youth, and all students.  In addition, staffing was expanded to ensure that wellness and mental health services are addressed through a focus on increasing connectedness and attendance of our English learners, Foster Youth, and socioeconomically disadvantaged students in addition to maintaining social workers at each individual school site.|Met||2025-06-24|2025
19650290000000|South Pasadena Unified|6|Grade 5 CHKS data indicates that 92% of 5th graders feel safe at school, while subgroups report the following: Asian 92%, Hispanic 93%, White 97%, and Two or More Races 93%. 82% of 5th graders experience school connectedness, while subgroups report the following: Asian 83%, Hispanic 80%, White 83%, and Two or More Races 86%.  Grade 7 CHKS data indicates that 81% of 7th graders feel safe at school, while subgroups report the following: Asian 81%, Hispanic 77%, White 79%, and Two or More Races 84%. 78% of 7th graders experience school connectedness, while subgroups report the following: Asian 78%, Hispanic 73%, White 78%, and Two or More Races 81%.  Grade 9 CHKS data indicates that 83% of 9th graders feel safe at school, while subgroups report the following: Asian 83%, Hispanic 82%, White 85%, and Two or More Races 82%. 70% of 9th graders experience school connectedness, while subgroups report the following: Asian 74%, Hispanic 67%, White 73%, and Two or More Races 67%.  Grade 11 CHKS data indicates that 80% of 11th graders feel safe at school, while subgroups report the following: Asian 79%, Hispanic 81%, White 68%, and Two or More Races 89%. 71% of 11th graders experience school connectedness, while subgroups report the following: Asian 70%, Hispanic 66%, White 70%, and Two or More Races 79%.  LCAP survey data indicates that 82% of middle school students and 89% of high school students feel safe and secure at school. It also indicates that 79% of middle school students and 75% of high school students feel cared for at school.|Elementary data indicates that feelings of school safety continue to rise, while school connectedness remains stable and high over time. There has been an increase in feelings of school safety at the secondary level, particularly in grades 7 and 9. School connectedness has also increased for grades 7 and 9, and remains stable at the high school level. Most subgroups experienced an increase. Any variances between the subgroup data and the all-student group data will be reviewed by school site councils at the beginning of the school year, but may be found to be statistically insignificant. The middle school site council will review the decline in students' sense of safety and connectedness reported specifically in the LCAP survey, comparing these results with findings from the CHKS to better understand the differences between the two assessments.|SPUSD's focus is to ensure students feel safe and connected at school. School sites continue to revisit and revise existing programs and practices to make site-specific improvements, including a focus on Positive Behavior Intervention and Support (PBIS), crisis intervention services, alternatives to suspension, restorative practices, character education, and attendance monitoring.|Met||2025-06-24|2025
19650370000000|South Whittier Elementary|6|The South Whittier School District (SWSD) administers the California Healthy Kids Survey annually to measure school climate, focusing on student perceptions of safety and connectedness. The survey is administered to 5th, 6th, and 7th graders across all schools within the district. It provides an overall score for all students, allowing for tracking general trends in school climate over time. Additionally, SWSD disaggregates the survey data by student groups identified in California Education Code 52052, including but not limited to race/ethnicity, socio-economic status, English learner status, and disability status, when such data is available. This disaggregated data provides insights into the experiences of different student populations within the district. In addition to student surveys, SWSD also administers surveys to parents and staff members to gather their perspectives on school climate. The inclusion of multiple educator partners ensures a comprehensive understanding of school conditions and climate. SWSD's analysis of the local climate survey data reveals several key findings related to school connectedness. Caring Adults Perception: Across all grade levels surveyed (5th, 6th, and 7th), there was an increase in percentages in the perception of having caring adults in school, with 71% of 5th graders, 62% of 6th graders, and 47% of 7th graders reported having a caring adult at school.. This trend suggests a potential need for increased efforts to foster supportive relationships between students and adults within the school community, particularly as students transition to higher grades. Opportunities for Meaningful Participation: The data reveals a concerning trend regarding opportunities for meaningful participation at school, with only41% of 5th graders, 39% of 6th graders, and 22% of 7th graders felt they had meaningful opportunities to participate in school activities. This indicates a gap in student engagement and involvement in decision-making processes, highlighting the importance of enhancing student voice and agency within the school environment. Antibullying Climate: While a majority of 5th and 6th graders report a climate of antibullying on campus (73% and 68% respectively), there's a slight decrease in reported antibullying climate among 7th graders, with only 26% indicating a positive climate of low victimization. This suggests a positive aspect of the survey results for 7th graders, indicating a lower incidence of victimization compared to their peers. The survey results underscore areas where SWSD can focus its efforts to enhance school climate, such as strengthening relationships between students and adults, increasing opportunities for student participation and engagement, and implementing targeted interventions to address bullying and promote a safe learning environment for all students.|The South Whittier School District (SWSD) continues to prioritize building a positive, inclusive school climate through a Multi-Tiered System of Supports (MTSS), wellness services, and districtwide implementation of Positive Behavioral Interventions and Supports (PBIS). Strengths include a strong foundation of caring adult relationships in the elementary grades, with 71% of 5th graders and 62% of 6th graders reporting the presence of a caring adult at school. PBIS implementation across all sites has established clear expectations, reinforcement systems, and proactive supports. The district has also expanded wellness services by adding four Licensed Clinical Social Workers (LCSWs) and three MSWs, providing counseling, crisis response, and family support. Areas for growth include increasing opportunities for meaningful student participation, which declined by grade level (41% in 5th, 39% in 6th, and 22% in 7th). This indicates a need for stronger student voice and leadership opportunities, especially in the upper grades. Additionally, while the anti-bullying climate remains a relative strength at the elementary level (73% in 5th, 68% in 6th), the 26% victimization rate among 7th graders highlights the need for targeted interventions and staff training in middle school settings. Moving forward, SWSD will focus on deepening Tier II and Tier III supports for students, enhancing PBIS fidelity monitoring, expanding social-emotional learning (SEL) integration, and increasing family and community engagement to strengthen school connectedness for all students.|South Whittier School District’s next steps will focus on strengthening school climate by addressing the needs identified in local survey data. The district will continue to refine its Positive Behavioral Interventions and Supports (PBIS) implementation by deepening Tier II and Tier III interventions, increasing fidelity monitoring through the PBIS Tiered Fidelity Inventory (TFI), and providing staff training on behavior supports, trauma-informed practices, and equity-centered approaches. To address the decline in student perceptions of meaningful participation, especially in upper grades, SWSD will expand student leadership opportunities, such as peer mentoring, student-led activities, and voice in decision-making processes at the middle school level. The district will also prioritize reducing bullying and victimization rates by strengthening social-emotional learning (SEL) integration through Second Step and Zones of Regulation, expanding mental health services, and enhancing staff capacity to respond to student needs. The Family Resource Center will continue offering parent workshops focused on fostering positive home-school connections, including strategies for supporting student mental health and well-being. Ongoing monitoring of school climate data, including CHKS, suspension rates, and chronic absenteeism, will inform continuous improvement efforts. SWSD remains committed to ensuring all students feel safe, supported, and connected at school.|Met||2025-06-24|2025
19650450000000|Sulphur Springs Union|6|Students in grade 5 took the 2025 California Healthy Kids Survey. The summary data from 2025 provided the following information:  •	School connectedness 70% •	Academic motivation 84% •	School boredom 40% •	Caring adults in school 70% •	High expectations 86% •	Facilities upkeep 54% •	Feel safe at school 80% •	Feel safe on way to and from school 92% •	Been hit or pushed 30% •	Called bad names or target of mean jokes 41% •	Cyberbullying 20% •	Students well behaved 33% •	Students treated fairly when break rules 47% •	Students treated with respect 78%  The Local Control and Accountability Plan (LCAP) survey is provided each year to all staff, parents, and TK-6th grade students for climate and safety reporting.   The data from the 2025- showed the following information for TK, K, and 1st Grade:  •	My school provides me a good education 95.6% •	I like coming to school each day 92.6% •	I feel safe at school 89.7% •	My teacher encourages me to do my best in school 97.1% •	I feel my school is clean 60.3% •	There are adults at school that I trust to help and support me when I have trouble learning 95.1% •	There are adults at school that I trust to help and support me when I have personal problems 85.4%  The data from the 2025- showed the following information for 2nd – 6th Grade:  •	My school provides me a good education 87.4% •	I look forward to learning each day 66.4% •	I feel safe at school 82.3% •	My teacher encourages me to do my best in school 83.1% •	I feel my school is clean 35.5% •	There are adults at school that I trust to help and support me when I have trouble learning 84.3% •	There are adults at school that I trust to help and support me when I have personal problems 66.4%  Both the CA Healthy Kids Survey and the student LCAP surveys showed that on average 84% of students feel safe at school. In addition, on average, 89% of students felt encouraged to do their best in school and have high expectations.   Between the TK through 1st grade LCAP survey and the 2nd through 6th grade LCAP survey results showed that both groups reported that there are adults at school that they trust to help and support them when they have trouble learning at school, average 89.7%.   There was a difference between the TK through 1st grade (85.4%) LCAP results and the 2nd through 6th grade (66.4%) regarding, there are adults at school that I trust to help and support me when I have personal problems. This will be monitored more closely. Each of the nine schools has a social worker and access to counselors. In addition, all schools have a positive behavior program in place. Staff will look at the implementation of Capturing Kids’ Hearts since this focuses on relationships between staff and students.   Both the CA Healthy Kids Survey and LCAP surveys for both grades indicated a need to monitor facilities upkeep at all nine schools. Staff will work with site custodians and Principals to monitor schedules.|The California Healthy Kids’ Survey and the student LCAP survey results showed similar results in the areas of setting high expectations for students, and students feeling that teachers encourage them to do their best. In addition, there were positive results in the areas of safety and school connectedness. These are continued areas that staff will monitor to ensure that the results are maintained in the high 80% response rates.   The area that will continue to be monitored is ensuring that students know that they have an adult on campus that they can trust and go to for support when they have a personal problem. The District has invested time in supporting staff in professional development with Capturing Kids’ Hearts (CKH). It is important that there is a continued focus on strengthening relationships between staff and students.   It is important that students feel that school facilities are clean. This is an area of need, and cleaning schedules will be monitored to ensure that restrooms are being checked on a frequent basis. Both the results from the LCAP student survey and CA Healthy Kids’ Survey showed that this is an area of need for the District.   Another area where additional monitoring will be focused on is ensuring that students feel motivated and look forward to coming to school each day. The results from this were lower than expected for the upper grade students. The students in TK-1 had this as an area of strength. The District has implemented a social/emotional learning curriculum, Second Step, at all nine schools. This curriculum is taught by the classroom teachers and social workers. Second Step supports students by building a foundation for a positive, inclusive culture through developing social-emotional competencies, which include perspective-taking, empathy, processing emotions, understanding and resolving conflicts, and building positive relationships. In addition, it focuses on positive school culture which will support students wanting to come to school daily.|To support students, staff will have a more targeted focus on ensuring that Social Emotional Learning for all students is taking place at all nine schools. The District has provided the curriculum, Second Step, at each of the school sites. Principals will support teachers with the implementation of the curriculum and Social Workers will also use the curriculum as needed to support peer groups.   Each of the schools have implemented a positive behavior program that focuses on positive relationships among students and staff, such as Capturing Kids Hearts. Students have reported feeling physically safe at school, however, there were statements that staff needed to target social emotional wellness for students. With the additional supports of Social Workers, Counselors and Social Emotional Learning Curriculum in place, staff will monitor referrals for wellness to ensure that the resources are meeting the needs of students.   Social Workers are also collaborating together with Administration and staff to increase positive attendance for students. There is a targeted focus on reaching those students with chronic absenteeism. The Social Worker and Principal are visiting homes, and working with the families to create a plan to support positive attendance for the students. There has been a decrease in chronic absenteeism this past year District wide, (Chronic Rate 23/24: 13.64%, 24/25: 9.99%). Schools that have a decrease in chronic absenteeism have shown increased academic achievement and students feeling an increase in student engagement and connectedness.   In addition, Social Workers will continue to meet with the most at-risk youth and assist families in need to further support the student. The District has a Family Resource Center that has resources, such as clothing, food, and school supplies, to meet the basic needs of the families.  An additional resource that will remain for the upcoming school year is in providing telehealth therapy to the student’s home and/or school if needed. Since the data showed an increase need for counseling support, the District has partnered with Hazel Health, and has telehealth therapy available to support individual students and families as needed. This is free to all families and students.|Met||2025-06-25|2025
19650520000000|Temple City Unified|6|The California Healthy Kids Survey is scheduled to be administered for the 2025-26 school year to students and families. Based on the results of the 2024-2025 California Healthy Kids Survey, the following data points are relevant for us to monitor annually related to the percentage of students that feel safe at school: 5th grade - 89% (all or most of the time) 7th grade - 71% (agree or strongly agree) 9th grade - 61% (agree or strongly agree) 11th grade - 64% (agree or strongly agree) Parents reported that school is a safe place for their child: 96% (agree or strongly agree) Staff reported that school is a safe place for students: 97% (agree or strongly agree)|Always). We found that 61% of all students felt like they could go to a staff member and an even higher percentage of our EL students (66%) and a lower percentage for our low-income students (60%) felt connected to a staff member. Based on the information from this data, the district has continued to implement Positive Behavioral Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS). This is an area of strength across the District, as many schools were recognized for their successful implementation of socio-emotional, behavioral, and mental health supports to students during the 2024-2025 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships.|To ensure continuous improvement for students across the District, each school site will develop a PBIS SMART goal that will be measured through Tiered Fidelity Inventories (TFIs) or the California Healthy Kids Survey data. In addition, the District expanded its MTSS Behavior Program by hiring counselors for each elementary site and two Board Certified Behavior Analysts (BCBAs) to increase socio-emotional, behavioral, academic and mental health supports to students across the District. Finally, the District has increased awareness and accessibility to resources and supports for students and families by utilizing a Public Information Officer. These actions will allow the District to continue and improve its commitment to the safety and well-being of all students.|Met|Temple City Unified has school climates and academic programs that are award-winning as recognized by the following recognitions held by our schools:  LA ROSA: California Distinguished School, PBIS Gold Award, Niche A School CLOVERLY: California Distingui|2025-06-25|2025
19650600000000|Torrance Unified|6|TUSD began surveying students on school safety and connectedness during the 2018-19 school year, using the PBIS: School Climate Survey Suite. Each year, all 5th, 7th, and 10th grade students complete the survey. This year, the survey window was four weeks long, conducted during October and November.   For the 2024-25 school year, the district-wide Total Positive Response Rate on all questions declined slightly by 1% compared to the previous year. Specifically, the Elementary school rate decreased by 5%, the Middle school rate increased by 5%, and the High school rate decreased by 2%. Overall, there has been a 2% increase in the Total Positive Response Rate from 2018-19 to 2024-25. There are several key indicators that are reflected in the LCAP and 30 SPSAs.  The include Overall Satisfaction Rate, which increased by 1% this year to 78%; Inclusion, which held consistent with prior year at 81%; and Welcoming, which declined by 1% to 81% from prior year.  Scores are consistent across disaggregates student groups, within only a few percent of our aggregate scores.  In fact, English Learners and Low Incomes students reflect a higher positive response rate that the district aggregate scores. Though each question had a 78% or higher positive response rate, we recognize that there remains approximately 20% of students who did not provide a positive response, and those are the students we will continue to focus on.|District administrators analyzed these results. Schools were provided with their site data to facilitate detailed analysis, including disaggregation by question, gender, and significant subgroups, if applicable. Based on this analysis, site administrators and teams will plan further strategies to enhance school safety, engagement/connectedness, and diversity/equity/inclusion.   Areas of interest and need have included social-emotional growth, stress management, healthy habits, threats to school/students, and suicidal/self-injurious behavior.  Resulting actions at schools have included increasing awareness among students and staff, information campaigns, notices to parents, PBIS activities, positive reward systems for behavior, expanding clubs, fostering community support, trauma-informed counseling, and increased counseling and mental health staff.  Specific district-wide programs following district-level and school site analysis, include: Second Step: Social-emotional lessons for all elementary students. Start with Hello: School climate program for secondary and upper elementary students. See Something Say Something: Reporting threatening behavior for secondary students. Anonymous Reporting System: Addressing suicidal/self-injurious behavior for secondary students. Additional Mental Health-Focused programs, training TISE (trauma informed) Counseling training Additional Counseling and Mental Health Staffing|TUSD is continuing with existing plans, policies and procedures in order to address areas of need identified through the analysis of local data.  The LCAP and 30 schools' SPSA documents reflect individualized goals and actions, aligned with the needs of each school and their students.  The LCAP and each SPSA identify key metrics from the survey, and then tie specific actions to the survey results in order to improve student positive responses.|Met||2025-06-17|2025
19650780000000|Valle Lindo Elementary|6|Valle Lindo School District uses locally developed Google surveys to collect feedback from students, families, and staff regarding school safety, connectedness, and overall climate. These surveys are administered annually and reviewed in collaboration with school and district leadership teams, as well as parent advisory groups.  Student survey results reflect a strong sense of connection to staff and positive relationships on campus. Many students shared that they feel safe at school, know who to turn to when they need support, and believe that adults care about their well-being. Family feedback also highlights the approachability of school staff, consistent communication, and the welcoming atmosphere of school campuses.  When disaggregated by student groups, the data show that most students report a positive school experience. However, English learners and students with disabilities expressed a need for more connection and emotional support. Staff input echoed these findings, identifying the need for expanded mental health resources and additional support during unstructured times like lunch and recess.  To address these needs, the district has taken action to expand access to mental health services, increase training in trauma-informed practices, and create more structured opportunities for student engagement and leadership. Communication strategies have been strengthened through multilingual messaging and personalized outreach to families who may face barriers to participation.  The data collected from these surveys are used to inform LCAP goals related to school climate, academic success, and family engagement. By listening to the voices of our educational partners, Valle Lindo School District remains committed to creating supportive, inclusive learning environments where every student can thrive.|Analysis of our local climate survey data, including input from students, families, and staff and disaggregated by student group, has revealed both areas of strength and specific needs across our school community.  Areas of Strength: A clear strength across all student groups is the positive relationship students have with school staff. Many students reported feeling cared for and supported by adults on campus. Families also expressed trust in school staff and appreciation for open, consistent communication. These relationships contribute to a strong sense of belonging and a safe, welcoming school environment. Staff members consistently indicated that students are respectful and that the district fosters a collaborative school culture.  Identified Needs: Disaggregated data showed that English learners and students with disabilities reported lower levels of connectedness and emotional safety compared to their peers. These groups expressed a need for more individualized support and stronger peer connections. Family responses further indicated a need for clearer guidance on how to support student learning at home and more opportunities to participate in school decision-making.  In addition, staff identified a growing need for expanded social-emotional learning, mental health support, and supervision during unstructured times to ensure all students feel safe and supported throughout the day.  Key Learnings:  Strong adult-student relationships are a critical foundation of school climate and must be maintained.  Targeted supports are needed to ensure English learners and students with disabilities feel equally connected and included.  Families want to be more involved in supporting academic success but need accessible tools and more direct invitations to participate.  Additional staff training and resources are necessary to meet students’ mental health and behavioral needs.  These insights are helping Valle Lindo refine goals and actions in our LCAP and continue strengthening inclusive practices, student engagement, and family partnerships across all schools.|Based on the analysis of local climate survey data and key learnings from student, family, and staff feedback, Valle Lindo School District has identified several areas where adjustments are needed to better support student well-being, engagement, and equity. As a result, the district is implementing the following changes to its plans, procedures, and ongoing improvement efforts:  1. Increased Targeted Support for Student Groups: To address the lower levels of connectedness reported by English learners and students with disabilities, the district is enhancing its Multi-Tiered System of Supports (MTSS) with more individualized interventions, relationship-building activities, and expanded access to social-emotional learning. This includes greater integration of peer mentoring opportunities and adult check-ins.  2. Expanded Family Engagement Strategies: In response to families’ request for clearer academic guidance and more accessible opportunities to participate, the district is revising its family engagement plan. This includes offering more multilingual, grade-level specific workshops, increasing outreach through personal invitations and community-based events, and scheduling meetings at times that better accommodate working families.  3. Strengthened Staff Training and Support: Professional development is being updated to include more training on culturally responsive engagement, trauma-informed practices, and strategies for fostering inclusive school climates. Staff will also receive guidance on improving two-way communication with families and identifying early signs of student disengagement.  4. Revised Communication and Feedback Procedures: To close the feedback loop, the district will implement a more structured process for sharing back how input is used in decision-making. This includes follow-up communications after surveys and advisory meetings, as well as more frequent updates in school newsletters and on district platforms.  5. Focused Attention on Unstructured Time: In response to staff and student feedback, the district is reviewing supervision protocols and schedules during lunch and recess. Additional campus supervision staff and structured play or enrichment options are being explored to improve safety and engagement during these times.  These changes are being integrated into the district’s Local Control and Accountability Plan (LCAP) and site-level continuous improvement processes. Valle Lindo remains committed to using local data to guide decision-making, support every student, and ensure all families feel valued and included in their child’s education.|Met||2025-06-18|2025
19650940000000|West Covina Unified|6|The West Covina Unified School District administered its annual local climate survey in the spring of 2025 to its elementary and secondary students, parents, classified staff, and certificated staff. Students in grades 2-12, parents, classified staff, and certificated staff were surveyed on a range of items that assessed their feelings and opinions about their school experience, including items that specifically assessed their feelings of safety and connectedness at school. Respondents were asked if they agreed, strongly agreed, disagreed or strongly disagreed with key statements such as feeling safe at school, ease of making friends, morale, and their sense of belonging at school. All responses are anonymous. As of the spring of 2025, 81% of 2nd-12th grade students surveyed reported feeling safe at school and 92% of students surveyed reported feelings of connectedness to their schools as measured by the climate survey. Parents of students, including unduplicated pupils and targeted student groups, in the West Covina Unified School District were also surveyed with the local climate survey. 94% of parents surveyed agreed or strongly agreed that district schools are safe and 95% reported feeling welcomed at the school. Certificated staff were also surveyed with the local climate survey, and 95% reported feeling safe at school and 95% reported feelings of connectedness to their schools. Classified staff completed the annual survey; 94% of them reported feeling safe at school while 94% of them reported feelings of connection to their site. The West Covina Unified School District will continue to implement services and programs to improve upon these measures, such as our district-wide safety protocols and drills; comprehensive counseling program; anti-bullying efforts; mental health awareness and support clubs; and implementation of programs to strengthen students’ connectedness to others by enhancing healthy bonds with teachers and staff and establishing collaborative agreements of acceptable and positive behavior.|The West Covina Unified School District focused on feelings of safety and connectedness amongst the various educational partners. The feelings of safety amongst parents and staff members were at or above 90% based on the respondents of the annual climate survey. The student percentage increased compared to last year, but there is still room for improvement. To continue high feelings of safety and preparedness, West Covina provided annual ALICE training for all students and staff members. This training provides schools with effective response options in case of a critical incident. Moreover, more cameras were installed at school sites and will continue to be installed to monitor activity on school grounds.  Elementary and middle school sites continued to implement the Capturing Kids’ Hearts (CKH) program which focuses on the social-emotional wellbeing and foster positive relationships between all of the community members to transform the school culture. To provide a multi-tiered level of mental health support, West Covina Unified continued to implement a Comprehensive Mental Health Plan which has increased the number of counseling interns districtwide, and provided Social Emotional Learning (SEL) curriculum at all of the school sites.|Due to improvement in feelings of student safety based on the annual climate survey and consistency with high levels of students’ feelings of connectedness, West Covina will continue to implement the Comprehensive Mental Health Plan into the foreseeable future.   The ALICE training and follow up activities, drills, and simulations continue to yield increased feelings of empowerment for students and staff which have, in turn, increased the feelings of safety on school grounds. West Covina will continue to provide refresher training for staff and age-appropriate training for students as they matriculate into higher grades.|Met||2025-06-12|2025
19650940112706|California Virtual Academy @ Los Angeles|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-26|2025
19650946023527|San Jose Charter Academy|6|Through these surveys, 78% of students shared that they feel they have a high trust relationship with at least one teacher they feel comfortable with and can connect to with 72% of students stating that they can talk to their teacher when they have a problem and 86% stating that their teacher understands them.  80% of the students reported that the adults at SJCA care about how they are doing and 86% of the students reported that their teacher understands them as a person.|Through the Screen for Strengths survey our elementary students reported feeling connected to our school. In a 1-10 likert scale, elementary students averaged 7.8, stating that they have good friends at this school, this school feels like a safe space and they can ask their teachers for anything. Our Junior Academy students rated themselves a 7.9 on self-efficacy, stating they are confident and can figure out how to do the hardest work at school and they can learn how to solve problems without getting into trouble. Students in both elementary and middle school reported having a difficult time with self-control, answering questions such as ; I'm good at resisting temptation; I blurt things out and later regret it.  An analysis of the MRA & Screen for strengths surveys, results indicates that both elementary and middle school students report a strong sense of connectedness. Students expressed feeling a meaningful sense of belonging and positive relationships with teachers and peers. However, the data also highlight challenges in the area of self-control. Many students acknowledged difficulties with managing impulses, such as resisting temptation, speaking out of turn, and controlling physical movements before thinking through their actions.|Through our comprehensive analysis of local data, including student behavior reports, climate surveys, and academic performance metrics, we have identified several key areas requiring targeted intervention and policy refinement. Our data revealed patterns indicating the need for enhanced social-emotional learning support, improved peer relationship dynamics, and more proactive approaches to conflict resolution. In response to these findings, we are implementing significant changes to our existing school climate improvement framework. We are expanding our current Ripple Effects program to include additional modules focused on empathy building and emotional regulation, based on data showing increased incidents of peer conflict during transition periods. The Leader in Me program is being enhanced with new leadership development components specifically designed to address the social dynamics challenges identified in our student surveys. Our Getting Along Together initiative is undergoing substantial revision to incorporate trauma-informed practices, as our data analysis revealed that a significant percentage of behavioral incidents correlate with students experiencing adverse childhood experiences. We are also integrating new assessment tools within our Nearpod platform to provide real-time feedback on student social-emotional development and program effectiveness. Additionally, we are restructuring our school counselors' Tier 1 lesson delivery model to ensure more frequent, targeted interventions based on our data-driven identification of at-risk student populations. This includes developing new protocols for early identification and intervention, establishing clearer referral pathways between programs, and implementing monthly progress monitoring systems to track the effectiveness of our interventions. These programmatic changes are supported by new professional development requirements for staff, updated data collection procedures to ensure continuous monitoring of program impact, and revised evaluation metrics that align with our identified improvement goals. We are committed to using this data-driven approach to create sustainable, measurable improvements in our school climate while maintaining fidelity to evidence-based practices.|Met|A critical component of our comprehensive school climate improvement strategy involves strengthening the home-school partnership through enhanced parent and family support systems. Recognizing that student success and positive school climate are directly|2025-06-17|2025
19651020000000|Westside Union Elementary|6|School Climate Data Collection and Participation The District uses a suite of tools to measure school climate and engagement, including the California Healthy Kids Survey (CHKS), the California School Parent Survey (CSPS), and the California School Staff Survey (CSSS). In the most recent survey cycle, participation included 900 students in grades 5–6, 1,720 students in grades 7–8, 1,007 parents, and 542 staff members. This represents an increase of 272 elementary student responses, 281 middle school student responses, and 405 parent responses compared to the previous year. Staff participation increased by five and continues to represent approximately half of the District’s workforce. These numbers reflect a robust and representative sampling of students, parents, and staff across the District. The District relies on these annual surveys to assess school connectedness and the overall safety and supportiveness of the school environment.  California Healthy Kids Survey: Elementary School Climate & Engagement (2024–2025)  Among 5th and 6th grade students, the CHKS results indicated: 65% reported feeling connected to their school (“Yes, most of the time” or “Yes, all of the time”) 61.5% reported that there are caring adults at school 65% reported feeling safe at school 63.5% reported having access to social-emotional learning (SEL) supports  California Healthy Kids Survey: Middle School Climate & Engagement (2024–2025)  Among 7th and 8th grade students, the survey revealed: 45.5% reported feeling connected to school (“Agree” or “Strongly Agree”) 52% reported that there is at least one caring adult at school 21% reported experiencing meaningful participation in school activities  California Healthy Kids Survey: Staff Perspectives on School Climate (2023–2024)  Staff responses highlighted the following perceptions: 48% strongly agreed that students have caring adult relationships at school 39% strongly agreed that the school promotes parent involvement 40% strongly agreed that the school encourages meaningful student participation 39% strongly agreed that the school is a safe place for students  California Healthy Kids Survey: Student Mental Health (2023–2024)  Mental health findings for middle school students included: 32% reported experiencing chronic sadness or hopelessness within the past 12 months 13% reported seriously considering suicide during the same time period|Key Learnings: Identified Needs and Areas of Strength Analysis of data from the California Healthy Kids Survey (CHKS), along with additional district data, has revealed both ongoing needs and emerging strengths.  The CHKS data continues to highlight the need for further development of students' interpersonal and intrapersonal skills. These findings align with California Dashboard results related to attendance and suspensions, reinforcing that students who feel more connected and engaged at school are more likely to attend regularly and avoid serious behavioral incidents. Notably, some schools continue to report elevated suspension rates related to vandalism and peer conflict. While CHKS indicators remain below pre-pandemic levels, further review of longitudinal district risk assessment data provides additional context. Risk assessments—administered by counselors or psychologists when a student is suspected of posing harm to self or others—are a critical part of the District’s wellness support system. These assessments indicate a positive trend in addressing student needs effectively at the site level:  - The total number of risk assessments decreased from 176 in 2022–2023 to 112 in 2023–2024 - The number of suicide risk assessments declined from 138 in 2022–2023 to 85 in 2023–2024  While this does not diminish concerns identified in the CHKS, it suggests that increased counseling support, including the addition of paid interns, has enabled earlier intervention and more effective support for students experiencing trauma or stress. In reviewing the California School Parent Survey data over the last three years of the LCAP cycle, results have remained consistent, indicating persistent trends in parent perceptions. These findings, alongside CHKS data, have informed the District's implementation of social-emotional learning (SEL) lessons and supports. These actions aim to foster student well-being and school connectedness—key levers for improving attendance, behavior, and academic outcomes.|Social-Emotional Learning and School Climate Initiatives The Leadership Development Through Physical Education (LDTPE) program continues to serve as the District’s core social-emotional learning (SEL) curriculum for students in grades 4 through 6. Delivered during physical education, LDTPE addresses identified climate needs by fostering foundational relationships with both peers and adults. Mastery of the curriculum is expected to develop over time through consistent practice. This year, the District successfully completed program calibration with site vice principals and implemented common pacing plans at each site. These coordinated efforts are anticipated to positively impact student motivation and school connectedness in the years ahead.  The District also reinstated the Parent Day at Camp experience, which welcomed approximately 40 parents. The event offers an emotionally meaningful opportunity for parents to connect with one another and experience the curriculum their children are learning. This fully implemented action will continue in the 2024–2025 school year. To enhance social-emotional support during unstructured time, the District will also continue to implement PlayWorks. This program complements current SEL efforts by promoting inclusive, active, and safe play. The 2024 CA Dashboard Campus Climate Indicator revealed persistently high suspension rates, highlighting the need for additional intervention. The integration of PlayWorks with existing initiatives—such as LDTPE and Boys Town—is expected to contribute to improved outcomes in student behavior, engagement, and well-being. These improvements will be monitored through CHKS, CSSS, and CSPS survey data, as well as suspension metrics.  The District currently employs a full counseling team of 15 counselors, representing an increase of one position. Both comprehensive middle schools and two large elementary schools are served by two counselors each, while the remaining elementary schools and the TK–8 campus are each assigned at least one counselor. The District’s counseling program is grounded in the American School Counselor Association (ASCA) framework, which addresses college and career readiness, attendance, academics, and behavior. This framework supports a multi-tiered system of support (MTSS) and uses data-driven strategies to promote equity and improve outcomes for underperforming student groups.|Met||2025-06-17|2025
19651100000000|Whittier City|6|Whittier City School District annually administers a Student LCAP Survey to students in grades 3rd -8th. The survey is meant to assess students’ perceptions of academic programs, school climate, and safety. The survey collects data on how safe students feel at school and how connected they feel to their school community. Based on the results of the recent LCAP student survey, the district has gained valuable insights into how students perceive their school experience in the areas of safety and connectedness. Overall, 82% of students reported feeling safe at school, and 86% shared that they feel well-liked and respected by school staff—highlighting the positive relationships built between students and adults on campus. In addition, 87% of students indicated that their teachers actively work with their families to help them succeed, and 78% noted that their teachers reach out to parents or guardians when they are experiencing learning challenges. These results demonstrate the district’s strength in fostering a safe, supportive learning environment and engaging families as essential partners in student success. However, the data also revealed areas where the district can focus its improvement efforts. Only 60% of students reported feeling well-liked and respected by their peers, and just 69% said they look forward to coming to school each day. These indicators suggest the need for greater attention to building stronger peer relationships and enhancing student engagement and belonging. As a result, the district will explore strategies such as expanded peer mentorship programs, social-emotional learning initiatives, and opportunities that increase student voice and connection. These next steps will help ensure that all students feel valued, connected, and excited to be at school each day.|The disaggregated results of the LCAP student survey and other data sources reveal both areas of strength and key opportunities for growth across schools in the Whittier City School District. A notable strength is in the area of school safety and adult-student relationships. According to the survey, 82% of students report feeling safe at school, and 86% feel well-liked and respected by school staff. Additionally, strong family engagement is reflected in the high percentage (87%) of students who agree that their teachers work with their families to support academic success. These data points highlight the district’s effective efforts to create welcoming, supportive learning environments and meaningful partnerships with families. However, the results also reveal important areas for improvement. Only 60% of students report feeling well-liked and respected by their peers, and just 69% say they look forward to coming to school each day, indicating a need to strengthen student-to-student relationships and overall engagement. This aligns with our chronic absenteeism rate of 25.8%, which further suggests a significant number of students are struggling with consistent school attendance. In particular, foster youth and students experiencing homelessness remain in the red performance band, underscoring the urgent need for targeted supports that address the unique barriers these student groups face.  These findings reveal that while staff relationships and family engagement are strong, there are persistent challenges in fostering peer connectedness, daily engagement, and regular attendance, especially among our most vulnerable student populations. Moving forward, the district is committed to addressing these challenges by expanding social-emotional learning supports, enhancing student engagement initiatives, and implementing targeted strategies to reduce chronic absenteeism and improve equity in student experience.|In response to the LCAP student survey results and chronic absenteeism data, Whittier City School District has prioritized several key actions to support continuous improvement, particularly in the areas of student engagement, academic support, and social-emotional well-being. One major area of focus has been increasing access to enrichment opportunities that help students feel more connected and excited to be at school. This includes expanding after-school programs, arts and STEM activities, and peer leadership opportunities that foster positive peer interactions, addressing the survey finding that only 60% of students feel well-liked and respected by their peers, and just 69% look forward to coming to school each day. In addition, the district is strengthening parent partnerships, as 87% of students indicated that teachers are working with families to help them succeed. Building on this strength, the district is expanding communication tools, offering parent education opportunities, and ensuring families of at-risk student groups—especially foster youth and students experiencing homelessness—receive personalized outreach and resources. To support both the academic and emotional needs of students, the district has launched dedicated school counselors and social workers across school sites. These professionals are playing a vital role in addressing barriers to attendance, reducing chronic absenteeism (currently at 25.8%), and providing direct support to students identified as needing additional care. This includes case management, check-ins, and coordination with families and outside agencies. While these actions are in the early stages of full implementation, initial feedback from staff and families has been positive. The district will continue to monitor data closely to ensure these strategies are resulting in improved student outcomes, with a particular focus on engagement, connectedness, and reducing absenteeism, especially among our most vulnerable populations.|Met||2025-06-17|2025
19651280000000|Whittier Union High|6|Whittier Union administers surveys to students, staff, and parents that are used to assess school climate. Overall, 91% of WUHSD students report feeling safe on campus with 86% of students feeling accepted and respected at their school sites. 93% of staff members report feeling safe at their work locations with 88% reporting feeling accepted and respected. 97% of parents report that they feel that their students are safe at school and 98% report that their students are accepted and respected at their school sites. Additionally, WUHSD administers the Panorama survey yearly to provide a measure of student social-emotional well-being. In 2024-2025, 87% of WUHSD students reported having supportive relationships with at least one adult and 79% reported that that adult was a school staff member. These perception data points are very important to us will continue to drive efforts to improve school findings.|The 91% safety rating as identified by students represents a 2% increase from the prior year and the Panorama survey shows overall growth in the areas of Supportive Relationships, Positive Feelings, Growth Mindset and Emotion Regulation. Student Well-Being has been a significant initiative in Whittier Union since prior to the pandemic with COVID only intensifying the need for more wrap-around student services. We believe that increase in these metrics is a credit to the strong emphasis our district has placed on Student Well-Being. 86% of students feeling accepted and respected at their school sites is a strong result but it does represent a slight decrease and is therefore an area of growth for Whittier Union.|Whittier Union will continue its expansion of mental health support and wellness activities/programs to ensure that our students get the support they need to be successful both inside and outside of the classroom. We will continue to work with outside mental health support providers, as well as our staff members to ensure we meet the needs of our students. School sites will continue to work with student leaders to provide activities programs that are engaging and supportive for all students to build stronger senses of community on all campuses.|Met||2025-06-24|2025
19651360000000|William S. Hart Union High|6|The School Climate Survey administered by the Hart District is a 34 question, multiple choice, anonymous online survey. It is administered to all 8th and 10th grade students in their social studies classes during the week prior to spring break. The survey is voluntary and this year 71% of the 8th grade class and 75% of the 10 grade class submitted completed surveys. Survey responses are broken out by school sites and shared with principals to share with their staffs and to assist in writing their school plans.|District wide the majority of respondents (85% & 86%) stated that there is a teacher or other adult, on their campus, who they believe cares about their well-being and success. The vast majority of respondents (91% & 91%) also stated that if a student tells an adult on campus that someone is bullying, the adult will do something to help. However, the percentage of respondents who stated that if they did not feel physically or emotionally safe at their campus they would tell a teacher, a counselor, or other adult on campus, was surprisingly low (64% & 65%). These results were consistent across grade levels, genders, and ethnicities. These results raise concern on how our students perceive their safety at our schools.|Survey results were shared and discussed with principals and all were requested to share it with their staffs and pursue solutions for their school sites to closing the gap in the percentage of students who know an adult on campus cares about them and the percentage of students who would tell and adult if they felt unsafe on campus.|Met||2025-06-25|2025
19651360114439|Mission View Public|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-04|2025
19651360117234|Santa Clarita Valley International|6|At SCVi (Santa Clarita Valley International), we are dedicated to creating a safe, inclusive, and learner-driven environment where each student can thrive academically and socially. In Spring 2025, we administered a revised Learner Educational Partner Survey using Qualtrics. This survey captured student perceptions in four key areas: school safety, school connectedness, academic engagement, and career connected learning (for grades 7–12).  A total of 265 learners participated in the survey, including 199 site-based learners and 66 non-classroom-based learners. Data was disaggregated by grade level, race/ethnicity, and student groups including English Learners, students with disabilities, and socio-economically disadvantaged learners.  The results highlighted strong perceptions of safety and academic engagement across grade spans, as well as important subgroup variations in connectedness and college/career readiness. These insights will help guide actions and goals in our 2025–26 Local Control and Accountability Plan (LCAP), ensuring a responsive and equitable learning environment for all learners.  In order to best review the data from this survey, the following presentation was put together to summarize the data: https://tinyurl.com/scvisc2025				|The 2025 survey data provides SCVi with valuable insights into learner experiences across developmental levels and subgroups.  School Safety Overall, learners reported high levels of safety across most grades, with particularly strong responses in grades 3, 8, 9, 11, and 12 (all above 90%). Subgroup responses were similarly strong: Black learners (98.3%), students with disabilities (88.1%), and socio-economically disadvantaged learners (81.3%) all indicated feeling safe at school.  School Connectedness Learners in grades 3, 8, 11, and 12 reported the highest levels of connectedness (87%–93%). Subgroup results were positive for Black learners (91.7%), while White students (76.7%), English Learners (75.7%), and students with disabilities (72.5%) showed room for increased support in building relationships and sense of belonging.  Academic Engagement Engagement was strong in both younger and older grades, with grades 3, 9, 11, and 12 showing favorable responses between 86% and 92%. Among subgroups, Black learners (91.1%) and English Learners (79.4%) showed high levels of engagement, while students with disabilities (74.6%) and SED learners (77.1%) indicated moderate engagement.  Career Connected Learning Grades 11 and 12 reported the highest levels of career connectedness (86.1% and 84.8%), while grade 10 was notably lower at 41.7%. Subgroup results showed strengths among Black learners (80.6%) and students of two or more races (87%), but lower results for SPED (67.6%) and SED learners (63.3%), indicating a need for more consistent access to career exploration opportunities.  These patterns will guide targeted actions to ensure all learners—especially those in underserved groups—feel connected, engaged, and prepared for postsecondary success.					|Our 2025 school climate survey provides a well-rounded view of our learning environment, affirming areas of strength while identifying opportunities for improvement. The insights gained from this year’s updated survey instrument are serving as a foundational component in shaping our 2025–26 Local Control and Accountability Plan (LCAP), with an emphasis on strengthening belonging, engagement, relationships, and school safety.  We are committed to providing an educational experience where all learners feel supported, inspired, and connected. Using the survey data as a guide, we will refine our practices, programs, and supports to ensure every learner feels valued and empowered both academically and emotionally.  This continuous improvement process includes engaging the entire school community—learners, families, facilitators, and school leaders—in collaborative conversations that turn data into action. By addressing areas of need and deepening areas of success, we will continue to cultivate a thriving school climate where every learner can grow, lead, and succeed.					|Met||2025-06-18|2025
19651361996263|Opportunities for Learning - William S. Hart|6|In the Spring of 2025 OFL-WSH conducted its annual School Climate Survey of 7th, 8th, and 10th grade students, parents, and all school staff.  The survey results showed strong perceptions in Social Emotional and Physical Safety; Connection and Belonging, Student and Family Engagement; Inclusion, and Student Connection with Students.  Students identified areas for growth in School Rules & Environment; Student Connection with Teacher; and Peer Pressure.    Areas of Strength Included the following Student Ratings: Social Emotional and Physical Safety: 4.6 Connection and Belonging: 4.5 Student and Family Engagement: 4.2 Inclusion: 4.3 Student Connection with Students: 4.5  Areas of Growth Included the following Student Ratings: School Rules & Environment: 3.9 Student Connection with Teachers: 3.9 Peer Pressure: 3.9|Scores across all Educational Partner groups showed a median score of 3.9 or higher in all categories reflecting a positive school climate.  Parents continue to have the highest rate of positive responses in all categories followed by staff and then students.    The biggest challenge is the Peer Pressure category which includes promoting safe social media use and fostering positive peer relationships. OFL - WSH remains dedicated to providing a safe, inclusive, and supportive learning environment for all students. Student Council groups at each school site play a key role in encouraging student engagement and inclusion, with an emphasis on celebrating diversity. Additionally, efforts to raise awareness and participation in sports programs have strengthened school pride, enhanced student involvement, and fostered a stronger sense of community.|Data analysis was conducted to support the LEA’s decision-making and inform future actions and LCAP planning. As part of these efforts, the school will offer at least one social media workshop or event each school year to educate students, families, and staff on the safe and effective use of social media platforms (Goal 3, Action 4 – Social Media Workshop/Event). Additionally, Pathways trips, including Service Learning experiences, provide valuable experiential learning opportunities with an emphasis on social and civic development (Goal 3, Action 1 – Social Emotional Learning).|Met||2025-06-26|2025
19651510000000|Wilsona Elementary|6|Youth Truth Survey Indicates  55% of middle school students feel adults respect people of different backgrounds.56% of white students 59% students with disabilities 57% Hispanic students, and 59% African American students agree.  36% of middle school students feel safe at school 33% of white students 34% of Hispanic students 35% of African American Students and 41% of Students with disabilities agree.  55% feel when they are upset or stressed that there is an adult at school they can talk to 50% of white students, 58% of Hispanic students, 71% of African American students and 53% Students with disabilities agree.   37% of middle school students believe what they learn in class will help them outside of school. 38% of Hispanic, 50% of white, 35% of African American and 38% of Students with disabilities agree.    57% of English Learners believe adults respect different backgrounds 39% of EL's feel safe at school 51% of Els feel they have an adult to talk to, and 38% of EL's agree what they learn in class can help them outside of school.   Elementary students 41% feel teachers are respected. 61% feel safe at school, 61% fell they have an adult to talk to and 47% like going to school. The lowest rating from the elementary was white students feeling that students behave in class 12%. The highest rating was both Hispanic and African American students feeling that the teacher wanted them to do their very best 94%.|The relative strength for  the middle school are in the area of culture and the areas of most need are safety and relationships. The elementary strengths' were relationships and culture with the area of need culture|The district employment of a counselor at each school site a district social worker and social emotional learning specialist will provide more opportunities for students have an adult available for them to talk to and build relationships when they are stressed and have a problem. The Social Emotional Learning Center at the middle school will help students feel safe and provide them with social skills and supports to  assist them when they feel stressed and encounter difficult interpersonal situations.  Implementation of PBIS schoolwide expectations and  Capturing Kids hearts will create school environments that support mutual respect.|Met||2025-06-18|2025
19734370000000|Compton Unified|6|The Compton Unified School District’s CHKS reveals key trends in school climate across grades, focusing on Black and Hispanic students. School connectedness is highest in Grade 5, with 65% feeling connected. Black and Hispanic students report similar levels. Connectedness declines through secondary grades, dropping to 46% in Grade 9 and 42% in Grade 11, showing challenges in maintaining engagement.  Academic motivation follows a similar trend. It peaks at 76% in Grade 5 but drops to 63% by Grade 11. Both Hispanic and African American students experience this decline similarly, indicating waning motivation regardless of ethnicity.  Boredom is notable, especially early. In Grade 5, 55% feel bored most or all the time, with Black students at 73% and Hispanic students at 53%. By Grade 11, 41% often feel bored. Feelings that school is “worthless” are low but more reported by Hispanic students, especially in Grades 5 and 9.  Safety perceptions vary by grade and group. In Grade 5, 65% feel safe. Safety dips in middle school, with only 42% of Black students feeling safe in Grade 9 compared to 46% of Hispanic students. By Grade 11, this reverses: 54% of Black students and 47% of Hispanic students feel safe, suggesting middle school is more challenging for Black students.  Relationships with caring adults matter. In Grade 5, 62% feel supported by adults, with Black students reporting stronger support. This continues in Grade 11, with 55% overall feeling connected and 69% of Black students affirming this. Black students also more often report adults hold high academic expectations, especially in Grades 7, 9, and 11.  Perceptions of the physical environment decline with grade. Only 49% of Grade 5 students say their school is clean most or all the time. By Grade 7, 38% agree that the school is clean, and 32% of Grade 11 students feel this way. Though racial data is unavailable, this shows declining satisfaction over time.  Parental involvement decreases across grades. While 78% of Grade 5 students report active outreach for parental engagement in schools, but only 38% of Grade 11 students feel the same. This may reflect growing independence but highlights the need for outreach in secondary grades.  Discipline perceptions also shift with age. Most agreed rules are clear, but feelings of fairness and respect drop. In Grade 5, 72% feel teachers treat them fairly most or all the time. In Grades 7 to 11, only 45–50% agree, while over a third are neutral. This suggests older students experience more ambiguous adult interactions, emphasizing the need for consistent relationship-building and equitable treatment.  Overall, the survey shows strong early-grade engagement and support that decline in secondary school, affecting connectedness, motivation, safety, adult relationships, facility satisfaction, parental involvement, and discipline fairness. Addressing these trends is key to fostering a positive environment supporting all students|Analysis of the California Healthy Kids Survey (CHKS) reveals key insights into school climate and student experience, with a focus on Black and Hispanic students. The data highlights areas of strength the district can build on, as well as several needs requiring strategic attention.  One consistent strength is the presence of supportive adults, particularly for Black students in secondary grades. Students report feeling that there are adults who care, listen, and set high expectations—indicating some success in cultivating trusting relationships. Another strength is the higher sense of connectedness and motivation among Grade 5 students. They report more positive feelings about belonging and purpose, showing that strong school climate conditions already exist in elementary settings.  However, the decline in connectedness and academic motivation in Grades 7–11 reveals a major area of need. As students progress through the system, their sense of belonging erodes, especially among underserved groups. This trend suggests a need to examine middle and high school structures, routines, and teaching practices to ensure they remain responsive to adolescent and cultural needs. Boredom reported among Black elementary students signals a need for more engaging, culturally relevant instruction to sustain motivation and prevent future disengagement.  Concerns about safety and cleanliness emerge, particularly among secondary students. A portion of students—especially Black and Hispanic youth—report not feeling safe or that schools are not clean or welcoming. These perceptions point to the importance of the physical environment and equitable treatment. A perception among students that rules are not enforced fairly may contribute to feelings of alienation or distrust, particularly among African American students who have historically experienced disproportionate discipline.  Schools’ focus on family involvement is stronger in elementary grades but declines sharply in secondary. This signals a need to build more inclusive, accessible systems for engagement, particularly for families of color. Strengthening home-school partnerships could reinforce trust and a shared commitment to student success. Flexible engagement and community-based outreach may help.  Finally, CHKS responses underscore the importance of student voice. Students are aware of whether their learning environment affirms their identity and offers real engagement. The district must use this feedback to drive professional development, curriculum, and wellness supports that reflect student realities.|In response to our recent climate survey data, Compton Unified School District is implementing comprehensive changes to address identified needs and drive continuous improvement. We will share survey findings with all school leadership to ensure a unified approach to developing action plans. These plans will focus on enhancing school connectedness and student engagement, with tailored strategies at each site. Special emphasis will target middle and high schools, where connectedness and motivation decline most sharply. Initiatives will include advisory programs, expanded student leadership opportunities, and increased platforms for student voice to foster belonging, agency, and ownership.  To address early grade boredom, particularly among Black students, we will support culturally responsive teaching and curriculum enrichment. Professional development will equip educators with strategies to deliver engaging, relevant instruction that reflects students’ identities and lived experiences, aiming to sustain motivation and reduce disengagement.  Safety remains a district priority. We will reinforce and update protocols, ensuring clear communication to staff, students, and families through multiple channels. Enhanced training and regular reviews will maintain a secure, well-informed environment, with focused attention on middle schools where safety concerns are more prevalent.  Social-emotional learning (SEL) will be deepened through monitored implementation of Second Step for K–8 and Move This World for high school students, with trauma-informed practices embedded to provide consistent, comprehensive support across grade levels. Wellness Centers will expand counseling and crisis intervention services, aligned with efforts to improve Positive Behavioral Interventions and Supports (PBIS) and restorative practices. Staff professional development will focus on implicit bias, equitable discipline, and culturally responsive behavior management to improve perceptions of fairness and reduce disproportionality in discipline.  Bullying prevention efforts will be strengthened through broader use of tools like BRIM for more effective tracking and timely interventions, helping to maintain respectful and safe school climates.  Recognizing that the physical environment impacts student experience, we will prioritize facility cleanliness and maintenance to ensure schools are welcoming, supportive spaces that foster student pride and comfort.  Family engagement will be bolstered, especially at secondary levels, through flexible communication strategies, culturally responsive outreach, and community partnerships designed to deepen home-school connections and reinforce shared responsibility for student success.  These comprehensive efforts reflect our dedication to creating a positive and equitable learning environment that meets the evolving needs of our school community and promotes the success and well-being of all students and staff.|Met||2025-06-24|2025
19734370115725|Lifeline Education Charter|6|Lifeline administers both the California Healthy Kids Survey and a local climate survey for all stakeholders annually.  The Healthy Kids Survey is administered to grades 5, 7, 9 and 11.  The local survey is administered to parents, students K-5, students 6-8, students 9-12 and teachers. Summarized results from the most recent surveys for which we have results: - In the Healthy Kids Survey students in grades 7, 9, 11 over 85% of students agree with school connectedness, academic motivation, perceived school safety, promotion of parental involvement and other indicators.  Over 90% of the students agree that there are high expectations, no fear of getting beaten up, no substance abuse at school, and facilities upkeep is good. - In the most recent Healthy Kids Survey, in grade 5 over 80% of students agree with academic motivation, low violence and victimization, positive behavior, parent involvement in education, and other indicators.  Over 90% of the students agree with school connectedness, high expectations, perceived school safety, fairness and facilities are well kept. The local Lifeline parent, student and teacher surveys is consistent with the Health Kids Survey with the results strongly indicating that Lifeline is providing a safe, academic educational environment.  (92.7% Teachers Agree/Strongly agree, 89.3% Parents Agree/Strongly agree, 85.3% Students Agree/Strongly agree (3-5 - 93%, 6-8 -82%, 9-12 - 81%). One of Lifeline's highest priorities as outlined in our Charter and annual LCAP is to provide students with a safe family environment.  Students and parents have stated clearly through survey results the importance of a safe, academic environment.  The results of Lifeline's climate surveys consistently document that parents and students feel strongly that Lifeline provides a safe family like environment with a high level of security staff at each school site and staff trained to provide students with an individualized academic experience. These priorities are outlined in both our Charter and annual LCAP.|Some of the key learnings from the analysis of our data is that Lifeline continues to provide a safe academic environment for each and every student with the support to achieve academic success.  In addition, another identified strength is our emphasis on providing a safe supportive environment which includes security officers at each school, counseling support for students, and strong links to community agencies that provide family support.  The school provides good access to technology (83.5% students), and the teachers know their subject areas and expose me to opportunities through our school work and other activities such as college fairs, field trips and other activities (88.9% students). The needs of English Learners are supported (85.8% parents).  Lifeline provides activities where parents can participate (100%).|As noted previously, Lifeline will support students and their families with difficulties that lead to inconsistent attendance.  Our priority is to ensure that every student is provided with our supportive family environment that is proven to support academic achievement.  As such, there will be an emphasis to reduce chronic absenteeism through staff assigned to support those students and families, and utilize resources through our community schools partnerships.  Lifeline received a Community School grant to support and expand our services.|Met|Lifeline’s goal of creating a safe family style environment for our students is our highest priority.  Student absenteeism, behavioral issues, and low self-esteem have all been post-COVID challenges affecting at-risk students across all schools in our sta|2025-06-26|2025
19734370118760|Barack Obama Charter|6|The data from the Barack Obama Charter School’s local climate survey includes responses from 152 respondents, with disaggregated data across various student groups. Overall, the survey provides insights into perceptions of school climate, safety, sense of belonging, and teacher-student relationships. For example, overall scores for the entire respondent group show a positive perception of school climate (+35), safety (+35), sense of belonging (+48), and teacher-student relationships (+64). Disaggregated data reveal variation among student groups: English Learners (32 respondents) reported slightly negative perceptions regarding school climate (-11), safety (-1), and teacher-student relationships (+8). Native American or Alaska Native students (18 respondents) reported a negative perception of school climate (-2), safety (-2), and teacher-student relationships (+11). White students (45 respondents) had mixed perceptions, with a negative score for school climate (-6) but positive perceptions of safety (+2) and teacher-student relationships (0). Data for other student groups, such as Hispanic/Latino students and students with confidentiality protections, indicate similar trends with areas for improvement.  The survey also includes specific items measuring perceptions of safety, belonging, and relationships, allowing for targeted analysis. Additional data collection tools, such as focus groups or qualitative interviews, could provide more nuanced insights into student experiences. Overall, the data suggest strengths in teacher-student relationships but highlight needs to improve perceptions of school climate and safety among specific student groups, especially English Learners and Native American students.|Key learnings from the data indicate that while the overall school climate is perceived positively, disparities exist among student groups. English Learners and Native American students report more negative perceptions, especially regarding school climate and safety, highlighting ongoing equity gaps. The positive scores in teacher-student relationships suggest that staff are generally effective in building rapport; however, perceptions of safety and belonging need targeted attention to foster a more inclusive environment.  Areas of strength include strong teacher-student relationships across the board, which can serve as a foundation for further improvements. Conversely, the data reveal critical needs to enhance perceptions of safety and belonging, particularly among historically marginalized groups. Addressing these perceptions is essential for creating a supportive school environment that promotes academic success and well-being for all students. The disaggregated data underscore the importance of culturally responsive interventions, multilingual supports, and targeted outreach to improve perceptions among English Learners and students from diverse racial backgrounds.|In response to the identified needs, Barack Obama Charter School will take actions to improve. Specifically, the school will implement targeted professional development for staff focused on culturally responsive teaching, trauma-informed practices, and anti-bias education to strengthen relationships and improve perceptions of safety and belonging. The school will also establish a student advisory council representing diverse groups to gather ongoing feedback and develop student-led initiatives that promote inclusivity. Additionally, the school will enhance mental health and social-emotional support services, including peer mentoring programs and culturally relevant counseling, to address safety and belonging concerns. Data from the survey will inform adjustments to behavior policies and safety protocols to ensure they are equitable and supportive. The school plans to conduct follow-up climate surveys annually to monitor progress and inform continuous improvement efforts. Moreover, the school will collaborate with families and community organizations to strengthen engagement and ensure that support systems are culturally and linguistically accessible. These steps aim to foster a more positive, safe, and inclusive school climate that supports the success of all students.|Met||2025-06-09|2025
19734370132845|Today's Fresh Start-Compton|6|Today’s Fresh Start Charter School (TFSCS) administered local school climate surveys to students, parents, and staff to assess perceptions of safety, belonging, and overall school environment. The data collected provides valuable insight into school conditions and informs continuous improvement efforts. 79% of students agreed or strongly agreed with the statement: “I feel safe while at school.” 93% of students agreed or strongly agreed with the statement: “I feel like I belong at TFSCS.” These results reflect a strong sense of school connectedness, with students reporting positive experiences related to safety and belonging on campus. 79% of teachers agreed or strongly agreed that TFSCS is a safe place to work and teach. This indicates general alignment with student perceptions of safety, though staff responses suggest some room for improvement in ensuring a consistently safe and supportive work environment. Overall School Safety Perception When asked directly whether TFSCS is a safe school, 89% of students and 79% of teachers agreed or strongly agreed. This data supports a continued focus on maintaining and improving school safety and climate through physical security upgrades, social-emotional supports, and professional development. While full disaggregated results by student subgroup (e.g., English Learners, Students with Disabilities, Socioeconomically Disadvantaged students) were not available at the time of reporting, TFSCS is committed to deeper analysis in the coming year to ensure equitable student experiences across all groups. Future surveys will be refined to include subgroup reporting and deeper insights into variations in perception. The results of the 2024–25 school climate surveys suggest that the majority of students feel both safe and connected to their school. These positive trends reflect the school’s ongoing efforts to create a welcoming and inclusive environment through targeted programs and support services. Continued monitoring and disaggregation of this data will help TFSCS better tailor efforts to meet the needs of all students and staff.|The analysis of school climate survey data at Today’s Fresh Start Charter School (TFSCS) has revealed important areas of strength and identified needs that will inform future planning and support strategies. A significant majority of students (93%) reported feeling a strong sense of belonging at TFSCS, indicating a positive school culture that promotes inclusion and connectedness. 79% of students and 89% overall agreed or strongly agreed that they feel safe while at school, reflecting the effectiveness of current safety protocols, the presence of campus security, and increased attention to social-emotional well-being. The alignment between student and staff perceptions of safety (79% of teachers also agree the school is safe) shows consistent awareness and value placed on maintaining a safe environment. Although student safety perceptions are strong, teacher responses suggest a need to further enhance workplace climate and safety supports for staff. Additional professional development, clearer communication on emergency procedures, and staff wellness initiatives may help improve this metric. Disaggregated data by student subgroup (e.g., English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students) is currently limited. A clear need exists to improve data collection and analysis by subgroup to ensure all students feel equally supported and safe. While high levels of connectedness are reported, the school will continue to focus on deepening family engagement and ensuring that parents from underrepresented communities have greater voice in school decision-making and planning. Overall, the data shows that students feel connected and safe, which are critical foundations for academic and social success. However, there is a clear opportunity to build on this progress by enhancing staff support and developing more robust methods for tracking and responding to the needs of diverse student groups. These learnings will guide both school-wide initiatives and targeted interventions in the coming year.|In response to the identified needs from local data analysis and key learnings, Today’s Fresh Start Charter School (TFSCS) has implemented several changes to enhance school safety and overall climate. To strengthen physical security and daily oversight, TFSCS has employed a Campus Security Administrator in addition to the existing security guard team. This role is responsible for managing and supervising all aspects of campus safety on a day-to-day basis, ensuring consistent implementation of safety protocols and rapid response to any concerns. This addition reflects a commitment to continuous improvement by providing focused leadership on safety measures, improving communication, and fostering a secure environment for students, staff, and visitors. Further adjustments to policies and procedures will be informed by ongoing data collection and stakeholder feedback, with the goal of maintaining a positive and safe school climate for all members of the school community.|Met||2025-06-11|2025
19734370134338|ISANA Achernar Academy|6|ISANA Achernar Academy – Local Climate Survey Analysis (Spring 2025) In Spring 2025, ISANA Achernar Academy administered a student survey to gather perceptions related to school safety and connectedness. Students from multiple grade levels and student groups participated, with 222 students completing the survey—an increase from the previous school year.  Students responded using a 1–5 scale (1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree). Sample questions included:  “My School…” •Creates a welcoming environment •Creates a safe environment •Cares about me  “My Teacher…” •Creates a welcoming environment •Shows respect toward me •Creates an environment where I am comfortable asking and answering questions  Favorable Responses – School Climate Questions: •Schoolwide: 68% •Latino Students: 68% •Black/African American Students: 66%|Strength Area: Survey data indicates that students feel supported by their teachers in a respectful and inclusive classroom environment:  • 85% of students agreed or strongly agreed with: “My teacher creates a welcoming environment in the classroom.” • 83% agreed or strongly agreed with: “My teacher shows respect toward me.”  At the start of each school year, all educators participate in professional development focused on establishing inclusive and welcoming classrooms. School leadership also provides regular coaching and feedback to support teachers in strengthening classroom culture.|Area for Growth: The lowest-rated statement was: “My classroom feels like a place that represents who I am,” with 55% of students selecting “Agree” or “Strongly Agree.”  To address this, ISANA Achernar Academy plans to: • Disaggregate survey data by grade level, years enrolled, and other factors to identify patterns in responses. • Conduct focus groups by grade to explore students' views and experiences regarding representation in the classroom. • Establish ongoing student voice groups to regularly gather feedback and collaborate on ways to improve school climate and foster a more affirming and inclusive environment for all students.|Met||2025-06-12|2025
19734370137893|KIPP Compton Community|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  88% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
19734370137984|Animo Compton Charter|6|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|Met||2025-06-27|2025
19734450000000|Hacienda la Puente Unified|6|The results of the 2024-25 California Healthy Kids Surveys indicate the following results for Elementary, Middle and High School students.  Elementary In 2024-25, 81% of 5th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 66% felt that they had experienced caring adult relationships with school staff and teachers, and 69% felt connected to their school community (decrease of 1% from the previous school year). 82% expressed that they felt academically motivated. In addition, 72% of students stated they felt safe all or most of the time in school (no change from the previous year).  Middle School In 2024-25, 67% of 7th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 51% felt that they had experienced caring adult relationships with school staff and teachers, and 51% felt connected to their school community (decrease of 1% from the previous year). 61% expressed that they felt academically motivated. In addition, 53% of students stated they felt safe or very safe at school (no change from the previous year).  High School In 2024-25, 60% of 9th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 48% felt that they had experienced caring adult relationships with school staff and teachers, and 50% felt connected to their school community (increase of 2% from the previous year). 61% expressed that they felt academically motivated.  In addition, 54% of students stated they felt safe or very safe at school (increase of 3% from the previous year).  In 2024-25, 69% of 11th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 57% felt that they had experienced caring adult relationships with school staff and teachers, and 51% felt connected to their school community (increase of 2% from the previous year). 60% expressed that they felt academically motivated. In addition, 61% of students stated they felt safe or very safe at school (increase of 7% from the previous year).|Elementary students report strong feelings of connectedness and safety within their school communities, with over 70% expressing positive experiences. However, maintaining this sense of belonging and security becomes more challenging as students transition into middle and high school. Some students have shared that media coverage and social media influence their perceptions of school safety.  To address this, school staff actively seek student input and foster inclusive decision-making at school sites. The district promotes student voice by encouraging participation in shaping school culture and policies. A key initiative is the Student Advisory Committee, which includes representatives from all secondary schools. This group identifies challenges and barriers faced by students and collaborates with district leaders to develop meaningful solutions.|In response to this year’s data, the District will continue to strengthen the implementation of Multi-Tiered System of Supports (MTSS) to ensure consistency across all schools. This will be achieved through targeted professional development and site-specific support aligned with each school's unique needs. A key focus will be on enhancing Positive Behavioral Interventions and Supports (PBIS) and developing a districtwide monitoring system, both of which will be supported through ongoing staff training.  The District will also reinforce and clearly communicate its comprehensive school safety plans under the leadership of the School Police Chief. This includes ensuring that students and families are informed about safety policies, procedures, and annual emergency drills, so students understand how schools are working to keep them safe.  Additionally, the District will continue to expand the work of school counselors in coordinating services for at-risk students. A districtwide system of tiered support services will be implemented to address the academic, social-emotional, and behavioral needs of unduplicated and targeted student groups.  To further support student well-being, the District will increase access to mental health services at school sites. The K–12 Universal Screening Tool, administered in the fall and spring, will be used to identify social-emotional and behavioral concerns. Data from these screenings will guide early interventions, ensuring that all students receive timely and appropriate support.|Met||2025-06-24|2025
19734520000000|Rowland Unified|6|"The RUSD Student Voice survey is administered annually to students in grades 4-12 at all 20 schools. This year, 6321 students participated. The demographics of the survey respondents reflect the diversity of students in the total population, and included students from across all schools. Questions on the survey were to which students indicated their level of agreement:  “I feel safe at school.” “I have a good relationship with at least one teacher.” “I can see a counselor when I need help.” “Students are accepting of students from different backgrounds and cultures.” “I feel respected by administrators.” “I feel respected by teachers.” “I feel respected by students.”  Key outcomes on the survey addressing school climate are as follows (showing percentage that indicated ""agree"" or ""strongly agree""):  Overall (n=6321): Feel safe at school: 82.9 Good relationship with at least one teacher: 91.9 Can see a counselor when needed: 92.0 Students are accepting of diverse peers: 81.9 Feel respected by administrators: 84.9 By teachers: 89.8 By students: 75.2  English Learners (n=1241): Safe: 82.0 Good teacher relationship: 87.4 Counselor access: 92.6 Acceptance: 84.5 Respected by admin: 87.1 By teachers: 90.0 By students: 74.6  Students with Disabilities (n=611): Safe: 83.1 Teacher relationship: 88.0 Counselor access: 85.8 Acceptance: 82.1 Respected by admin: 84.7 By teachers: 91.0 By students: 75.4  Foster Youth (n=11): Safe: 75.0 Teacher relationship: 75.0 Counselor access: 100 Acceptance: 62.5 Respected by admin: 57.2 By teachers: 87.5 By students: 75.0  Hispanic/Latinx (n=2609): Safe: 79.8 Teacher relationship: 92.1 Counselor access: 89.8 Acceptance: 79.8 Respected by admin: 83.2 By teachers: 87.2 By students: 73.7  Asian (n=1160): Safe: 86.6 Teacher relationship: 92.3 Counselor access: 94.9 Acceptance: 83.0 Respected by admin: 83.3 By teachers: 90.9 By students: 80.5  Filipino (n=312): Safe: 90.5 Teacher relationship: 94.7 Counselor access: 94.8 Acceptance: 84.2 Respected by admin: 91.2 By teachers: 94.4 By students: 79.3  White (n=78): Safe: 89.7 Teacher relationship: 94.1 Counselor access: 92.6 Acceptance: 80.6 Respected by admin: 86.8 By teachers: 92.7 By students: 74.6  Black/African American (n=59): Safe: 81.8 Teacher relationship: 94.6 Counselor access: 94.5 Acceptance: 66.7 Respected by admin: 83.6 By teachers: 88.9 By students: 68.5"|The data reinforces the importance of the district’s current action around addressing diversity, equity and inclusion, with particular attention to the gaps between student groups in their experiences at school.|RUSD LCAP Goal 2 describes the actions we are taking to train staff and examine our current systems through the lens of equity and inclusion.|Met||2025-06-12|2025
19734520120600|iQ Academy California-Los Angeles|6|Healthy Kids Survey Participation Rate	57% Students feel safe	92.2% Teachers care about student success at school	89.8% School promotes academic success	89.9% School fosters and appreciation of differences and diversity	91.4% School gives all students equal opportunities to participate in classroom discussion or activities	89.1% Adults at this school believe that every student can be a success.	 94.2%  LCAP Feedback Survey	 Satisfaction All- 88% Students with special needs- Not enough responded English Learners- 100% MKV- 100% Socioeconomically Disadvantaged- 100%  Live Instructional Sessions are Valuable All- 88% Students with special needs- Not enough responded English Learners- 100% MKV- 100% Socioeconomically Disadvantaged- 100%  Online Curriculum is Valuable All- 86% Students with special needs- not enough responded English Learners- 100% MKV- 100% Socioeconomically Disadvantaged- 100%  Students Receive Needed Support All- 96% Students with special needs- not enough responded English Learners-100% MKV- 100% Socioeconomically Disadvantaged- 100%|The data collected from the Healthy Kids Survey and the LCAP Feedback Survey seems to indicate a couple of things. First, our subgroups participate in surveys at a lower rate than the school population as a whole. However, those that did respond from the sub groups listed in the table show relatively high scores in all areas.  That said, the overall participation as well as the overall scores have remained steady year over year in all areas. This indicates the overall school climate continues to remain positive and in terms of participation in feedback opportunities and the in terms of the feedback itself|We will address the lack of formal feedback collected from sub groups so that we can analyze more accurate data as it pertains to these populations. We do receive feedback informally from each of these groups. However, in the 24/25 school year, we will also formalize the informal feedback we receive from these groups throughout the year so that it can be analyzed.  In responding to the low participation rates from our students with special needs and MKV populations, we will address that through capturing feedback during informal communications and support sessions. In response to feedback gathered in our parent advisory committee meetings, we will proactively share the process for requesting special services such as special education evaluations and 504 requests. We are continuing to grow our academic department to meet the needs of multilingual learners and students with 504 plans and otherwise demonstrated needs in math and language arts. We will also provide more opportunities for parents and learning coaches to attend feedback and support session in the evenings.|Met||2025-06-23|2025
19734600000000|Walnut Valley Unified|6|WVUSD administered a local LCAP survey to 5th-12th grade students in Spring 2025. The survey indicates that 94.7% of the student respondents agree or strongly agree that the school highly encourages student feedback and participation. 96.2% of the student respondents agreed or strongly agreed that the school provides many opportunities for students to actively participate in learning. 95.9% of the student respondents agree or strongly agree that the school provides many opportunities for students to participate in activities and school events. 91.9% of students indicated feeling connected or very connected to their peers at school.  83.9% of students felt connected enough to an adult to go to a trusted adult for help if needed.   In the same survey, 94.3% of students agree or strongly agree that schools are safe. 94.6% of students agree or strongly agree that schools promote safe, respectful, equitable, and inclusive learning for all students. 89.1% of students agree or strongly agree that students can report unsafe concerns. 84.6% of students agree or strongly agree that schools support students' social and emotional well-being. 87.3% of students agree or strongly agree that students receive support and help from counselors. 80.1% of students find a balance between academics and their social and emotional wellness.|Overall, the significant majority of students at WVUSD feel connected to their peers, a trusted adult, and their schools. In fact, 92.5% of the students reported feeling like they belonged or completely belonged while at their school, which is an improvement from last year and a clear area of strength. Another area of strength is that 84% of students felt connected enough to an adult that they could go to a trusted adult for help if needed. The focus on strengthening adult-student relationships has contributed to a more supportive and nurturing learning environment for all students. Another area of strength is that the overwhelming majority of students (97.6%) agree or strongly agree that their schools are safe, which is also an improvement from the Spring 2024 survey of 94.3%.  Although the local survey results generally indicated a positive school climate overall, there are areas of identified needs. One identified need is to address the 8% of students who do not agree that schools support the social and emotional well-being of students and the 40.4% of teachers and staff who are concerned about students' social-emotional well-being. WVUSD can focus on improving students' social and emotional support systems. This may include expanding counseling services, offering more mental health resources, and training staff to recognize and address students' emotional needs. To address the 12.7% of students who indicate they are not finding a balance between academics and their social and emotional wellness, WVUSD can implement programs or interventions that teach time management, stress reduction, and coping skills. To address the 11.5% of students who do not agree that they are receiving support or help from counselors, WVUSD can expand counseling services or training for counselors on supporting students' emotional well-being.|"Although the District did not pilot universal screeners for mental health needs, we established a partnership with Hazel Health to provide tele-health services for our K-12 students, which were available at home or school. The District also formalized the risk and threat assessment protocols and procedures. It established a data-collection system to analyze the trends and needs of students' social and emotional well-being. Counselors and school psychologists were trained on this process. To further address this identified need, WVUSD established a behavior team, which included board-certified behavior analysts and behavior interventionists, to serve students at the elementary sites who demonstrate significant behavior and social-emotional needs. In addition, May 2025 was proclaimed as Mental Health Awareness Month by the Board of Trustees. This May board meeting also featured a presentation on mental health awareness using local and national data to provide additional education and identify the needs of students in Walnut Valley. WVUSD also continued to provide training for staff on instructional practices that are culturally relevant to meet the needs of every student in partnership with Dr. Greg Gero. Dr. Natalie Taylor also provided training to all elementary staff on the FAIR Act implementation and classroom instructional practices to support an inclusive classroom environment and discourse when implementing the FAIR Act with the social studies curriculum. All counselors in elementary and middle schools and the intervention counselors at the high schools received training on ""Preventing Academic Abandonment by Building Frustration Tolerance"" in partnership with South Coast Community Services to support students' anxiety and to build resilience. School psychologists received training on ""Supporting High Risk Students"" in collaboration with South Coast Community Services. At the district-wide professional development day, WVUSD’s behavior team provided training on ""Disruptive and Intense Behaviors in Elementary Classrooms"" for certificated and classified staff. Crisis training, ""PREPaRE,"" was provided for counselors, school psychologists, Elementary Learning Specialists, and administrators on how to identify and support school or student crises.  All elementary counselors received training from the Los Angeles County Office of Education (LACOE) on PBIS and MTSS Tier 2 support for students.   Local climate data, in addition to other sources, has helped WVUSD identify areas of strength and needs so that we can continue to allocate resources and develop targeted interventions for improvement. The survey results are overwhelmingly positive regarding safety and inclusivity, but it remains a priority at WVUSD to continuously assess and address any disparities among student groups. The District will continue to use local climate survey data and educational partners to inform decision-making processes for continuous improvement purposes."|Met||2025-06-18|2025
19752910000000|San Gabriel Unified|6|SGUSD uses  the  California Healthy Kids Survey (CHKS).  146 9th grade students took the survey. 68% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 52% reported 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 66% percent of respondents reporting 'Very Much True' or 'Pretty Much True'’ to questions in the High Expectations Scale of the School Engagement and Supports domain. 358 7th grade students took the survey. 64% reported 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category. 56% reported 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 70% percent reported 'Very Much True' or 'Pretty Much True'' to questions in the High Expectations Scale of the School Engagement and Supports domain. According to the School Climate Report Card for middle school, 39% reported that they were “Harassed or bullied at school.” This was an increase from the previous year. 307 students in 5th grade took the survey. 83% reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 68% reported 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 73% reported “Yes, most of the time,” or “Yes, all of the time” to “Are you happy to be at/with this school?” on the CHKS questions in the School Connectedness section. 73% of respondents indicated that there is an “Anti-Bullying Climate” on campus. The CHKS Mental Health Report for grades 7 and 11, plus the continuation school, show that 7th grade students experience less Chronic Sadness and more Life Satisfaction than students statewide. This is not the case for the students at the continuation school who, while feeling Optimism, and more likely to report Chronic Sadness and more Social and Emotional Distress. At the 9th grade, there is a five-year decrease in the number of students who report Chronic Sadness, more than likely a trend that is a result of moving beyond the COVID-19 pandemic of 2020. CHKS now also creates a “Boredom” profile, and over-all at 5th, 7th, and at 9th grades, students are less likely to feel bored than the year previously. At the elementary school level, this same trend is evident in the area of Mental Health, with decreasing percent of students reporting Frequent Sadness and increasing Wellness, both well above the state’s overall percent for 5th grade students. These results inform the school's Comprehensive School Safety Plan, SPSAs and the LCAP. The results are presented to the Governing Board annually.|An analysis of the student groups shows that in most cases there is not much of a difference between how English Learner and their English Only counterparts answered the CHKS survey question. However, the English learners are less connected to school and also report that their parents are less involved. English Learners are more likely to have been in a physical fight, especially in the 7th grade. Interestingly, there is a large discrepancy between the way the facilities are perceived, with 47% of English Learners agreeing that there is good facilities upkeep, with Not English Learners rating the facilities upkeep as much lower with a 25% agree rating. and how they report their level of focus on schoolwork is interesting, in the 7th grade, 50% of the English learners are more focused on school work, versus 33% English-only students. These data are transverse at the ninth grade where 27% of English learners report being focused on school work and 38% of English-only students report being focused. English learners are more likely to have rumors spread about them if they are an English learner in ninth grade and in 7th grade they are more likely to have been in a fight. Overall English learners in middle school are more likely to have tried alcohol, drugs, or vaping, although the overall percent is low at 4%. In the analysis of the CHKS findings from the perspective of race and ethnicity, the areas where there are the greatest discrepancies are in Academic Motivation, school boredom, and Cyberbullying. In each of these categories there is an 8-percentage point differential between the Hispanic students and Asian students, with Asian students reporting more Academic Motivation, less School Boredom, and less Cyberbullying.|Based on its analysis of the California Healthy Kids survey data and additional metrics that are reflected in the District’s LCAP, SGUSD continues to implement CA-MTSS in all areas, the relevant areas to this local indicator being social-emotional and behavioral. In the social-emotional area, SGUSD will deepen and make more consistent its implementation of a district-wide K-12 universal social-emotional learning program. Continuing in the 2025-26 school year SGUSD is implementing an elementary daily instructional calendar that defines when in the day the SEL curriculum will be provided to students. At the middle school and the continuation school students will have an opportunity to engage with the social emotional lesson weekly. As can be expected, it is proving more difficult at the comprehensive high school however, progress has been made and all students will be led through the anti-bullying and response to bullying lessons that are part of the curriculum, as is required by ed code. An additional change in policies related to this area is a new Positive Behavior Expectations and Discipline Matrix that codifies how interventions will occur before putative measures are applied; this matrix embeds the use of other means of correction, as well as PBIS strategies designed to prevent exclusionary disciplinary practices. While SGUSD will no longer officially partner with LACOE for PBIS training, SGUSD is committed to a tiered behavior support system within the MTSS structure that is being implemented. The district is also embarking on Restorative Practices professional development at McKinley Elementary School using the Community Schools’ Grant monies to fund this training.|Met||2025-06-24|2025
19752911996016|Options for Youth San Gabriel|6|The Altitude School Climate Survey conducted in January and February of 2025 reflects findings from the most recent administration. All grade levels participated in this cycle. According to the results, 68.6% of students, 24.3% of parents, and 39.5% of staff completed the survey. Family survey feedback highlights strong teacher-student relationships as a major asset, contributing to a positive and engaging classroom culture. Students report feeling physically safe on campus, while staff are recognized for promoting an inclusive, respectful, and welcoming school community. In addition, 93.35% of parents acknowledge the school’s efforts to ensure a safe and supportive learning environment with 88.42% of parents reporting that their “student is socially accepted at this school.”|Student feedback highlights positive experiences with school activities and support services, underscoring the school’s dedication to both academic achievement and holistic development. A strong majority, 89% of students, indicated that they feel safe at school and acknowledged that teachers actively contribute to maintaining a safe environment.|Educational partners voiced strong support for the school's continued efforts to promote a positive climate and uphold a safe, inclusive learning space. They also identified key areas for improvement that align with the broader vision of fostering a secure and collaborative culture (LCAP Goal 3). Survey responses revealed a need to address concerns related to online safety. While 70.82% of students believe the school provides adequate support in managing the pressures of social media, this presents a clear opportunity to enhance digital citizenship education, expand access to targeted resources for students and families, and implement proactive strategies to ensure all students feel confident and supported in navigating digital environments safely and responsibly.|Met||2025-06-27|2025
19753090000000|Acton-Agua Dulce Unified|6|The 2024-2025 LCAP survey feedback indicated 62% of Students reported that the facilities are clean and in good repair and that they felt safe at school. (2.6) This is a slight improvement from last year up from 55%.|The data suggests that there continues to be a need to support students as they move through our Tk-12 grades. Data indicates as students progress in their academic careers they become less connected to their schools. This indicates a need to implement best practices related to school connectedness.|While we have strengthened our student support program for all students, the data suggests that a focus on research based practices that increase student connectedness would help our students feel more connected at school. Students feel more connected to school when teachers use explicit strategies to show that they care about them, know them as individuals, and are willing to respond to their distinct needs. Disciplinary policies directly affect student engagement – and students who see their teachers take action against bullying feel a strong connection to their schools. For many students, engagement in school develops through extracurriculars – and schools that offer students opportunities to mentor, tutor, or self-govern see stronger connectedness across the community. Embracing cultural diversity in schools through inclusive curricula and family involvement builds a school environment where all members feel valued, respected, and connected. The district will work with our site leadership to review the data and provide professional development to our staff to support the implementation of best practices that create more student connectedness at the school level.|Met||2025-06-26|2025
19753090127100|Assurance Learning Academy|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 96% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals|Met||2025-05-30|2025
19753090131383|SIATech Academy South|6|Panorama Survey data shows that 10th -12th graders indicated that 41% (Sense of Belonging) and 34% (Engagement) agreed when it came to school connectedness, caring adult relationships, and rigorous expectations. Students also perceived school as safe, 78% at the time of the survey. As for Teacher-Student relationships, the numbers were in the 91% range when it came to teachers demonstrating respect toward students. Some students indicated they experienced unfair treatment by teachers, although the number was still low in the 3% range.|Strength: Students reported that teachers have rigorous expectations of their students and push them when they feel like giving up. 74% of students expressed that their teachers encourage them to do their best. Furthermore, students indicated that they believed that they could count on a teacher or adult from school to help them. Growth: While students reported that teachers have rigorous expectations of their students and want students to do their best, 14% of students expressed that they are not all eager to participate in classes, and 22% indicated they often do not talk about ideas from classes outside of school.|In response to local data analysis and critical learning, SIATech is making significant changes to support student well-being. Wellness centers are located at all school sites throughout the organization, and Wellness Together and other service providers provide increased counseling support. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services.|Met||2025-06-30|2025
19753090131987|iLEAD Hybrid|6|At iLEAD Hybrid, we are committed to empowering learners through a flexible, personalized, and supportive educational experience. To better understand learner needs and perceptions, we administered a revised Learner Educational Partner Survey in Spring 2025 using Qualtrics. The survey captured student voice in four categories: school safety, school connectedness, academic engagement, and career connected learning (grades 7–12 only).  A total of 668 learners across three hybrid programs—Exploration (459), AV Studio (179), and AV Exploration (30)—participated. Data was disaggregated by grade level, race/ethnicity, and student groups, including English Learners, socio-economically disadvantaged learners, and students with disabilities.  The survey results reflected high levels of learner safety and engagement, with slight subgroup variations in connectedness and career preparedness. These findings are helping to shape goals and actions in the 2025–26 Local Control and Accountability Plan (LCAP) to ensure every learner is seen, supported, and equipped for future success.  In order to best review the data from this survey the following presentation was put together to summarize the data: 	https://tinyurl.com/ileadhybridsc2025			|The 2025 survey results for iLEAD Hybrid offer a comprehensive view of the learner experience across multiple learning models and subgroups.  School Safety Safety perceptions were exceptionally strong across all grade levels, with most grades reporting over 90% favorable responses. High school students in grades 9–12 reported between 98.1% and 98.9% favorable, and subgroup results also reflected this trend: English Learners (91.1%), SED (87.6%), and SPED (87.6%) all expressed high levels of safety.  School Connectedness Connectedness was strong across most grades, particularly in grades 3–5 (84%–89%) and high school grades (88%–89%). Subgroup results showed English Learners (83.9%) and SED learners (81.1%) felt connected, while SPED learners (79.5%) were slightly lower, indicating opportunities to deepen peer and adult relationships.  Academic Engagement Engagement was consistently high across all grade levels, ranging from 81% to 90% favorable. Grade 12 learners reported the highest engagement at 90.1%, and subgroup trends were also positive: English Learners (79.7%), SED (81.2%), and SPED learners (77.5%) all demonstrated strong academic motivation and focus.  Career Connected Learning Among grades 7–12, responses showed favorable perceptions of career learning, especially in grades 10 (87.4%) and 12 (87.2%). However, subgroup results indicated a need for more targeted supports, particularly for SPED learners (65.3%) and SED learners (71.1%), to ensure equitable access to college and career resources.  These results reflect a high level of satisfaction with safety, engagement, and belonging, while also identifying actionable next steps to strengthen future readiness and equity across subgroups.|Our 2025 school climate survey provides a well-rounded view of our learning environment, affirming areas of strength while identifying opportunities for improvement. The insights gained from this year’s updated survey instrument are serving as a foundational component in shaping our 2025–26 Local Control and Accountability Plan (LCAP), with an emphasis on strengthening belonging, engagement, relationships, and school safety.  We are committed to providing an educational experience where all learners feel supported, inspired, and connected. Using the survey data as a guide, we will refine our practices, programs, and supports to ensure every learner feels valued and empowered both academically and emotionally.  This continuous improvement process includes engaging the entire school community—learners, families, facilitators, and school leaders—in collaborative conversations that turn data into action. By addressing areas of need and deepening areas of success, we will continue to cultivate a thriving school climate where every learner can grow, lead, and succeed.|Met||2025-06-17|2025
19753090132654|California Pacific Charter- Los Angeles|6|"All students in grades TK-12 were invited to participate in an annual school climate survey. Student perceptions were collected in the areas of grade level instruction, teacher availability and support, goal setting, safety and welcomedness at school, and overall satisfaction with the school. 236 students participated in the survey (81 students in grades TK-5, 44 students in grades 6-8, and 111 students in grades 9-12). To the question, ""I feel safe and welcome at school"", 98.1% of students said they feel safe and welcome. To the question, ""If I have a problem, I know I have someone at the school that I can talk to for support"" 96.8% of students agreed. 87.7% of students indicated that they feel a sense of belonging and connectedness at school. The demographic breakdown for the question about safety at school was as follows: Hispanic 98%, African American 100%, White 98%, Asian 100%, EL 100%, SWD 100%, SED 100%, and HY 100% of students agreed that they felt safe at school. The demographic breakdown for the question about school connectedness was as follows: Hispanic 88%, African American 85%, White 90%, Asian 100%, El 88%, SWD 88%, SED 88%, HY 100% of students agreed they feel a sense of belonging and connectedness."|Based on the analysis of this year’s school climate survey data, several key learnings and strengths emerged that reflect the school’s continued focus on fostering a safe, inclusive, and supportive learning environment. A significant majority of students (98.1%) across grades TK-12 reported feeling safe and welcome at school. This high perception of safety extended across all student groups, with 100% of African American, Asian, English Learner (EL), Students with Disabilities (SWD), Socioeconomically Disadvantaged (SED), and Homeless Youth (HY) respondents indicating they felt safe. This consistency across student populations suggests a school culture where equity and inclusiveness are prioritized.  In addition, 96.8% of students agreed that they have someone at school they can talk to for support, reinforcing the strength of staff-student relationships and the availability of emotional and academic support. The survey also showed that 87.7% of students feel a sense of belonging and connectedness to the school. These findings demonstrate that the school has successfully built a strong foundation of safety and support, while also highlighting an opportunity to deepen efforts that promote connection and belonging, particularly among historically underserved groups. The school will continue to monitor these indicators to inform future strategies and ensure all students feel equally valued and connected.|In response to the areas of need identified through the analysis of local data, the LEA will continue refining practices to ensure all students experience a strong sense of connection and support at school. While student perceptions of safety and support remain overwhelmingly positive across all groups, the slightly lower sense of connectedness reported by African American (85%) and Hispanic (88%) students points to a need for more intentional relationship-building efforts. To address this, the school will implement targeted strategies such as increased student engagement activities, advisory groups, and culturally responsive community-building practices to enhance inclusion and belonging for all students.  Additionally, the participation rate continues to be highest among high school students. As such, more intentional outreach efforts will be made to increase participation from students in grades TK-8, including tailored survey tools and structured opportunities to gather input from younger students. This will ensure the LEA is capturing a more balanced representation of student voice across grade levels.|Met||2025-06-17|2025
19753090134619|Empower Generations|6|At Empower Generations, we are committed to providing a personalized, supportive, and inclusive learning environment tailored to the unique needs of our learners. As a DASS school, we recognize the importance of fostering both academic success and social-emotional development. In Spring 2025, we administered a revised Learner Educational Partner (School Climate) Survey using Qualtrics, focusing on four key categories: school safety, school connectedness, academic engagement, and career connected learning.  A total of 36 learners in grades 10–12 participated in the survey. While no data was available for grade 9 due to small sample size, the data was disaggregated by grade level, race/ethnicity, and key student groups, including English Learners, students with disabilities, and socio-economically disadvantaged learners.  The survey revealed strong perceptions of safety and connectedness, particularly in grades 11 and 12. The data also illuminated variation in engagement and college/career readiness across subgroups, providing actionable insight that will guide the goals and actions in our 2025–26 Local Control and Accountability Plan (LCAP).  In order to best review the data from this survey, the following presentation was put together to summarize the data: https://tinyurl.com/egsc2025				|The 2025 Learner Educational Partner (School Climate) survey results for Empower Generations offer meaningful insights into learner experience and help identify areas for continued support and growth.  School Safety Perceptions of safety were very strong across grades 10–12, with favorable responses ranging from 82% to 93%. Subgroups reported similarly high levels: Black learners (97.4%), SED learners (94.2%), and English Learners and SPED students (90% and 83.3%), indicating a safe and supportive environment across the board.  School Connectedness Grades 11 and 12 showed strong levels of connectedness, with 89.3% and 90.9% favorable responses, respectively. Subgroup results were also positive: English Learners (90%), SED learners (85.6%), and SPED learners (81.7%). These results reflect the success of Empower Generations’ community-building efforts.  Academic Engagement Engagement levels varied more widely, with grade 11 (85.7%) and grade 12 (75.8%) reporting strong responses, while grade 10 was lower at 54.5%. Subgroups showed mixed results: Black learners (86%) reported high engagement, while English Learners (53.3%) showed a need for more targeted academic support.  Career Connected Learning Learners in grades 11 and 12 reported high levels of career connection and awareness, with 86% and 88% favorable responses, respectively. Subgroup results were strong overall: English Learners (87%), SED learners (79%), and SPED learners (78%) expressed confidence in their access to career-related learning. These findings affirm Empower Generations’ commitment to preparing learners for life beyond high school.|Our 2025 Learner Educational Partner (School Climate) survey provides a well-rounded view of our learning environment, affirming areas of strength while identifying opportunities for improvement. The insights gained from this year’s updated survey instrument are serving as a foundational component in shaping our 2025–26 Local Control and Accountability Plan (LCAP), with an emphasis on strengthening belonging, engagement, relationships, and school safety.  We are committed to providing an educational experience where all learners feel supported, inspired, and connected. Using the survey data as a guide, we will refine our practices, programs, and supports to ensure every learner feels valued and empowered both academically and emotionally.  This continuous improvement process includes engaging the entire school community—learners, families, facilitators, and school leaders—in collaborative conversations that turn data into action. By addressing areas of need and deepening areas of success, we will continue to cultivate a thriving school climate where every learner can grow, lead, and succeed.					|Met||2025-06-18|2025
19753090135145|Compass Charter Schools of Los Angeles|6|Compass Charter Schools continues to prioritize school climate and scholar well-being by administering its annual survey, which incorporates questions from the California Healthy Kids Survey (CHKS) focused on mental health and school connectedness. Despite continued efforts to increase participation, the response rate remains under 20%. However, participation increased for the second year in a row, with 401 scholars responding.  This year, Compass began building its data infrastructure with Parsec to support long-term analysis of survey and attendance trends. While also exploring Abre for dashboard visualization, the platform did not meet expectations. Nevertheless, staff continue to review scholar feedback to guide improvement efforts.  Survey data shows mixed results in student perceptions of adult support and school connectedness. For example, when asked if there is an adult at school who “really cares about me,” responses varied: Grade 6 increased to 80%, Grade 8 declined to 41%, and Grade 11 fell to 36%. Other indicators—such as whether adults notice absences or listen to scholars—show similar variation, with noticeable declines in higher grade levels. The percentage of scholars who feel close to others or safe at school remained high in Grade 6 and 11 but showed dips in Grade 8.  To address these trends, Compass implemented weekly “WIT” (Whatever It Takes) meetings, bringing together multidisciplinary teams to support scholar well-being. Mental health supports have also expanded. While survey data indicates that Compass has cultivated a generally safe school environment, there is room for improvement in strengthening adult-student relationships and ensuring consistent engagement, particularly in middle and high school.  A key finding is a decrease in perceived connectedness as scholars advance in grade level. Compass recognizes this trend and plans to enhance peer relationship-building efforts, especially in middle school. Monitoring attendance, expanding WIT meetings, and implementing targeted support programs remain top priorities.  Although the sample size was small, the increased participation shows progress. Ongoing efforts will focus on increasing scholar voice, strengthening data collection tools, and fostering a more inclusive, connected, and supportive school climate for all learners.|An area of strength for Compass is the connectivity and sense of belonging scholars experience at Compass.|Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. This school year, Compass administered mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards getting more participation to surveys to support school climate. With consistent and present data, Compass will better leverage its engagement opportunities and support services.|Met||2025-06-21|2025
19753090136531|iLEAD Online Charter|6|At iLEAD Online, we strive to support the academic and social-emotional growth of each learner through a personalized, flexible learning environment. To guide our continuous improvement efforts, we administered a revised Learner Educational Partner Survey in Spring 2025 using Qualtrics. The survey collected learner input across five key categories: school safety, school connectedness, academic engagement, and career connected learning (grades 7–12 only).  A total of 70 learners in grades 3–12 completed the survey. The data was disaggregated by grade, race/ethnicity, and key student groups, including English Learners, students with disabilities, and socio-economically disadvantaged learners. Despite the unique structure of an online setting, learners provided rich insight into their levels of connection, support, and preparedness.  The results revealed high marks in school safety and engagement, particularly among younger learners, as well as important differences among student groups. These findings serve as a guide for shaping iLEAD Online’s 2025–26 Local Control and Accountability Plan (LCAP) and ensuring all learners feel supported and connected in their educational journey.  In order to best review the data from this survey, the following presentation was put together to summarize the data: https://tinyurl.com/onlinesc2025 			|The 2025 learner survey results offer a meaningful look into how students experience the iLEAD Online learning environment and identify areas to celebrate and improve.  School Safety Learners reported very high levels of safety, with grades 3–6 averaging over 90% favorable and subgroup responses consistently strong (EL: 91.7%, SED: 92.9%, SPED: 91.7%). This reflects the effectiveness of online safety practices and student support structures.  School Connectedness Feelings of connection varied by grade and subgroup. Grades 4 and 6 reported strong connectedness (73.3% and 82.8%), but some lower scores emerged among grades 5 and 3. Subgroup responses showed English Learners at 81.3%, while students with disabilities (64.6%) and socio-economically disadvantaged students (70.5%) reported lower levels of connection, highlighting the need for expanded community-building supports.  Academic Engagement Academic engagement was strong overall, especially in grade 6 (93.8%). Subgroup performance was mixed: English Learners (80.6%) showed high engagement, while SPED (61.1%) and SED (70.2%) reported lower rates. These findings reinforce the importance of maintaining a learner-driven, supportive online environment that fosters motivation and ownership of learning.  Career Connected Learning Among learners in grades 7–12, responses indicate opportunities to grow in college and career awareness. While White students (66.7%) and students identifying as two or more races (73.3%) reported moderate favorable responses, Special Education learners (40.0%) showed a significant need for support. Focused action is needed to ensure all students, especially those in underserved groups, have access to meaningful career exploration experiences.  Overall, iLEAD Online learners benefit from a strong foundation of safety and academic engagement. The data also points to areas of growth in connectedness and career preparation, particularly for students with additional needs.					|Our 2025 school climate survey provides a well-rounded view of our learning environment, affirming areas of strength while identifying opportunities for improvement. The insights gained from this year’s updated survey instrument are serving as a foundational component in shaping our 2025–26 Local Control and Accountability Plan (LCAP), with an emphasis on strengthening belonging, engagement, relationships, and school safety.  We are committed to providing an educational experience where all learners feel supported, inspired, and connected. Using the survey data as a guide, we will refine our practices, programs, and supports to ensure every learner feels valued and empowered both academically and emotionally.  This continuous improvement process includes engaging the entire school community—learners, families, facilitators, and school leaders—in collaborative conversations that turn data into action. By addressing areas of need and deepening areas of success, we will continue to cultivate a thriving school climate where every learner can grow, lead, and succeed.				|Met||2025-06-17|2025
19753090136648|Options for Youth-Acton|6|The Altitude School Climate Survey conducted in January and February of 2025 reflects findings from the most recent administration. All grade levels participated in this cycle. According to the results, 57.2% of students, 12% of parents, and 75.6% of staff completed the survey. Average scores reflected generally positive perceptions across stakeholder groups. For the Social Emotional and Physical Safety domain, average scores were 4.67 out of 5 for parents and 4.35 for students. In the area of Student and Family Engagement, parents and students reported median scores of 4.7 and 4.48, respectively. For Inclusion, the reported medians were 4.68 for parents and 4.44 for students. School personnel reported strong perceptions in several areas, with average scores of 4.59 for Social Emotional and Physical Safety, 4.62 for Connection and Belonging and 4.7 for Student Connections with Teachers.  Identified areas of focus included Peer Pressure and online safety for students and staff with scores of 3.92 and 3.52, respectively.  Overall, survey feedback from educational partners reflected a positive perception of school climate. Average scores across all 8 dimensions were 4.66 for parents, 4.27 for students, and 4.5 for staff.|These findings highlight the strength of relationships among students, staff, and school leaders, as well as the school’s efforts to communicate a clear vision, remain accessible, and include educational partners in decision-making. Stakeholders are encouraged to provide feedback throughout the year during events such as quarterly parent-teacher conferences, fall Family Fun Night, Back to School, Open House and charter-wide initiatives like Parent Workshops.|As outlined in LCAP Goal 3, one key action includes the regular administration of school climate surveys to collect data on safety, inclusivity, academic support, and available resources. Results are analyzed to inform schoolwide decisions and identify areas for continuous improvement. To measure progress in promoting a safe and positive learning environment, OFY-Acton has developed specific metrics in its 2024–2027 LCAP. These metrics include survey data from educational partners and the school’s middle and high school dropout rates, which will be used to assess the overall quality of school culture and its effect on student retention.|Met||2025-06-25|2025
19753090137703|Method Schools, LA|6|Method Schools publishes a satisfaction survey twice a year to both student and parent groups.  Its results are analyzed each semester and findings are shared with Method’s board and staff with key takeaways and ways to improve.  The following summarizes some of the main data points pulled from the local survey data.  1. General Satisfaction: Satisfaction with Method Schools is relatively high, with an average rating of 4.23 out of 5. Notably, 46.97% of students are extremely satisfied.  2. Teacher Interaction and Support: Feedback from subject teachers (grades 6-12) is generally perceived as responsive and clear, with a mean satisfaction score of 4.24 out of 5. The sense of being supported by homeroom teachers is strong, with an average rating of 4.73 out of 5, and 80.85% of respondents feeling fully supported.  3. Community: Students feel moderately integrated into the Method Schools community, with an average rating of 3.92 out of 5.|Looking deeper into the data, Method finds the following as areas of strength and identified needs.  Strengths:  1.  High Levels of Satisfaction: Both surveys indicate high satisfaction rates among their respective groups. The student survey showed that 46.97% of students were extremely satisfied, while the parent survey showed that 67.95% of parents were extremely satisfied. This suggests a generally positive perception of the school's performance from both students and their families.  2. Strong Support from Teachers: Both students and parents reported high levels of support from school staff. Students felt highly supported by their homeroom teachers, with 80.85% feeling definitely supported. Parents similarly felt well-supported in their role as learning coaches, with 67.95% reporting they definitely felt supported. This reflects a strong connection and satisfaction with the support provided by teachers at Method Schools.  Identified Needs  1. Communication challenges and inconsistency: Noted in the qualitative data, parents and students mentioned have noted challenges in communication.   2. More extracurricular activities and enriching school programs: Other notable areas include expanding extracurricular activities and enriching school programs.  Many students mentioned in the comments section a desire for more social interaction and extracurricular activities, particularly sports.|From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified:  1. Enhancing Responsiveness and Communication:  Method will build systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families.    2.  Expansion of community events and activities that promote social interaction: Method will continue to expand the events and activities that are offered through the Teach Squad team, field trips, and student-centered activities expanding upon events like: prom, service events, field day, and bonfire.   Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment.|Met||2025-06-02|2025
19753090137786|Mission Academy|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: * 99% of the students reported that they felt safe * 97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-06|2025
19753090138297|iLead Agua Dulce|6|At iLEAD Agua Dulce, we believe that fostering both academic and social-emotional development is essential for learner success. To support this whole-child approach, we administered a revised Learner Educational Partner Survey through Qualtrics in Spring 2025. This tool gathered input from learners in both site-based and non-classroom-based programs and focused on four key dimensions: school safety, school connectedness, academic engagement, and college and career readiness (grades 7–12 only).  A total of 144 learners completed the survey. Of these, 126 were site-based learners and 18 were non-classroom-based. The survey results were disaggregated by grade level, race/ethnicity, and learner groups including English Learners, students with disabilities, and socio-economically disadvantaged students.  While overall responses were positive, with high marks from younger learners in particular, the data also revealed areas where older learners and specific subgroups reported lower levels of connectedness and engagement. These insights will guide our 2025–26 Local Control and Accountability Plan (LCAP) and help us tailor strategies to ensure a safe, inclusive, and empowering learning environment for all.  In order to best review the data from this survey the following presentation was put together to summarize the data: https://tinyurl.com/adsc2025					|The 2025 school climate survey provides a valuable snapshot of learner experience and informs areas for continued growth.  School Safety Overall, learners reported high levels of physical and emotional safety, especially in younger grades. Grades 3–4 had the strongest results (82%–89% favorable), while middle school responses dipped slightly, with 64.6% favorable in grade 7. Among student groups, socio-economically disadvantaged learners (80%) and English Learners (76.2%) reported positive experiences, while students with disabilities (71.4%) indicated some additional support may be needed.  School Connectedness Learners’ sense of connection to peers and adults declined in older grades. Grades 3–4 reported 80%–86% favorable responses, compared to 68% in grade 6 and just 53.1% in grade 7. Subgroup data showed that English Learners, students with disabilities, and socio-economically disadvantaged students all reported lower connectedness (62%–63%), emphasizing a need to strengthen school culture and community supports for these learners.  Academic Engagement Younger learners again reported high engagement (72%–82% favorable in grades 3–4), while responses dropped in middle school (54%–59% in grades 6–7). Engagement was also lower among English Learners (57.1%) and socio-economically disadvantaged learners (59.3%), though students with disabilities (67.9%) reported higher-than-expected levels of engagement.  Career Connected Learning Among learners in grades 7–12, the data indicates room for growth in career exploration and future readiness. A smaller percentage of students indicated they have explored future career interests or used available resources. These responses are guiding our efforts to expand advisory, mentorship, and college/career pathway exposure beginning in middle school.  These findings highlight the importance of maintaining strong community, academic relevance, and personalized support as learners progress through the upper grades. The data directly informs our LCAP goals and continuous improvement efforts.			|Our 2025 school climate survey provides a well-rounded view of our learning environment, affirming areas of strength while identifying opportunities for improvement. The insights gained from this year’s updated survey instrument are serving as a foundational component in shaping our 2025–26 Local Control and Accountability Plan (LCAP), with an emphasis on strengthening belonging, engagement, relationships, and school safety.  We are committed to providing an educational experience where all learners feel supported, inspired, and connected. Using the survey data as a guide, we will refine our practices, programs, and supports to ensure every learner feels valued and empowered both academically and emotionally.  This continuous improvement process includes engaging the entire school community—learners, families, facilitators, and school leaders—in collaborative conversations that turn data into action. By addressing areas of need and deepening areas of success, we will continue to cultivate a thriving school climate where every learner can grow, lead, and succeed.|Met||2025-06-17|2025
19753330000000|Manhattan Beach Unified|6|"MBUSD reviewed recent survey results from the 2024-25 California Healthy Kids Survey (CHKS):  The results of the California Healthy Kids Survey (CHKS) for the Manhattan Beach Unified School District reflect a range of student experiences regarding school safety. Among high school students in grades 9 and 11, there was a positive trend, with a 6.2% increase in the number of students reporting that they felt safe at school ""all or most of the time."" Notably, high school students with Individualized Education Programs (IEPs) reported an even greater increase of 8.8%. Conversely, perceptions of safety among younger students declined. In grade 5, there was a 6% decrease in students who felt safe ""all or most of the time."" The most significant decline occurred in grade 7, where there was a 34% drop in students, both general education and those with IEPs, who reported feeling safe at school.  It is important to acknowledge the context in which the survey was administered. At the time of the CHKS administration at both elementary and middle school levels, the District had recently experienced an incident that caused concerns throughout our District about safety at the middle school level. This incident likely had a substantial impact on students’ perceptions of safety and should be taken into consideration when interpreting the data.  According to data from the California Healthy Kids Survey (CHKS), Manhattan Beach Unified School District (MBUSD) has experienced a significant decline in the percentage of students reporting chronic sadness between 2021 and 2025; this progress outpaces state averages and reflects the District’s sustained investment in student mental health. In 2021, 28% of 7th-grade students in MBUSD reported experiencing chronic sadness. By 2025, this number had dropped to 16%, marking a 12-percentage point improvement. Among 9th-grade students, the percentage fell even more dramatically, from 38% in 2021 to 12% in 2025. For 11th-grade students, the reported rate of chronic sadness decreased from 42% to 16% over the same period.  This positive trajectory aligns with MBUSD’s intentional and strategic focus on enhancing mental health supports across its campuses. Through continued collaboration with Beach Cities Health District (BCHD), MBUSD has been able to secure grant funding that provides site-based counselors at each school. These additional mental health professionals play a critical role in delivering direct services to students, fostering early intervention, and supporting a climate of care and connection.   Manhattan Beach Education  Foundation's (MBEF) commitment to funding counseling positions and expanding access to wellness resources has contributed meaningfully to improved student outcomes and continues to be a central component of the district’s whole-child approach to education and our climate of care."|"Continued Emphasis on School Climate and Mental Health Supports Given the demonstrated impact of existing mental health initiatives, MBUSD will continue to expand programs that promote student wellness, strengthen school connectedness, and enhance campus safety, particularly during transitional years.  Perceptions of Safety While there was an increase in the percentage of high school students, both with and without IEPs, who reported feeling safe at school ""all or most of the time,"" additional efforts are needed to foster a stronger sense of safety and connection at the middle school level."|The District plans to continue to review and analyze local data to drive our actions and outcomes.   The following actions will be prioritized in the 2025-26 school year:   1. Refine Positive Behavioral Interventions and Supports (PBIS) with an emphasis on Bullying Prevention and regular behavioral data review.  2. Provide Staff with Speaking Up: Interrupting Bias Training, with a focus on promoting an understanding of a neuro-diverse school culture.  3. Provide scenario-based staff training and actively engage all partners in PBIS using a behavior expectations matrix.|Met||2025-06-20|2025
19753410000000|Redondo Beach Unified|6|"RBUSD recognizes the critical role that positive school conditions and climate play in advancing student performance and equity.  Annually, RBUSD administers the California Healthy Kids Survey (CHKS) to all students in grades 5-7, 9, and 11 and a local social-emotional (SEL) survey to students in grades 3-12 to gauge safety/connectedness, social emotional health, student engagement, and caring relationships. The CHKS was administered in March, 2025. This survey is a norm-referenced survey administered to students across the state that offers information about key indicators related to school climate and student well-being, and which provides a valid measure of students' perceptions of school safety and connectedness. In the 2024-2025 school year, RBUSD utilized a new, additional local SEL survey for students in grades 3-12.  This survey focuses on helping schools understand how students are feeling in relation to their sense of belonging at their school. Students were asked to identify the various ways in which they are connected to their school such as participating in clubs, teams, and other non-academic events. The survey was administered in the fall and again in the spring. As measured by the 2025 CHKS survey, students reporting a sense of connectedness are as follows: 78% of 5th graders, 64% of 7th graders, 64% of 9th graders, and 63% of 11th graders, feel connected to their school. According to RBUSD’s local SEL survey 2025 indicates that 75% of grades 3-12 students responded favorably to the prompt, ""Overall, I feel like I belong at my school.  Additionally, student safety is a priority for RBUSD. As measured by the 2025 CHKS survey, students reporting a sense of safety are as follows: 99% of 5th graders, 65% of 7th graders, 71% of 9th graders, and 65% of 11th graders, feel safe at school."|RBUSD has examined student survey results and has determined that overall student perceptions have positively increased in the areas of connectedness, sense of belonging, and school safety. These positive trends demonstrate areas of strength for the district.  For example, the high school grades reported in prompt 1 for students reporting feeling connected to school increased from 2024 to 2025 by 2% for 9th grade, 5% for 9th grade, and 1% for 11th grade. We can look to other data points that support the high percentage of student’s connectedness to their schools as demonstrated by the district’s high school dropout rate, which decreased from 2023 to 2024 by 4.44%, from 4.9% to 0.55%. In addition, CHKS survey results from 2024 to 2025 demonstrates that there were increases to student’s perception of school safety. These increases were 10% for 5th grade, 11% for 9th grade, and 2% for 11th grade student reporting they feel safe at school    Anecdotally, RBUSD continues to find the following successes to support positive school climate as highlighted in the district’s 2025 LCAP: a decline in chronic absenteeism for all students by 3%, from 9.7% to 6.6% and increased graduation rate by 3.1%, from 93.9% to 97%.|Student connectedness, sense of belonging, and safety  will continue to be an area of focus for the district and its schools in the 2025-2026 school year. Based on the data and educational partner feedback, counseling services at all levels have increased and a comprehensive TK-12th grade counseling plan was developed and has been implemented. RBUSD has strong community partnerships with local organizations and utilizes community resources to enhance social and emotional support for students. Partnerships with Beach Cities Health District, South Bay Families Connected, and South Bay Children’s Health Center, have contributed positively to students and families as they provide a wealth of services and resources available to support social-emotional needs. Lastly, student-led groups such as ASB, RBUSD Young Leaders, Where Everybody Belongs (WEB) and Link Crew will provide opportunities for students to connect with peers and engage in school-based activities in an effort to increase a sense of belonging and connectedness to school.|Met||2025-06-17|2025
19756630000000|SBE - New West Charter|6||||Not Met|||2025
19756636120158|New West Charter|6|Our New West student survey results indicate that 90% of students feel safe at school and 90% of students feel included.|To address our students’ social emotional learning needs, we continue to refine our Social Emotional Learning curriculum this year—One Love. This has been implemented through middle and high school Advisory classes. Advisory class also features relational activities for students to connect with their peers, as well as team building activities and mental health check-ins. We have held school events and activities such as themed days, new student events, senior events, games, and spirit days/weeks. NWC+’s Culture Club hosts events on Fridays where a small group of students meet to discuss ways to bring the NWC+ community together through fun activities. The Culture Club regularly hosts “Fun Fridays” at lunch on Fridays. Students can expect a new game each week to play and win prizes. Sometimes led by teachers or students, Fun Fridays are a way for us to have fun with one another and build better connections with one another. The Culture Club has also started its own student-produced Instagram accounts that features daily polls, Senior Spotlights, school, local, and national news, and other engaging content meant to increase student connectedness.   We have added new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a lunch time program, The Nest, where counselors host groups three times each week. These group sessions have been extremely popular. We are also utilizing resources from the National Alliance on Mental Illness (NAMI), which provides educational and support resources. The NAMI presentations for families and students have been very well-received.  Diversity Equity and Inclusion:  - Students now have a permanent safe place to bring any occurrences of or concerns about any forms of racism or biases; Student-led DEI suggestion box so students can provide anonymous feedback.  - Surveys will be conducted to gain a further qualitative and quantitative understanding of how race is experienced on our campus and how experiences have shaped the school's current social climate and impacted student experiences;  - Hosts “Tap In” so that students have an opportunity to express their thoughts and ideas on race and other controversial topics in a safe environment.|No changes are planned to the program for next year.|Met||2025-06-17|2025
19757130000000|Alhambra Unified|6|The California Healthy Kids Survey was administered in February/March 2025. The data is used to develop the LCAP. Schools also review the data to develop site plans, PBIS matrices, and WASC preparations. CHKS data will be presented to the Board of Education in the fall.  Student survey findings include (Grades: 5, 6, 7, 9, 11): strong sense of academic motivation (66-81%) school connectedness (49-68%) reports of cyberbullying (11-23%) students experiencing suicidal thoughts (7-14%) student who said they used a vaping device in the last month (0-2%) students who said they used alcohol or drugs in the past month (2-7%) 20% of 6th graders reported experiencing social-emotional distress, an decrease from 26% in 2024  24% of 11th graders reported experiencing social emotional distress. This percentage for 7th, 9th, and 11th grades has declined each of the last three years.   Staff survey findings include: concerns about bullying, fairness/rule clarity, student safety and depression, and vape use.  29% of staff were concerned about bullying and harassment. 38% were concerned about student depression.  Feelings of safety for staff and students rose from 35% in 2024 to 42% in 2025.  37% of staff believe that counseling support for students is adequate.  Parent survey findings include: concerns about a perceived increase in substance abuse.  High ratings for schools encouraging them to be active partners.  58% of parents feel as though they are involved in their child’s school, a marked bounce from during the pandemic when the percentage was only 31%.   84% of parents responded positively when asked about the teachers’ responsiveness to their child's social and emotional needs.|Strengths:  students are motivated to do well academically.  Parents feel like schools encourage them to be actively involved.  We have low numbers of vaping and other substance use, but this remains an area that parents and teachers are concerned about. Needs: An intentional focus on 7th and 11th grade student mental health and well-being The area of school connectedness needs attention at all grade levels.  Teacher experiences and perceptions of school safety|To address social emotional needs identified by staff, students, and parents, the district has increased its school based mental health staff and added designated time in our elementary school schedules for social-emotional learning for grades TK-8 using a multi-tiered SEL curriculum. A restorative practice approach to discipline and behavior continues to be a priority. Sites often use restorative conferences to address and repair harm done by negative student behaviors. Many parent/caregiver connection points have been established: principal/parent meetings at each school site, a series of tobacco/substance use and prevention presentations, a STEAM Night to encourage parental involvement in learning, and our inaugural Parent and Caregiver Empowerment Summit (PACES), themed “Fostering Connectedness and Belonging” and designed to give parents/caregivers knowledge and skills to help them feel empowered in their relationships with themselves and their child.|Met||2025-06-24|2025
19768690000000|Wiseburn Unified|6|The annual student survey indicators provide data related to school climate. In 2024-25, the CHKS results indicate 81% of students in 5th grade marked feeling safe at school all or most of the time (maintaining 81% from 23-24). In addition, 2024-25 CHKS results indicate that 88% of students in 5th grade (1% increase) and 72% of students in 7th grade (2% decrease) reported that adults on campus had high expectations of them. Finally, 2024-25 CHKS results indicate that 75% of students in 5th grade and 57% of students in 7th grade marked high or moderate in the area of school connectedness. These indicators reflect a need to focus on enhancing school connectedness, fostering higher expectations from adults on campus, and addressing any declines in perceived safety among students, particularly in 7th grade. A review of suspension data taken from the California Dashboard reflects a suspension rate of 1.9 for 2023-24  (a .6 increase).|Based on data outcomes the WUSD will have a continued focus on positive behavior intervention support programs, parent involvement, and a comprehensive counseling support program at all sites to promote a safe and positive school climate for students and staff.|The WUSD will launch a new social-emotional learning program in the fall of 2024. Through experiential training, expert coaching, a character-based curriculum for students, and personalized support, this program will support WUSD teachers, staff and administrators in growing our focus on social-emotional wellbeing, building a relationship-driven campus culture, and increasing student connectedness. Initiation of this program district-wide will align practice and ensure students and staff feel included in the WUSD community at every school site.|Met||2025-06-26|2025
19768690119016|Da Vinci Science|6|School culture survey indicators at Da Vinci Science remain strong with positive survey responses in all areas in Fall 2024. 82% of Da Vinci Science students responded positively (Strongly Agree/ Agree) on the School Community & Connectedness section of the survey, and 78% positive on School Culture & Safety Overall as well. The Fall 2024 student survey also asked a series of questions on diversity & inclusion, and DVS students responded to these questions with a 90% positive rate, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Many Da Vinci Science students increasingly report feeling safe on campus, with 84% of students reporting feeling safe at school in Fall 2024, an increase of 13% from the previous year.|These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. Across all three cultural survey sections (School Community & Connectedness, School Culture & Safety, and Diversity & Inclusion) there were more favorable responses from Male students than Female students, though our relatively smaller number of nonbinary students did have higher ratings for all three areas than either the Male or Female students. African American students had slightly lower ratings in all three culture survey areas, with White and Latinx students having lower than average rates in all three sections, and Asian and Multi-race students having significantly higher than average rates.|In response to the local climate survey data and key findings, Da Vinci Science will implement targeted strategies to further support school connectedness, student safety, and equitable experiences across all student groups. While overall student perceptions of safety, inclusion, and community remain strong—with 84% of students reporting feeling safe at school and 90% positive responses in diversity and inclusion—disaggregated data reveals areas for improvement among specific student groups. In particular, African American, White, and Latinx students reported slightly lower levels of connectedness and safety compared to their peers, and female students consistently rated school culture lower than male and nonbinary students.  To address these disparities, DVS will increase intentional opportunities for student voice through focus groups and advisory-based listening sessions centered on school climate and inclusion, especially with students who identify as female or belong to racial/ethnic groups reporting below-average experiences. Findings from these forums will inform both professional development and advisory curriculum content. Additionally, the school will continue to refine its Advisory curriculum to include more identity-affirming, community-building activities, and continue to offer mental health and wellness supports for students who may feel disconnected.  DVS will also continue to implement staff development on culturally responsive teaching, implicit bias, and trauma-informed practices to ensure inclusive, affirming learning environments for all students. are designed to strengthen the already positive culture at Da Vinci Science to further bolster feelings of safety and respect on campus. Through these continuous improvement actions, DVS aims to ensure that every student feels safe, valued, and connected within the school community.|Met||2025-06-25|2025
19768690119636|Da Vinci Design|6|School culture survey indicators at Da Vinci Design remain strong with positive survey responses in all areas in Fall 2024. 72% of Da Vinci Design students responded positively (Strongly Agree/ Agree) on the School Community & Connectedness section of the survey, and 72% positive on School Culture & Safety Overall as well. The Fall 2024 student survey also asked a series of questions on diversity & inclusion, and DV Design students responded to these questions with a 80% positive rate, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Many Da Vinci Design students consistently report feeling safe on campus, with 77% of students reporting feeling safe at school in Fall 2024, an increase of 6% from the previous year.|These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. Across all three cultural survey sections (School Community & Connectedness, School Culture & Safety, and Diversity & Inclusion) there were more favorable responses from Male students than Female students, though our relatively smaller number of nonbinary students did have higher ratings for Diversity & Inclusion and School Community & Connectedness than either the Male or Female students, but lower ratings than both in School Culture & Safety. African American students had lower ratings in all three culture survey areas, with White and Latinx students having identical positivity ratings for School Community & Connectedness (8% higher than African American students) and Diversity & Inclusion (18% than African American students). School Culture & Safety ratings varied for all student racial groups, with Latinx students feeling most positive (75%), followed by White (71%) and African American (62%).|In response to the Fall 2024 student survey results and analysis of disaggregated data, Da Vinci Design is implementing targeted adjustments to enhance school culture and ensure a safe, inclusive, and equitable environment for all students. While overall responses indicate a strong sense of community, safety, and inclusion, the data revealed notable disparities across student groups that require focused attention.  The following changes are being made to plans, policies, and procedures as part of our continuous improvement efforts:  Targeted Support for African American Students: African American students reported lower positive ratings across all three school climate indicators. To address this, we are establishing student focus groups and listening sessions specifically for African American students to better understand their experiences. Their feedback will directly inform new actions, including staff-student mentorship opportunities and affinity space support. Additionally, we will review disciplinary and engagement practices through an equity lens to ensure fairness and belonging.  Gender-Inclusive Climate Strategies: Given the lower ratings from Female students in comparison to their Male peers, and the mixed results for Nonbinary students (high in Connectedness and Inclusion, but lower in Safety), we will partner with our student leadership teams and counselors to develop programming that addresses gender-specific needs. This includes expanding peer support systems, wellness resources, and intentional classroom practices that affirm all gender identities.  Professional Learning and Equity Practices: We will deepen our staff professional development in culturally responsive pedagogy, inclusive communication, and trauma-informed practices. This includes embedding regular equity data reviews into professional development days and providing staff with tools to address bias and microaggressions in real time.  Increased Student Voice in School Culture Work: To better reflect the lived experiences of students in our decision-making, we will continue holding student advisory groups that meet regularly with school leadership. These groups will continue to help interpret survey data, co-design initiatives, and lead awareness efforts focused on inclusion and school safety.  These responsive changes are designed to strengthen the already positive culture at Da Vinci Design while narrowing equity gaps and ensuring that every student, regardless of race, ethnicity, or gender identity, feels connected, safe, and valued on campus.|Met||2025-06-25|2025
19768690128728|Da Vinci Connect|6|School culture survey indicators at Da Vinci Connect remain strong with positive survey responses in all areas in Fall 2024. 90% of Da Vinci Connect students responded positively (Strongly Agree/ Agree) on the School Community & Connectedness section of the survey, and 85% positive on School Culture & Safety Overall as well. The Fall 2024 student survey also asked a series of questions on diversity & inclusion, and DV Connect students responded to these questions with a 91% positive rate, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Many Da Vinci Connect students consistently report feeling safe on campus, with 89% of students reporting feeling safe at school in Fall 2024.|These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. Across all three cultural survey sections (School Community & Connectedness, School Culture & Safety, and Diversity & Inclusion) there were very similar responses from Male and Female students, with positive rates within 2% of each other in all categories. Our relatively smaller number of nonbinary students did have higher ratings for Diversity & Inclusion and School Community & Connectedness than either the Male or Female students, but lower ratings than both in School Culture & Safety. African American, White, and Latinx students also all had similar positivity ratings in all three culture survey areas, with African American and Latinx students having identical positivity ratings for Diversity & Inclusion questions (92%, 2% higher than White students). School Culture & Safety ratings were within 2% of each other for all three student racial groups between 84%-86%, and School Community & Connectedness responses were most positive for Latinx students (91%) followed by White students (89%) and African American students (87%).|In response to the Fall 2024 student climate survey data, Da Vinci Connect will continue to build upon its strong foundation of school culture, inclusion, and student connectedness while implementing targeted refinements to address specific areas of need. With overall positive ratings across all indicators—particularly 91% positivity in Diversity & Inclusion and 89% of students reporting feeling safe—DV Connect recognizes the importance of sustaining current practices while strategically focusing on areas that showed slight disparities.  The school will increase intentional supports for students identifying as nonbinary, who reported lower scores on School Culture & Safety than their peers. This includes strengthening staff training on inclusive and trauma-informed practices, and creating safe spaces for LGBTQIA+ students through affinity groups and wellness programming. In addition, DV Connect will deepen its practices to include more structured activities that support emotional safety, peer connection, and belonging. These enhancements aim to ensure that all students, particularly those who reported slightly lower connectedness (e.g., African American students at 87%), continue to feel seen, valued, and safe on campus.  These actions reflect a continued commitment to fostering a learning environment where every student feels connected, respected, and safe—ensuring continuous growth in school culture and climate for all learners.|Met||2025-06-25|2025
19768690131128|Da Vinci Communications|6|School culture survey indicators at Da Vinci Communications remain strong with positive survey responses in all areas in Fall 2024. 75% of Da Vinci Communications students responded positively (Strongly Agree/ Agree) on the School Community & Connectedness section of the survey, and 66% positive on School Culture & Safety Overall. The Fall 2024 student survey also asked a series of questions on diversity & inclusion, and DV Communications students responded to these questions with a 75% positive rate, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Many Da Vinci Communications students consistently report feeling safe on campus, with 68% of students reporting feeling safe at school in Fall 2024, though that rate is lower than in previous years.|These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. Across all three cultural survey sections (School Community & Connectedness, School Culture & Safety, and Diversity & Inclusion) there were more favorable responses from Female or Nonbinary students than Male students, and also slightly more favorable responses from Latinx or White students than their African American peers.|Based on our analysis of the Fall 2024 student survey data and disaggregated student group responses, Da Vinci Communications is taking several steps to address areas of need and ensure continuous improvement of school climate and student experience. In particular, while students responded positively overall in areas of school connectedness, culture, safety, and inclusion, the relative decline in students reporting that they feel safe on campus—along with disparities in perception by gender and race—has prompted a reassessment of our practices.  As a result, DVC is implementing the following actions:  Enhancing Safety Measures and Student Voice: We will launch a student-led safety audit and listening campaign in Fall 2025 to gather more detailed qualitative feedback, especially from student groups that reported feeling less safe. Findings will be used to inform physical campus improvements, supervision protocols, and social-emotional support services.  Targeted Support for African American and Male Students: In response to lower favorable responses from African American and Male students, we will work with staff, affinity groups, and student leadership to co-create initiatives that foster deeper connections and address barriers to inclusion and belonging for these groups. This includes expanding mentorship opportunities and culturally responsive practices.  Ongoing Equity Monitoring and Reflection: We will integrate more regular, disaggregated review of school culture data into our site-based leadership and counselor team meetings. This will ensure that trends are identified and addressed in real time and that our practices remain responsive to student needs.  Professional Development: We will increase our focus on equity-centered professional development for staff, particularly in the areas of trauma-informed care, inclusive classroom practices, and bias-awareness, to support a more inclusive and affirming school environment for all students.  These planned adjustments to our existing practices will help ensure that we not only sustain our strong culture of inclusion and connection, but also intentionally respond to emerging needs, particularly around safety and equitable student experience across demographic groups.|Met||2025-06-25|2025
19769680000000|SBE - Academia Avance Charter|6||||Not Met|||2025
19769680109926|Academia Avance Charter|6||||Not Met|||2025
20102070000000|Madera County Superintendent of Schools|6|Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 190 (57 being English Learners) and the overall student feeling of campus safety was 95% of students felt safe on campus (Both surveys), 91% felt part of their school, 88% felt their teachers cared about them, and 95% of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 95% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 38% and 23% (ELs) of students identified that their parents participate in school events.|Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for staff during the coming school year. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program.|Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, Endeavor/Voyager staff will continue to focus efforts on parent involvement, participation and advocacy of the child's education.|Met||2025-06-17|2025
20102070117184|Madera County Independent Academy|6|Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey are school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 190 (57 being English Learners) and the overall student feeling of campus safety was 95% of students felt safe on campus (Both surveys), 91% felt part of their school, 88% felt their teachers cared about them, and 95% of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 95% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 38% and 23% (ELs) of students identified that their parents participate in school events.|Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for LEA staff during the coming school year, just as it was this school year with the infusion of the PIQE program for parent education. LEA Staff will continue the use of PIQE for school year 2025-26 as a means of increasing parent participation and education. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program.|Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, the LEA will continue to focus efforts on parent involvement, participation and advocacy of the child's education.|Met||2025-06-17|2025
20102072030229|Pioneer Technical Center|6|Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 190 (57 being English Learners) and the overall student feeling of campus safety was 95% of students felt safe on campus (Both surveys), 91% felt part of their school, 88% felt their teachers cared about them, and 95% of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 95% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 38% and 23% (ELs) of students identified that their parents participate in school events.|Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for LEA staff during the coming school year, just as it was this school year with the infusion of the PIQE program for parent education. LEA Staff will continue the use of PIQE for school year 2025-26 as a means of increasing parent participation and education. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program.|Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, the LEA will continue to focus efforts on parent involvement, participation and advocacy of the child's education.|Met||2025-06-17|2025
20651770000000|Alview-Dairyland Union Elementary|6|The district administered a school climate survey for students in April of 2025. The survey information was used to glean data on students’ perceptions of how the school is meeting their academic needs, connectedness, safety, cleanliness, caring staff, and motivation to learn. The survey solicited responses from students in grades four through eight.  Reading, Language Arts, and Spelling had an 89% favorable rating.  Math had an 85% favorable rating. Science, STEM, and Social Studies had an 90% favorable rating. 69% of students responded favorably to caring staff relationships and 80% indicated their teachers motivate them to learn. 82% of students indicated they are well-informed of academic progress, school rules and policies. 82% of students feel welcome and 81% feel safe at school. 61% of students provided a positive response to questions about school cleanliness and maintenance.|The results indicate that overall, students feel their academic needs are being met in all subject areas. The areas of need are in caring staff relationships and school cleanliness and maintenance.  Data shows that the percentage of students who feel cared for by staff dropped from 82% to 69%.  The percentage of students who felt the school was clean and well-maintained dropped from 66% to 61%.|"In order to improve students' relationships with staff, the district has professional development scheduled in the coming school year for all staff that focuses on positive student-staff relationships.  The district will continue to monitor the morale of students and staff, stressing to staff to be cognizant of the impressions and influences made on students.  The district anticipates this will improve caring relationships.   Students were encouraged to provide comments on their survey and many noted concerns about restroom maintenance.  In order to improve the cleanliness of restrooms, a new schedule for restroom cleaning will be developed and that will include additional times for cleaning and restroom ""checks"" throughout the day.  A change will also be made to restroom supervision during recess time.  The district anticipates this will improve the cleanliness of the restrooms and students' approval of the cleanliness and maintenance of the school."|Met||2025-06-24|2025
20651850000000|Bass Lake Joint Union Elementary|6|Districtwide Participation Rates  4th grade - 27 students, 34% 5th grade - 46 students, 51% 6th grade - 22 students, 23% 7th grade - 68 students, 67% 8th grade - 91, 76%  School Connectedness  81% of 4th graders feel connected to school 63% of 5th graders feel connected to school 56% of 6th graders feel connected to school 59% of 7th graders feel connected to school 63% of 8th graders feel connected to school  School Safety 88% of 4th graders perceive school as very safe or safe. 73% of 5th graders perceive school as very safe or safe. 41% of 6th graders graders perceive school as very safe or safe. 61% of 7th graders perceive school as very safe or safe. 72% of 8th graders perceive school as very safe or safe.|Strong Foundation in Elementary School: Fourth graders show a high degree of positive perception in both school connectedness (81%) and school safety (88%). This indicates that our foundational efforts in the early elementary years are effectively creating a welcoming and secure environment for our youngest students. This strong start provides a positive base upon which to build. Recovering Perceptions in Middle School (7th & 8th Grade): After a notable dip in 6th grade, perceptions of both connectedness and safety show an encouraging recovery in 7th and 8th grades. School connectedness rises from 56% (6th grade) to 59% (7th) and 63% (8th), while safety perception jumps from 41% (6th grade) to 61% (7th) and 72% (8th). This suggests that our middle school initiatives, perhaps related to the transition or ongoing support, are having a positive impact as students progress through these grades. Consistent Connectedness in Upper Elementary/Middle School: The percentages for school connectedness in 5th, 7th, and 8th grades are relatively consistent (63%, 59%, 63%). While not as high as 4th grade, this suggests a stable level of connection for a significant portion of these student populations. Identified Needs: Critical Drop-Off in 6th Grade: This is the most pronounced area of concern across both metrics. School Connectedness: A significant drop from 63% in 5th grade to 56% in 6th grade indicates that a substantial portion of students feel less connected as they transition to this grade level. School Safety: The perception of safety plummets dramatically from 73% in 5th grade to a concerning 41% in 6th grade. This is a critical red flag, suggesting that 6th graders feel significantly less safe than their younger and older peers. This sharp decline strongly indicates that the transition to 6th grade, the middle school environment, or specific challenges within this grade level are negatively impacting students' sense of security. The data strongly points to the 6th-grade transition as a critical juncture for both school connectedness and, particularly, school safety. Understanding and addressing the specific factors contributing to these significant declines in 6th grade must be a top priority. Furthermore, while there are strengths in early elementary and some recovery in upper middle school, continuous efforts are needed to maintain and improve student perceptions of safety and connectedness across all grade levels, with particular attention to the middle school years.|"Based on the analysis of local data and identified key learnings, particularly the notable dips in school connectedness and safety perceptions during the middle school transition (especially in 6th grade), the LEA is implementing several crucial changes to existing plans, policies, and procedures. These revisions and new actions are designed to address areas of need and foster continuous improvement, with a strong focus on enhancing student well-being and academic success. A significant upcoming change is the incorporation of a graduation requirement elective focused on soft skills and school connectedness. This new elective will be strategically designed to equip students with essential social-emotional competencies, such as communication, collaboration, problem-solving, and self-awareness. By integrating these ""soft skills"" into the curriculum, we aim to not only prepare students for future success in higher education and careers but also directly improve their ability to form positive relationships and feel a stronger sense of belonging within the school community. This proactive approach will help mitigate the challenges observed in middle school and build resilience as students progress."|Met||2025-06-25|2025
20651850129015|Yosemite-Wawona Elementary Charter|6|Students are surveyed annually about the school with questions modeled after those in the CHKSS. Their responses are always positive.|Students love their school, their teachers and the other students. They feel supported and safe at school.|Stay the course.|Met||2025-06-24|2025
20651930000000|Chowchilla Elementary|6|CESD collected and analyzed student perception data through the California Healthy Kids Survey (CHKS), focusing on school connectedness, meaningful participation, motivation, social-emotional support, school safety, and risk behaviors (substance use and emotional distress). Data was reviewed by grade level and disaggregated by ethnicity: Hispanic, White, and “Something else.”  School Connectedness scores declined by grade level: Grades 3–4: High levels reported (73–74%) Grade 5–6: Moderate levels (66–69%) Grades 7–8: Drop to below 50% (47% and 48%)  Meaningful Participation: Only 32%–52% of students across all grades felt they had meaningful roles at school. Grades 7 and 8 reported the lowest (24% and 26%).  Motivation to Learn was high in the lower grades: Over 90% in Grades 3–6 reported being motivated to learn. Drops to 61%–63% in Grades 7–8.  Social-Emotional Support to students by staff: Grades 3–6: High (72%–80% of students felt supported socially and emotionally while school) Grades 7–8: Significantly lower (23%–18% reported feeling supported socially and emotionally while school)  School Safety perceptions also declined: Grades 5–6: Over 90% reported feeling safe Grades 7–8: Only 43%–46% felt safe at school  Substance Use (Grades 7–8 only): Low but present: 4%–10% reported alcohol or drug use, 2%–4% tobacco use  Disaggregated Trends by Student Group:  Hispanic and White students show similar patterns, but with disparities in areas like school safety and social-emotional supports in upper grades. “Something else” subgroup often showed better outcomes in motivation and meaningful participation (e.g., 40% participation in Grade 7 vs. 22% Hispanic, 24% White).|Key Learnings and Strengths:  Strong student motivation across all grades, especially Grades 3–6 (90%+). High social-emotional support in early grades, with students feeling connected and supported by staff. Students report feeling safe in Grades 3–6, particularly in Grades 5 and 6, where 92%–95% report school safety.  Identified Needs: Sharp decline in connectedness and school safety perceptions in Grades 7–8, with less than half of students reporting they feel connected or safe. Meaningful participation is low across all grades, with significant drops in middle school (Grades 7–8 report only 24%–26% participation). Social-emotional supports for all students; especially in the Middle School.  Disparities among ethnic groups: While Hispanic and White students have generally parallel experiences, some subgroups (e.g., White students in Grade 4 report only 58% feel supported) show lower levels of support and connectedness.  Underperformance of school climate for middle school students calls for urgent attention, especially around safety, emotional well-being, and engagement.|In response to the key learnings, CESD will implement and expand several changes and initiatives to support school climate improvement, particularly in Grades 6–8:  Middle School Climate Initiative: Launch targeted supports for middle school, including advisory programs, student leadership opportunities, and safe spaces for peer connection. Develop grade-level specific SEL (Social-Emotional Learning) programming focused on peer relationships, self-awareness, and school belonging.  Student Voice and Participation: Establish student councils and leadership groups in Grades 4–8 to increase opportunities for meaningful participation in school decisions. Implement student forums and feedback loops to gather direct input on climate, safety, and engagement strategies.  Strengthen Tier 1 Mental Health Supports: Expand access to counseling and wellness services, particularly for middle school students experiencing social-emotional distress. Provide ongoing professional development for staff in trauma-informed practices and culturally responsive strategies to support all student groups.  Increase School Safety Measures and Perception: Conduct focus groups with students to better understand why they feel unsafe and implement responsive safety plans. Partner with site-based teams to enhance supervision, hallway presence, and positive behavioral supports.  Improve Communication and Family Engagement: Share school climate findings with families and community partners and co-develop action plans. Engage families in mental health awareness and school climate initiatives through workshops and community partnerships.  These efforts aim to create a more inclusive, supportive, and engaging school climate that supports all students academically, socially, and emotionally, with a special focus on reversing downward trends observed in middle grades.|Met||2025-06-30|2025
20652010000000|Chowchilla Union High|6|LCAP feedback surveys were created in the following languages: Spanish, English and Punjabi for CUHSD Students, and Parents/Community Members. Surveys were also sent to staff in English. Surveys were created online using Qualtrics.   Parent/Community and Staff surveys were posted onto social media and ParentSquare on February 10, 2025 and follow-up reminder messages were also posted on February 11, 2025; February 18, 2025; and February 21, 2025. Students were allotted time in the instructional day district-wide to complete their surveys on December 4, 2024. Questions for each of the state priorities were included. Examples of questions included suggestions of what they would like included in the LCAP.   The LCAP parent/community survey collected 30 parent/community member responses; 77 staff survey responses were collected, and 631 student survey responses were gathered.  STUDENTS Of the 631 student survey responses, 83.7% were completed by students who are considered Unduplicated Pupils (17 foster students, 14 homeless students, 402 students on the free lunch program, and 95 students on the reduced cost lunch program.|"Student Survey data was positive regarding school culture with at least about 33%-50% of students indicating they either Strongly Agree or Agree with the following statements:   -At my school, I feel close to people (50%) -I am happy to be at my school (35%) -At my school, I feel like I am part of it (40%) -At my school, the teachers treat the students fairly (43%) -At my school, I feel safe (42%) -At my school, the teachers communicate with parents/guardians about what students are expected to learn in class (49%) -At my school, parents feel welcome to participate (42%) -At my school, the school staff take parental concerns seriously (47%) -At my school, it is hard for me to stay focused when doing my schoolwork (33%)  However, student survey data also indicated a prevalence of neutrality, meaning that about 36%-48% of responses were neutral on Likert Scales for the same statements indicated above.  When looking specifically at English Learners and low income students, survey data revealed:   -16% of low-income students who responded to the student survey reported feeling Dissatisfied or Very Dissatisfied with their school experience. This is higher than the level of dissatisfaction among those students who do not qualify for free and reduced lunch at 12%.   -13% of English Learners who responded to the student survey reported feeling Dissatisfied or Very Dissatisfied with their school experience. This is also lower than the level of dissatisfaction among those students who are not considered English Learners at 14%.  -Written feedback from English Learners and low-income students reflected a variety of responses to the question Is there anything else you can share with us about your school experience:    ""I like the school. It's a very nice place to learn and hang out.""  Feedback provided in Spanish: ""I like how students are supported very much.""  Feedback provided in Spanish: ""Everything has been good up until now.""  Feedback provided in Spanish: ""Mr. Rose is very good and has a lot of patience to teach his class. Math doesn't come easy to me but this teacher helps a lot and he teaches very well.""  Feedback provided in Spanish: ""I haven't been enrolled in school for too long but up until now, the school seems really good."""|In response to educational partner feedback, special emphasis was placed on several things. For example, the District continues to expand CTE programs. In 24-25, the District added Design, Visual and Media Arts with the addition of Photography (funded via Proposition 28 Arts Program). For 25-26, Patient Care will expand to include more Sports Medicine courses. For students in the Alternative Education Program at Gateway High School, CTE opportunities continue through the offering of CTE classes that are supplemental to their instructional school day.  In 24-25, students were offered Public Safety 1 and in 25-26 students will be offered a Photography class.  The District has also decided to focus on enhancing the student experience on both campuses through the expansion of supplemental supports such as the Wellness Center for social emotional supports and the Tribe Pantry to address physiological needs. Students, parents, and staff have also voiced continued need to student transportation and technological supports. As the after school program continues to thrive, evening routes will be maintained to ensure that this isn't a barrier for students who wish to participate in the after school program. Chromebooks and technological support will continue to be provided to students. Although greatly reduced, student hotspots will be loaned out to students who are in need of internet at home (funded via ). Field trips related to College and Career Readiness as well as reinforcement of positive student behaviors on campus through the Student Store will continue. The District has also focused efforts on improving the learning and extracurricular environment for students (and access to the community of Chowchilla) through planned renovation projects to several facilities on campus (funded via several sources such as a bond project, LCAP funds, and general funds). Lastly, the District remains committed to academic growth in English Learners as well as providing socio-emotional support for all students in an effort to remove barriers that may be present in students' educational paths. All of these initiatives and plans for growth and improvement are a direct result of educational partner feedback as well as District Administration's desire for the betterment of Chowchilla Union High School District. The influence of educational partners will be explained further below.  --Educational partner input also indicated a desire for rigorous coursework through AP and Dual Enrollment courses (Ag Advisory Committee, CUHS and GHS School Site Councils, Parents and Community Members (particularly Spanish-speaking parents), Administrators and Directors). These opportunities will continue to increase English Learners, foster students, homeless students, and socioeconomically disadvantaged student involvement in challenging classes that will prepare them for life after high school (Goal 1, Action 1).|Met||2025-06-23|2025
20652430000000|Madera Unified|6|The Panorama Student Survey is a research-based tool designed to capture students' perceptions of their school and classroom experiences. It provides educators with actionable insights across key areas such as school climate, teaching and learning, relationships, and sense of belonging. Madera Unified School District has administered the survey since 2015 as part of its commitment to fostering a positive and inclusive educational environment. In Spring 2025, a total of 13,760 students in grades 3 through 12 participated in the survey. The following results reflect the percentage of students reporting favorable perceptions across various domains: Grades 3–5: School Belonging: 61%, School Climate: 57%, School Engagement: 52%, Teacher-Student Relationships: 71% Grades 6–12: School Belonging: 43%, School Climate: 44%, School Engagement: 25%, Teacher-Student Relationships: 64% Elementary students demonstrated particularly strong outcomes, especially in the area of physical and emotional safety—where Madera Unified ranks in the 90th percentile nationally. These results underscore the powerful impact that a supportive school climate and intentional practices can have on student well-being and success.|Survey results reveal a significant disparity between elementary and secondary students' perceptions, particularly in the areas of safety and engagement. While 71% of elementary students report feeling safe at school, only 64% of secondary students share that sentiment. The contrast in engagement is even more pronounced, with 52% of elementary students expressing favorable views compared to just 25% of secondary students. Elementary students also report a more positive school atmosphere overall. For example, 76% describe their teachers as enthusiastic and report a generally positive school mood. In contrast, secondary students highlight concerns around rule enforcement and peer behavior, with only 24% indicating that rules are consistently followed at their schools. Disaggregated Data Highlights: Among students in grades 3–5, English Learners report a 4 percentage point higher favorable perception of school climate (60%) compared to the overall elementary student population. In grades 6–12, only 37% of African American students report a favorable perception of school climate, which is 7 percentage points lower than the overall secondary student average of 44%. These findings point to important equity considerations and suggest a need for differentiated strategies to address the distinct experiences and needs of various student groups across grade levels.|To address the disparities in engagement and school belonging among secondary students, Madera Unified School District will collaborate with site administrators during pre-service sessions to reinforce the implementation of Social-Emotional Learning (SEL) with consistency and fidelity. Administrative support efforts will center on improving classroom connectedness in middle and high schools, aiming to close gaps in students’ sense of belonging. The Department of School Culture and Climate will support school sites through targeted Restorative Practices training, beginning with Tier 1: Community Building Circles to foster inclusive and supportive classroom environments. The initiative will expand into Tier 2: Harm Repair Circles, equipping educators with tools to address conflict, repair harm, and cultivate emotionally safe spaces where every student feels seen, heard, and valued. To further promote positive school culture, the district plans to expand mentorship opportunities, elevate student voice, and enhance peer and adult-student relationships through restorative practices. MUSD will offer Trauma-Sensitive Classroom Practices workshops, a 2.5-day intensive professional development experience for educators. This initiative is designed to build capacity among teachers to become trauma-informed, self-compassionate leaders capable of fostering resilient and healing-centered classroom environments. These workshops will focus on self-awareness and self-compassion, neuroscience-based trauma education, sustainable self-care and personal healing and restorative and reflective classroom practices.  Through this immersive learning experience, participants will strengthen their inner resilience, develop compassionate teaching strategies, and contribute to school-wide efforts toward systemic change and collective well-being.|Met||2025-06-24|2025
20652430100016|Sherman Thomas Charter|6|In the 2024-25 student survey, 62% of students responded positively regarding school safety and 25% responded “Neutral”.|This data helps us understand that the instructional and relational methods we have adopted are meeting the needs of most of our students.  We will continue to hold students accountable for their actions and provide them with rules and expectations. The presence of a school site counselor has proven highly beneficial, allowing for dedicated time to address students' emotional needs. This has positively impacted students' sense of safety and well-being and is supporting increased school attendance.|To further strengthen our school climate and culture in the 2025-26 school year, we will maintain and continue to grow our positive school culture at STCS through a leadership elective course and Student Council so that they become the driving force in shaping a school culture with activities centered around student interests.|Met||2025-06-24|2025
20652430107938|Liberty Charter|6|Students are surveyed each Spring to determine the effectiveness of our current actions to ensure students feel safe and have a sense of connectedness to the school community.   93.4% of students gave positive responses regarding school safety. 95.2% of students indicated they have a sense of connectedness to the school community.|Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include providing Social Emotional Learning opportunities and mental health support to support the well-being of our students and remove additional barriers to learning and engagement. The Mental Health Counselors are implementing a variety of different types of programs to meet the diverse needs of students.  In addition to the individual and small group counseling/socioemotional skills sessions, the counselors are now offering an Academic Success Hour where they teach students how to check their grades and note missing assignments. The goal of these sessions is to teach students executive functioning skills to proactively monitor their progress.   We have continued with our strong implementation of Positive Behavior Intervention Supports (PBIS). Students report being motivated by the incentives provided by the Positive Behavioral Intervention and Support action and teachers and administrators are pleased with the high number of students earning Student of the Month each month due to good behavior.  We also provide student activities such as sports and enrichment opportunities that foster belonging, develop the whole child, and promote attendance and investment. We provide specific supports for our Foster Youth and Homeless students through our Liaison and our SST process.|The school will continue to look for opportunities to build on our existing program and provide additional fun sports, music, dance, and other enrichment opportunities to our students.|Met||2025-06-12|2025
20652430118950|Sherman Thomas Charter High|6|The STCHS student climate survey for the 2024–2025 school year captured a wide range of student perceptions about school culture, academic support, safety, and engagement. The majority of students indicated feeling connected to the school, citing supportive relationships with staff and a welcoming, respectful environment. Many appreciated the small campus size and personalized schedules, noting that these features help them feel more successful. Survey items also explored perceptions of instructional quality, student behavior, substance use, and access to help. While students generally agreed that behavioral expectations are clear and that the school promotes academic growth, responses were more mixed in areas such as course rigor and extracurricular offerings. A subset of responses also identified a need for more engaging learning experiences, better mental health support, and revised policies around phone usage and behavior enforcement.|The climate survey results reveal that STCHS is a school where students feel valued, safe, and supported—especially due to strong student-staff relationships and a flexible, personalized learning model. These are clear strengths that positively shape school culture and student engagement. At the same time, the data identifies important areas for growth. Students expressed a strong desire for expanded extracurricular opportunities, including clubs, sports, and off-campus learning experiences. Instructional feedback pointed to a need for more hands-on and engaging lessons, particularly in areas such as PE and electives. Many requested more transparency and fairness in discipline practices, as well as alternatives to the current cell phone policy. These key learnings underscore the importance of maintaining a supportive environment while also improving opportunities for enrichment and academic engagement.|In response to the survey findings, STCHS will be implementing a series of targeted actions aimed at continuous improvement. To address the need for increased student engagement, the school will expand extracurricular offerings in the upcoming year, including the addition of student-led clubs, break-time tournaments and activities, and field trips. Instructional improvements will include a review of packet-based coursework and the integration of more project-based and interactive learning opportunities. In response to mental health concerns, the school is exploring partnerships with local counseling services to offer students greater access to support. Policy revisions are also underway: STCHS is reevaluating its cell phone policy with input from students and staff to strike a balance between classroom focus and student autonomy. Additionally, training will be provided to staff to ensure consistent behavior expectations and fair enforcement practices across the campus. These revisions reflect the school’s commitment to student voice, equity, and ongoing improvement.|Met||2025-06-24|2025
20652430134510|Sherman Thomas STEM Academy|6|We conducted an anonymous survey in April 2025 which was completed by 97% of our students (74/76). In that we found that 77% were satisfied or very satisfied with the school, 97% felt physically safe at school, 80% felt emotionally safe (16% were neutral), 82% felt like their teacher cared about them, 82% felt like their principal cared about them, and 96% felt that their teacher treated them fairly. When asked about what Fridays were their favorite (our hands on challenges/activities), we noticed that all Fridays had least some votes, the most liked Friday was our Mental Health Conference Day, and the rest of the leading vote receivers all involved building/hands on tasks, and the bottom were all computer based (ie. coding, robotics, etc.).|"We believe that these results, particularly when you consider that we are a middle school, demonstrate that we have created a positive school culture where students feel safe and supported. We did notice the overall satisfaction was the lowest we've ever had, with only seeing 77% satisfied. There is a high percentage of ""neutral"" responses that we have seen since the pandemic and we are evaluating if that is an overall feeling now, or if there is something about the program that is not producing as high of a favorable response. When talking with kids, I would have projected about 90% being satisfied with the program, but again, we are evaluating those results. We also want to make sure that students understand the prompt and will work on explaining that better. Each year we bring more clarification to the survey and when we do, we see different responses."|"We are entering into year 2 of our 3 year LCAP cycle and implemented some changes this year, that we will be continuing next year. The biggest thing, as a result of last year's survey feedback, is we wanted to see an increase in how students felt emotionally. We hired a counselor for 10% of the week, brought back our mental health day, and also did further teachings on how to be respectful of coworkers (fellow students) and were more intentional about talking to students about their ""jokes"" that might be hurting people We have already seen great results, with 80% reporting feel safe emotionally in April 2025 (as opposed to 61% in 2024) and only 3% feeling unsafe (as opposed to 10%). We do our activities in 3 year cycles, but we are trying to think of a way of incorporating elements of our Mental Health conference in this coming year, as it was so popular last year."|Met||2025-06-24|2025
20652760000000|Raymond-Knowles Union Elementary|6|The 2025 California Healthy Kids Survey was administered to students in grades 4–8. While most responses came from 8th graders, the data provides valuable insight into school climate. Overall, students reported strong family support, with nearly all indicating that parents care about their schoolwork and encourage them to do their best. Most students also recognized the health risks of substances like vaping, alcohol, and marijuana. Feelings of school connectedness were mixed—many students reported having good relationships and feeling part of the school “most of the time,” but fewer expressed consistent happiness about being at school.|Analysis of the 2025 Healthy Kids Survey for grades 4–8 highlights strong family engagement as a key strength—most students reported that parents consistently support, encourage, and show interest in their education. Another positive finding is students’ awareness of the health risks associated with substance use. However, the data also reveals a need to improve school connectedness and overall student well-being. While many students feel they have good relationships at school, fewer report being consistently happy or feeling fully included, suggesting a need for more intentional relationship-building and school climate supports.|In response to the identified need for stronger school connectedness and overall student well-being, the LEA will implement more structured opportunities for student voice and relationship-building on campus. Plans include increasing access to student engagement activities, incorporating regular check-ins or classroom discussions to build a sense of belonging, and offering professional development focused on creating inclusive classroom environments. These steps will be integrated into school climate goals and monitored as part of our continuous improvement process.|Met||2025-06-20|2025
20755800000000|Golden Valley Unified|6|Golden Valley Unified School District surveys all students in grades 4 through 12 every year in our annual GVUSD Student Survey. The survey is a local survey created several years ago to provide feedback when the funding for the CA Healthy Kids Survey was no longer available.   Highlights from the 24-25 student survey include the students self efficacy, along with how they feel about safety at school, as well as positve peer relationships.  Areas for growth would include students feelings around repsect of others, as well as how students respond to their teachers in the area of respect.|Areas of strength within the student survey include 81% of students agreed or strongly agreed they can do well in school, 86% strongly agree/agree/ maintain that they are safe at school, and 89 % strongly agree/agree/ mainitain that they get along with others|For the 25-26 school year a focus on Positive Behavioral Interventions and Supports (PBIS) at all sites in GVUSD is aimed at addressing students feelings of respect towards the teachers and towards their peers. The staff participating in PLC (Professional Learning Communites) to review this data will also help suport these areas to provide a sharper focus on why students may feel this way, and what they can do collectively to promote respect in  all areas of the school. The climate data is included in goal 3 of our LCAP.|Met||2025-06-04|2025
20756060000000|Chawanakee Unified|6|Within our student and parent local indicator the following data was collected: 2025 Annual Parent Survey Data 88.8% of guardians/Parents feel safe at school 94% of families feel that their child does well in school. 85% feel their child is motivated to learn and has resources. Data Year:  2024-25 Data Source:  Annual Survey 2025 Annual Student Survey Data (sample of MS and HS students): 68 % of students are happy in school 92% of students feel apart of their school 73% of students feel safe at school 58 % of students know who to talk to if feeling angry or depressed|Some of the key learnings Chawanakee Unified identified as strengths include feeling part of the school from both parents and students, 94% of families feel that their child does well in school. Areas of need is that 27% of students do not feel safe and 42% are unsure who to speak with when feeling angry or depressed.|The LEA is providing professional development for all certificated and classified employees to build student belonging and connections.  District leadership attended the CA MTSS conference to identify needs based on data. Curriculum has been adopted and in initial stages of implementation across all sites. The increase of student and family awareness on campus and regional resources for critical behaviors when a student is at Tier 2 or Tier 3. In addition, the Differentiated Assistance based on being in the ‘red’ on the CA dashboard, indicated an increase in Suspension rates.  The committee identified the lack of a discipline matrix.  This is now in place for the 2025-26 school year.|Met||2025-06-30|2025
20756060125021|Minarets Charter High|6|Within our student and parent local indicator the following data was collected: 2025 Annual Parent Survey Data 88.8% of guardians/Parents feel safe at school 94% of families feel that their child does well in school. 85% feel their child is motivated to learn and has resources. Data Year:  2024-25 Data Source:  Annual Survey 2025 Annual Student Survey Data (sample of MS and HS students): 68 % of students are happy in school 92% of students feel apart of their school 73% of students feel safe at school 58 % of students know who to talk to if feeling angry or depressed|Some of the key learnings Chawanakee Unified identified as strengths include feeling part of the school from both parents and students, 94% of families feel that their child does well in school. Areas of need is that 27% of students do not feel safe and 42% are unsure who to speak with when feeling angry or depressed.|The LEA is providing professional development for all certificated and classified employees to build student belonging and connections.  District leadership attended the CA MTSS conference to identify needs based on data. Curriculum has been adopted and in initial stages of implementation across all sites. The increase of student and family awareness on campus and regional resources for critical behaviors when a student is at Tier 2 or Tier 3. In addition, the Differentiated Assistance based on being in the ‘red’ on the CA dashboard, indicated an increase in Suspension rates.  The committee identified the lack of a discipline matrix.  This is now in place for the 2025-26 school year.|Met||2025-06-30|2025
20756060132936|Chawanakee Academy Charter|6|Within our student and parent local indicator the following data was collected: 2025 Annual Parent Survey Data 88.8% of guardians/Parents feel safe at school 94% of families feel that their child does well in school. 85% feel their child is motivated to learn and has resources. Data Year:  2024-25 Data Source:  Annual Survey 2025 Annual Student Survey Data (sample of MS and HS students): 68 % of students are happy in school 92% of students feel apart of their school 73% of students feel safe at school 58 % of students know who to talk to if feeling angry or depressed|Some of the key learnings Chawanakee Unified identified as strengths include feeling part of the school from both parents and students, 94% of families feel that their child does well in school. Areas of need is that 27% of students do not feel safe and 42% are unsure who to speak with when feeling angry or depressed.|Chawanakee Unfiied  is providing professional development for all certificated and classified employees, including CAC staff to build student belonging and connections.  CAC leaders and mental health staff attended the CA MTSS conference to identify needs based on data. Curriculum has been adopted and in initial stages of implementation across all sites. he increase of student and family awareness on campus and regional resources for critical behaviors when a student is at Tier 2 or Tier 3. In addition, the Differentiated Assistance based on being in the ‘red’ on the CA dashboard, indicated an increase in Suspension rates.  The committee identified the lack of a discipline matrix.  This is now in place for the 2025-26 school year.|Met||2025-06-30|2025
20764140000000|Yosemite Unified|6|School climate surveys assess various aspects of the learning environment and culture of a school from the perspective of key educational partners, especially students. The surveys gather feedback to evaluate factors like feelings of safety, relationships between students and teachers, disciplinary policies, bullying, emotional wellbeing, and sense of community. Surveys are conducted to understand both strengths to celebrate and areas of concern or improvement in how the school community feels and experiences day-to-day school life. The results can reveal discrepancies in how different groups perceive the climate|Strong Academic Foundation: Across all schools, students perceive that their teachers believe in their ability to learn and provide intellectually engaging work. This academic confidence is a significant district-wide strength. Social Connections: Students across the district report having friends at school, indicating strong social connections among peers. Positive Experiences: Many students across the district report witnessing acts of kindness from both peers and teachers and experiencing teachers are going out of their way to help them.|Expand Student Voice Opportunities: Create forums and mechanisms to dive deeper into the nuanced experiences of middle school and ninth graders. Peer Culture Interventions: Address concerns fairness and respect with targeted SEL and enhanced peer leadership programs. Strengthen Family and Community Messaging: Celebrate high-trust relationships between staff and students while addressing areas of concern transparently.|Met||2025-06-26|2025
20764142030237|Glacier High School Charter|6|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Student Survey taken in March of this 2023-24 school year. The feedback from this survey contributed to our 2024-25 LCAP goals and actions. 27 parents responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 100%% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 98% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 98% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 95% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 100%Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 94% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 1000% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 87% rated Excellent, Above Average, or Satisfactory. Did you participate in any of our teacher led class offerings? 97% YES How well did the school support your education-related technology needs? 90% rated Excellent, Above Average, or Satisfactory.Although we do have data on our student subgroups, subgroups are too small to report results. Our students feel safe and well supported.|Our students feel safe and well supported. In all areas, our students rate us high. Although we do have data on our student subgroups, subgroups are too small to report results.|Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data.|Met||2025-06-17|2025
20764146110076|Mountain Home Charter (Alternative)|6|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Student Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 57 parents responded to our local school survey on a variety of topics. The results were as follows: I recieve encouragement from teachers and other school staff. 97% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 97% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 97%Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 94% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 1000% rated Excellent, Above Average, or Satisfactory. How likeyly are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 87% rated Excellent, Above Average, or Satisfactory. Did you participate in any of our teacher led class offereings? 97% YES How well did the school support your education-related technology needs? 90% rated Excellent, Above Average, or Satisfactory.Although we do have data on our student subgroups, subgroups are too small to report results. Our students feel safe and well supported.|Our students feel safe and well supported. In all areas, our students rate us high. Although we do have data on our student subgroups, subgroups are too small to report results.|Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data.|Met||2025-06-17|2025
21102150000000|Marin County Office of Education|6|Due to the relative size of our student population, it is not possible to disaggregate by student groups without compromising student confidentiality. In 2022, we hired Learning Coaches as part of our MCOE team to work more directly on Social and Emotional well-being with our students and staff. We have also focused on increasing safety procedures through drills and training. Our teachers include a social and emotional learning goal as part of their lessons each day and provide feedback to students. As a program, we have invested a considerable amount of time and resources to cultivating a culture of trust, inclusion, and belonging with our staff so that we can work together towards our mission. According to a local survey administered in the fall of 2024, 79.4% of students reported they “have a sense of belonging and feel connected to this school.” While our results are hard to compare year to year or even quarter to quarter because we have a high student turnover rate with the students we serve throughout the year, we work towards creating an environment where all students have a sense of belonging. Staff work together to create and sustain social and emotional learning opportunities based on the CASEL Framework.|We clearly understand that our students will not be successful without social and emotional skills. Often time when there is  increased tension in the community, it results in increased tension on campus. In the 24-25 school year, we made great improvements in our ability to welcome new students throughout the year without disruption to our positive school culture and climate. Our focus continues to be emotional regulation, self-management, and conflict resolution.|For the 25-26 school year, we have hired two full-time bi-lingual, bi-cultural mental health providers who have experience and training in restorative practices and conflict mediation.|Met||2025-06-24|2025
21102150135350|Ross Valley Charter|6|2024-25 student survey results show:  90.7% of students mostly agree or agree completely that they engage in a curriculum that is meaningful to them.  89.8% of students mostly agree or agree completely that they have strong, safe, and healthy relationships with their peers.  97.4% of students mostly agree or completely agree that they have strong, safe, and healthy relationships with their teachers, and the vast majority (84.7%) completely agree with that statement.|Ross Valley Charter will continue to advance socioemotional learning in our classrooms and through regular communication with families in order to create the safe, inclusive, supportive environment our students, families, and staff enjoy. We have complemented the mindfulness and self-regulation lessons from years past with anti-bullying lessons as well as lessons focused on respecting others’ personal space and setting boundaries. We’ve improved our inquiry arcs this year and focused on developing strategies to support our EL students. All this work has helped our students express themselves clearly, and our team’s ongoing efforts to engage in productive conflict-resolution have also helped. In staff meetings, our teachers share their best practices with SEL lessons as well as EL strategies, and they support each other to plan and facilitate stronger lessons.|Families expressed interest in learning more about our school’s behavioral expectations, so we created a document that shared those expectations and asked our families to sign it. More than 90% did, and they overwhelmingly appreciated the clarity of the student- and parent-facing document. They know we prioritize SEL in our classrooms, so they’ve also expressed an interest in learning more about the SEL work we engage in. To support their understanding, we update and send home newsletters that share what we’re doing and best practices. Our Upstander program has been popular and the newsletter allows us to communicate our progress with the program as well as our shared language with regard to physical and emotional safety with our families.|Met||2025-06-12|2025
21102152130102|Phoenix Academy|6||||Not Met|||2025
21653000000000|Bolinas-Stinson Union|6|"Bolinas-Stinson USD administered the CalHope Student Survey to students in grades 4-8. The survey asks students to rate their experiences in 5 dimensions: Experiences with Culturally/Linguistically Responsive Environments, Safety and Connection, Resources for Coping, Emotional Experiences, and Opportunities for Student Voice and Leadership. In February-March 2025, 50 of 59 (85%) students completed the full survey. The overall ""favorable"" rating from the 17 Males and 33 Females who completed the survey was 71%.  Over the survey’s 5 dimensions, scores were between 70% and 93% favorable, with Experiences with Culturally/Linguistically Responsive Environments at 81%, Resources for Coping at 71%, Emotional Experiences at 68&, Safety and Connection at 67%, and Opportunities for Student Voice and Leadership at 62%.   Overall favorable scores are highest in 4th-6th grade (91%, 82%, 79%,) and lowest in 7th and 8th grade (50%, 65%). 7th graders gave the lowest favorability ratings for Opportunities for Student Voice and Leadership (37%) and Safety and Connection (44%).  Among student subgroups, highest ""favorable"" ratings were from Females, students of two or more races, American Indians, and English Learners, ranging from 76-84% ""favorable"" over the 5 survey dimensions. White and Hispanic students gave overall ""favorable"" ratings at 71% and 72%, respectively, over the 5 survey dimensions. Males gave the lowest overall ""favorable"" rating, at 51%.  The dimension with the highest ""favorable"" ratings by subgroups over the two surveys is Experiences with Culturally/Linguistic Responsive Environments, ranging from 82% (Males) -100% (American Indians, English Learners).  Lowest scores by subgroups occurred in 9 of the 48 subgroup scores across the 5 dimensions, between 43%-64% favorable.  Remaining favorable scores by subgroups over the two surveys were between 67% and 100%."|Overall, the CalHope student survey results reflect the investment school staff have made to ensure students feel safe, heard, and supported in school, including building a culturally and linguistically responsive environment. CalHope survey results over the last two school years have consistently shown that 7th and 8th grade students would like more Opportunities for Student Voice and Leadership.|The district has had CalHope data over the last two school years.  It will be studied by staff in the Fall with a mind to identifying and preserving practices that work, and identifying additional practices that will help us improve the school climate for students. Overall, the survey results are a positive reflection of staff intention for school culture. The 2024-27 LCAP (Local Control and Accountability Plan/Strategic Plan) is intended to guide district staff in their continuous improvement efforts.|Met||2025-06-10|2025
21653180000000|Miller Creek Elementary|6|The school district administered the YouthTruth climate survey to gather valuable feedback from students about their school experiences. This survey provided insights into key aspects of school climate, including relationships, safety, and student engagement. To monitor trends and inform ongoing improvement efforts, the LEA chose to focus on a targeted subset of survey questions that are particularly relevant to student well-being and sense of belonging. These questions include: When you are upset, is there an adult from school you can talk to? Do you feel like an important part of your school? Do you feel safe at school? In addition, each school site selected one site-specific question tailored to its unique needs and priorities. By tracking responses to these focused questions over time, the district aims to better understand student perceptions and guide responsive actions that foster a positive, supportive school environment.|Across the district, several school sites demonstrated notable strengths in key areas of school climate. MCMS stands out for its strong and consistent performance in fostering trusted adult relationships and maintaining a solid sense of student belonging. MES showed marked improvement in students’ perceptions of belonging and safety, particularly between 2023 and 2024, highlighting the effectiveness of targeted efforts during that period. While high perceptions of safety were a district-wide strength in 2022–2023, some sites have seen shifts since then, indicating areas for continued attention and support. The data highlight several areas of need across the district, particularly in sustaining and strengthening adult-student trust in elementary settings, with VAL and LVE showing the most significant challenges. At VAL, trust levels have remained consistently low, falling within the 15th to 27th percentiles, underscoring a continued need for targeted support in building meaningful connections between students and adults. Additionally, both LVE and MCMS experienced notable declines in students' perceptions of safety compared to previous years, indicating a need to rebuild trust and reinforce safe school environments. Efforts to foster a sense of belonging have shown progress district-wide, but maintaining that momentum is essential, especially at LVE and VAL, where recent growth has plateaued.|To address the identified areas of concern—particularly around adult-student trust, school safety perceptions, and sustaining a sense of belonging—the district will implement a multi-tiered plan focused on student voice, staff capacity-building, and site-specific support. Differentiated Wellness Campaigns: Each school site will launch a tailored wellness campaign designed to meet its specific climate needs. VAL and LVE will focus on strengthening adult-student relationships and promoting a culture of care, while MCMS will emphasize rebuilding student perceptions of safety and connectedness.  Site counselors will lead this work in partnership with the Wellness Coordinator and site teams.   Student Focus Groups: Regular student focus groups will be conducted at VAL, LVE, and MCMS to better understand students’ experiences and perceptions. These forums will help identify specific barriers to trust and safety and provide actionable feedback for staff and leadership.   Behavior Support Staffing: The district will hire a dedicated behavior support staff member to work across sites, with a focus on supporting the counseling teams at VAL and LVE. This staff member will support the implementation of positive behavior interventions and restorative practices, helping to create safer and more supportive environments.   Professional Development: All staff will participate in ongoing professional development focused on building strong student relationships and creating a “school family” culture. Trainings will include trauma-informed practices, relationship-building strategies, and inclusive classroom management approaches.   Together, these strategies aim to create a more connected, supportive, and safe school environment across all sites, with a focused investment in the campuses demonstrating the greatest need.|Met||2025-06-10|2025
21653340000000|Kentfield Elementary|6|KSD implemented the Youth Truth Survey in February 2025. Student Participation 91%   Family Participation 56%   Staff Participation 96%  BACICH Staff Results: Strength - Relationship and Diversity, Equity & Inclusion Areas of Improvement - School Safety Student Results: Strength - Belonging   Relationship Area of Improvement - Instructional Methods   Emotional - Mental Health Parent/Guardian Results: Strength - Communication & Feedback   Engagement   Relationships Area of Improvement - School Safety   Resources  KENT Staff Results: Strength - Professional Development   Engagement Area of Improvement - Culture   Diversity, Equity & Inclusion Student Results: Strength - Emotional - Mental Health   Belonging Area of Improvement - Academic Challenge|Student Results demonstrated strength in the areas of Belonging and Relationships at Bacich Elementary School and Emotional - Mental Health at Kent MS.  When looking at student groups we found that our children feel they have strong relationships with their teachers although at times our underrepresented students struggle with connecting with adults on campus. To better understand where our children are coming from we intend to do more qualitative surveying of students so we can see how we can continue to strengthen this area for our students.|As we consider our results, we are working closely with our staff to determine ways in which we can continue to improve our school climates, so our schools are places where children feel seen, cared for and where they have agency over their educational experience. By increasing visibility and connection with our students we are confident we will continue to cultivate a climate where children feel safe and where they will thrive.|Met||2025-06-10|2025
21653420000000|Laguna Joint Elementary|6|The relative size of the student body at Laguna Joint prohibits the district from providing updates about school climate data without compromise to student confidentiality.|Attendance at school each day is essential to student belonging and educational success.|No changes at this time.|Met||2025-06-03|2025
21653590000000|Lagunitas Elementary|6|Lagunitas School uses the California Healthy Kids Survey and local surveys to measure school climate, including connectedness and school safety. The majority of students felt safe and connected at school and during off-campus events including that their concerns were heard and there were adults on campus who care about them.|Counseling services and SEL classes are important to students.  They appreciate class meetings, field trips and the robust enrichment and elective offerings.  These help keep the students connected and engaged.|The school will be implementing a more coordinated and articulated intervention program to help with student achievement and social-emotional positive awareness.|Met||2025-06-18|2025
21653670000000|Larkspur-Corte Madera|6|LCMSD annually administers an LCAP Survey to staff, parents, and students in grades 3-8. The 2025 administration of that survey reveals the following data: 95% of elementary and 82% of middle school students report their teachers know them well Students report positive relationships with peers: Cove: 92%, NC: 91%, Hall: 88%  72% of elementary and 76% of middle school students report that teachers/grown-ups tell them when they do a good job 90% of elementary and 92% of middle school students report that teachers/adults at their school believe they can do a good job LCMSD also administers the California Healthy Kids Survey to 5th and 7th graders every other year. The results of this survey are shared with the Board.  2023-2024 CHKS Elementary: 88% report feeling connected to their school 83% report support for social emotional learning 96% report positive behaviors for self 92% feeling safe at school 2023-2024 Middle School: 72% report feeling connected to their school 77% feeling safe at school  0% report lifetime illicit alcohol or other drug use to get high 0% report having used vape products|District LCAP Survey data indicate that 62% of middle school parents are satisfied with their child's academic growth this year. Effectively communicating student progress in a standards-based grading system is a key focus area for Hall Middle School.|The District has engaged the support of an outside research organization to conduct focus groups and research analysis to provide the District with feedback on the middle school standards-based grading system.|Met||2025-06-11|2025
21653910000000|Mill Valley Elementary|6|The Mill Valley School District administered the YouthTruth Climate Survey in December 2024 to gather student perceptions around core elements of school climate. The survey included responses from students in grades 3–8 and assessed key areas such as engagement, academic rigor, relationships, belonging, and school culture.  Overall Scores (Grades 3–8 Combined): Engagement: 45th percentile nationally Academic Rigor: 43rd percentile Relationships: 48th percentile Belonging & Peer Collaboration: 42nd percentile Culture: 39th percentile Disaggregated Data: By School: Consistent trends showed Tam Valley and Old Mill often scoring above district averages, while Mill Valley Middle School had lower comparative ratings in Culture and Belonging. By Grade Band: Students in grades 3–5 generally reported more positively than those in grades 6–8. By Subgroup (where available): Students who identify as BIPOC, LGBTQ+, or with IEPs reported lower levels of belonging and perceived support. There were disparities in the perception of fairness and adult support, particularly among marginalized student groups. Key Data Highlights: Only 54% of students agreed with the statement, “I feel like I belong at my school.” 40% of students reported that most students are respectful to adults. Less than half (44%) of students felt that discipline at their school is fair. Only 36% of middle school students agreed that their school is a supportive place to learn.|The YouthTruth data reveals several important insights: Areas of Strength: Elementary school students (grades 3–5) consistently rated their school climate higher than middle school students, particularly in the areas of teacher relationships and classroom engagement. Some school sites, like Tam Valley and Old Mill, stood out with above-average scores in engagement and belonging. Identified Needs: A decline in positive perceptions among students in grades 6–8, especially in areas of belonging, fairness, and overall culture, indicates a critical need for targeted middle school interventions. Disaggregated data underscores an equity gap, with BIPOC, LGBTQ+, and students with disabilities reporting less connection and fewer supportive relationships at school. Students voiced concerns about peer disrespect, lack of voice in school decisions, and unfair disciplinary practices—all of which contribute to a perceived negative school culture. Student Voice Themes:  Qualitative feedback highlighted the need for: More opportunities to connect with peers and teachers. Clear, consistent behavior expectations. Mental health support and time for self-care.|In response to the YouthTruth data findings, Mill Valley School District is undertaking the following steps to improve school climate and address identified gaps: Planned or Implemented Actions: Middle School Focus: Launching a Middle School Climate Task Force to explore targeted SEL and restorative practices. Implementing student-led initiatives to increase voice and leadership opportunities. Equity and Inclusion: Developing more inclusive classroom practices and anti-bias professional development for staff. Increasing visibility and support for BIPOC and LGBTQ+ students, including affinity groups and school-wide campaigns to foster inclusivity. Behavior & Culture: Revising school discipline policies to ensure greater consistency and fairness. Introducing a positive behavior intervention system (PBIS) districtwide. Belonging and Engagement: Strengthening advisory programs and student mentorship models, especially at the middle school level. Expanding opportunities for student feedback loops via surveys, focus groups, and forums. Ongoing Monitoring and Reflection: The district will continue to administer the YouthTruth survey annually and disaggregate results by subgroup to monitor progress. Findings will be shared transparently with the community through board presentations and district newsletters.|Met||2025-06-05|2025
21654090000000|Nicasio|6|"Each spring a student survey is administered in grades 5-8 to provide a measure of perceptions of school safety and connectedness. Results from the annual school survey (February 2025) indicate that students in grades 5-8 have a positive perception of both classroom and school climate. The school climate is rated positively by students. When asked ""I feel happy to be at this school"", 64% of students responded ""most/all of the time"". The school was rated as safe by students. When asked ""I feel safe in my school"", 100% of students responded ""most/all of the time"". When asked, ""At my school, there is a teacher or some other adult who really cares about me"", 73% of students responded ""very true"". Due to our small size, local climate survey data is not able to be disaggregated by student groups."|"One identified area of strength determined through analysis of above data is an increase in positive response to school climate and safety. When asked When asked ""I feel safe in my school"", 100% of students responded ""most/all of the time"".  One key learning determined through analysis of above data is the decrease in positive response to the prompt, ""I feel happy to be at this school"". 64% of students responded ""most/all of the time”, which is a decrease from 2024 (100% responded “most/all of the time”). Also there is a decrease in positive response to the prompt, ""At my school, there is a teacher or some other adult who really cares about me. (73%)”, which is a decrease from 2024 (83%)."|Nicasio School will continue to implement specific actions in response to these results for continuous improvement purposes, including providing students with activities that encourage connectedness among each other and school staff, seek student input when designing school activities, and providing social-emotional curriculum that builds agency and resiliency among students.|Met||2025-06-18|2025
21654170000000|Novato Unified|6|The Novato Unified School District annually administers a local climate survey to students, staff, and parents/guardians, in order to help improve the climate and culture of the District and school sites.  In the 2024-2025 school year, NUSD administered its survey through the ThoughtExchange platform.  The survey is analyzed and discussed with students, staff, the Board of Trustees, and with families through school-connected organizations including the Parent Teacher Association, the District and Site English Learner Advisory Committee, Site Councils, the District Equity Imperative Committee, and the District Special Education Advisory Committee.|The District continued to focus on key areas in the survey: safety, belonging, and engagement.  The 2024-25 survey results indicated that elementary students’ perceptions increased for positive feelings of safety during the school day.  An increase in positive results may be attributed to district initiatives that included increased counseling for students, community liaisons who help communicate with newly immigrated Spanish-only speaking students, and their families, restorative practices that reduce punitive measures and builds trust among peers, and collaborations with community organizations (Marin Food Bank, 10,000 Degrees College Readiness Program and Novato Police Department School Resource Office) that improve students well-being and educational experiences.  Thought Exchange Survey Data - Student Responses  School Safety   Do you feel safe at school? Percentage of elementary students who responded - Yes  91%   I feel Safe during school.  Percentage of middle school students who Agree or Strongly Agree - 46% Percentage of high school students who Agree or Strongly Agree- 62%  Adult Support at School   Do you think your teacher cares about you?. Percentage of elementary students who responded - Yes 87%  When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. Percentage of middle school students who reported always/almost always - 37% Percentage high school students who reported always/almost always - 40%  Belonging to School Community   Do you feel like coming to your class? Percentage of elementary students who responded - Yes 48%   I really feel like a part of my school's community. Percentage of middle school students who Agree or Strongly Agree - 33% Percentage of high school students who Agree or Strongly Agree - 35%  Thought Exchange Survey Data - Family Responses  Engagement and Inclusion    I feel engaged with my school. Agree/Strongly Agree -Elementary 85% - Middle 59% - High 53%  I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school. -Elementary 78% - Middle 68% - High 55%|Novato Unified School District (NUSD) has analyzed ThoughtExchange data and educational partner feedback to identify strengths and areas for growth in school safety, student belonging, and family engagement. While strong progress is evident—particularly at the elementary level—important work remains to address disparities across student age groups and foster an inclusive, connected school culture.  1. School Safety  91% of elementary students report feeling safe at school, reflecting progress driven by expanded counseling services, stronger communication with Spanish-speaking families via Community Liaisons, and implementation of PBIS and restorative practices. However, only 46% of middle and 62% of high school students feel safe during the day.  To address this, NUSD will:  Expand restorative practices at secondary schools; Enhance campus supervision and transition protocols; Increase student voice opportunities through advisory and focus groups; Explore trauma-informed mental health supports and peer counseling models.  2. Adult Support & Connection  87% of elementary students feel cared for by their teacher, but only 37% of middle and 40% of high school students report having a trusted adult to turn to.  Next steps include:  Growing student support teams and mental health outreach; Training staff to build relational trust and identify isolated students; Implementing connection-building strategies like “Check-in Circles.”  3. Belonging & Connectedness  Student belonging remains low—only 33% of middle and 35% of high school students report feeling connected, and just 48% of elementary students enjoy attending class.  Planned improvements:  Strengthen SEL and culturally responsive instruction; Expand access to clubs, enrichment, and student leadership; Promote student-led initiatives celebrating identity and inclusion.  4. Family Engagement  Family engagement increased at elementary (85%) and middle (59%) levels but remained flat at high school (53%).  The District will:  Strengthen outreach to underrepresented families using multilingual messaging and trusted Community Liaisons; Encourage broader parent representation and inclusive leadership; Clarify how parent input shapes school decisions to build trust and involvement.  Key Actions  Expand restorative practices and SEL at secondary sites; Strengthen adult-student connections through intentional engagement; Enhance mental health supports and campus safety measures; Deepen inclusive family engagement and representation; Amplify student voice in shaping school climate efforts.  These actions reflect NUSD’s commitment to continuous improvement and will be monitored through regular data review, stakeholder feedback, and progress toward LCAP goals.|Met|The Novato Unified School District continues to proactively address chronic absenteeism as a key element of its commitment to student success. In alignment with our Multi-Tiered System of Supports (MTSS) framework, the District has established site-based|2025-06-24|2025
21654176113229|Novato Charter|6|Novato Charter School administers the California Healthy Kids Survey annually to grades 5-8. In 2024, 79% of our elementary school students (grades 5-6) responded positively to questions related to school connectedness. 92% of our elementary school students responded positively to questions related to perceived school safety. 90% of our elementary school students responded positively to questions related to academic motivation. 48% of our middle school students (grades 7-8) responded positively to questions related to school connectedness. 67% of our middle school students responded positively to questions related to perceived school safety. 69% of our middle school students responded positively to questions related to academic motivation. We cannot report on results from student groups as none of our groups are large enough to be statistically significant due to the small size of our school.|Our elementary and middle school survey results are at or above the state average in most areas.|Novato Charter School aims to continue the implementation and analysis of anti-bias education, continue to engage services of a school counselor, continue social and emotional learning (SEL) work internally as well as with community partners, and continue to implement Positive Behavior Interventions and Supports (PBIS) and social and emotional learning (SEL) supports schoolwide. We are looking at ways to improve meaningful participation and academic motivation in our middle school.|Met||2025-06-04|2025
21654250000000|Reed Union Elementary|6|Reed Union School District annually administers the Youth Truth survey to gather feedback from students, staff, and parents. The Spring 2024 Youth Truth percentile ranking data indicates the following for elementary students: Engagement (49th percentile), Academic Challenge (36th percentile), Culture (83rd percentile), Belonging (93rd percentile), and Relationships (84th percentile). For middle school students, the data shows: Engagement (65th percentile), Academic Challenge (73rd percentile), Culture (77th percentile), Belonging (93rd percentile), and Relationships (66th percentile). The November 2024 Youth Truth ranking data indicates the following for elementary students: Engagement (69th percentile), Academic Challenge (18th percentile), Culture (92nd percentile), Belonging (81st percentile), and Relationships (75th percentile). For middle school students, the November 2024 data shows: Engagement (67th percentile), Academic Challenge (77th percentile), Culture (87th percentile), Belonging (96th percentile), and Relationships (69th percentile). The November 2023 family participation rates were 30% for Reed, 43% for Bel Aire, and 47% for Del Mar, with targets of a 10% increase each school year and an excellent response rate of 50% or higher.|Reed Union School District maintains positive relationships among students, between students and staff, and between families and staff. The Youth Truth survey data indicates high levels of belonging and strong relationships among students and between families and staff. The district has focused on engagement in relationships and establishing a positive school culture and climate for students, staff, and families. A key strength is the district's evolving approach to professional learning, moving towards more impactful and differentiated experiences, as exemplified by the embedded professional development day focused on Tier 1 strategies and site-specific planning. The district successfully removed barriers to student participation in Before or After School Academic Support, leading to increased attendance. In 2023-24, RUSD hired an inclusion specialist and partnered with Changing Perspectives to improve support for students with disabilities within general education classrooms, aiming for more inclusive environments. A new school counselor position was created in 2023-24, primarily responsible for case managing socio-economically disadvantaged students and their families. This role strengthens relationships and connects students and families to resources.  Identified needs and areas for improvement include addressing the decrease in Academic Challenge as reported by elementary students (from 36th percentile in Spring 2024 to 18th percentile in November 2024). While overall attendance has improved, continued attention will be given to socio-economically disadvantaged English learner students and students with disabilities in efforts to reduce chronic absenteeism. The broad scope of LCAP activities has made it challenging to clearly highlight the most impactful work and identify specific drivers of progress for targeted student groups. Staff and family surveys consistently emphasized the critical role of interventions, targeted student support, and after-school tutoring in driving academic achievement.|"Reed Union School District is implementing several changes to address identified areas of need and for continuous improvement. The district plans to narrow the scope of the LCAP in the coming year to focus on actions with the most potential to impact targeted student groups and ensure better alignment with contributing funds. All remaining and new metrics will be clearly defined and measurable for accurate progress monitoring. The district will update actions to better align with its focused approach and funding. Specifically, the ""Research & Development,"" ""Broad Course of Study,"" and ""Highly Qualified Teachers"" actions will be removed as standalone items, with relevant research embedded within focused actions, and the latter two already being monitored metrics. The ""Inclusion Specialist"" action will be removed as a standalone item, with the work continuing under the revised ""Targeted Support for Students with Disabilities"" action. A new action, ""Instructional TOSA,"" will be added to broaden Tier 1 support and strengthen intervention and acceleration programming within the MTSS framework. The district's approach to professional development will continue to evolve based on staff feedback, focusing on differentiated and site-specific needs.  The district is focused on strengthening communication avenues with families to provide regular feedback on student progress towards standards and outcomes. This includes consistent sharing of Youth Truth and achievement data with community partners. Each school site has a designated staff member to be an assigned mentor to priority students and their families to support access to and engagement with the school community. The district will expand its inclusion work, building on the partnership with Changing Perspectives, to all three school sites in the 2024-2025 school year. Ongoing and embedded professional development for staff will focus on accessibility and belonging within the classroom and curriculum."|Met||2025-06-10|2025
21654330000000|Ross Elementary|6|"Ross School uses the Youth Truth Survey each October (moving to November next school year) to gather student feedback. Last year’s results revealed that students did not always find their learning relevant to their everyday lives. They also reported feeling cared for by their teachers but disconnected from their peers. Two key areas for growth emerged: engagement and discipline. Upper-grade students expressed a preference for problem- and project-based learning methods.  In response, Ross School partnered with Critical Friends to deliver monthly lessons in grades K–8. These lessons are aligned with the California Social Justice Framework and aim to address issues of racial equity and bullying. Additionally, to reduce distractions, the school implemented a no-cell-phone policy for students during school hours.  Ross School is also examining its policies, systems, and structures under the theme ""Better, Together""—an initiative that challenges all stakeholders to collaborate and make intentional improvements that lead to better outcomes for students."|Despite some concerns, Youth Truth data also showed that belonging and school culture were among the highest-rated areas by students. This was reinforced by academic performance data: CAASPP results show that Ross School is among the top-performing schools in the state, with 84% of students meeting or exceeding standards in Math and 85% in English Language Arts.  Moving forward, the school is continuing efforts to strengthen relationships, eliminate distractions (such as personal technology use), and foster a culture of shared responsibility. This includes reviewing how faculty and staff use personal devices during work hours, as adult modeling of appropriate technology use is part of building a focused learning environment.|"The theme for the upcoming school year is ""Better, Together"", which will guide professional development, school improvement strategies, and community partnerships. Priorities include:  Implementing guidelines for adult phone use during the school day  Offering extension options for students ready for increased academic challenge  Providing AI training for faculty and staff to enhance instruction and innovation in the classroom"|Met|Starting this school year the superintendent visited classrooms to review the data that the students provided. This was done to so that students could see their responses and also so that the superintendent could better understand the responses and how to|2025-06-11|2025
21654580000000|San Rafael City Elementary|6|The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students at grades five, seven, nine, and eleven. The California Healthy Kids Survey was administered December 2024. Students in grades 5 and 7 were administered the Core Survey Module.  District Level Reports were provided in April 2025 in the form of District School Climate Report Card, District Mental Health Report, and a Main Report for grades 5 and 7. The Main Report is represented below:  Grade 5 (67% participation rate)                                                                                                                           School connectedness: 72%                                                                                                                                  Caring adults in school: 72% Grade 7 (81% participation rate)                                                                                                                         School connectedness: 48%                                                                                                                                 Caring adult relationships: 52%  Our focal student groups, which we have determined through a demographic and needs analysis at the district level (Hispanic/Latino, English Learners, and students with disabilities) are self-reported by students as they complete the survey. Elementary students are only asked to self-report ethnicity. Hispanic/Latino is the only student group reported here. Hispanic/Latino students: School connectedness: 70% and Caring adults in school 70% (5th grade); School connectedness: 46% and Caring adult relationships 50% (7th grade).|When identifying areas of strength, it is important to compare the Healthy Kids Survey results to state averages, as presented in the District School Climate Report Card.  5th grade students reported a school connectedness rate that is 1% below the state average of 73%, and a caring relationships rate that is 2% above the state average of 70%. 7th grade students reported a school connectedness rate that is 7% below the state average of 55%, and a caring adult relationships rate that is 4% below the state average of 56%.|San Rafael City Elementary is enhancing student engagement and connectedness through a strong commitment to academic, behavioral, social-emotional, and restorative practices. MTSS Instructional Coaches help teachers implement effective Tier I and Tier II strategies, while increased PLC time allows educators to focus on students needing additional help. The district is refining SEAL curriculum units to be more culturally relevant and responsive. Wellness Coordinators and consultants are establishing systems for Tier I academic and behavioral supports, and site-based Coordination of Services Teams use the ION system to streamline delivery of student services,  including social-emotional and academic supports. Mental health support is expanding through dedicated staff, including school counselors, a wellness coordinator, and a mental health clinician, with a shift in counseling focus from intensive interventions to preventative, universal support using the Second Step SEL curriculum and CASEL framework. Wellness Coordinator at Bahia Vista and the Mental Health Clinician at Davidson Middle School will support coordinating services. Teams will consist of site administrators, school counselors, wellness staff, community liaisons, and other support staff. A trauma consultant and Board Certified Behavior Analyst provide additional guidance and training for staff, and CareSolace remains available as a resource for accessing mental health care. We continue to partner with Changing Perspectives to support the development of inclusive environments in our schools as well as promote more meaningful inclusive opportunities for students with disabilities. Multidisciplinary teams will participate and engage in inclusive practices work in collaboration with the Marin County Office of Education and SELPA.   San Rafael City Elementary will continue to partner with Youth Transforming Justice to expand the use of restorative practices, including support for Peer Court in middle school and support suspension diversion efforts. Students will continue to have ample opportunities for student leadership through student council and student groups. SRCS will initiate a Digital Literacy Working Committee to collaborate on vision and goals related to digital literacy education and needs. This includes ways to empower students with key skills to help their educational growth, digital wellness education for students and parents and education on best practices when engaging with technology in the classroom for TK-12 teachers. In addition, SRCS has established the SRCS Committee for School Culture, Equity, and Belonging. A district-wide group dedicated to fostering an inclusive, safe, and welcoming environment for all San Rafael City Schools students. The committee brings together SRCS staff, students, parents, guardians, caregivers, and community members to engage in meaningful discussions and collaborative efforts focused on school climate, culture, equity, and belonging.|Met||2025-06-16|2025
21654660000000|San Rafael City High|6|The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students at grades five, seven, nine, and eleven. The California Healthy Kids Survey was administered December 2024. Students in grades 9 and 11 were administered the Core Survey Module.  District Level Reports were provided in April 2025 in the form of District School Climate Report Card, District Mental Health Report, and a Main Report for high school. The Main Report is represented below:  Grade 9 (83% participation rate) School connectedness: 59% Caring adult relationship: 54% Grade 11 (77% participation rate) School connectedness: 60% Caring adult relationships: 62%  Our focal student groups, which we have determined through a demographic and needs analysis at the district level (Hispanic/Latino, English Learners, and students with disabilities) are self-reported by students as they complete the survey. High school students are only asked to self-report ethnicity. Hispanic/Latino is the only student group reported here. Hispanic/Latino students: School connectedness: 55% and Caring adult relationships: 48% (9th grade); School connectedness: 55% and Caring adult relationships: 56% (11th grade).|The desired outcome is that high school students will have a venue to impact systemic change at their schools and throughout the district by engaging in site- based and/or district-wide empowerment groups.  When identifying areas of strength, it is important to compare the Healthy Kids Survey results to state averages, as presented in the District School Climate Report Card for high school. high school students reported a school connectedness rate that is significantly higher at 9% above the state average of 51%, and a caring relationships rate that is 4% above the state average of 54%. When identifying areas of strength, it is important to compare Healthy Kids Survey results to state averages, as presented in the District School Climate Report Card for high school. High school students reported a school connectedness rate that is 9% above the state average of 51%, indicating that students feel meaningfully engaged and supported within their school community. Additionally, the caring relationships rate is 4% above the state average of 54%, suggesting that students perceive strong, positive relationships with adults on campus. These results reflect a positive school climate at the high school level, where efforts to foster belonging and supportive relationships appear to be making a measurable impact.|San Rafael City High will continue to develop and empower high school students to learn effective skills and strategies to effectively advocate on their behalf through retreats, workshops and training, promoting student voice groups and partners such as, Youth Leadership Institute and other community based organizations. Coordination of Services Teams at all school sites track student referrals in the data management system ION to create a more aligned delivery of student services, including social-emotional and academic supports. Teams will consist of site administrators, school counselors, wellness staff, community liaisons, and other support staff. In addition, SRCS will maintain CareSolace as an online care navigation system to provide mental health care access. SRCS has fully staffed Wellness Centers at both Terra Linda and San Rafael High Schools. San Rafael City High has Restorative Practices aimed at enhancing school climate, suspension reduction/aversion, disproportionately in suspensions,  community building, and trauma informed practices with the support of High School Deans. We are engaging students in this work through student wellness and peer mentor student groups. SRCS will continue to provide Deans Crisis Prevention Institute Training to prepare site staff to prevent and de-escalate high-risk student behavior, and  SRCS has a trauma consultant working with the counseling team to provide guidance on supporting schools through a trauma informed and restorative lens. High school counselors will use data to inform tiered interventions for students.  SRCS will continue a Digital Literacy Working Committee to collaborate on vision and goals related to digital literacy education and needs. This includes ways to empower students with key skills to help their educational growth, digital wellness education for students and parents and education on best practices when engaging with technology in the classroom for TK-12 teachers. In addition, SRCS has established the SRCS Committee for School Culture, Equity, and Belonging. A district-wide group dedicated to fostering an inclusive, safe, and welcoming environment for all San Rafael City Schools students. The committee brings together SRCS staff, students, parents, guardians, caregivers, and community members to engage in meaningful discussions and collaborative efforts focused on school climate, culture, equity, and belonging.|Met||2025-06-16|2025
21654740000000|Sausalito Marin City|6|56% of students in grades 5-8 reported feeling a strong sense of connectedness. This is a combination of 67% percent of Elementary students and 45% of middle school students.|The higher percentage of student responses in elementary were amplified by students reporting high levels of expectation from teachers and identifying caring adults who they connect with. In middle school, while gains were made from the previous year, students still lacked a strong sense of belonging and ability to identify adults who they connected with.|Imminent changes taking place in the district to improve the overall scoring of this area include but are not limited to: Staff professional development and anti bias training  to improve students to staff interactions. We will also foster and support more programmatic opportunities for middle school students to exercise leadership, autonomy, and development of skill building portfolios.|Met||2025-06-12|2025
21654820000000|Tamalpais Union High|6|2024 Percent of students who report feeling safe at school. Asian-73% Black/African American-55% Latino/a-62% White-77% Multiracial-73% ELL Students Socioeconomically disadvantaged-79%  2024 Student Suspension Rate: Asian-1.5% Black/African American-19% Latino/a-3.9% White-1.8% Multiracial-1.2% ELL students 5.3% Socioeconomically disadvantaged-6.2% Students with disabilities-6.3%  2024 Percent who report knowing at least one caring adult on campus Asian-43% Black/African American-46% Latino/a-53% White-52% Multiracial-47% ELL: 48% Socioeconomically disadvantaged: 51%|Our key learnings in this LCAP cycle is that while students report feeling somewhat more safe on campus, there remains gaps based on race and  socioeconomic status. The ongoing focal student work of the district is targeted to these specific students to improve their sense of belonging and saftey.|We have not made any changes to the plan.|Met||2025-06-24|2025
21733610000000|Shoreline Unified|6|SUSD administers the California Health Kids Survey each spring to students in grades 5, 7, 9, and 11. Additionally the district has identified the School Climate Report Card and the Mental Health Report Card, as well as the disaggregated data within those reports, as key data points to evaluate longitudinally to better understand and track the social emotional health and well being of our students. While our results are generally higher than the state average, there are clear areas of strength or growth between 2024-2025, as well as areas that will require further evaluation and attention during the 2025-26 school year. The data shows that students reported an increase in optimism and life satisfaction, as well as a feeling that there are caring adults at school to support them. Chronic absenteeism remains an issue, however, and students also reported a decline in school connectedness. These will be areas of focus for the district as we continue to develop our social emotional curriculum, as well as our Student Wellness Ambassador Program, designed to train students to offer peer to peer support. In addition, Goal 2 Actions 3 & 4 in our LCAP are designed to give students more agency and voice in school decision-making, as well.  In addition, we have developed a local survey for Students, Staff, and Families that focuses specifically on their “connectedness” to the district.  These surveys were administered and late May of 2025, and the results will be evaluated to support staff in the continuous improvement of school and district climate.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.  In particular, we are seeing improvement in key areas for our middle schoolers related to Social Emotional Distress, Life Satisfaction, Optimism, positive social interactions at school. For high schoolers, however, the data is more inconsistent, though we have seen some positive changes between in the 2024-2025 date from the previous year. Specifically a decrease  in Mental Health needs, based on the indicators, and an increase in School Connectedness.|As mentioned above, in addition to the Goals and Actions adopted in our 2024-2025 LCAP that more generally support student Academic and Social Emotional success, we have identified two actions in Goal 2 that are specifically designed to gather more student input into their school experience, and offer them more opportunity to share in the decisions that govern their daily lives at school.  In addition, we have developed additional measures to support our efforts to better understand our needs.|Met||2025-06-17|2025
21750020000000|Ross Valley Elementary|6|The Ross Valley School District, in addition to administering the Healthy Kids Survey on a bi-yearly basis, administers a yearly student survey through Panorama Education.   The below percentages represent favorable responses.  2024-25 All Students School Climate (79%) School Safety (71%) Sense of Belonging (72%) Teacher-Student Relationships  (77%) Valuing of School (55%)  Hispanic Students School Climate (84%) School Safety (61%) Sense of Belonging (65%) Teacher-Student Relationships  (78%) Valuing of School (71%)  Two or More Races School Climate (82%) School Safety (74%) Sense of Belonging (73%) Teacher-Student Relationships  (76%) Valuing of School (58%)  SWD School Climate (75%) School Safety (61%) Sense of Belonging (64%) Teacher-Student Relationships  (72%) Valuing of School (54%)  2025 HEALTHY KIDS SURVEY 5th Grade School Connectedness 87% Caring Relationships 84% Anti-bullying Climate 80%  7th Grade School Connectedness 69% Caring Adult Relationships 69% School perceived as very safe or safe 78%|Analysis of student perception data from the Panorama Education Survey and the California Healthy Kids Survey reveals several key strengths and areas for growth. Across the district, students reported strong relationships with teachers (77%) and a generally positive perception of school climate (79%). Notably, Hispanic students reported the highest sense of school climate (84%) and valuing of school (71%), indicating strengths in outreach and connection within this group.  However, the data also point to areas for improvement. Sense of belonging (72%) and valuing of school (55%) are lower across all student groups, with students with disabilities (SWD) reporting particularly low scores in belonging (64%) and safety (61%). Seventh-grade students also reported lower levels of school connectedness (69%) and caring adult relationships (69%) compared to 5th graders.  These findings highlight the need to strengthen middle school relationships and engagement, particularly for students with disabilities and multilingual learners, and to focus more intentionally on strategies that build student belonging and relevance in learning experiences.|Based on the analysis of local data and identified areas of need, the district will continue to refine and strengthen our Multi-Tiered System of Support (MTSS) to ensure all students receive timely and effective academic, behavioral, and social-emotional support. At the elementary level, we will build on our strong ELA intervention systems and implement our newly adopted ELA instructional program, which is aligned with the Science of Reading. At the middle school level, we have adopted a new mathematics program and are supporting teachers in the effective use of learning targets to guide instruction.  To address social-emotional needs, we are working to align SEL supports across all sites to ensure consistent implementation and access for all students. Our CARE teams will continue to meet weekly to review data, discuss student needs, and coordinate interventions. These actions reflect our ongoing commitment to continuous improvement and equitable student outcomes.|Met||2025-06-25|2025
22102230000000|Mariposa County Office of Education|6|The California Healthy Kids Survey (CHKS) was administered in the Spring of the  2024-25 school year. Results measure the district’s progress towards an overall positive  school climate and culture keeping the needs of individual children in mind. Two overall  areas are key metrics in monitoring student engagement in alignment with our LCAP  Goal 2: School Connectedness and School Safety. Below are results from each of these  key areas.   Percentage of students reporting school connectedness   *  Data Year: 2024-25  Grade 5: 67% 		     Decreased from 23-24 by 2% Participation Rate 76%    Decreased from 23-24 by 10%  Grade 7: 68%		      Increased from 23-24 by 10%	 Participation Rate: 96%    Decrease from 23-24 by 1%  Grade 9: 59%		     Increased from 23-24 by 1% Participation Rate: 95%   Increased from 23-24 by 11%  Grade 11: 61%	    Increased from 23-24 by 6% Participation Rate: 72%  Decreased from 23-24 by 1%  Percentage of students reporting perceived school safety *Data Year: 2024-25  Grade 5: 68%		     Increased from 23-24 by 11% Participation Rate: 76%   Decreased from 23-24 by 10%  Grade 7: 73%		      Increased from 23-24 by 4% Participation Rate: 96%    Decrease from 23-24 by 1% Grade 9: 60%                  Increased from 23-24 by 2% Participation Rate: 95%   Increased from 23-24 by 11%  Grade 11: 76%	     Increased from 23-24 by 4% Participation Rate: 72%   Decreased from 23-24 by 1%|Strengths: Increased school connectedness from baseline data for students in Grades 7, 9, and 11. Notably, a 10% increase in grade 7. Additionally all grades reported an increase in school safety, averaging a 5% increase across grades 5, 7, 9, and 11.   Challenges: Declined in school connectedness from baseline data for students in Grade 5 (from 69% to 67%).  Barriers: It is difficult to compare grade 5 baseline data with confidence because the baseline data has 10% greater participation rate.|We prioritize ensuring that students feel connected to their school community and safe on campus. We will continue to provide meaningful opportunities for students and their families to participate in shaping the academic and social-emotional environment we envision for our schools. Collaboration with local law enforcement and community agencies will remain a key part of our efforts to strengthen campus safety. School safety will continue to be addressed as a separate LCAP action under Goal 3. During the 2024–25 school year, the district completed revisions of Comprehensive School Safety Plans at all sites, maintained regular meetings of the District Safety Committee, and began facility upgrades to enhance campus security, including improvements to alarms, intercom systems, and the implementation of keyless entry systems. Survey data indicates positive growth across nearly all areas. With an increased focus through our Safety Committee meetings, we are committed to building on this progress and ensuring that all students feel both connected to and safe at school.|Met||2025-06-26|2025
22655320000000|Mariposa County Unified|6|MCUSD administered the California Healthy Kids Survey (CHKS) in the Spring of the 2024-25 school year. Results measure the district’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Two overall areas are key metrics in monitoring student engagement in alignment with our LCAP Goal 2: School Connectedness and School Safety. Below are results from each of these key areas. Percentage of students reporting school connectedness *Data Year: 2024-25  MCUSD Grade 5: 67% 		     Decreased from 23-24 by 2% Participation Rate 76%    Decreased from 23-24 by 10%  Grade 7: 68%		      Increased from 23-24 by 10%	 Participation Rate: 96%    Decrease from 23-24 by 1%  Grade 9: 59%		     Increased from 23-24 by 1% Participation Rate: 95%   Increased from 23-24 by 11%  Grade 11: 61%	    Increased from 23-24 by 6% Participation Rate: 72%  Decreased from 23-24 by 1%  Percentage of students reporting perceived school safety *Data Year: 2024-25  MCUSD Grade 5: 68%		     Increased from 23-24 by 11% Participation Rate: 76%   Decreased from 23-24 by 10%  Grade 7: 73%		      Increased from 23-24 by 4% Participation Rate: 96%    Decrease from 23-24 by 1%   Grade 9: 60%                  Increased from 23-24 by 2% Participation Rate: 95%   Increased from 23-24 by 11%  Grade 11: 76%	     Increased from 23-24 by 4% Participation Rate: 72%   Decreased from 23-24 by 1%|Strengths: Increased school connectedness from baseline data for students in Grades 7, 9, and 11. Notably, a 10% increase in grade 7. Additionally all grades reported an increase in school safety, averaging a 5% increase across grades 5, 7, 9, and 11.   Challenges: Declined in school connectedness from baseline data for students in Grade 5 (from 69% to 67%).  Barriers: It is difficult to compare grade 5 baseline data with confidence because the baseline data has 10% greater participation rate.|We prioritize ensuring that students feel connected to their school community and safe on campus. We will continue to provide meaningful opportunities for students and their families to participate in shaping the academic and social-emotional environment we envision for our schools. Collaboration with local law enforcement and community agencies will remain a key part of our efforts to strengthen campus safety. School safety will continue to be addressed as a separate LCAP action under Goal 3. During the 2024–25 school year, the district completed revisions of Comprehensive School Safety Plans at all sites, maintained regular meetings of the District Safety Committee, and began facility upgrades to enhance campus security, including improvements to alarms, intercom systems, and the implementation of keyless entry systems. Survey data indicates positive growth across nearly all areas. With an increased focus through our Safety Committee meetings, we are committed to building on this progress and ensuring that all students feel both connected to and safe at school.|Met||2025-06-26|2025
22655320125823|Sierra Foothill Charter|6|A student survey in conducted annually of all grade 3-8 students. The following represent key responses on spring  2025 survey.  I enjoy learning at school - 50 %  I feel safe when I am at school - 75%  I have friends at school - 92%  The majority of students at our school are friendly and respectful - 45%  The principal, teachers and staff members treat students fairly and with respect - 76%  Students treat adults with respect at SFCS - 89%  I feel I am making good progress in learning at my school - 81%  My teacher helps me when I struggle with learning - 86%  The assignments and projects I do at school stretch my brain - 72%  I know what I'm supposed to be learning in my class - 85%  I feel my Principal wants to help me be my best - 96%  School rules are clear and I understand them - 66%  I behave and try my best at school - 89%  If I have a problem, there is one or more caring adults I can go to for help at school - 92%  In the 2024-2025 school year, there were 0 suspensions and no expulsions. One day per week, a counselor served  students at school based on staff and/or parent/guardian recommendation. Chronic absenteeism rates decreased  from 40% in 2022-2023 to 32.1% in 2024-2025.|Rates of student connectedness, success, and enjoyment of learning remain stable. In addition, rates of  absenteeism and disciplinary incidents decreased.|Updated social-emotional learning curriculum was recently purchased, and support with regular use of the curriculum  in all classrooms is planned. In addition, all staff will be provided with greater understanding and use of positive  behavior support and intervention strategies through development of a structured plan and professional  development. Use of counseling services for students on campus will continue to support social-emotional  development and behavior modification. Vigilant supervision of attendance to maintain decreased rates and to  continue to reduce truancy and chronic absenteeism is planned. Families in need will be provided with support  services and strategies to address attendance concerns to ensure regular school participation|Met||2025-06-23|2025
23102310000000|Mendocino County Office of Education|6|Information is shared with our families, as well as feedback/input from them, as requested through their communication mode of choice (text, meeting, telephone call, email) which is shared during the orientation meeting. We are researching different survey options to determine what survey would provide us with relevant feedback from students, families, and staff.|Continue to implement outreach to families offering academic and mental health support Provide opportunities to encourage parental involvement in academic success|Utilize digital platform Parent Square to communicate with families Utilize surveys once we determine which one would be best for our programs; we are considering using the Youth Truth survey.|Met||2025-06-23|2025
23655400000000|Anderson Valley Unified|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  As a note, with a small sample size there can be large swings in our data.  For the 2024-2025 school year the local climate survey was administered to grades 3-12. **Please note there was an incident that happened just days prior to the survey being sent out**  100 students responded  School Connectedness - Survey Question ""I am happy with this school.""  47% Agree or Strongly Agree with this statement - Survey Question ""I enjoy school""  45% Agree or Strongly Agree with this statement  School Safety - Survey Question ""I feel safe in my school.""  51% Agree or Strongly Agree with this statement"|Identified Needs -School Connectedness  -School Safety   Areas of Strength -Small School   We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.|This area is addressed under LCAP Goal 1: School Culture, and within Goal 3: System of Support.   Goal 1: School Culture Supportive environmental conditions that foster strong relationships and community 1.1 Community School 1.2 Family Engagement 1.3 Student Safety 1.4 Physical Environment 1.5 Student Engagement  Goal 3: System of Support System of supports that enable healthy development, respond to student needs, and address learning barrier 3.1 Multi-Tier Systems of Support (MTSS) 3.2 Academic Support 3.3 Social/Emotional and Mental Health 3.4 Student Health 3.5 English Learner Support 3.6 Students with Disabilities 3.7 Attendance / Chronic Absenteeism 3.8 Technology 3.9 Expanded Learning Time and Opportunities 3.10 Universal Transitional Kindergarten/ Preschool|Met||2025-06-26|2025
23655570000000|Arena Union Elementary|6|Student responses to the CHKS indicated that they feel safe at school and feel a positive school climate.  Arena will continue to focus on emotional regulation and engagement.  California Kids Healthy Survey Results: School Engagement                                     5              6                         7                         8 Connectedness                                            70%         62%                    54%                     47% Academic Motivation                                   66           72                       60                       69 School is boring                                                          32                       44                       27 Trouble focusing on school                                         63                       42                      55 Caring adult relationships                            57           71                       41                      45 High expectations                                        91           79                       63                      67 Parental involvement                                   77           67                       50                      45 School Safety: School perceived as very safe or safe        61             62                     61                      64 Experienced any harassment or bullying   22             30                      38                      36 Been afraid of being beaten up                  N/A           14                      22                      5 Been in a physical fight                               N/A           20                      22                     18 Ween a weapon on campus                                        14                        4                        5 Social emotional supports                          71 Rule clarity                                                 74 Positive behavior                                       83|The 5-8th grades improved in the following areas between the 2024 and 2025 on the California Healthy Kids Survey: 5th grade                                                          2024                                         2025 Fairness                                                               24%                                         57%  Social Emotional Supports                                  58%                                          71% Positive Behavior                                                 69%                                         83% Parent Involvement                                             61%                                          77% School Connectedness                                        39%                                         70% Caring Relationships                                           30%                                          71% Meaningful Participation                                      6%                                           57% Perceived School Safety                                      45%                                         61%  For Middle School, Arena fell short of the state's average school climate indicators in school connectedness at 50%, motivation at 60%, fewer than 2 absences at 68%, caring adult relationships at 41%, high expectations at 63% and meaningful participation at 14%.  In the low violence at school category, Arena scored above all state indicators with the exception of parent involvement at 50%.|Arena will expand on elevating students' voice in the learning process to improve and foster mor motivation, high expectations and meaningful participation.  Likewise, chronic Absenteeism programs will be implemented and partnerships with community agencies for mental health counselors will continue.|Met||2025-06-25|2025
23655576116669|Pacific Community Charter|6|"School climate surveys were conducted with staff, families, and students. The staff surveys were meant as school climate ""pulse"" and focused on Engagement, Safety, and Environment. Responses were primarily positive with the following areas identified as needing work: • Respect for Diversity: 12.5% (1 person) • Emergency Readiness & Management: 62.5% • Clear, Consistent & Fair Disciplinary Policies: 50% (this overlaps with results from the student surveys as an area for improvement) • School-Based Supports to Promote Academic Success and Physical & Mental Health: 12.5% (1 person) A small number of families completed the family survey, which was presented at a community forum, schoolwide e-newsletters, and via text, and also focused on Engagement, Safety, and Environment. The response rate was too low to report significant data. The following is from student surveys: • Respect for Diversity: 68% Always, 29% Sometimes, 3% Rarely • Emotional and Physical Safety: 57% Always, 32% Sometimes, 11% Rarely/Never • Caring Relationships: 50% Always, 39% Sometimes, 11% Rarely • Clear, Consistent & Fair Rules for Everyone: 21% Always, 64% Sometimes, 11% Rarely, 4% Never"|Surveys demonstrated that the majority of students and staff feel safe and supported at school. There is a need for providing students with tools to self-regulate and cultivate personal responsibility as well as creating clear and consistent rules/discipline policies.|Review of current discipline policies and staff education/adoption of policies. Improve dissemination of emergency preparedness plans; conduct more drills during the school year (building into the master calendar at the start of the year).|Met||2025-06-25|2025
23655650000000|Fort Bragg Unified|6|Our Surveys had 73 Parent responses, 54 Staff responses, and 693 Student responses. Parents generally agree that their students are Cared for by staff (82% (+3%)), and Safe at school (71% (+8%)). Parents also report that they feel like a partner in their child's education (77% (+6%)), Have their concerns addressed by staff (83% (+4%)), Feel welcome at school (74% (+5%)), and School rules are clearly communicated (68%(-4%)). Parents feel that our schools provide materials that reflect students' cultural backgrounds (86%), Communicates the importance of respecting all cultural practices (80%), Have high expectations for our students (71%), and Have adequate resources to support students with disabilities (69%). Students generally agree that they: Like school (58%(-6%)), Feel safe at school (71% (-8%)), Feel encouraged by the adults (89% (-3%)), Understand school rules (74%(-6%)), Can get help at school (88%(-4%)), Are engaged at school (61%(-6%)), Can access counseling (81%(+1%)), and Have access to needed materials (78%%(-8%)). The area of greatest concern on the student survey is only 35% of students feel that students treat each other well. Staff generally agree that: Schools emphasize showing respect for all students' cultural beliefs (80%), Students look forward to attending school (64.4%), Students benefit from the counseling program (83%(No Change)), Staff can engage in professional development (75%(+3%)), Staff are part of decision making (72% (+6%)), Staff look forward to coming to work (90%(+2%)), School is safe for students and staff (87%(+3%)), and District administration fosters open communication (77%(+2%)).|Overall, these results indicate that our school climate is healthy in the district. We also have some opportunities for growth, particularly among students and how they treat each other.|FBUSD will continue to provide expansive social and emotional instruction for students. We will also work to engage families through our initiatives. All of this work is in support of our staff providing amazing support and instruction for our students.|Met||2025-06-17|2025
23655650123737|Three Rivers Charter|6||||Not Met|||2025
23655730000000|Manchester Union Elementary|6|"Culture Summary Measure This summary measure describes the degree to which students believe that their school fosters a culture of respect and fairness: 93rd percentile The following specific questions: ""I feel safe during school"" 85th percentile. English Learners scored slightly lower in this construct at 3.4 our of 5 when compared to their non-English Learner peers who had an overall score of 4.07. According to the Youth Truth survey, the Belonging & Peer Collaboration Summary Measure: This summary measure described the degree to which students feel welcome at their school and have collaborative relationships with their classmates: the district ranked in the 85th percentile on this measure."|The meaning of the data strongly suggests that the culture, climate, safety, and belongingness are strengths of the LEA. With that said, there are slight discrepancies in very few questions based on race and English Learner status. An area of improvement is some of the LEA's lower scores in teacher fairness, personalized attention, and having an adult to speak with on campus.|For continuous improvement purposes, the LEA plans to have more one-on-one student-teacher conferences which includes goal-setting, and opportunities for connection. Further, the LEA is planning to provide students with access to a mental health clinician on site monthly to help provide additional support based on the needs expressed through the student surveys.|Met||2025-06-24|2025
23655810000000|Mendocino Unified|6|2024-25 California Healthy Kids Survey Results:  1. Do you feel safe at school?  5th grade No, never - 5% Yes, some of the time - 5% Yes, most of the time - 74% Yes, all of the time - 16%  7th grade Strongly disagree - 0% Disagree - 6% Neither agree or disagree - 15% Agree - 61% Strongly agree - 18%  9th grade Strongly disagree - 0% Disagree - 0% Neither agree or disagree - 9% Agree - 73% Strongly agree - 18%  11th grade Strongly disagree - 0% Disagree - 0% Neither agree or disagree - 19% Agree - 46% Strongly agree - 35%  2. Do you feel like you are a part of the school?  5th grade No, never - 5% Yes, some of the time - 32% Yes, most of the time - 26% Yes, all of the time - 37%  7th grade Strongly disagree - 0% Disagree - 0% Neither agree or disagree - 36% Agree - 55% Strongly agree - 9%  9th grade Strongly disagree - 0% Disagree - 6% Neither agree or disagree - 21% Agree - 64% Strongly agree - 9%  11th grade Strongly disagree - 0% Disagree - 11% Neither agree or disagree - 19% Agree - 48% Strongly agree - 22%|According to the California Healthy Kids Survey, at the various grade levels surveyed, 80%-90% of the students feel safe at school and 60%-75% of the students feel connected to the school.  Although these numbers are high, we must continue to strive for 100% of our students feeling safe and connected at school.|We will use these results to determine changes at our school sites for implementation in 25-26.   Through an external grant, we are adding a part-time substance abuse counselor at the high school.|Met||2025-06-10|2025
23655990000000|Point Arena Joint Union High|6|"In order to eliminate educational barriers and expand access to educational programs focused on engagement and rigor for every student, e.g., the Makerspace Model, the New Tech Network (NTN) project-based learning management system, flexible scheduling, concurrent enrollment, dual enrollment, sports (inter-schoolastic, intramural, and recreational) and our enriched visual performing arts/media production facility and ensure that our facilities support us in maintaining a safe learning environment, the School Climate Report Card is being monitored and targeted for improvement. In order to determine which restorative process and intervention mechanism (alternatives to suspension) facilitates a more effective outcome towards increasing student attendance and increasing student learning opportunities, the percent of 9 - 12 students assigned to the Student Attendance Review Board (SARB) intervention mechanism and process has been targeted for improvement. In order to eliminate educational barriers and expand access to educational programs focused on engagement and rigor for every student, e.g., the Makerspace Model, the New Tech Network (NTN) project-based learning management system, flexible scheduling, concurrent enrollment, dual enrollment, sports (inter-schoolastic, intramural, and recreational) and our enriched visual performing arts/media production facility and ensure that our facilities support us in maintaining a safe learning environment by increasing enrollment in our local wellness programs that enhance physical/social emotional well-being for students and staff.  16% of All Students are assigned to the SARB intervention mechanism and process. 44% of All Students are enrolled in a wellness program mechanism and process. 16% of Staff are enrolled in a wellness program mechanism and process. 56% of Grade 9 students ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 63% of Grade 11 students ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 84% of staff ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep."|"Maintain Positive Behavior Interventions and Support, and Restorative Practices, including staff time, professional development, and coordinator stipends. Furthermore, the administrative team has supplement all prior strategies with ""push-in"" actions, wherein, a teacher experiencing a student with disruptive behavior contacts the office, and the principal arrives to offer the disruptive student the opportunity to remain in the learning environment. If the student chooses to cease the behavior, then learning continues. If the student cannot maintain the norms of the learning environment, then the student and the administrator ""push-out."" A push-out results in a progressive consequence based on that particular student's behavior record and a loss of merits. Students exhibiting a pattern of pervasive behavior counter to the Point Arena code of conduct will be placed on a ""30-day Behavior Contract,"" wherein, they are monitored for behavior each day by checking in with the principal before school and after school. All privileges remain intact. The contract is signed off by each teacher based on behavior performance per class period. A student must achieve in the 85th percentile to pass their daily contract. This achievement is tied to a daily award system. If a given student continue to exhibit a pattern of pervasive behavior despite the 30-day Behavior Contract, then that student is placed within the ""Cocoon"" system, wherein, all privileges are revoked and that student spends their free time with the principal. It is a 5-day process, wherein, each class is monitored by the principal, and the principal escorts that student to-and-from each classroom. This proximity is effective in reducing patterned-disruptive behavior. If after the 5-day period, each day is a positive success, then the Cocoon is removed, and the student returns to a 30-day Contract. The Cocoon Contract is signed off by each teacher based on behavior performance per class period, as well.   We have a campus supervisor and one MFT that work with our students on behavior. By year 3 (27.28), 60% of Grade 9 students will ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 66% of Grade 11 students will ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 88% of staff will ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 20% of All Students will be assigned to the SARB intervention mechanism and process. 50% of All Students will be enrolled in a wellness program mechanism and process. 22% of Staff will be enrolled in a wellness program mechanism and process."|"PAHS uses a culturally responsive model to leverage English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities, which has been showing results. Culturally responsive positive behavior strategies are built into the Ruler SEL standards and strategies. Universal Design for Learning plays a key part galvanizing all offerings. We are in the third year of a 6 year plan to implement UDL to a high fidelity.   A merit system has been reinstated and tracked through the Aeries System. All positive event, e.g., sport event participation and spectating, school and class field trips, dances, quarterly celebrations, monthly celebrations, and weekly celebrations, require students to have 95 - 100 merits in order to participate. If a student has 94 merits or less, then that particular student cannot participate in the positive event. A student can restore merits through various restorative mechanisms and processes. For example, a student can attend ""conflict resolution"" with the teacher or student with whom the student's conflict resulted in a progressive consequence. Community Service is another mechanism and process, wherein, student can restore merit loss after a progressive consequence."|Met|In order to eliminate educational barriers and promote a non-hostile working and learning environment, the clear codes of conduct based on California Education Code and the District Organizational Chart (the governance structure), which is designed to sup|2025-06-25|2025
23656070000000|Round Valley Unified|6||||Not Met|||2025
23656072330272|Eel River Charter|6|ERCS offers a 15 question student survey in English or Spanish to all the students in the combination 4th-6th grade class each Spring. The questions are loosely patterned on the questions of the California Healthy Kids Survey. ERCS is a small, multi-grade classroom school that frequently has fewer than 10 students per grade, therefore ERCS created a survey that was administered to 24 4-6th grade students. The class was made up of 33% 4th graders, 46% 5th graders, and 21% 6th grade students. 37% are male and 63% are female. 8% are English Learner students. 21% are SPED students.100% of the students answered yes to feeling safe at the Eel River Charter School (ERCS).96% of students reported teachers treated them with respect, 100% said the teachers would do something if a student told them about being bullied, and 100% said the school staff told students when they were doing a good job, and 96% reported when the schoolwork was hard the school staff would help them.92% were happy to be at ERCS. 100% said ERCS teachers encouraged them to think about the community outside of school. The 4-6th grade class has done a community fundraiser for Bones Pet Rescue that brought in several hundred lbs of pet food during the holidays.86% of the students reported knowing and following the school rules most or all of the time and 14% said some of the time.87% of the students reported that they tried hard to learn at school most or all of the time and 13% said some of the time.96% reported the school helped students resolve conflicts with each other most or all of the time and 4% said some of the time.83% said a parent at home told them to do their best at school most or all of the time and 17% said some of the time.75% of students reported that other students treated them nicely at school most or all of the time. ERCS was troubled to learn that 25% of students felt they were treated nicely some of the time. The flip side of this is that 79% of the students said they treated others nicely most or all of the time and 21% said some of the time. Perhaps that explains why students don’t think they are being treated nicely.63% of the students reported doing interesting activities at school most or all of the time and 33% of the students reported interesting activities only some of the time. 4% reported they did not do interesting activities. ERCS has brought in artists for art, music, and cultural teachings/projects, held a Bike A Thon and Bake sale as fundraisers for out of town field trips for all classes and a whole school field trip to Safari West, a wild animal park and aviary, among other activities.ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time. However, there is always a student or two that will have a negative answer for everything, or have had a bad day, or a pre-teen incident, and the negative answers will appear on the survey.|ERCS values the importance of parent involvement and implements some teaching moments when the parents are at the school. Topics such as attendance and reading daily with students at home are repeated throughout the school year and at the 2 in-person parent conferences. ERCS staff does its best to meet with all parents during the parent/teacher conferences at 1st and 3rd quarters and teaching staff meet with parents by request or as needed throughout the year. The older students are taught about community, and according to the survey results, the teacher and aide are doing a great job of this as 100% of the students reported that they were encouraged to think about the community outside of school. In order to keep our enrollment up, ERCS may have to do a better job of making sure the students are doing things that interest them, in order to keep them coming back. ERCS does bring in outside speakers, artists, musicians, mindfulness training with Jui-jitsu, and out of town field trips for each class and a whole school field trip to a wild animal park in a neighboring county. Due to the small sample size, the data is not disaggregated by student group, but 100% of students surveyed qualify as unduplicated count students due to FRPM eligibility.|ERCS monthly family events are well attended, and the art, music, and mindfulness training with jiu-jitsu have been well-received in 24-25. The field trips are always successful and ERCS plans to offer more of these positive, extra-curriculars in the 25-26 school year. ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time. However, there is always a student or two that will have a negative answer for everything, or have had a bad day, or a pre-teen incident, and the negative answers will appear on the survey. These types of surveys direct thoughtful, meaningful discussion and brainstorming at the staff and Board level, and that is what ERCS is committed to doing on an annual basis. ERCS is hoping that school closures are behind us and the school and staff can continue doing our best to educate the students and help them regain learning that was lost or slowed significantly during the pandemic, while enjoying normal grade school experiences, including the bonus curricular and extra-curricular events.|Met||2025-06-11|2025
23656150000000|Ukiah Unified|6|Healthy Kids Survey Results and District Student Survey Ukiah USD administers the California Healthy Kids Survey every other year and conducts its own internal student survey for students in grades 6–12. The survey results referenced are from 2021–2022, 2022–2023, and 2024–2025.  Below are results from the Ukiah USD student survey in grades 6–12, covering the years 2022–2023 through 2024–2025. Four questions are highlighted that most closely align with the California Healthy Kids Survey. The results show a 6% increase in the percentage of students who report having at least one teacher, counselor, or staff member who knows them as a person, a 1% increase from the prior year. The data also indicate a gradual increase in the percentage of students who feel safe at school over the past three years.  A new question was added this year: “On most days, I look forward to coming to school.” This metric was introduced under Priority 5, which emphasizes creating a sense of belonging at school. Results are currently low, at 30%, and have remained relatively flat over the last three years.  Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS, and increased safety funding. Additionally, increased Peer-to-Peer funding was allocated to support Priority 5.  Ukiah USD Student Survey Results (Percent Agree or Strongly Agree)  On most days I look forward to coming to school. 						        6-12 2024-2025					30% 2023-2024					28% 2022-2023					31%  I have at least one teacher, counselor or staff member who knows me as a person? 						        6-12 2024-2025					64% 2023-2024					63% 2022-2023					58% 		 I feel physically safe at school? 						        6-12 2024-2025					58% 2023-2024					53% 2022-2023					55%  I feel emotionally safe at school? 						        6-12 2024-2025					55% 2023-2024					48% 2022-2023					51%  Ukiah USD Healthy Kids Survey Results (Percent Agree or Strongly Agree)  I am happy with/to be at school.		5th		7th		9th		11th 2024-2025					        70%		61%		50%	39%	 2022-2023					        75%		46%	38%	43% 2021-2022					        77%		40%	47%		42%  School Connectedness   			5th		7th		9th		11th 2024-2025					        75%		62%		54%	45%	 2022-2023					        74%		51%		46%	49% 2021-2022					        78%		47%		51%		48%  Feels Safe at School				5th		7th		9th		11th 2024-2025					        85%		63%	52%		43% 2022-2023					        77%		50%	49%	56% 2021-2022					        86%		45%	60%	59%|During our three-year strategic planning process, student surveys were reviewed, revealing a decline in students feeling safe at school across all grade levels and a low percentage of secondary students feeling connected to their schools. As a result of this analysis and student interviews, a new strategic priority was created: “Foster Positive Staff–Student Connections to Ensure a Sense of Belonging at School.”  Based on the data, students are beginning to feel safer at school in some grade levels; however, 11th grade safety perceptions have declined slightly, indicating a need for continued focus. Additionally, school connectedness measures have declined in 5th and 11th grade and remain low overall, signaling a continued need to improve students’ sense of belonging.|Based on the above analysis and student interviews, a new priority was created for the Strategic Plan/LCAP: “Foster Positive Staff–Student Connections to Ensure a Sense of Belonging at School.” Ukiah USD will continue meeting with students to develop actions and strategies to support this priority. Additional actions added to the Strategic Plan/LCAP include: Classroom culture-building activities, classroom surveys for student input and programs ensuring every student has an adult connection on campus. These actions will be fully implemented next school year.  Ukiah USD continues to invest in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS, and enhanced safety measures, including expanding campus fencing. Counseling support remains a priority for students, staff, and families.|Met||2025-06-12|2025
23656150115055|River Oak Charter|6|"ROCS administered both an LCAP survey and California Healthy Kids Survey to the 5th and 7th grades.  CURRENT DATA: 2024-2025 California Kids' Surveys - 7th 50% of 7th grade students stated it is ""Pretty Much True"" that there is a teacher or some other adult from my school who listens to me when I have something to say 54% of 7th grade students stated it is ""Pretty Much True"" that they have a teacher of some other adult from my school who thinks I will be a success 62.5% of students feel safe or very safe at school 54% of 7th grade students stated it is ""Pretty Much True"" that they usually expect to have a good day 50% of 7th grade students stated it is ""Pretty Much True"" that they overall expect to have more good things to happen than bad  CURRENT DATA: 2024-2025 California Kids' Surveys - 5th 100% of 5th graders are happy to be at school some or most of the time 0% of students stated they were never a part of the school 58% of 5th graders stated that teachers and other grown ups at school care about them all of the time 58% of 5th graders stated that teachers and other grown ups at school give them a chance to solve school problems some of the time 83.3% of 5th graders stated that most of the time they do interesting activities at school 58.3% of 5th graders stated that they are given a chance to help decide class activities or rules some of the time 91.7% of 5th graders stated that teachers and other grown ups want them to do their best all of the time"|The biggest identified need at River Oak is a need for a Family/Student Handbook with clear rules and expectations.  This will help all stakeholders have more clarity in the policies and procedures of the school.  We have also determined through the data that students need more input in school decisions.  We are creating Student Leadership during the school day, not after school.|"This was our second use of the California Healthy Kids Survey for all stakeholders.  One of the challenges was the survey was very explicit and needed parent permission.  Because our families tend to follow the ""less is more"" rule for technology, we didn't receive a large number of parent permissions for students.  We plan on communicating with families the value of the results of the survey, and that we use the results to make changes to the school.  Our goal is to increase the number of students able to take the survey.  The number of 7th graders able to take the surveys increased from the first administration to the second."|Met||2025-06-09|2025
23656150140814|Shanél Valley Academy|6|Shanel Valley Academy administered the California Healthy Kids Survey (CHKS) in 2024–25 to all students in grades 3–6, with a 100% response rate across all grade levels. The results highlight the general sentiment regarding relationships with teachers and other adults at the school. School connectedness, defined as students feeling a sense of belonging and attachment to their school, includes feelings of acceptance, respect, and support from peers and staff. High levels of connectedness lead to positive engagement, increased participation in school activities, better academic performance, and overall well-being, while reducing negative behaviors like absenteeism and disciplinary issues. Promoting school connectedness is essential for fostering a supportive and inclusive school climate.  Schoolwide results show that most students feel connected and supported, though there is a decline in some areas by upper elementary grades:  Caring adults at school: Grade 4: 94% Grade 5: 84% Grade 6: 37%  High expectations from adults: Grade 4: 97% Grade 5: 90% Grade 6: 18%  School connectedness: Grade 3: 48% Grade 4: 86% Grade 5: 80% Grade 6: 63%  Academic motivation: Grade 4: 83%, Grade 5: 69%, Grade 6: 60%, Grade 3: 64%  Social-emotional learning supports: Grade 4: 83%, Grade 5: 75%, Grade 6: 45%  Feeling safe at school: Grade 4: 94%, Grade 5: 83%, Grade 6: 80%, Grade 3: 57%  Meaningful participation: Grade 4 & 5: 62%, Grade 3: 47%, Grade 6: 24%  Disaggregated data show that American Indian/Alaska Native students make up 25% of the Grade 6 sample, emphasizing the need for culturally responsive engagement and consistent support across grade levels.  These results affirm that younger students experience strong support and connectedness, while students in Grade 6 report lower perceptions of adult support, expectations, and meaningful involvement. This trend highlights opportunities to strengthen relationships, engagement, and emotional safety as students advance through upper elementary grades.|Analysis of the 2024–25 California Healthy Kids Survey (CHKS) results provided Shanel Valley Academy with clear insight into student experiences across grade levels. The data affirm strong school climate practices in Grades 4 and 5, where students report high levels of connectedness, academic motivation, and positive relationships with adults. In Grade 4, for example, 94% of students reported feeling supported by caring adults, and 97% felt that adults held high expectations for them. Similarly, 86% of fourth graders and 80% of fifth graders reported a strong sense of school connectedness, and over 80% in both grades felt safe at school.  These results suggest that existing supports—such as strong adult-student relationships, social-emotional learning integration, and a culture of high expectations—are effective in fostering a positive and inclusive learning environment for students in the middle grades.  At the same time, the data highlight important areas for growth. Students in Grade 6 reported significantly lower perceptions of support, expectations, and participation. Only 37% of sixth graders reported feeling supported by caring adults, and just 18% felt that adults held high expectations for them. Meaningful participation dropped to 24%, and social-emotional learning supports were acknowledged by only 45% of students. These findings suggest a need to strengthen connection, engagement, and trust with students in upper elementary, particularly as they transition toward middle school.  Disaggregated data show that American Indian/Alaska Native students represent 25% of the Grade 6 sample, further emphasizing the need for culturally responsive practices and consistent supports as students advance through the grade levels.  Taken together, the CHKS results reveal both strong foundations and critical opportunities for improvement. While the school has cultivated a positive climate for younger and middle-grade students, intentional efforts are needed to sustain these outcomes into the upper grades. Strengthening adult-student relationships, increasing access to meaningful participation, and reinforcing inclusive practices will be key to supporting all students’ academic and social-emotional success.|In response to local climate data and educational partner feedback, Shanel Valley Academy has implemented several changes to strengthen student engagement, cultural connectedness, and family communication. The Parent Advisory Council and ELAC partnered to lead over ten schoolwide events, including Spirit Weeks and a Fall Festival, while Bear Bucks and youth leadership programs promote positive behavior and peer modeling.  To address the need for stronger cultural inclusion, the school formed a Culture Committee in collaboration with a tribal leader to integrate Pomo curriculum and language into the school day. During Indigenous Peoples Month, the school hosted a student-led assembly and expanded its partnership with the Hopland Band of Pomo Indians by co-hosting events, sharing flyers at the education center, and offering on-site meetings.  Communication with families has also improved through consistent weekly updates via ParentSquare and monthly community events, including trimester PBL Exhibitions of Learning. These actions reflect the school’s ongoing commitment to continuous improvement in school climate, relationships, and inclusive engagement.|Met||2025-06-26|2025
23656152330413|Redwood Collegiate Academy|6|According to the 2024-2025 student survey, 83% of students feel that they were successful this year, 96% of students feel that the school staff supports and values them, 86% feel that kindness and honesty are encouraged at this school, 79% feel that they can talk to staff about their needs, and 86% feel safe while at school.|Students are generally very positive about their experiences at Redwood Academy.|Based on student and parent feedback, the school intends to increase activities to build school community, increase field trips, and continue to develop multi-tiered systems of support to provide appropriate interventions as necessary.|Met||2025-06-10|2025
23656152330454|Sequoia Career Academy|6|According to the 2024–2025 student survey, 86% of students felt successful this year, 91% reported that help was available when needed, 83% said they are happy at school, 85% feel comfortable talking to staff about their needs, and 92% feel safe on campus. When asked what they tell friends about the school, students described Sequoia Career Academy as “a good school that helped me be who I am today,” “an amazing school with kind and helpful staff,” “a safe place where you can learn a lot,” and “the best school I’ve ever been to.” Many highlighted the supportive environment, smaller class sizes, and strong staff-student relationships.|Student and parent feedback highlights strong relationships between the school, families, and community organizations, which are effectively supporting student well-being. However, survey data also indicate a continued need for increased academic support and sustained focus on students' social-emotional needs across all student groups.|In response to student and parent feedback, the school will increase communication with families about upcoming events and activities. To support ongoing improvement, the school will continue offering counseling services, pull-out interventions in reading and math, SEL curriculum, community-building activities, and field trips. Additionally, the development of a multi-tiered system of support (MTSS) will be strengthened to ensure consistent and effective delivery of interventions.|Met||2025-06-10|2025
23656156117386|Tree of Life Charter|6|"This data is the school's overall scores from 3-8 students. There were 62 total responses. Many of our student  groups are less than 11, so data cannot be published for those groups for privacy purposes. All scores were on a  scale of strongly agree, agree, neither agree/disagree, disagree, strongly disagree.  School Climate Data:  A student survey was filled out by students in May 2025. The youngest students (TK-3) had help filling out paper  surveys while older students used an electronic form. The TK-K students were asked questions on paper and used  thermometers to fill in to indicate how they felt about certain topics. The data for them was deemed not valid because  they began to color in the thermometers ""just for fun"" rather than indicate how they felt.  1. 77% of all students agreed or strongly agreed when asked if staff treated them respectfully.  2. 56% of all students agreed or strongly agreed when asked if other students treated them respectfully.  3. 82% of all students agreed or strongly agreed that they were learning to be responsible at Tree of Life.  4. 82% said they agreed or strongly agreed that field trips were fun and educational.  5. 68% agreed or strongly agreed that they were emotionally safe while 52% agreed or strongly agreed that there  were physically safe.  6. 63% agreed or strongly agreed that the staff help them to solve problems.  7. 69% agreed or strongly agreed that they feel like they belong.    What do you like most about Tree of Life? most frequently cited were friends, staff, schoolwork, sense of community,  and spirit days.  What is your favorite classroom activity? art, reading, PE, plays, and math"|According to the student data, there is room for growth in all areas. The areas for most growth are students treating  each other respectfully, students feeling emotionally and physically safe, and a sense of belonging. All of four of  these scores are down from the previous year. The data hasn't been disaggregated for privacy reasons as the  student groups are small.|Directly relating to the student survey data, staff discussed the need for more restorative justice training for staff and  parents. 70% of parents felt they were familiar with the restorative justice process which is an increase from last  year. Several action items are built into the LCAP to improve student areas for growth. There will be training for both  parents and staff. This will be a possible focus for the school's Community Engagement Initiative. The CEI team will  decide a two-year goal for the school based on this data. There will also be more staff at recess time to help facilitate  students' social conflicts.  Staff will continue to use the discipline flow chart that was designed during the 2024-25  school year, but with more fidelity.|Met||2025-06-16|2025
23656230000000|Willits Unified|6|Willits Unified School District uses the **California Healthy Kids Survey (CHKS)** to gather local climate data on student perceptions of safety, connectedness, engagement, and school supports. The survey is administered annually to students in grades 5, 7, 9, and 11 and serves as a key tool for monitoring school climate and informing site-level and districtwide improvement efforts.  **Overall Findings (Most Recent CHKS Results):** Across all grade levels surveyed, students reported moderate levels of school connectedness and perceived safety. The **overall School Connectedness score** ranged from **58% to 65%** of students reporting high levels of connectedness, with the highest levels in grade 5 and a notable dip in grades 7 and 9. Approximately **70% of students reported feeling safe at school**, with higher perceived safety at elementary sites compared to middle and high school campuses.  **Disaggregated Findings by Student Group:**  * **English Learners** reported lower levels of connectedness and adult support, with only **52%** indicating that they feel like they are part of their school. * **Students with Disabilities** reported lower levels of safety and emotional well-being, with only **60%** feeling safe at school compared to 72% of students without disabilities. * **Hispanic/Latino students** reported similar levels of school connectedness as their peers but indicated a greater need for mental health supports and trusted adult relationships. * **American Indian/Alaska Native students**—a smaller student group—reported lower levels of connection and participation in school activities, highlighting a need for more culturally responsive supports.  **Additional Local Data Tools:** In addition to CHKS, the district conducts **family and staff climate surveys**, as well as **student empathy interviews and listening circles**, particularly at the middle and high school levels. These tools reveal consistent themes, including the need for more inclusive school cultures, increased access to mental health supports, and stronger adult-student relationships. Families consistently express a desire for improved two-way communication and greater opportunities to engage in school life and student progress.  **Use of Data:** Findings from the CHKS and other local tools are used to guide the development of site safety plans, LCAP goals, counseling services, and professional development on classroom management, restorative practices, and trauma-informed care. The district is committed to using disaggregated data to identify equity gaps and design targeted supports to improve the experiences of all students, particularly those from underrepresented or underserved groups.|Through analysis of the California Healthy Kids Survey (CHKS), local family and staff surveys, and empathy interviews, Willits Unified School District has identified several key learnings related to school conditions and climate, including both areas of strength and areas in need of improvement.  **Areas of Strength:**  * **Perceived Safety at Elementary Schools:** Students in grades 5 and 7 report feeling safe at school, with over 70% indicating they feel protected and respected by adults on campus. * **Positive Adult-Student Relationships at Certain Sites:** Several schools have strong student-reported connections to staff, especially where counselors and teachers proactively build relationships through advisory periods, check-ins, and extracurricular involvement. * **Family and Staff Satisfaction with Communication:** Families report satisfaction with ParentSquare and bilingual communication efforts, especially when sites offer timely updates and responses to concerns.  **Identified Needs and Areas for Improvement (Disaggregated by Student Group):**  * **Lower Connectedness Among Secondary Students:** Students in grades 9 and 11, especially English learners and students with disabilities, report significantly lower levels of school connectedness, with only around 50–55% indicating they feel like a part of their school community. * **Disparities in Perceptions of Safety:** Students with disabilities and American Indian/Alaska Native students report lower levels of perceived safety and higher rates of bullying or exclusion compared to their peers. * **Mental Health and Emotional Support Needs:** Across all groups, but particularly among Hispanic/Latino and English learner students, there is a high demand for access to school-based mental health services and trusted adults on campus. * **Limited Engagement of Underrepresented Families:** Survey responses and participation data indicate that tribal, Spanish-speaking, and low-income families are less likely to engage in school events or decision-making activities, highlighting a need for more inclusive outreach and relationship-building.  These key learnings underscore the importance of continuing to build inclusive, culturally responsive, and trauma-informed school environments, while also strengthening supports for historically underserved student groups. The district will use this data to guide professional development, site safety planning, and family engagement initiatives, with a strong focus on equity and student well-being.|Based on the analysis of local data and key learnings from the California Healthy Kids Survey, family and staff surveys, and empathy interviews, Willits Unified School District has identified several necessary changes to existing plans, policies, and procedures to support continuous improvement and address areas of need.  To strengthen mental health and wellness supports, the district is expanding access to school-based services through its community schools initiative. This includes increasing counseling staff, creating wellness centers at secondary sites, and integrating social-emotional learning (SEL) into Tier 1 instruction across all grade levels. In response to the need for more inclusive family engagement, the district is revising its family engagement policy to include proactive, bilingual outreach, home visits, and partnerships with trusted community organizations. Site-specific engagement plans will be required, and participation data will be disaggregated and reviewed to monitor progress.  To improve school climate and safety—especially for students with disabilities and American Indian/Alaska Native students—the district is updating site safety plans to include strategies informed by trauma-informed and culturally responsive practices. Staff will receive additional training, and schools will implement more restorative approaches to discipline to reduce exclusionary practices and foster stronger relationships. Recognizing that many secondary students report low levels of school connectedness, the district is also formalizing student voice structures, such as advisory panels, listening circles, and student-led conferences, to ensure students have regular opportunities to influence school culture and decision-making.  Finally, the district is enhancing its use of data to guide planning and accountability. School leaders will receive disaggregated dashboards and protocols for reviewing attendance, behavior, and climate data with staff and stakeholders. These revisions are part of a broader effort to align practices with MTSS and LCAP goals focused on equity, engagement, and student success.|Met|Willits Unified School District continues to prioritize school climate as a foundation for student success. Through implementation of a Multi-Tiered System of Supports (MTSS), the district has strengthened Tier 1 practices in behavior, attendance, and eng|2025-06-12|2025
23656230112300|La Vida Charter|6|All students and Parents in separate surveys report that they felt safe at school.  Parents also reported positiviely  9.0  ( out of 10) or above that they feel comfortable speaking to staff, that staff is responsive to their needs,  and that the social environment is positive and supportive.|This is the first year that parents said in 10.0 out of 10  that their students were challenged at La Vida.  This is usually where there is a little drop.  The additional focus on this area seems to have been benefitial.|Maintaining the high ratings is the focus at La Vida.  Responding and incorporating all the suggestions of desired  classes and field trips is the action inspired by the surveys.|Met||2025-06-26|2025
23656230125658|Willits Elementary Charter|6|WECS uses a shortened version of the California Healthy Kids Survey. Students in 5th grade read the survey and worked to shorten it by eliminating unclear questions, questions they felt were not relevant to our school, and questions they felt were repetitive. We gave this shortened survey to all students in grades 3-4-5. We then used a simplified version for grades K-1-2 with smiley faces, straight faces, and frowny faces to agree or disagree or remain neutral about the question. In addition to the student survey, we surveyed parents about their impressions of their students’ learning, their involvement with the school and ideas for improvements.|Overall, students seem happy and feel safe at WECS. Grades K-1-2, 61% like school and in grades 3-4-5, 62% like school. Overall, 87% of grade 3-4-5 students feel safe some or most of the time (22% some of the time; 64% most or all of the time) and 59% of K-1-2 students agree completely that they feel safe, with 35% selecting the neutral (straight) face. Students feel their teachers are fair, with 82% of older and 86% of younger students saying that. They feel their teacher understands them and cares about them (83%; 84%). 95% feel they are treated with respect. These results indicate a positive school environment.   In grades 3-4-5, 76% feel they can solve school problems most or all of the time and 100% feel grownups listen to them some, most or all of the time (78% most/all of the time).  These results show that students are taking ownership of the environment and feel they have a say in what happens at school.  Most parents agree that they  feel part of the community. On a  parent survey in  March 2025, 70%  strongly agreed  that they feel part  of the school  community; 20%  said they agree;  5% said they mostly agree and  only 2% said they  disagree that they  feel part of the  school community.|Despite these positive, powerful results showing that students are happy and engaged at WECS, we still have some work to do on empowering students to have more of a voice in their learning. Of the grade 3-4-5 students, 50% feel they are not asked about their ideas for what they want to learn. This statistic remains consistent throughout the years, although we have implemented many programs to encourage students to take ownership of their learning. This is an area of growth for WECS. We will focus on student learning goals next year, as well as celebrate successes in meeting learning goals.|Met|WECS is working on creating more opportunities for parents to participate--we hosted a math and literacy night, as well as a digital literacy night. We host all-school dances with parents and students at the beginning of the year to foster community devel|2025-06-24|2025
23656232330363|Willits Charter|6|School climate data is gathered through student surveys, parent surveys, and student focus groups.  Students report that they have good friends at WCS, teachers and staff care about students, teachers and staff treat students fairly, and that there are people on staff that students can turn to when they need to talk to someone.  Parents report that WCS staff are attentive to student needs and supportive of student success, that the school provides a safe and healthy learning environment, and that their child feels comfortable at WCS.|Key learnings from student and family survey data are that WCS students overwhelmingly like going to WCS.  Furthermore, students feel safe and connected.   Student survey data also indicates that students are looking for ways to be more involved in their community.|WCS resumed the community service requirement in 2023-2024 after a long hiatus due to the pandemic.  Based on student input, we intend to organize formal opportunities to engage in community service, both on and off-campus.  In 2024-2025, staff collaboratively evaluated and updated some of our current systems to increase opportunities for social and emotional learning.  We will continue this process in 2025-2026.  Through a staff-wide focus on T-SEL, we hope to foster an even greater sense of connectedness and school community.|Met||2025-06-24|2025
23738660000000|Potter Valley Community Unified|6|As an administrative committee we met to review and analyze some of the specific data collected in the 2025 California Healthy Kids Survey administered in the Elementary and Junior and Senior High School. Our committee focused on the student self reporting related to specific questions in the social emotional (SEL) and school safety areas. We looked at the data from the previous year survey and will compare this information to the future administrations of the survey, especially in 2026. These questions generally focused on student optimism, life satisfaction and perceptions of safety at school.|The committee reviewing the data determined that our areas of strength are: * High rates of feeling safe at school / low in physical harm concerns * little worry about violence and weapons * high life satisfaction in all grades with friendships / family life / where they live * decrease from previous survey in social emotional distress, especially in the 9th and 10th grades The committee reviewing the data determined that our areas of growth, challenges, and barriers are: * challenges related to lies, rumors, insults among students * making fun of other students * slight increase in social emotional stress in high school * concern about vaping, tobacco and alcohol use|"The committee determined that the revisions, decisions, or actions has, or will, the LEA implement are: * develop restorative practice professional development for staff * listening circles with students * tolerance education / sensitivity education * increase of presentations / counseling services through Mendocino Youth Project and Project Sanctuary The focus questions are below with the percentage of positive response from students: Optimism - Average reporting “Pretty much true” or “Very much true” (HS Question #7.3) (Elem Question #F6.1) 2022-2023 43% 8th Grade 46% 9th Grade 2023-2024 71% 4th Grade 48% 9th Grade 23% 10th Grade 41% 11th Grade 2024-2025 64% 5th Grade 56% 7th Grade 31% 8th Grade 48% 9th Grade 43% 10th Grade 45% 11th Grade Life satisfaction - Average reporting “Satisfied” or “Very satisfied” (HS Question #7.4) (Elem Question #F10.2) 2022-2023 56% 8th Grade 68% 9th Grade 2023-2024 74% 4th Grade 67% 9th Grade 65% 10th Grade 74% 11th Grade 2024-2025 66% 5th Grade 74% 7th Grade 59% 8th Grade 74% 9th Grade 64% 10th Grade 61% 11th Grade Social emotional distress - Average reporting “Pretty much true” or “Very much true” (HS Question #7.5) (Elem Question #F10.1) 2022-2023 29% 8th Grade 23% 9th Grade 2023-2024 28% 4th Grade 21% 9th Grade 18% 10th Grade 16% 11th Grade 2024-2025 27% 5th Grade 25% 7th Grade 35% 8th Grade 27% 9th Grade 21% 10th Grade 31% 11th Grade Perceived safety at school - Average reporting ""feel 'unsafe' at school"" (HS Question #8.1) (Elem Question #A9.1) 2022-2023 6% 8th Grade 4% 9th Grade 2023-2024 7% 4th Grade 13% 9th Grade 0% 10th Grade 0% 11th Grade 2024-2025 23% 5th Grade 0% 7th Grade 6% 8th Grade 7% 9th Grade 0% 10th Grade 0% 11th Grade School violence victimization - Average reporting ""1 or more times - physical or emotional"" (HS Question #8.3) (Elem Question #A9.2) 2022-2023 48% 8th Grade 30% 9th Grade 2023-2024 62% 4th Grade 43% 9th Grade 26% 10th Grade 21% 11th Grade 2024-2025 52% 5th Grade 34% 7th Grade 31% 8th Grade 22% 9th Grade 23% 10th Grade 27% 11th Grade"|Met||2025-06-26|2025
23739160000000|Laytonville Unified|6|Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. California Healthy Kids Survey (CHKS)  School Safety -CHKS Perceived School Safety Indicator: 40%   Connectedness -CHKS School Connectedness: 34%|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - Small school culture  Identified Needs -Chronic Absenteeism and Truancy (based on CA Dashboard data) -Increase sense of safety and connectedness"|We will continue our Goal 2: Student Engagement.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.2 Safety and Connectedness Increase students sense of safety and school connectedness by providing a wide variety of mental health supports Social-emotional learning (SEL): -PBIS, Restorative practice, staff development activities for SEL  Activities -Enriched Aikido programs,  -Noon Activities,  -Enrichment/engaging activities.   -Reward programs (Kindness Coins, Warrior Bucks)  Supervision -Campus supervisor for the high school. -Provide yard supervision  Mental Health Support -Counseling  -Increase mental health (LCSW) time as funds allow|Met||2025-06-26|2025
23752180000000|Leggett Valley Unified|6|Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. Students participated a local climate survey.  School Safety - 88% ”Do you feel safe at school?” (Yes, all the time or Yes, most of the time) (Elementary)    Connectedness - 73% ”Are you happy to be at/with this school?” (Yes, all the time or Yes, most of the time) (Elementary)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - The culture of our school is welcoming, safe, and supportive - Small learning community  Identified Needs - Chronic Absenteeism (based on CA Dashboard data) - Continued need for safety and connectedness efforts"|We will continue our Goal 3: Culture, Climate, and Community.  We have enhanced and added additional items related school safety and school climate based on this data and educational partner engagement: 3.3 Safety and Connectedness  Ensure students feel safe and connected to the school community  Belonging -Ensure all students feel a sense of belonging to their school campus.  - Recognize and value diverse backgrounds, perspectives, and identities. - Actively promoting equity, empathy, and respect among students and educators - Provide opportunities for spirit wear  Anti-discrimination - Programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.  Safety Plan - Implement, revise and evaluate school safety plans and Emergency Operations Plan  Security - Continue to utilize newly installed cameras to ensure the safety of all students  Nursing - Provide health and wellness support to students|Met||2025-06-25|2025
24102490000000|Merced County Office of Education|6|The LEA administered the annual school climate student survey in the spring of 2025. We used a different platform with different questions. However, major topics, such as perceptions of school safety, sense of belonging, and engagement, were evaluated.   The highest ratings was in school safety with 92% students feel safe at school and sense of support by staff with 93% of students rating that they are being supported and treated fairly by staff members. Last year, 95% of our students reported feeling safe on campus and 75% of students reported they had an adult staff member that they could talk to.  Areas of growth for us are in sense of belonging and engagement. Only 56% of students felt a sense of belonging at school and only 38% of students said that they were engaged. While sense of belonging was not directly measured last year, 65% of students reported having a school friend to talk to during a difficult day, suggesting that the sense of belonging is relatively even (or slightly decreased) compared to where it was last year.|Based on our data, we can make the following conclusions. Our school safety is a strength and this consistency over multiple years indicates that schoolwide efforts to maintain a safe environment are effective and sustained. Our efforts to improve trust between students and staff are working as well with increase in students who feel as though they are being respected by staff. We are hoping to leverage this to encourage students to seek out staff for help. The low sense of belonging highlights a growing need for intentional community-building and inclusive practices. Low engagement--our lowest rated domain--indicates a pressing need to enhance instructional relevance, student voice, and opportunities for active learning.|We will continue to employ youth engagement specialists to work with students in engaging in school and motivating them to attend every day by building positive relationships and incentivizing them. We will also expand our popular Positive Behavioral Intervention and Support (PBIS) systems to educate students on expected behaviors in school to increase the effectiveness of discipline practices and learn strategies as an alternative to suspension. Our Leadership team and staff at the school sites will continue to develop our Multi-Tiered System of Support this next year to continue identifying the needs of our students and implement proper support. We have also be adding an additional principal as part of our team to focus specifically on our students at Juvenile Court School. We will hold regularly leadership meetings between LEA and site admin to ensure that all schools are receiving the appropriate support.|Met||2025-06-16|2025
24102490106518|Merced Scholars Charter|6|MSCS annually administer at least one school climate student survey (usually two surveys) a year.   The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the spring of 2025. The following data is from the spring 2025 surveys.   School Safety 98%   Support from School Staff 90% Sense of Belonging 57%  - EL students report sense of belonging at 23% Sense of Engagement 27% - Only 17% Hispanic students and 15% of ELs report interest in their classes|The spring 2025 student climate survey data confirms that MSCS continues to foster a strong foundation of safety and staff support. With 98% of students reporting feeling safe and 90% affirming support from school staff, it is clear that MSCS’s emphasis on relationship-building remains a critical strength. However, the survey also illuminated areas requiring focused improvement—specifically, student engagement (27%) and sense of belonging (57%). These indicators reveal that while students generally feel supported and secure, many still struggle to feel connected to their peers and school community. Disaggregated data highlights that students in certain student groups (e.g., English Learners and Hispanics) report lower engagement and belonging levels. These findings reinforce the importance of addressing not just academic readiness but also students’ social-emotional development and peer connections.|To address the identified needs around engagement and belonging, MSCS is refining its multi-tiered strategies focused on student well-being and inclusiveness. The school will continue to invest in professional development around whole-child education. Next year, we will be including trauma-informed practices and student-led community-building activities. We will continue to expand student engagement efforts, such as clubs and school-wide events designed to promote student interaction. Counseling staff and the youth engagement specialist will lead new initiatives that prioritize student voice, including climate and culture committees. Additionally, the our family liaisons will offer workshops to help families support their children’s social-emotional growth at home. High school students will continue receiving targeted support for postsecondary planning, while elementary programs will further embed cultural and global awareness into their curriculum. These coordinated efforts aim to boost the low sense of belonging and engagement, ensuring all students feel valued, connected, and empowered as active members of the MSCS community.|Met||2025-06-16|2025
24102490138032|Come Back Charter|6|CBCS annually administers a school climate student survey at least once per year in the spring. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the spring of 2025. The following data is from the spring 2025 surveys. The main areas of measure, as noted as a metric for Goal 1 of the LCAP:  School Safety 99% (decrease of 1%)  Support from School Staff 92% (maintaining last year's level) - Favorable rating from Students with disabilities, 504, Homeless at 60% - Favorable rating from EL student responded 89%  Sense of Belonging 86% (new metric) - Favorable rating from Students with disabilities, 504, Homeless at 60% - Favorable rating from EL student responded 73%  Sense of Engagement 70% (new metric)  EL students, students with disabilities, and homeless students had lower measures of favorability in the categories above, showing that we have much to do in providing the appropriate supports for these students.|Overall, students feel very connected with the school. CBCS feels that the majority of students have a connection with the program due to the relationships built between teacher and student. CBCS will continue to focus on this area to maintain the school’s positive rating among students. The school wants to improve to or maintain ratings of 90% or better, as stated in the metrics for Goal 3 of the LCAP. This maintenance goal of continuing to provide a safe and welcoming learning environment appears to be effective as reflected in the school climate data.|Analysis of the data demonstrates that students will continue to benefit from positive interactions with the staff and the continual promotion of academic success for all students. College and career preparation is still important and providing students opportunities to set goals, plan, and develop career and life skills are essential. CBCS plans to increase opportunities for students to become involved both on and off campus and to provide students with more opportunities to work collaboratively. More professional development opportunities will be provided to teachers to better support the learning of adult students. While not reflected in the climate surveys, educational partner feedback shows the need for better support – academic and basic needs - to improve student outcomes. The school will look at ways to provide greater supports with the funding for these specific actions in the LCAP.|Met||2025-06-16|2025
24656310000000|Atwater Elementary|6|In the spring of 2025, the Atwater Elementary School District administered a Culture and Climate Survey in conjunction with a comprehensive needs assessment for the district’s Local Control Accountability Plan (LCAP). This survey was administered to grades 5-8 at all school sites, all AESD parents, and all AESD staff. The survey was designed to elicit responses related to feelings of school engagement and support, school safety, disciplinary environment, school connectedness, and feelings regarding LCAP actions and strategies. The following was found through this survey:  Students: 64% of students feel proud of their school and connected to teachers and other students. 60% of students feel that their school is a safe and secure learning environment. 69% of students feel they have the ability to participate in school activities and teachers ask them about their ideas to help solve school problems. 62% of students feel that teachers and other school staff are caring and supportive. 21% of students feel that students at the school are well behaved. 39% of students feel they are treated fairly when they break the rules. 66% of students feel that teachers and other grown-ups make it clear that bullying is not allowed. 73% of students feel that the school provides ways for them to ask for help if they are sad or if they need to talk to someone.  Parents: 76% of parents feel that AESD provides a safe and secure learning environment. 75% of parents feel that AESD encourages parent involvement and participation at the site and district level. 70% of parents feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 75% of parents feel that AESD provides opportunities for parents and the community to provide meaningful input in decisions affecting the school community. 64% of parents feel that AESD emphasizes helping students with social, emotional, and behavioral problems.  Staff: 94% of staff feel that AESD provides a safe and secure learning environment. 78% of staff feel that AESD develops students who are prepared for junior high and high school. 79% of staff feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 73% of staff feel they have opportunities to provide meaningful input in decisions affecting the school community. 85% of staff feel that AESD emphasizes helping students with social, emotional, and behavioral problems.|"Our parent survey responses show that parent involvement/participation is returning to prepandemic levels. All sites continue to increase the ways in which parents are involved in events both on and off campus. Parent survey data continued the trend of a high number of respondents who provided ""neutral"" responses rather than indicating agreement or disagreement with various climate and culture prompts. Parent responses also found increases in both how AESD effectively meets the needs of English Learners, socioeconomically disadvantaged, culturally diverse students, and students with disabilities, as well as the opportunities AESD provides for parents and the community to provide meaningful input in decisions affecting the school community.  Staff responses found significant positive increases this school year.  In regards to safety, 94% of staff reported feeling AESD is a safe place to work, an increase of 9% over the prior school year. This increase is likely related to the implementation of the Centegix safety and crisis response system this school year. Additionally, staff reported feeling increasingly connected to their school site and district, with an increase of over 6% in 2024-2025. Finally, staff continue to report that AESD prioritizes well-maintained facilities, with greater than 80% of staff respondents reporting agreement in this area. Additionally, the majority of staff respondents continue to indicate that AESD provides a positive climate and prepares students for the future, both academically and emotionally.   Student responses found increased percentages in almost all climate and culture survey areas. Significant increases were noted in feeling as those students have many meaningful opportunities to participate in school, in connectedness and pride in their campus, and in their ability to access mental health resources if needed.  In the area of school safety, and in response to climate and culture surveys, AESD has an anonymous bullying reporting system on all school websites. Results show that a majority of students feel that bullying is not condoned or tolerated and that the message is clear, but the majority of students also feel that other students sometimes have a lack of appropriate behavior. In response to this and the desire to bolster social-emotional supports for students, AESD has implemented regular electronic check-ins for students to voice concerns for themselves or about others. We also maintain a school psychologist and counselor at each school. Also, in the area of school safety, AESD consistently performs fire and safety drills to keep staff and students in practice with emergency procedures. The other area of note in the survey was the student perception of fairness in the breaking of school rules. AESD’s partnership with the Restorative Justice League serves to increase this perception in a positive manner through the integration of restorative practices such as community circles and mediations."|In the coming year, we will perform more parent outreach to inform parents of our resources for student mental health and will continue to communicate with parents additional ways that they can be a part of their child's school community. Further, the District also looks to increase available student activities that will continue to increase feelings of participation and connectedness.|Met||2025-06-24|2025
24656490000000|Ballico-Cressey Elementary|6|Every year, we ask our educational partners within the school district to express their opinions and input on school climate and current goals for the LCAP. Educational Partners (parents, students, staff, and community members) participated by completing online surveys and/or attending meetings about the LCAP. Educational Partners were asked to list concerns about their students and what the district might do to help address them. Educational Partners were also asked what programs should be kept, needed to be updated, or done away with entirely.   All educational partners participating in our surveys and meetings had the same overall input we had heard in the previous years. Educational Partners applauded the District for their efforts in the following areas: • Providing effective communication from Home to School using ParentSquare, Aeries, and the District Website • Providing student incentives for academics and behavior, including grade-level field trips. Parents appreciate the District's effort to continue allowing students to experience and engage in activities outside of the school. Especially for those families that may not be able to provide those opportunities on their own due to finances and/or time. • Access to real-world problems as part of their curriculum and opportunities to be creative in various ways to demonstrate knowledge. This includes PBL and AG STEM opportunities. • Breakfast and Lunch program: an increase in menu items from scratch. Students and Parents like a variety of menu items each month. • Resources available for staff, students, and parents (digital). Parents attending monthly parent informational nights enjoyed the covered topics and appreciated that dinner was served and child care was provided. • Additional activities available for students. Multiple sports for both girls and boys, a music program via Taiko Educational Partners recognized the continued need for improvement in the following areas: • Academic support for students and resources for parents to help their students reach academic goals. Educational partners feel that not all grade levels/classes are rigorous enough to prepare students for the next grade level. • Student Safety - Educational partners would like to see ALL fencing at the 6-foot level and increase security cameras to cover all significant areas of campus. They would also like to see more places to sit and provide more shade. • Additional activities for younger students after school. Sports are only available for students in 6 through 8th grade, except track down to 3rd grade. • Staff training in discipline and offering engaging activities supervised during recess time to keep students out of trouble.|Student safety and education about safety and health were themes across all educational partner surveys. The district has revised some of its actions under our Culture and Climate Goal. The actions are broader and consider the changing needs and current social climate. The district will work with community partners like CHP, the sheriff's department, and our local fire department to look at ways to keep students safe and provide the necessary resources at each campus to handle any emergency. This includes staff training, policies that keep ALL safe while on campus, and digital resources.|Updates for continuous improvement as a result of educational partner feedback collected by BCSD: -District Website updates in the interest of transparency -Update to our Code of Conduct to include new legislation (ie: body shaming) -Update to Comprehensive School Safety Plan to include new legislation (ie: procedures for emergency school closure) -Mandatory Attendance Meetings -Independent Study Options|Met||2025-06-26|2025
24656496025381|Ballico-Cressey Community Charter|6|Every year, we ask our educational partners within the school district to express their opinions and input on school climate and current goals for the LCAP. Educational Partners (parents, students, staff, and community members) participated by completing online surveys and/or attending meetings about the LCAP. Educational Partners were asked to list concerns about their students and what the district might do to help address them. Educational Partners were also asked what programs should be kept, needed to be updated, or done away with entirely. All educational partners participating in our surveys and meetings had the same overall input we had heard in the previous years. Educational Partners applauded the District for their efforts in the following areas: • Providing effective communication from Home to School using ParentSquare, Aeries, and the District Website • Providing student incentives for academics and behavior, including grade-level field trips. Parents appreciate the District's effort to continue allowing students to experience and engage in activities outside of the school. Especially for those families that may not be able to provide those opportunities on their own due to finances and/or time. • Access to real-world problems as part of their curriculum and opportunities to be creative in various ways to demonstrate knowledge. This includes PBL and AG STEM opportunities. • Breakfast and Lunch program: an increase in menu items from scratch. Students and Parents like a variety of menu items each month. • Resources available for staff, students, and parents (digital). Parents attending monthly parent informational nights enjoyed the covered topics and appreciated that dinner was served and child care was provided. • Additional activities available for students. Multiple sports for both girls and boys, a music program via Taiko Educational Partners recognized the continued need for improvement in the following areas: • Academic support for students and resources for parents to help their students reach academic goals. Educational partners feel that not all grade levels/classes are rigorous enough to prepare students for the next grade level. • Student Safety - Educational partners would like to see ALL fencing at the 6-foot level and increase security cameras to cover all significant areas of campus. They would also like to see more places to sit and provide more shade. • Additional activities for younger students after school. Sports are only available for students in 6 through 8th grade, except track down to 3rd grade. • Staff training in discipline and offering engaging activities supervised during recess time to keep students out of trouble. Based on feedback from our educational partners, the LCAP was influenced in the following manner:  2025-26 Local Control and Accountability Plan for Ballico--Cressey School District Page 11 of 95 Goals 2, 3 and 4 All educational partners agreed that continued support at school would be needed|All educational partners participating in our surveys and meetings had the same overall input we had heard in the previous years. Educational Partners applauded the District for their efforts in the following areas: • Providing effective communication from Home to School using ParentSquare, Aeries, and the District Website • Providing student incentives for academics and behavior, including grade-level field trips. Parents appreciate the District's effort to continue allowing students to experience and engage in activities outside of the school. Especially for those families that may not be able to provide those opportunities on their own due to finances and/or time. • Access to real-world problems as part of their curriculum and opportunities to be creative in various ways to demonstrate knowledge. This includes PBL and AG STEM opportunities. • Breakfast and Lunch program: an increase in menu items from scratch. Students and Parents like a variety of menu items each month. • Resources available for staff, students, and parents (digital). Parents attending monthly parent informational nights enjoyed the covered topics and appreciated that dinner was served and child care was provided. • Additional activities available for students. Multiple sports for both girls and boys, a music program via Taiko Educational Partners recognized the continued need for improvement in the following areas: • Academic support for students and resources for parents to help their students reach academic goals. Educational partners feel that not all grade levels/classes are rigorous enough to prepare students for the next grade level. • Student Safety - Educational partners would like to see ALL fencing at the 6-foot level and increase security cameras to cover all significant areas of campus. They would also like to see more places to sit and provide more shade. • Additional activities for younger students after school. Sports are only available for students in 6 through 8th grade, except track down to 3rd grade. • Staff training in discipline and offering engaging activities supervised during recess time to keep students out of trouble.|Updates for continuous improvement as a result of educational partner feedback collected by BCSD: -District Website updates in the interest of transparency -Update to our Code of Conduct to include new legislation (ie: body shaming) -Update to Comprehensive School Safety Plan to include new legislation (ie: procedures for emergency school closure) -Mandatory Attendance Meetings -Independent Study Options|Met||2025-06-26|2025
24656800000000|El Nido Elementary|6|El Nido Elementary School District annually administers a student survey to students in grades 3-8 to ascertain evidence of student perceptions of school safety and connectedness. Results are shared with stakeholders including the local governing board, parent committees (SSC & DELAC), staff, and student groups such as the student council.  Overall, student connectedness is over 95% positive.|"The data shows a continued strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The following results denote the area of school safety and connectedness: I feel safe; I feel comfortable asking questions in class - 98% No Weapons - 100%, No Fights - 100%, No Vandalism or Gangs 100% My school respects me and my culture - 98% Students know behavior expectations - 99%  There were notable responses to questions about feeling successful over previous years which had overwhelming responses of Neutral/Disagree.  In addition, 38% of students shared that they 'sometimes feel sad or depressed for days just because or for no apparent reason"".  This is a slight reduction from the previous year at 42%; and still signifies that social-emotional supports and services are necessary. Students who identified as Gender Neutral had consistently Neutral or responses to the negative on a majority of questions relating to self-esteem, bullying, respect, acknowledgement."|In light of the overall high rate of positive culture and climate, El Nido plans to elevate SEL instruction, MTSS-PBIS interventions at the Tier 1-Tier 3 levels.  A continued focus on proficiency rather than traditional progress reporting along with student voice and leadership will guide decisions and actions going forward.|Met||2025-06-24|2025
24656980000000|Hilmar Unified|6|"The local climate survey that HUSD used was the California Healthy Kids Survey, administered in November of 2025. The survey was taken by students in grades 5, 7, 9 and 11 and all students at Irwin High School (""NT"", Nontraditional). Below is the data related to school safety and connectedness disaggregated by the available student groups (note that due to the varying number of students who took the survey in each grade-span-- and the fact that if less than ten students make up a student group, no data is reported-- the disaggregated student group data that is available may not be exactly the same for each grade-level. In the instances where no data was available ""NA"", for ""not available"" was used to note that):  School CONNECTEDNESS (the scale was based on five survey questions, for students responding ""Yes, most of the time"" and ""Yes, all of the time""): Grade 5: All students = 66%, EL = NA, LTEL = NA, Non-EL= NA, Hispanic/Latino = 66%, White = 66%, Mixed (2 or more races) = NA, Something Else = 60%, Male = 64%, Female = 68% Grade 7: All students = 59%, EL = 50%, LTEL = NA, Non-EL= 63%, Hispanic/Latino = 58%, White = 70%, Multiracial = 60%, Something Else = 43%, Male = 61%, Female = 58% Grade 9: All students = 64%, EL = 57%, LTEL = NA, Non-EL = 67%, Hispanic/Latino = 57%, White = 74%, Multiracial = 84%, Something Else = 65%, Male = 67%, Female = 63% Grade 11: All students = 53%, EL = 61%, LTEL = NA, Non-EL= 51%, Hispanic/Latino = 49%, White = 57%, Multiracial = NA, Something Else = NA, Male = 57%, Female = 48% Nontraditional: All students = 60%, EL = NA, LTEL = NA, Non-EL = 63%, Hispanic/Latino = 60%, White = NA, Multiracial = NA, Something Else = NA, Male = 69%, Female = NA  School SAFETY- School perceived as ""Safe"" or ""Very Safe"":  Grade 5: All students = 70%, EL = NA, LTEL = NA, Non-EL = NA, Hispanic/Latino = 74%, White = 69%, Mixed (2 or more races) = NA, Something Else = 60%, Male = 72%, Female = 66% Grade 7: All students = 59%, EL = 50%, LTEL = NA, Non-EL = 64%, Hispanic/Latino = 59%, White = 71%, Multiracial = NA, Something Else = 31%, Male = 55%, Female = 66% Grade 9: All students = 63%, EL = 38%, LTEL = NA, Non-EL = 69%, Hispanic/Latino = 52%, White = 73%, Multiracial = 64%, Something Else = 73%, Male = 61%, Female = 64% Grade 11:, All students = 64%, EL = 61%, LTEL = NA, Non-EL = 65%, Hispanic/Latino = 58%, White = 70%, Multiracial = NA, Something Else = NA, Male = 65%, Female = 62% Nontraditional:, All students = 67%, EL = NA, LTEL = NA, Non-EL= 75, Hispanic/Latino = 67%, White = NA, Multiracial = NA, Something Else = NA, Male = 64, Female = NA"|"Overall, the percentages for school safety & connectedness aren't high, but the disaggregated data that's available doesn't include students who responded, ""a little true"", ""neither safe nor unsafe"", or ""Yes, some of the time"". Students who chose these responses don't necessarily feel unsafe or unconnected to school, they just don't feel as high a degree of connectedness & safety. HUSD would prefer all students report high degrees of feeling safe & connected, but HUSD is first looking at reducing the numbers of students who do feel unsafe & disconnected. Disaggregated data didn't have a lot of variation in between ""All"" & the various student groups with available data in each grade-span. Notable trends were: The % of students (especially in 5th) who take the survey continues to decline as more and more parents opt their children out; 5th grade, White, Hispanic/Latino and ""All"" report the same rate of connectedness; 5th grade students reported the highest overall rate of safety (70%). 5th-grade Hispanic/Latino students reported a 5% higher rate of safety than White students; 5th-grade males reported a 6% higher rate of safety than 5th-grade girls. / 7th grade, White students reported a 12% higher rate of connectedness than Hispanic/Latino students & 10% higher than Multiracial students. There was a 13% difference in reported connectedness between 7th-grade EL students and non-EL students, with non-ELs reporting a higher rate; 7th grade reported the lowest overall rate of safety (59%). 7th-grade White students reported a 12% higher rate of safety than Hispanic/Latinos; 7th-grade females reported 11% higher rate of safety than 7th-grade males. 7th non-ELs grade reported a 14% higher rate of safety than ELs. / 9th-grade White students reported a 17% higher rate of connectedness than 9th-grade Hispanic/Latinos. There was a 10% difference in reported connectedness between 9th-grade EL students & non-ELs, with non-ELs reporting a higher rate; 9th-grade EL students reported 25% lower safety rate than ""All"" & 31% lower rate than Non-ELs. Hispanic/Latino students reported a 21% lower rate of safety than Whites in 9th grade. / 11th-grade students generally reported the lowest rates of connectedness, with ""All"" reporting a 51% connectedness rating. 11th-grade EL students reported a 10% higher rate of connectedness than Non-ELs. Male students in 11th grade reported a 9% higher rate of connectedness than females. 11th-grade White students reported 8% higher rate of connectedness than Hispanic/Latinos. There wasn't much variance among 11th-grade students when it came to safety, with most student groups being within a couple of % points of each other & the ""All"" group. The exception was between White students & Hispanic/Latinos, where Whites reported a 12% higher rate of safety. / Students in Nontraditional settings reported generally comparable rates of connectedness and safety as their traditional high school peers, however, the sample size (15) was small."|The district is currently working on implementing Restorative Practices as part of its Multi-Tiered Systems of Support (MTSS) at HMS, HHS, and Irwin as a way to address suspension and expulsion rates, but also to help with the sense of school connectedness and safety. Ideally, if students have productive/restorative opportunities to resolve issues, this should have an impact on students feeling better connected and safe.|Met||2025-06-25|2025
24657220000000|Le Grand Union Elementary|6|The ESE Student Climate Survey was administered to grades 6-8 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 56.8% - % of students in an EL program that say they feel connected with their school. - 64.6% - % of female students that say they feel connected with their school. - 55% - % of male students that say they feel connected with their school. - 58%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 67.4% - % of students in an EL program that say they feel safe at school. - 62.5% - % of female students that say they feel safe at school. - 67.5% - % of male students that say they feel safe at school. - 67.4%|An analysis of data shows that 56.8% of students felt connected to school and that 67.4% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was none.  The student group that was significantly lower than the whole in feeling safe at school was none.|Based on the data there are no student groups or areas of need.  The LEA will continue to work on implementation of the LCAP, for general improvement in LEA climate.|Met||2025-06-10|2025
24657300000000|Le Grand Union High|6|The ESE Student Climate Survey was administered to grades 9-12 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 51.3% - % of students in an EL program that say they feel connected with their school. - 58.7% - % of female students that say they feel connected with their school. - 42.1% - % of male students that say they feel connected with their school. - 59.2%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 71.4% - % of students in an EL program that say they feel safe at school. - 71.4% - % of female students that say they feel safe at school. - 69.5% - % of male students that say they feel safe at school. - 70.9%|An analysis of data shows that 51.3% of students felt connected to school and that 71.4% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was females.  The student group that was significantly lower than the whole in feeling safe at school was none.|The LEA will ensure implementation of the following actions in the LCAP to address the students groups targeted in prompt 2 above: 02.04: Staff 3.0 counselors: 1 to provide general counseling services, CTE / CCR pathways and academy offerings, 2 to ensure that every 10th grader participates in a student / parent / counselor meeting to create an A-G plan, and 3 to promote EL applications to 4-year colleges through UC Talent Search (paid for by UC Merced). 02.08: Continue the After School Program by offering activities (including boxing) that support students’ personal goals and parent requests that can be delivered in a social distancing environment.  Staffing the program: will consist of one program coordinator, after schools assistants, teacher stipends, etc.|Met||2025-06-23|2025
24657480000000|Livingston Union|6|The district utilizes a local student survey to gather feedback on safety, connectedness, and other student-centered indicators.|"Student survey data indicates that students appreciate and enjoy sports/extra curricular activities, assemblies, trips and opportunities to interact with their peers. Data also indicates that students recognize the benefits of an environment where students are kind and respectful and would like to increase those behaviors and decrease negative behaviors. The majority of students report a positive energy at their site. Results show 69% of elementary students feel they ""completely belong"" or ""belong quite a bit"".  The percentage is slightly lower for English Learners at 66%.  Twenty-five percent of middle school students feel connected to adults at their school, an increase from the previous year.  The English Learner subgroup results indicate 31% feel connected to adults, also an increase from the previous year.  Data also shows that 38% of middle school English Learners feel that they ""completely belong"" or ""belong quite a bit"" compared to 36% for ""all students"", both increases from previous results."|Survey data is being analyzed at both the district and site levels.  Site data is being used to identify specific areas of improvement and subsequent development of improvement plans to address site specific needs.|Met||2025-06-17|2025
24657550000000|Los Banos Unified|6|The local climate survey data provides a comprehensive overview of student perceptions across several key indicators, covering school engagement, safety, bullying, substance use, routines, remote schooling, and mental health. This data is disaggregated by different grades and reflects students' experiences and sentiments regarding their school environment.  Parent Feedback – California School Parent Survey (CSPS) Strengths:  92% of parents agreed that teachers set high expectations for students.  84% reported feeling welcome to participate at their child’s school.  86% felt school staff work hard to build trusting relationships with families.  Areas for Growth:  Only 59% felt well-informed about school goals and improvement plans.  52% expressed that communication about behavioral expectations was clear.  Just 61% believed the school responds adequately to bullying or behavioral concerns.  Staff Feedback – California School Staff Survey (CSSS) Strengths:  91% of staff feel a strong sense of responsibility for all students’ success.  88% believe the school climate promotes respectful relationships among students.  Most staff report a positive working relationship with their colleagues.  Areas for Growth:  Only 60% feel their school effectively addresses staff burnout and stress.  54% believe disciplinary practices are applied consistently.  Professional learning relevance received mixed feedback (61% agreement).  Student Feedback – California Healthy Kids Survey (CHKS) Elementary Students Strengths:  84% feel safe at school.  76% agree adults care about them and help when needed.  81% enjoy school and feel connected to peers.  Areas for Growth:  43% report experiencing verbal or social harassment.  36% feel left out or excluded often.  Only 60% feel confident telling an adult about problems.  Secondary Students Strengths:  78% report feeling safe at school.  69% feel teachers care about them.  72% say they have at least one trusted adult at school.  Areas for Growth:  48% indicate school rules are not enforced fairly.  Only 54% believe student input is valued in decision-making.  40% feel a high level of school connectedness.|Key Takeaways: Shared Strengths:  All groups highlight positive relationships and strong adult dedication. There is a consistent sense of safety reported across students and staff.  Shared Growth Areas:  Communication gaps exist across all groups (e.g., parents on policies, staff on expectations, students on fairness). Stakeholder engagement in decision-making is a recurring concern, especially for parents and secondary students. Consistent implementation of behavior expectations remains a need.  When patterns across groups are considered, several themes emerge. Strengths lie in the commitment of staff, a general sense of safety, and the quality of relationships within schools. Yet, there are shared concerns around communication clarity, equitable enforcement of expectations, and authentic engagement in decision-making processes. To address these challenges, the district should consider forming a cross-stakeholder school climate task force, expanding multilingual and culturally responsive communications, and embedding regular feedback mechanisms that visibly inform practice.|Recommendations:  Parents Improve school-home communication: Provide consistent updates via multilingual platforms about goals, behavior policies, and progress. Enhance parent leadership opportunities: Expand participation in site councils, ELACs, and targeted workshops. Establish feedback loops: Use surveys and forums to capture parent input and communicate how it's used in decision-making.  Staff Focus on staff wellness: Integrate dedicated time for self-care, peer support groups, and access to mental health resources. Strengthen consistency in discipline: Offer training in restorative practices and clarify policy implementation expectations. Refine PD offerings: Ensure professional learning is tailored to staff roles and offers voice-and-choice opportunities.  Elementary Students Implement SEL programs: Focus on emotional literacy, empathy, and peer conflict resolution. Increase adult-student connections: Expand mentoring and small group check-ins. Address peer mistreatment: Strengthen anti-bullying campaigns and student leadership in positive behavior promotion.  Secondary Students Promote youth voice: Involve students in decision-making through councils and feedback sessions. Build inclusive culture: Train staff on equity and cultural responsiveness in policy enforcement. Reinforce engagement practices: Offer activities tied to students' interests and identities.|Met||2025-06-18|2025
24657630000000|McSwain Union Elementary|6|"The McSwain Union Elementary School District administered a locally designed school student climate survey, and also monitors on a regular basis, throughout the school year, the ""Campus Social Emotional Rating"" for students in grades 5th - 8th provided by the Sown to Grow program. The Campus Emotional Rating for the end of the 2023- 2024 school year was 4.1 out of 5.0. That is considered ""good"". The locally designed school student climate survey was taken by 3rd and 5th graders. This represents the two grade level spans that the McSwain district serves with our TK-4th grade students on our West campus, and our 4th grade -8th grade students on the East campus. Key Data points include the following: -95.7% of students feel welcome on campus. -91.4% of students feel safe on campus. -80.1% of students state that they are very or mostly respectful to teachers on campus. -95.7 of students feel that teachers are very or mostly respectful to students on campus. -84.2% of students state that people are never or rarely disrespectful to others at school. -41.0% of students state they have never been bullied during the 2023-2024 school year. -27.7% of students state the have been bullied 1-2 times during the 2023-2024 school year. -19.9% of students state that they have been bullied 3-5 times during the 2023-2024 school year. -10.6% of students state that they have been bullied 5 or more times during the 2023-2024 school year. -80.2% of students feel that the ""energy"" of the school is very or somewhat positive. For the 2024-2025 school year, the school continued the process of administering the locally designed school climate. A change was made to the school, ""Campus Social Emotional Rating,"" to also include both the East and West Campuses. Students across both campuses participated to show that the emotional rating for the end of the school year was 4.1 and 4.3, respectively out of 5.The locally designed school student climate survey was also expanded to highlight multiple grade levels from TK-8 across both campuses. Based on the East Campus 2024–25 Student Climate Survey results (sample size: 100), the majority of students reported feeling welcome (95%) and safe (93%) on campus, with 90% indicating they have a trusted adult at school. When asked about how much peer behavior impacts learning, 25% said ""frequently"" or ""rarely,"" 20% ""often,"" and 16% ""never."" Regarding respect, 23% rated students as ""very respectful"" to teachers, while 25% selected ""not respectful,"" and 19% chose ""slightly respectful."" Teachers received more favorable marks, with a higher proportion marked as ""very respectful."" In terms of rule fairness, most students responded ""mostly fair,"" while smaller groups marked ""slightly fair"" or ""not fair."" On bullying, 0% reported being bullied, while others experienced bullying 1–2 times or 3+ times. Online bullying was seen ""rarely"" or ""sometimes"" by some students. Feelings of connection and belonging were strong, with many students selecting “yes"|We are pleased to note that students attending the McSwain Union Elementary School District feel welcome and safe at school. They feel that teachers are highly respectful to students, and that the vast majority of students are respectful to teachers. In addition, the vast majority of students feel like the energy of the school is positive, and the Campus Emotional Rating is good as well which is correlates closely. The one area of concern is students being bullied. While it can be argued that compared to other school districts the number of our students being bullied is low, it is a percentage that administration is not comfortable with. In fact, it is our goal that no student ever be bullied at school. It is a priority for our administrative and counselling staff.|The district will continue participating in the Sown to Grow program to monitor our campus emotional rating through all grade levels. In addition, the school counselors are planning to increase their student contact and instruction surrounding bullying and how to stop it, alongside working with the district administration to oversee additional anti bullying measures.|Met|"It should be noted that in the previous year 23-24, the school district designed school student climate survey did not include specific data by student groups identified in California Education Code, Section 52052, LCFF Priority 6 was identified as ""Not M"|2025-06-24|2025
24657710000000|Merced City Elementary|6|The District offered its annual Equity Survey in the Spring of 2024. Respondents included 6th-8th grade Merced City School District students, parents/guardians of an MCSD student, staff members, and/or community members affiliated with MCSD. Sites offered time for students to take this anonymous, voluntary survey during the school day, and employees were offered time during their workday to participate, as well. Parents were notified via ParentSquare messaging with embedded links, and stakeholders were offered time to take part, as well. The most recent results available indicate that while most students and staff agree that adults encourage students to learn from their mistakes (79%), this year and last year, over half of the respondents agree that students feel safe at school (51% vs. 54%). Reports of bullying decreased compared to last year (57% vs. 55%), and significantly more students (58%) than parents and staff (53% and 37%) say bullying is a problem at school. A high percentage of staff agree that schools hire (88%) and retain (82%) staff from diverse backgrounds. Significantly more students this year, compared to the 2021-2022 baseline equity survey, agree that their teachers come from many different backgrounds (81% vs.73%). When it comes to student and staff relationships, overall student-staff relationships at MCSD are strong and equitable. Over four-fifths of staff, parents, and students agree that they have classmates (85%-90%) and close friends from different backgrounds (81%-87%). However, significantly fewer students (65%) than staff (88%) agree that adults at their school care about and support students beyond schoolwork. Even though student opinions have improved about the adults’ understanding of their culture and background, less than half of the students say adults understand them and their experiences (46%).|Results indicate that students and staff express differing opinions on the extent to which teachers are engaging students in such conversations. MCSD will continue to support staff in their efforts to educate through an equity lens. The District will focus on reducing instances of bullying and harassment and promoting school safety. MCSD may leverage this perspective and understanding to help students demonstrate more respectful behavior toward each other and their school environments. MCSD may also consider implementing additional bullying prevention measures and focusing on messaging that helps promote safety.|The District will also support students’ and families’ feelings of inclusion, especially at the middle school level. MCSD will aim to help teachers and staff strengthen the links between students’ home and school lives; demonstrating relevance and fostering connections between school and students’ personal lives strengthens both academic and social-emotional outcomes. MCSD will continue to work to foster connections among students and demonstrate the value of having meaningful conversations about diversity. MCSD will be leveraging a partnership with a local vendor to promote elements of restorative justice in our four middle schools.|Met||2025-06-24|2025
24657890000000|Merced Union High|6|"Creating safe and supportive school environments remains a top priority for MUHSD. Each school site fosters a climate that values relationships, inclusivity, diversity, and cultural appreciation. Emphasis is placed on both emotional and physical safety, building a strong sense of belonging that encourages student participation in academic and extracurricular activities. Beyond delivering a quality education, MUHSD is committed to expanding student engagement opportunities and offering programs where all students can connect, thrive, and excel. To monitor and improve school climate, MUHSD administers the California Healthy Kids Survey (CHKS) annually to all 9th, 11th, and alternative education students. Additional student input is gathered through district and site surveys, LCAP and WASC focus groups, and Superintendent-hosted student lunches. According to recent CHKS results, 83% of students reported feeling ""safe or very safe"" at school, 53.5% said there is an adult on campus who really cares about them, and 50% reported feeling connected to their school. Additionally, 59% agreed or strongly agreed that they are motivated to complete their schoolwork. Reports of chronic sadness or hopelessness dropped from 39% in 2023–24 to 32% this year—an encouraging sign of progress in student well-being."|Analysis of climate and engagement data, including the California Healthy Kids Survey, student focus groups, and educational partner input, has reinforced MUHSD’s ongoing priority to ensure emotionally and physically safe school environments. Each site fosters strong relationships, cultural appreciation, and inclusive practices that promote student engagement and a sense of belonging. Data shows that students who feel connected to school are more likely to participate in academic and extracurricular activities, which supports both achievement and well-being. While MUHSD is seeing progress, data disaggregated by student groups highlights ongoing needs, particularly among underrepresented students, who may feel less connected or supported. This has informed efforts to increase personalized outreach, engagement opportunities, and culturally responsive supports. Continued focus will be placed on building supportive environments where all students feel seen, heard, and valued.|To support the identified needs related to student safety, mental health, and connectedness, MUHSD has implemented several key changes and will continue to refine its strategies for continuous improvement. Each school site now has a full-time Student Support Manager and a licensed mental health counselor from Sierra Vista, a community-based provider, to offer on-site therapeutic services. Both SSMs and academic counselors have been trained in crisis screening and are available to support students in need. To further ensure campus safety, the district employs full-time School Resource Officers in partnership with local law enforcement, along with part-time and full-time campus liaisons across all sites. These roles are integral to maintaining a safe and welcoming environment. In alignment with district goals, MUHSD is continuing to shift toward student-centered schools that prioritize relationship-building and social-emotional well-being. Moving forward, the district will enhance its efforts to gather student input with a targeted focus on school safety, emotional wellness, and students’ sense of connection to their school community. This feedback will directly inform policy adjustments and resource allocation to better support student needs.|Met||2025-06-11|2025
24658130000000|Plainsburg Union Elementary|6|PUESD surveys students in grade TK-8th on how safe they felt at school and also how connected they felt at/to school. Our results were that 93% of the students surveyed felt safe while at school and 94% of the students felt connected to their school and school activities. We also surveyed families and 100% of families stated that they felt their students were safe at school and 100% of families felt connected to school.|This local survey shows that PUESD was successful in keeping out students safe and connected throughout the school year.|PUESD will continue to provide new opportunities for students to feel connected and more involved in school activities in the year to come.|Met||2025-06-12|2025
24658210000000|Planada Elementary|6|The ESE Student Climate Survey was administered to grades 5-8 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 62.6% - % of students in an EL program that say they feel connected with their school. - 54% - % of female students that say they feel connected with their school. - 57.3% - % of male students that say they feel connected with their school. - 68.1%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 71.5% - % of students in an EL program that say they feel safe at school. - 72.4% - % of female students that say they feel safe at school. - 69.2% - % of male students that say they feel safe at school. - 74.1%|An analysis of data shows that 62.6% of students felt connected to school and that 71.5% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was english learner.  The student group that was significantly lower than the whole in feeling safe at school was none.|The LEA will ensure implementation of the following actions in the LCAP to address the students groups targeted in prompt 2 above: 02.07: Continue the support of clubs, intramural activities, and provide continued support for the athletics program. 02.10: Staff a full time counselor position with job duties to include discipline, academic support, social emotional support, MASTERS coordination, SSTs, and other duties.  (LPLP, TAP)|Met||2025-06-19|2025
24658390000000|Snelling-Merced Falls Union Elementary|6|The local climate survey goes out to all parents once or more a year, students give feedback through surveys, school assembly discussions and staff meetings to discuss the school climate. 100% of students feel safe on campus, while 100% of students stated they enjoy school. A yearly inspection takes place on campus each year to address any possible concerns.|10% of parent feedback stated the importance of teacher retention at the school level.  Snelling School has struggled to maintain consistent staff members to what we believe is contributed by our rural location and our pay scale being low compared to larger schools centrally located in town.|Snelling School has used its multiplier equaty funds to offer returning teachers a stipend.  It is written in our LCAP to offer a returning stipend in an effort to encourage our Certificated staff to return for the following school year.|Met||2025-06-17|2025
24658620000000|Weaver Union|6|"The district regularly administers the California Healthy Kids Survey (CHKS) to 5th and 7th grade students, along with annual staff and parent surveys, to monitor perceptions of school climate across all sites. These data sources consistently reflect a positive and welcoming school environment.  For 5th grade students, CHKS results show that 64% report feeling connected to school, 64% feel safe on campus, and 78% believe students are treated with respect. Among 7th graders, 42% report school connectedness, 85% feel safe at school, and 53% report having caring adult relationships. These findings underscore both strengths and areas for targeted support, particularly in middle grade relationships and connectedness.  Staff feedback is also strong: 91% of staff members agree that schools are a ""safe place for students,"" and 62% describe their school as ""supportive and inviting.""  Our annual parent survey reveals high levels of family satisfaction and trust. Specifically, 95% of parents report that their child feels safe at school, 95% feel that teachers care about their child, and 96% feel welcomed when visiting the school. These high percentages demonstrate the district's success in creating inclusive, caring, and safe environments for students and families."|The district continues to prioritize a safe, respectful, and inclusive school climate as reflected in annual stakeholder input and the California Healthy Kids Survey (CHKS) results. All three school sites show positive perceptions of safety and school environment, with particularly strong ratings in perceived safety across grade levels.  Among elementary students, 71% reported feeling safe at school—the highest-rated indicator. However, school connectedness was the lowest-rated, with 64% of students feeling connected to school. While most racial subgroups responded similarly across connectedness, safety, and respect, a notable gap was found among Mixed Race students: only 44% felt respected by adults compared to 70% of all elementary students .  At the middle school level, 83% of students reported feeling safe, but only 49% reported a sense of school connectedness. White students reported the lowest levels of safety and connectedness but the highest levels of perceived respect, while students identifying as “Other” reported the highest safety ratings but the lowest levels of feeling respected .  Gender-based differences were more pronounced at the middle school level. Female students reported significantly lower levels of connectedness (31% vs. 47%), and higher experiences of negative peer interactions such as bullying or harassment (50% vs. 31%), cyberbullying (38% vs. 16%), and rumors or lies being spread (45% vs. 27%). Furthermore, female students reported elevated levels of emotional distress, with 35% indicating social-emotional distress and 43% reporting feelings of chronic sadness or hopelessness, compared to 17% and 24% of male students, respectively .  Complementing the CHKS findings, the district's parent survey revealed strong community confidence in school safety and relationships. Among respondents, 95% stated their child feels safe at school, 95% believe teachers care about their child, and 96% feel welcomed on campus.  The district will continue to monitor subgroup disparities and strengthen climate initiatives—particularly those focused on increasing school connectedness, addressing emotional well-being, and supporting underrepresented students through proactive, data-informed strategies.|While our CHKS and parent survey data reflect strong perceptions of safety, connectedness, and respect at the elementary level, notable disparities emerge at the middle school level—particularly in students' sense of connection and respect. For example, only 49% of middle school students reported feeling connected to school, compared to 64% of elementary students. Among middle school subgroups, female students expressed significantly lower levels of connectedness and higher incidences of bullying, cyberbullying, and emotional distress.  To address these gaps, the district remains committed to sustaining the positions added over the past several years, which directly support school climate and student well-being: three assistant principals at the middle school, two at each elementary school, three counselors at the middle school, two counselors at each elementary, and a community liaison and campus safety monitor at every site. These roles play a vital part in fostering safe, inclusive, and connected learning environments.  Looking ahead, the district will also begin structured conversations and planning around expanding social-emotional supports specifically for middle school female students, given the concerning data trends. This may include enhancing counseling services, implementing targeted small-group interventions, and ensuring student voice informs future supports.|Met||2025-06-20|2025
24658700000000|Winton|6|Winton School District (WSD) 5th graders and 7th graders were administered the California Healthy Kids Survey (CHKS) in the Spring of 2022. The 5th grade students were administered the Elementary Core Module with a target sample size of 197 students and there was a response rate of 60%. The 7th grade students were administered the Secondary Core Module with a target sample size of 201 students and there was a response rate of 64%.|"The CHKS indicated an overall result for the School Connectedness Questions. 66% of the 5th graders who took the survey reported ""Yes, or most of the time"" or ""Yes, all of the time"" on the School Connectedness Questions. 46% of the 7th graders who took the survey ""Agree"" or "" Strongly Agree"" on the School Connectedness Questions.  Data indicates that 45% of the English Learners agree or strongly agree on the School Connectedness Questions.   Both the questions/statements asked the students if they were close to people at school, happy to be at school, feel like a part of this school, and treated fairly by teachers at school, and feel safe at school. From the analysis of each of the 5 questions/statements, the 5th graders had the lowest percentage of 58% (Yes, all of the time and Yes, most of the time combined) when asked, ""Do you feel close to people at school?"". However, the 7th graders scored the highest percentage of 56% (strongly agree and agree combined) when they responded to the statement, ""Are you happy to be at/with this school?"".  On the 5th grade survey, highest percentage on this set of question is 86% (Yes, all of the time and Yes, most of the time combined) when asked, ""Do teachers treat students fairly at school?"".  In terms of students’ perception of safety at school, when the 7th graders were asked, “How safe do you feel when you are at school?”, 43% of the 7th graders perceived the school as very safe or safe, 46% felt neither safe nor unsafe, and 11% felt unsafe and very unsafe. When the 5th graders were asked, “Do you feel safe on your way to and from school?”, 70% of the 5th graders indicated that they feel safe most and all of the time and 9% never feeling safe.  The strength of WSD is the academic motivation. This is highest key indicator of School Climate for School Engagement and Supports for both the 5th and 7th graders. The data reveals that 57% of the 7th graders ""agree/strongly agree"" and 84% of the 5th graders reported ""yes, most of the time"", or ""yes, all of the time""."|WSD will continue its work with the academics. The 5th grade students will finish all their class assignments, try even harder when they get a bad grade, keep working on schoolwork until they get it right, and keep doing the classwork even when it's really hard. The 7th grade students will try hard to make sure they are good at their schoolwork, interested in their work, understand new things when doing their schoolwork, and do better in their schoolwork.  WSD will continue to improve its work ensuring that students feel safe and connected to the school.|Met||2025-06-23|2025
24736190000000|Gustine Unified|6|2024-25 School Safety and Connectedness Survey  School Safety 64% of all students feel safe in school  4th grade 60% 5th grade 60% 6th grade 60% 7th grade 48% 8th grade 54% 9th grade 75% 10th grade 70% 11th grade  79% 12th grade 83% Hispanic 67% White 66% English Learners 69% Low Income 67%  School Connectedness 68% of all students report connectedness  4th grade 68% 5th grade 75% 6th grade 68% 7th grade 56% 8th grade 58% 9th grade 72% 10th grade 70% 11th grade 72% 12th grade 75% Hispanic 70% White 69% English Learners 72% Low Income 65%|Based on the local data from the Kelvin Climate survey some key learnings from school safety data reveal the following areas of strength. High school students feel safer than their younger peers. Perceptions of safety increase significantly at the high school level, with 75% of 9th graders and over 80% of 12th graders reporting that they feel safe at school. This suggests that safety measures, school culture, or maturity level may contribute to stronger feelings of safety in upper grades.  There is consistent responses across student groups: Hispanic (67%), White (66%), English Learners (69%), and Low-Income (67%) all reported relatively similar perceptions of safety, indicating equitable experiences across demographic groups.  Some identified needs include middle school students report lower feelings of safety with only 48% of 7th graders and 54% of 8th graders report feeling safe at school, which is well below the overall average. This indicates a significant need to address school climate, supervision, and support systems at the middle school level.  Some lower grade concerns include only 60% of students in grades 4 through 6 feel safe, suggesting a need to review safety protocols, conflict resolution supports, and playground or classroom supervision for younger students. The overall safety perception is below desired levels. Only 64% of students overall feeling safe at school, there is a clear opportunity to improve school climate districtwide through targeted initiatives such as social-emotional learning, restorative practices, improved supervision, and anti-bullying efforts.  Some next steps will be to conduct follow-up surveys or focus groups to better understand specific safety concerns at the middle and upper elementary grades. Implement targeted strategies at schools to ensure Positive Behavior Interventions and Supports (PBIS) are fully implemented at all school sites, including explicitly teaching all expectations. Another strategy will be to find ways to increase student voice in shaping school climate initiatives and review policies and procedures for addressing safety-related issues.  For School Connectedness Data, some areas of strength are that high school students report stronger connectedness. Connectedness improves notably in high school, with 72–75% of students in grades 9–12 reporting a sense of connection to school. This suggests that older students may feel more supported through extracurriculars, established peer groups, and stronger relationships with staff.  There are strong outcomes among student subgroups: Hispanic students (70%), White students (69%), and English Learners (72%) all report similar or above-average levels of connectedness, indicating that efforts to create inclusive school environments are reaching diverse groups equitably. There is positive connectedness in upper elementary with 5th graders reporting the highest level of connectedness at 75%, highlighting effective relationship-building practices at t|Drawing from local data and key findings, the district remains committed to enhancing student well-being through a range of comprehensive support strategies. School counselors and mental health clinicians will continue to play a central role in providing services that address students' emotional and social needs. Additionally, the district will maintain its investment in two Board Certified Behavior Analysts (BCBAs) who support classroom behavior management, contributing to safer and more connected learning environments.  A continued emphasis will be placed on implementing Positive Behavior Interventions and Supports (PBIS) and restorative practices to create a positive and inclusive school climate. The Multi-Tiered System of Support (MTSS) team will use ongoing data analysis to monitor student needs, evaluate the effectiveness of interventions, and provide targeted supports, all with the aim of improving school safety and fostering a stronger sense of belonging for all students.|Met||2025-06-25|2025
24737260000000|Merced River Union Elementary|6|The LEA's Local Climate survey is administered annually to all students in grades from fourth through eighth. The data is used to reflect areas of success and areas of need. The focal targeted areas from the survey are connectivity and safety; we want all students to feel connected and safe. In the area of feeling connected to the school and staff, over 90% of students replied that they felt connected to the school and staff. In the area of feeling safe at school, 92% of students indicated that they felt safe at school. Data from our various student subgroups reflected similar percentages to those of all students.|The overall data reflects that the majority of students feel that they are connected with the school and the staff, and that they feel safe at school. The data is intended to be used to improve these areas so that 100% of students feel connected and safe at school.|The LEA's leadership team will continue to look at its current practices and make necessary changes so that all students feel safe and connected. The LEA will also work alongside the Merced County Office of Education for additional support and guidance to improve these areas.|Met||2025-06-09|2025
24753170000000|Dos Palos Oro Loma Joint Unified|6|The local climate survey, a custom Google Form, is administered to students in grades 5, 6-8, and 9-12 annually as part of the LCAP development process.  Furthermore, individual school sites have the autonomy to utilize this data to inform the development of their Single Plan for Student Achievement (SPSA) and Comprehensive Safety Plans.  Broadly, the survey prompts students to share their perceptions regarding school safety and connectivity, adult relationships, adherence to school rules, participation in school activities, and the prevalence of negative influences such as bullying or substance abuse.   The survey revealed that over 80%% of respondents identified as Hispanic or Latino, with nearly 47% identifying as multiracial, 21% as white, and 20% choosing not to disclose their ethnicity.  Our survey responses show that 63% were females and 33% were males.  In addition, the following participation rates were as follows:   46% from 5th grade, 15% from 6-8, and 33% from 9-12.|One noteworthy aspect of our students' dedication deserves recognition: the resounding commitment they've shown towards grasping new concepts and improving their academic performance. Among students an impressive 75% expressed their diligent efforts in trying to do better at school.  Similarly, 67.8% of 5th-12th graders noted their efforts in trying to understand new material at school. Moreover, an encouraging 60% of students reported that they are having difficulties with school work they can go to their teachers to get the help they need.    The following are areas for growth as noted by the survey data and student responses.   11% of students do not feel safe at school.  In addition, 50% of our students 5th-12th participate in extra curricular activities.  14% of students do not feel comfortable reporting bullying to someone at school.    In summary, the data shows that we have students who are willing to try hard to improve their work and achieve their potential.  The data also reveals that there is a need to support students who do not feel safe at school or comfortable reporting bullying or unsafe behavior.|The district remains committed to expanding students' access to a diverse range of courses by allocating resources outlined in the LCAP, particularly to bolster elective offerings. This involves recruiting more teachers in subjects like music, art, and Career Technical Education. Additionally, the LCAP prioritizes the implementation of heightened safety measures across schools. Moving forward, school sites will integrate feedback from local climate surveys into the formulation of new policies and procedures, as well as into the development of the Comprehensive School Safety Plan.|Met||2025-06-26|2025
24753660000000|Delhi Unified|6|In 2024-25, DUSD focused attention based on local dashboard on students who provided input on school culture and climate surveys:  86% of  students respond AGREE/STRONGLY AGREE to the statement- “I like coming to my school because it is a safe place for me to learn and grow.” 	 90% of students respond AGREE/STRONGLY AGREE to the statement- “Adults at this school care about me and my learning.” 	 89%  of students respond AGREE/STRONGLY AGREE to the statement-  “ My teachers give me opportunities to set goals and make choices that support my long term aspirations.” 	 83% of students respond AGREE/STRONGLY AGREE to the statement- “I receive regular feedback from my teachers that supports improvement of my  learning and growth.”	 81% of students respond AGREE/STRONGLY AGREE to the statement-  “ The activities I work on in class are preparing me to be successful in college or in a future career.” 	 74% of students respond AGREE/STRONGLY AGREE to the statement- “My teachers really know who I am and what I need to be successful.” 	|Some key learnings that are areas of strength for DUSD are: *Growth for #1, 82% to 86%; #2, 89% to 90%; AND #6, 73% to 74% * 5 out of the 6 statements on culture and climate survey are above the 80th percentile, with one statement being at the 90Th percentile  Key learnings for the areas of need for DUSD are that students rated lower in two of the following areas: *Decrease for #4, 84% to 83% *The students believe that the teachers don't know who the students are individually and what they need for success on #6, 74%|The goal for the 2025-26 is for site administrators to reevaluate their SPSA plans to include an action and metric around the two lower scored student responses: “The activities I work on in class are preparing me to be successful in college or in a future career.” And  “My teachers really know who I am and what I need to be successful.”   The Educational Services Department  will focus on Climate and Culture within goal 2 of the LCAP.  The 2025-26 LCAP includes a specific goal with actions around Inclusive Behavior & Inclusive Social Emotional Instruction.|Met||2025-06-10|2025
25102560000000|Modoc County Office of Education|6|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|Met||2025-06-09|2025
25658960000000|Surprise Valley Joint Unified|6|Students and families feel safe based on the survey that was completed in the fally of 2024. They feel that our school is clean and provides a safe learning environment for all students on campus.|Through the survey that was collected from families, 68% of families feel that their child's social-emotional needs are being met. 65% of the people survied feel the environment is caring and supportive of all students. 82% feel the child/chilren are safe at school. Some families feel that students aren't challenged enough.|The LEA continues to work on our communication and has set that as a priority as a district, by using more than one method of communication. Working on more improving and increasing our intervention groups to meeting more individual student needs is another goal for the district. Increasing our attendance rates, increasing our student population and decreasing our suspension rates are also priorities of the district.|Met||2025-06-26|2025
25735850000000|Modoc Joint Unified|6|The Alturas Elementary School report outlines the developmental assets as perceived by the students, covering both internal strengths and external supports needed for their overall development. Top Two Concerns:Constructive Use of Time: The lower score in this category suggests a need for more opportunities for students to engage in meaningful, skill-building activities outside of the classroom. Positive Identity: The lower score in this area points to a potential need for programs that help students develop a stronger sense of self-worth and personal agency. Top Two Positives: Support: Students reported strong levels of support, indicating a positive environment where students feel cared for by adults in their lives. Boundaries & Expectations: High scores in this category suggest that students are benefiting from clear rules and expectations, which can help guide their behavior and decision-making.Improving constructive use of time and positive identity can involve introducing more extracurricular activities and mentorship programs, while continuing to build on the strong foundation of support and clear boundaries already in place. The report from Modoc Middle School, based on the Search Institute survey, provides a comprehensive analysis of the developmental assets experienced by the students. These assets are categorized into external and internal types, with external assets including support from family, school, and community, and internal assets encompassing personal values, commitments, and social competencies. Top Two Concerns: Positive Family Communication: Only 30% of students reported positive communication with their families, indicatinga need for improvement in family dynamics and open dialogue. Homework: A low percentage (14%) of students reported doing an hour of homework every school day, suggesting potential issues with academic engagement or support at home.Top Two Positives: School Engagement: A high percentage (80%) of students are actively engaged in learning, reflecting positively on the school's environment and teaching methods. Positive View of Personal Future: 61% of students are optimistic about their personal future, indicating a strong sense of hope and purpose among the student body. These findings suggest areas of focus for improvement, particularly in family communication and academic support,while also highlighting strengths in student engagement and optimism about the future. Further actions might include programs to enhance family engagement and strategies to boost homework completion and academic support. The Modoc High School report provides a detailed overview of the developmental assets among students, focusingon both external and internal assets. These assets range from family and community support to personal values and social competencies.|We need two guide our younger students in building self-worth, and also need to work with the community to provide more divers opportunities to be involved in the community. For middle and high school aged students, we need to work on students seeing the value of completing work at home in addition to creating capacity in students to advocate for themselves with adults. Our younger students feel valued and supported by adults in their lives and appreciate having clear expectations and boundaries. Middle school aged students feel they are actively engaged in learning and are optimistic about the future. High school students have strong personal values and report their friends model responsible behavior.|The LEA will be focusing on increasing rigor which will give schoolwork value. We will be adding staff to help students become more accustomed to working with adults.|Met|Continuation of Prompt 1: Top Two Concerns: Positive Family Communication: Only 28% of students reported having positive communication with their families, indicating a need for improvement in family dialogue and relationships. Homework: Only 28% of stude|2025-06-10|2025
25735930000000|Tulelake Basin Joint Unified|6|Between February 17 and March 28, 2025, students across the district participated in the CalHOPE Student Survey, providing valuable insight into their perceptions of school conditions, relationships with adults, and emotional well-being. With over 200 responses, the results paint a well-rounded picture of the current school climate, highlighting areas of strength while also identifying meaningful opportunities for improvement.  Students report high levels of positive emotional experiences:  85% felt grateful, thankful, or appreciative  80% felt kindness, care, or concern for others  79% reported feeling joy or happiness  Strong connections with adults at school are reflected in:  80% believe adults at school encourage them to work hard  80% agree that adults believe in their ability to succeed  77% feel that adults at school care about them  76% of students feel the school is a safe and welcoming place for people of all backgrounds  These responses suggest a supportive climate where students feel emotionally supported and encouraged by staff.  Areas for Growth:  Student voice and inclusivity indicators scored lower:  68% believe their school cares about what they think  67% say the rules are applied equally to all students  67% report that students of different backgrounds treat each other with respect  Disciplinary and adult response to peer conflict is a concern:  Only 61% agreed that adults take action when students are being mean  Emotional wellness concerns:  47% reported feeling down, sad, or hopeless  40% reported feeling nervous, worried, or jittery  Just 58% felt their survey responses would help bring about change, indicating a need to strengthen feedback loops and responsiveness|Overall, students expressed a strong sense of emotional support and connection to school staff. The majority reported experiencing positive emotions on a regular basis—85% indicated they often felt grateful, thankful, or appreciative, and 79% described feeling joy or happiness. Furthermore, 80% of students shared that they feel encouraged by adults at school to work hard and believe that these adults genuinely care about their success. These numbers suggest that the district has cultivated a positive, supportive environment where students feel emotionally connected and valued.  Students also affirmed the school as a welcoming space, with 76% stating they believe the school is safe and inclusive for individuals from all backgrounds. However, while students generally feel supported, there are several areas that warrant attention. Only 68% of students felt that their opinions are valued by the school, and just 67% believe that rules are applied equally. Similarly, only 61% agreed that adults intervene effectively when students are being unkind or disrespectful to their peers. These data points suggest that while the foundation of trust is strong, there is still work to be done in the areas of fairness, consistency, and student voice.  Mental wellness emerged as another area of concern. Nearly half of the students surveyed—47%—reported experiencing feelings of sadness or hopelessness, while 40% indicated they often feel nervous or anxious. These figures reflect a broader need to continue strengthening social-emotional supports and normalize mental health discussions within school settings.  Another key takeaway is that only 58% of students felt their survey responses would lead to meaningful change. This highlights the importance of not only collecting input but also closing the feedback loop—communicating how student voices inform decisions and visibly acting on the concerns they raise.  While the survey provides important data, it is worth noting that the results are not disaggregated by student groups such as English learners, foster youth, or students with disabilities. Moving forward, examining the data through an equity lens will be essential to ensure that all student experiences are understood and addressed—especially those from historically underserved populations.  In summary, the district has made significant strides in fostering a supportive and emotionally connected school climate. Students feel cared for and encouraged by staff, and many view their schools as welcoming and safe. Continued focus on equitable discipline, inclusion, mental wellness, and student agency will help sustain and build upon these gains. As we move ahead, it will be critical to ensure that all student voices—not just the majority—are heard, valued, and reflected in the decisions that shape their educational experience.|Based on the analysis of the CalHOPE Student Survey and other local data, the LEA has identified several areas where adjustments to current plans, policies, and procedures are necessary to support continuous improvement. While many students reported strong connections with school staff and a general sense of belonging, the data also highlighted concerns related to fairness in discipline, student voice, emotional well-being, and the need for more visible follow-through on student input.  In response to these findings, the district will place a greater emphasis on strengthening student voice by revising the way feedback is collected, shared, and acted upon. Schools will implement clearer procedures for communicating how student suggestions and survey responses are used to inform decisions. This includes using advisory time and student-led forums to reflect on progress and share updates.  To address concerns about fairness and adult responsiveness, staff training will be updated to include greater focus on the consistent and equitable application of school rules, as well as the importance of timely adult intervention when students experience peer conflict or report mistreatment. This shift aims to reinforce trust between students and staff and ensure that all students feel supported and protected.  Recognizing the high number of students who reported feelings of sadness or anxiety, the district also plans to expand access to school-based mental health supports. Efforts will include increasing counseling availability, incorporating wellness check-ins into the school day, and providing opportunities for students to learn coping strategies and emotional regulation through targeted workshops and class activities.  To strengthen future planning, the LEA will begin disaggregating student climate survey data by subgroups. This will allow for more targeted interventions and ensure that improvement efforts are responsive to the diverse needs of all students.  These changes reflect the district’s commitment to using data not just for reflection, but for action. By addressing these key areas of need, the LEA aims to foster a more inclusive, supportive, and responsive school environment where all students can thrive.|Met||2025-06-18|2025
26102640000000|Mono County Office of Education|6|"Data from 2023-2024 CHKS (last reported data for our community schools done biennially) Total school supports 47%      Caring adults in school 50%      High expectations-adults in school 74%      Meaningful participation at school 16% School connectedness 42% Academic motivation 43% Promotion of parent involvement in school 49% School perceived as very safe or safe  77% Had mean rumors or lies spread about you - 0 times = 64% 1 time = 14% Been afraid of being beaten up - 0 times = 100% Been in a physical fight - 0 times = 85% Seen a weapon on campus - 0 times = 92% Cyberbullying in the past 12 months - 0 times = 64% 1 time = 14% Been threatened at school - 0 times 92%  SEL Survey (new for 2023-2024) - Social Emotional Health Module Total Covitality 55% (made up of the 3 sections below)       Belief in self 54%      Belief in others 60%      Emotional competence 59% Growth Mindset 89% Goals 86% Collaboration 43% Problem solving 31%  Kelvin School Climate/Culture 12 Question Survey was given in April 2025 and had an overall 90% favorable rating: I feel safe on my school campus - 100%, My teachers care about me - 100%, The school campus is clean - 100%, My teachers try to build relationships with me - 100%, I believe that I am treated fairly by my teachers - 100%, My school is a place where I feel that I ""belong"" and ""included"" in activities - 100%, The teachers at this school work hard to make sure all students are learning - 92%, There is at least one adult at my school that I can reach out to for help - 92%, I feel the administration is approachable (Principal, Assistant Principal(s), etc.) - 92%, I believe that I am treated fairly by all non-teaching staff (Administration, Office Staff, Counselors, Custodians, Proctors, etc.). - 83%, I enjoy attending school - 75%, Students at my school respect their teachers - 42%"|The CHKS results are reviewed bi-annually and continuously considered for areas of needed growth and improvement. Keep in mind that every two years there is generally a new group of students so it is not always accurate to compare results from prior years. Also with such a small number of students, one student can really skew the results (it seems that this year, one student had many answers that didn’t seem truthful, and/or were incongruous, so that varied our averages by 8%). Additionally, because we have so few students taking the CHKS, we do not ever have access to the breakdown of data disaggregated by student groups, so we are unable to share this data as requested by the State. It is concerning to see that for this year’s data only 50% indicated that there are “caring adults in school”, yet 74% of the students indicated that the adults in school have high expectations for them. We try to remind the students that when they are answering the questions in the CHKS, it applies to their experiences at Jan Work Community School and not Mammoth High School. However, when reviewing the data, it appears that often the students have answered some questions based on school experiences outside of JWCS. The new Kelvin School Climate/Culture survey seems to be more accurate for this current group of students.|Our continued approach to improving school climate is to focus on individual relationships as well as needs. Our Individual Learning Plans (ILP’s), completed annually and updated quarterly focus on academic as well as socio/emotional and career needs/goals. We work continually to educate and support all of our staff, including administrative and support staff to develop meaningful, supportive relationships with our students and time and situations allow and as appropriate.   We understand that many of our students do not have positive adult relationships in their lives and we strive to provide each at least one positive, caring adult relationship that they can rely on.  In the future, we would like to implement a mentor-type program where we can partner with willing MCOE staff members to be another positive role model to our students. We will also continue to support our staff in Love and Logic behavior management training. For the final quarter of this school year, we started using a new survey, Kelvin, where we can push out surveys to our students and their families whenever we choose to do so. This way, we will have access to current school climate data by the current group of students as often as we see fit.|Met||2025-06-26|2025
26102640124990|Urban Corps of San Diego County Charter|6|The UCCS local climate survey indicated that students felt a strong sense of belonging and community at school. This data encompasses our mainstream and English learner students. Students also reported positive feedback about their ability to feel supported and cared for by school staff.|Data from the local climate survey indicates that UCCS is able to foster positive, supportive relationships among its diverse student population and staff. Areas for growth include collecting both qualitative and quantitative data to better measure potential areas for growth.|Although building community was indicated as a strength, UCCS is committed to growing and improving connections with our newcomer students by improving interpreting and translation services. With a strong sense of community, UCCS is still committed to expanding professional development opportunities to enhance staff empathy and cultural competence. Additionally, UCCS will continue to improve and expand on decision-making opportunities for stakeholders through the use of focus groups.|Met||2025-06-13|2025
26736680000000|Eastern Sierra Unified|6|ESUSD administers both the California Healthy Kids Survey along with district student surveys each spring. District surveys are separated into the following grade level spans: K-2, 3-5, 6-8, and 9-12.  For the California Healthy Kids Survey, the data for 7th, 9th and 11th grades showed the following for the local climate: Data listed in the following fashion - topic- 7th grade outcome, 9th grade outcome, 11th grade outcome -School Connectedness - 74%, 75%, 73% -Academic Motivation - 62%, 67%, 69% -Caring adult relationships - 69%, 72%, 80% -Meaningful Participation - 24%, 29%, 29% -School perceived safe - 85%, 100%, 88%   District student surveys showed the following for the local climate: -Over 90% of K-2 students reported a POSITIVE school climate district-wide. -Over 90% of 3-5 students reported a POSITIVE school climate district-wide. -Over 80% of 6-8 students reported a POSITIVE school climate district-wide. -Over 90% of 9-12 students reported a POSITIVE school climate district-wide.|District surveys have a substantially more positive outcome than Healthy Kids Survey. Data is not disaggregated by groups as our student pool in each of the grade levels are too small and would not maintain the appropriate level of confidentiality.  Strengths: Younger students have a more positive outlook on school; School Connectedness, Safety, and Caring Adult Relationships ranked higher.  Areas for improvement: Academic motivation and Meaningful Participation scored lower overall for 7th, 9th and 11th grade students.|ESUSD will work with site administration, grade level groups, at staff meetings, and with our SEL team to better engage students in Academic Motivation and Meaningful Participation.|Met||2025-06-18|2025
26736920000000|Mammoth Unified|6|"In the 2023–24 school year, Mammoth Unified School District (MUSD) administered the California Healthy Kids Survey (CHKS) across the required grade spans to assess student perceptions of school safety, connectedness, and overall school climate. The survey was conducted in grades 5, 7, and 11, in alignment with state guidance.  CHKS results indicated that a majority of students feel safe and connected on campus. For example, 73% of grade 11 students reported feeling ""safe"" or ""very safe"" at school, and 68% felt ""connected"" or ""highly connected"" to adults and peers. While overall positive, these scores reflect a slight decline from prior years and highlight the need for increased attention to student mental health and belonging.  Disaggregated data revealed differences among student groups. Hispanic/Latino students reported lower levels of connectedness (64%) compared to White students (72%). English Learners also indicated less comfort approaching adults on campus. These gaps point to a continued need for culturally responsive relationship-building and inclusive practices across campuses.  To supplement CHKS, MUSD also used the Kelvin Education Survey Tool to collect site-based data from students, families, and staff on climate indicators such as safety, trust, and adult-student relationships. This tool supports real-time feedback and has proven particularly valuable at smaller school sites like Sierra High School, where individual responses help shape targeted supports.  Additionally, the district administered the Marzano School Culture Survey, which evaluates perceptions of academic optimism, collegiality, and collective efficacy among staff. The results provided insight into how adult relationships and instructional culture influence school climate and student outcomes.  This triangulated approach—using CHKS, Kelvin, and Marzano—equips MUSD with a comprehensive understanding of school climate and culture, enabling data-informed decisions that promote safe, supportive, and connected learning environments for all students."|Analysis of the 2023–24 local climate data—including the California Healthy Kids Survey (CHKS), Kelvin Education Survey Tool, and Marzano School Culture Survey—revealed several key learnings about school climate, safety, and connectedness across Mammoth Unified School District (MUSD).  One clear area of strength is that the majority of students report feeling physically safe at school. At the high school level, over 70% of students indicated they feel “safe” or “very safe” on campus, consistent with feedback from middle and elementary school students. The Marzano survey also indicated that staff believe there is a high level of collegiality and shared responsibility for student well-being.  Another strength lies in positive adult-student relationships, particularly at smaller sites such as Sierra High School, where individualized attention supports strong feelings of connection. The Kelvin Survey data showed high levels of perceived adult support at these sites, affirming the impact of personalized interactions.  However, the data also revealed important areas of need, especially for underrepresented student groups. CHKS results disaggregated by student group showed that Hispanic/Latino students and English Learners reported lower levels of school connectedness and comfort when approaching adults on campus. These students also indicated a less positive perception of peer relationships and belonging.  The analysis highlighted a need to improve culturally responsive practices and adult outreach strategies to ensure that all students feel equally supported. Additionally, survey data showed a growing student need for mental health resources, especially in grades 7 and 11.  Overall, these findings underscore the importance of strengthening inclusive practices, expanding student support systems, and continuing to invest in strong adult-student relationships—particularly for those student groups that have historically experienced lower levels of connection and support in the school environment.|Based on the analysis of 2023–24 climate survey data and key learnings from CHKS, Kelvin, and the Marzano School Culture Survey, Mammoth Unified School District (MUSD) has identified several changes to existing plans and procedures to address areas of need and support continuous improvement.  To improve student connectedness and belonging—particularly among English Learners and Hispanic/Latino students—MUSD will implement targeted professional development for teachers and staff on culturally responsive relationship-building, inclusive communication strategies, and trauma-informed practices. These sessions will be embedded in ongoing site-based PD throughout the 2024–25 school year.  Recognizing the need for greater access to mental health support, MUSD will expand counseling services at the secondary level and increase visibility of available supports through classroom presentations, family workshops, and peer ambassador programs. Schools will also integrate Social Emotional Learning (SEL) into advisory and classroom routines more consistently across grade levels.  In response to student feedback about adult approachability and peer dynamics, MUSD will revise campus supervision protocols and advisory curricula to include more restorative practices and structured opportunities for student voice. Staff will receive training on proactive strategies to build safe and inclusive classroom environments.  To strengthen family engagement, particularly for underrepresented groups, the district will update family communication protocols to ensure consistency, bilingual access, and increased two-way dialogue. Site councils and ELACs will receive clearer guidance and support to deepen family involvement in decision-making.  Finally, MUSD will continue using the CHKS, Kelvin, and Marzano tools annually and semiannually (as applicable) to monitor progress, identify gaps, and adjust strategies based on real-time feedback. These revisions reflect MUSD’s commitment to equity-driven, data-informed decision-making that supports every student’s academic and emotional well-being.|Met||2025-06-26|2025
27102720000000|Monterey County Office of Education|6|Based on the YouthTruth Student Survey District Report (March 2025) for the Monterey County Office of Education (MCOE), The local climate data shows strong student engagement (79% positive), academic challenge (75%), and culture (57%), yet weaker results in belonging and peer collaboration (34%) and relationships (54%). Disaggregated data shows that Alternative Education students require targeted support for emotional and mental health needs.|"Students affirmed that instruction is relevant to real life, as ""what I learn in class helps me outside of school"" is the highest-rated engagement item. In contrast, collaboration, especially peer-driven by teacher instruction, was notably low, correlating with the district’s 25th percentile rank in belonging."|The LEA will expand structured peer-led academic activities to foster collaborative learning and student leadership, while enhancing advisory and homeroom frameworks to strengthen interpersonal connections and ensure every student is known, supported, and engaged. In addition, the LEA will implement culturally responsive pedagogy and targeted intervention systems that affirm diverse student identities and promote equity in academic and socio-emotional outcomes. To further support a positive and inclusive school climate, the LEA will increase access to mental health services, including on-site counseling, wellness education, and partnerships with community-based organizations, ensuring that all students have the support they need to thrive both emotionally and academically.|Met||2025-06-25|2025
27102720112177|Monterey Bay Charter|6|MBCS annually surveys students in grades three through eight regarding school climate and culture. The school community values relationships with students and their families. The survey results reflect this value. Teachers remain with their classes for several grade levels; each child and their family are well-known class and school community members. The school's LCAP goal of a favorable school climate has focused on this area. Administration disaggregates annual student survey data, and the results guide continuous improvement efforts through school-wide strategic planning.     The school retains intern counselors from CSUMB who support our part-time Licensed Clinical Social Worker and full-time School Counselor. The counseling team focuses on social-emotional learning through whole-class and small-group lessons and various student-led affinity groups. The school is onboarding Circle Up!, a schoolwide social-emotional learning curriculum, to meet students' needs.   Additionally, the MTSS group continually reviews the school’s Multi-Tiered System of Support to deepen the school’s commitment to identifying and meeting our students’ needs at bi-weekly meetings.|The most recent survey results reflect a range between one and five percentage points differences from answers to the previous survey. According to survey results, 92% of students consider MBCS a safe learning environment. Most students have at least one positive relationship with an adult at school and state that adults help them resolve conflicts on campus. 67% of students feel there are clear rules and that consequences are applied fairly.  The survey results are presented to the Faculty and Board of Directors.|The key focus goal of the MTSS group is to implement a social-emotional learning program that includes a nonviolent communication component to improve peer-to-peer relationships and supplement the school’s investment in social skills programming for general education and special education students. Explicit instruction in conflict resolution using nonviolent communication methods is intended to address the student survey concerns regarding peer-to-peer interaction. A unified language reinforced by all staff, faculty, and administration will support the success of the social-emotional learning program. The committee will examine the following survey to determine the effectiveness of the social learning program in improving peer interactions on campus.|Met||2025-06-03|2025
27102720116491|Open Door Charter|6|Based on the 2025 Youth Truth Survey administered by Open Door Charter (ODC), local climate data reflect an intense overall student satisfaction across multiple school conditions and climate indicators. The survey, conducted in March 2025, included responses from students and staff and provided percentile-based national comparisons and disaggregated results across demographic groups. Overall, ODC students reported high levels of satisfaction in the following categories: Engagement (99th percentile), Relationships (90th percentile), Culture (97th percentile), College and Career Readiness (96th percentile), and Academic Challenge (98th percentile). These high scores indicate that students feel supported by school staff, are engaged in their learning, and perceive the environment as safe and conducive to academic success. Notably, ODC students also reported a decrease in dropout consideration, from 29% in 2024 to 19% in 2025, suggesting stronger school connectedness. Disaggregated results showed consistent positive responses across key student groups, including Hispanic students, representing most of the school population. These findings reflect the effectiveness of targeted supports and the personalized learning model provided through independent study.  The Youth Truth Survey affirms that ODC maintains a safe, supportive, and academically engaging student environment. The data, disaggregated by student group, will continue to guide efforts to strengthen school climate and align with LCAP goals focused on student engagement, academic readiness, and well-being.|Analysis of the 2025 Youth Truth Survey data reveals that Open Door Charter (ODC) demonstrates notable strengths in student engagement, academic challenge, and school culture. Students reported exceptionally high satisfaction in key areas, including Engagement (99th percentile), Relationships (90th percentile), Culture (97th percentile), Academic Challenge (98th percentile), and College and Career Readiness (96th percentile). These results indicate that ODC is successfully fostering a supportive and academically rigorous environment where students feel connected, challenged, and prepared for post-secondary opportunities. The decline in students considering dropping out, from 29% in 2024 to 19% in 2025, further underscores improved student connectedness and retention, which can be attributed to the school’s individualized supports and flexible learning model. Disaggregated data show that Hispanic students, who comprise the majority of the student body, reported similarly positive outcomes, suggesting that ODC’s strategies effectively meet the needs of this historically underserved population.  Despite these strong outcomes, the data also highlight areas for continued focus, particularly around attendance. The school’s chronic absenteeism rate, recorded at 31% in the P2 report, signals a need for more targeted intervention to address barriers that prevent regular participation. Additionally, while college and career readiness scores remain strong, sustaining access to related opportunities will be essential to ensure equitable growth. Overall, the findings affirm ODC’s progress in cultivating a positive school climate while pointing to the importance of ongoing efforts to engage all students consistently and support their long-term success.|Based on the analysis of local data, ODC will implement several revisions to support continuous improvement.   *To address chronic absenteeism, which remains at 31%, ODC will expand outreach efforts and provide additional attendance incentives and supports.  *To sustain high levels of engagement and college and career readiness, site council meetings will be aligned with CCSPP grant-funded events to improve student and family participation and input.  *Additionally, ODC will continue to strengthen partnerships with community agencies to provide adult-centered services and academic interventions tailored to underserved student groups.   These adjustments aim to enhance student outcomes and foster deeper connections between school, students, and families.|Met||2025-06-25|2025
27102720124297|Bay View Academy|6|The Student Wellness Survey was administered in August. Student survey responses were shared with grade level teaching teams, leadership and the Board of Directors. Collaboration time was provided for classroom teachers, counselors, enrichment, and supporting staff to discuss student results and to help implement actionable steps in response to the student survey results. Morning Meetings and Circles were developed over a one week period after receiving and reviewing student responses with the goal of improving classroom culture and agreements. All grade levels responded according to their varied grade level needs. Providing the opportunity for students to share their feelings, opinions, and feedback in a structured format allowed staff to then appropriately respond with actionable steps to meet the needs of all students. The California dashboard indicated that chronic absenteeism for our students with disabilities is an area of needed focus. In order to address the concerns regarding chronic absenteeism of our students with disabilities our Special Education team held four affinity group meetings for parents of students who are eligible for special education services. Additionally, we formed an attendance team comprised of our Student Information Manager and Counselors to conduct frequent family contacts to identify areas that we can provide more support in, ensuring consistent attendance for our students. This will continue to be an area of focus for the next year as we expand our practices and supports around family education and attendance and formalize our attendance plan detailing how families and students will be supported in maintaining regular attendance. Additionally the California dashboard showed a decrease in CAASSP scores for all populations in both language arts and mathematics.  In response to the decrease in CAASPP scores, we administered additional interim assessment benchmarks throughout the year to ensure that adequate progress was being made and tier 2 intervention services were being provided in a timely manner. We held several teacher workshops for vertical articulation of writing standards and writing conventions. Formative assessments for conventions of writing and rubrics were developed by our thematic unit coaches and teachers and direct instruction of promise standards were outlined for the school year. Additionally, many grade levels chose to give the interim assessment Benchmark for writing and editing which provided formative data to guide instruction and target the areas students needed the most support in.|Students: Teachers held community meetings with students regarding their experience and needs.  Teachers share feedback with school leadership to inform plans. Student Surveys completed in November informed staff of areas of strength and need. Staff has received input on preferred incentives through the Student Council.  Teachers: Throughout the academic year, there were multiple opportunities for staff to give feedback and input regarding school programs. A Staff survey was conducted in March to  provide a comprehensive overview of their experiences, allowing us to track perceptions and identify areas for improvement over time. Additionally, individualized 1:1 conversations with administration were offered for staff  to share their thoughts, concerns, and suggestions directly. Instructional Leadership Team meetings provided a collaborative platform for teachers to contribute to decision-making processes and share insights from their classrooms.  We have two designated staff Board Representatives, one at each campus, who collect monthly feedback, concerns, and celebrations from the staff via surveys, and in person 1:1 conversations. This information is brought to the site administration for review and reflection.     Families (SSC, ELAC): To ensure robust family engagement and gather diverse perspectives, we implemented a comprehensive feedback strategy involving multiple channels. Family surveys conducted in March provided valuable insights into family priorities and interests. Chats with leadership in December and February provided families with opportunities to voice concerns and share successes in a supportive environment. Additionally, participation in regular School Site Council and ELAC meetings ensured that families had a direct role in decision-making processes and were able to advocate for resources aligned with student and family needs. Families are often invited to participate and volunteer in school-wide events and community activities such as festivals, book clubs, school dances, and thematic learning etc.. This has been a great opportunity to informally check-in and gather feedback from our families. Finally, discussions regarding field trips and the Special Education Family Survey allowed staff to gather feedback on specific initiatives and tailor their approaches to better meet the needs of all students and families. Other Staff Members: Aides, Admin, District Office staff. Instructional aide meetings were scheduled regularly and offered aides the opportunity to provide input on their specific requirements and challenges, ensuring their voices were heard in the decision-making process. Monthly district office meetings focused on gathering feedback on facilities and classroom needs provided teachers with a direct avenue to communicate their infrastructure requirements, fostering a collaborative approach to resource allocation and facility improvements. By integrating these feedback channels, we created a culture of transparency.|To address teacher feedback for more support with the social emotional needs of students, we will be piloting and adopting SEL curriculum, and in person SEEDS, a restorative practice facilitator,  training.   Teachers stated the class times felt rushed and they did not have time to differentiate instruction. In response to this, we will move to a block schedule and offer  in person ELD Training focusing on differentiation.    To address family feedback requesting additional social emotional support is needed on both campuses, we have reinstated our partnership with CSUMB to hire a MSW intern to support students at Upper School campus. In response to the request for additional academic intervention support for students struggling to meet grade level expectations in math, our training paraprofessionals ran after school tutoring at both Upper and Lower School.   Students voiced a need for additional academic support in both student surveys and discussions with staff members. To support this need, we increase our after school tutoring. There was a decline in upper school students eating breakfast, so we are offering a second breakfast during break to encourage students to eat in the morning.   To address staff feedback of the need for additional mental health counseling for students, we have partnered with CSUMB to be a placement site for MSW Intern Program.  At the request of new to Bay View Staff (less than 3 years of employment) we will be working with SEEDS for professional development on Restorative Practices.|Met||2025-06-12|2025
27102722730232|Monterey County Home Charter|6|"Local climate survey data provides insights into various aspects of our school environment and student well-being. This data can be disaggregated to understand the specific needs and experiences within the school community. Throughout the 2024-25 academic year, MCHCS actively engaged with various educational partners to gather feedback and insights, shaping the development and improvement of the LCAP. Educational Partner Engagement sessions provided broad themes to address in the LCAP, including academic needs in mathematics and mental health support centered around socio-emotional needs. Charter Advisory Board meetings were also scheduled to discuss collective strategies geared towards achieving school objectives. Input was sought from the community through local surveys that were provided monthly, asking them to assess student needs, propose potential action plans to address these needs, and possibly update the LCAP.   The total number of responses to our local survey decreased from 267 to 149. Responses included 53% from students, 41% from parents, 4% from staff, and 1% from community members. MCHCS received high marks for staff and families feeling safe and secure on our campus, with 82% ""always"" feeling safe and secure, 15% reporting ""most of the time,"" 2% reporting ""sometimes,"" and 0% reporting ""never.""  The majority of students and families felt supported by staff, with 88% stating ""always,"" 10% responding ""most of the time,"" 1% selecting ""sometimes,"" and 0% saying ""never.""  Students and families also expressed high satisfaction in receiving academic support from MCHCS, with 86% answering ""always,"" 11% ""most of the time,"" 2% ""sometimes,"" and 0% ""never.""   MCHCS also surveyed students and families regarding the need for social-emotional support. The results were 81% ""always"" having social-emotional support, 12% ""most of the time,"" 4% ""sometimes,"" and 1% ""never.""    Additionally, MCHCS surveyed what the community loves about our school. Comments included great staff, flexible schedule, campus, teachers, and friendliness. We also asked what we could improve at MCHCS. Comments included math instruction, middle school math instruction, more field trips, and mental health support."|"Based on the analysis of the local survey, areas of strength at MCHCS include a positive school climate, a strong sense of safety, a high level of school connectedness, and supportive relationships with staff.  Overall, students and families gave high marks in ""always"" or"" most of the time"". When it came to feeling happy about school, their teachers, being safe, and being close to the staff at MCHCS.    Responses to our local survey on what can be improved at MCHCS included additional math support for all students, middle school math classes, increased access to social-emotional support, and the continuation of organized student workshops and field trips."|MCHCS is committed to addressing the identified areas of need through strategic changes in academic support for all students in the area of math, including Hispanic students. Site-based high school math classes will be offered to all students taking Algebra 1, Geometry, and Algebra 2. Additionally, high school math tutoring will be available to students four times a week, led by a credentialed math teacher, to ensure they have access to further support in math outside of their scheduled classes. To address the local survey results expressing the need for increased middle school math support, MCHCS will provide Daily Math Connection for 30 minutes each school day to all middle school students.    MCHCS will continue to partner with local mental health agencies, including Monterey County Behavioral Health, Harmony at Home, and Sticks and Stones. In addition to these resources, MCHCS will contract with Care Solace to assist families with connecting to mental health support, housing resources, and food insecurity agencies.  During the 2024-25 schoolyear, MCHCS held 22 scheduled events for students, families, staff, and community members. Events included high school workshops, field-based experiences, Charter Advisory Board meetings, English Language Advisory Committee meetings, and elementary art workshops. MCHCS will continue to schedule events for all students in grades TK-12.|Met||2025-06-25|2025
27102726119663|Oasis Charter Public|6|At the start of the 2024–25 school year, the school climate survey was not administered due to a leadership transition and a gap in implementation during the early months of the academic year. The current leadership team, which came on board midyear, was not initially aware that the required survey had not been conducted. Upon review of compliance requirements, the team has prioritized planning for the administration of a local climate survey during the upcoming school year to gather critical data on student perceptions of safety, connectedness, and overall school climate.  Oasis Charter Public School is committed to aligning with LCFF Priority 6 expectations moving forward. The school is currently reviewing climate survey tools that meet state criteria and allow for disaggregation by student group. The new survey will be administered to students in grades 3–6 during the 2025-26 school year, with results used to inform decision-making, planning, and improvements to the school environment. The school recognizes the importance of this data in supporting student well-being and school wide success and will ensure that annual survey administration becomes a regular part of its continuous improvement process.|Because a school climate survey was not administered during the 2024–25 school year, Oasis Charter Public School does not currently have formal student perception data to analyze for trends, strengths, or areas of need related to school climate. This gap in data resulted from a leadership transition early in the year, during which the requirement was unintentionally overlooked.  Although no survey data is available for analysis, informal feedback from students, families, and staff throughout the school year has provided some insight into the current school environment. Anecdotal evidence gathered during parent meetings, classroom observations, and one-on-one conversations with students suggests that many students feel safe and supported on campus. However, without a comprehensive and systematic data collection process, it is not possible to assess the consistency of these experiences across all student groups or grade levels.  The new leadership team recognizes the importance of using valid, disaggregated data to identify areas of strength, surface unmet needs, and support continuous improvement efforts. As a result, the school is committed to administering a comprehensive student climate survey during the 2025–26 school year and using the results to inform planning, ensure equity, and enhance student support systems moving forward.|As a result of identifying the absence of school climate survey data for the 2024-25 school year, Oasis Charter Public School has revised its internal procedures to ensure compliance and strengthen future data collection efforts. The school has formally embedded the administration of an annual climate survey into its academic year planning calendar and school wide assessment schedule. This step ensures that survey implementation is not dependent on individual leadership transitions and becomes a consistent part of the school’s continuous improvement process.  To address this gap and prevent future oversights, the leadership team has also created a compliance and reporting checklist that includes all required local indicator actions tied to the LCAP and California School Dashboard. This checklist will be reviewed regularly by administration and office staff to ensure timely data collection and reporting.  Looking ahead, Oasis will administer a validated student climate survey in the 2025-26 school year to collect data on students’ perceptions of safety, connectedness, and overall school culture. The school will disaggregate results by student group to identify trends and equity gaps and use the findings to inform school wide planning, behavior supports, professional development, and student wellness initiatives. These actions reflect Oasis’s commitment to using high-quality data to promote a safe, inclusive, and supportive environment for all students.|Met||2025-06-24|2025
27659610000000|Alisal Union|6|92% of parents reported that they are aware a counselor is available to support if needed. 94% of parents reported that they feel welcome to participate in their child's instruction 90% of teachers reported that they are aware of how to support social-emotional needs|Through a comprehensive analysis of recent survey data, the Alisal Union School District has identified significant strengths in our collective capacity to address the needs of the whole child, alongside clear areas for continued focus. The data indicates a robust awareness among both parents and teachers regarding available support systems, fostering an environment where individuals know precisely who and where to access assistance.  These high percentages affirm that the District's efforts in building accessible support structures and promoting welcoming school cultures are yielding positive results. Building on this strength, the District will intensify its focus on social-emotional learning (SEL) within the classroom, recognizing its essential role in student development and overall academic success. This commitment ensures that SEL is not just an ancillary program, but an integral piece of daily student learning, continually reinforced by knowledgeable and well-supported staff.|In response to key learnings derived from local data analysis, the Alisal Union School District has identified the profound importance of fostering strong relationships with students as foundational to classroom success. Recognizing that a secure and trusting student-teacher connection significantly enhances engagement, well-being, and academic outcomes, the District continues to build upon the efforts and strategies implemented in the 2024/25 school year which support the holistic development of every student and create an optimal environment for both social-emotional growth and academic achievement|Met||2025-06-25|2025
27659790000000|Bradley Union Elementary|6|When addressing school climate, it is important to gather input from stakeholders. When surveyed, families feel that their students are connected to the school. The small school setting along with having the same teacher for multiple years provides a strong foundation for relationships and expectations. Moving forward, there is a sense from families and students to provide more opportunities for our upper grade students to feel more of a 'middle school' environment, which includes field trips/enrichment opportunities to connect to their future career pathways.|When addressing school climate, it is important to gather input from stakeholders. When surveyed, families feel that their students are connected to the school. The small school setting along with having the same teacher for multiple years provides a strong foundation for relationships and expectations. Moving forward, there is a sense from families and students to provide more opportunities for our upper grade students to feel more of a 'middle school' environment, which includes field trips/enrichment opportunities to connect to their future career pathways.|When addressing school climate, it is important to gather input from stakeholders. When surveyed, families feel that their students are connected to the school. The small school setting along with having the same teacher for multiple years provides a strong foundation for relationships and expectations. Moving forward, there is a sense from families and students to provide more opportunities for our upper grade students to feel more of a 'middle school' environment, which includes field trips/enrichment opportunities to connect to their future career pathways.|Met||2025-06-10|2025
27659870000000|Carmel Unified|6|Carmel Unified School District administers The California Healthy Kids Survey (CHKS) every other year, which prompts input from students and provides qualitative data on school climate and safety, learning supports and barriers, and health and well-being. CUSD students in grades 5, 7, 9, and 11 participate in the survey. In 20024-25, the CHKS survey was administered in winter rather than the Spring and the participation rate increased. CHKS 2024–25 results showed mixed trends in student well-being. Perceptions of caring adult relationships declined across all grades, especially in grade 7 (-6%), while school connectedness improved in grades 7 (+4%) and 11 (+13%), suggesting stronger peer culture despite weaker adult connections. Substance use remained low in middle school but rose by grade 11 (Alcohol: 25%; Marijuana: 18%). Chronic sadness increased with grade level (Gr. 7: 22%; Gr. 11: 32%), as did bullying (Gr. 7: 22%; Gr. 11: 32%), indicating a need for continued mental health and school safety supports, particularly in high school.|CHKS 2024–25 data showed increased school connectedness in grades 7 and 11, a strength indicating stronger peer culture. However, perceptions of caring adults declined across grades, especially in grade 7, highlighting a need to strengthen adult-student relationships. Rising substance use and increased reports of sadness and bullying in grade 11 point to the need for continued mental health and safety supports at the high school level. CUSD continues to review disaggregated data and use local tools to better understand and address the needs of underserved student groups.|Each site administrator reviews and responds to their school’s climate data to inform site-level planning and supports. To address identified needs—such as strengthening adult-student relationships and expanding mental health services—the district is enhancing professional development focused on building positive staff-student connections and ensuring access to counseling resources, especially at the secondary level. Additionally, the district is actively evaluating alternative or supplemental climate survey tools to ensure the most relevant and actionable data is collected for continuous improvement.|Met||2025-06-18|2025
27659950000000|Chualar Union|6|Based on the local climate survey conducted on March 12, 2025, Chualar School District gathered middle school student input to assess overall school climate and culture. The data shows strong positive perceptions among students across several key areas. Notably, 94% of students agreed or strongly agreed that they receive strong academic instruction and feel safe at school. Additionally, 88% reported learning new skills, and 93.2% felt encouraged and recognized for making good choices.  While most responses were positive, slightly lower scores were seen in students feeling prepared for college and careers (74%) and enjoying school (74%), indicating potential areas for growth. Overall, 85.7% of students felt their peers showed respect, reflecting a generally positive peer culture. This student feedback suggests high levels of confidence in instructional quality and wellness support, and it will guide future efforts to enhance engagement, support readiness for post-secondary pathways, and maintain a safe, respectful school environment. Disaggregated group scores were not provided in the current report.|Based on the analysis of the March 12, 2025 middle school climate survey, several key learnings emerged regarding the strengths and needs of Chualar School District. A clear area of strength is the overall positive perception of the school environment by students. High percentages of students reported receiving strong academic instruction (94%), feeling safe at school (94%), and feeling encouraged and recognized for making good choices (93.2%). These results suggest that students have confidence in their learning environment and the support provided by school staff.  Identified areas for growth include students' feelings of preparedness for college and careers (74%) and overall enjoyment of school (74%), which were among the lower-rated categories. These areas point to a need for increased focus on career readiness programming and strategies to enhance student engagement and motivation. Additionally, while 85.7% of students reported that their peers show respect, there is room for continued improvement in fostering a respectful peer culture. The data were not disaggregated by student groups, indicating a need for future analysis to ensure that all student populations, especially underrepresented groups, experience the school climate equitably.|Based on the analysis of local data and identified key learnings, Chualar School District has determined the need to revise and enhance several existing plans and procedures to support continuous improvement. A major development includes the successful passage of Bond Measure J, which will fund critical facility upgrades. These improvements will address student safety and school climate through roof repairs, restroom renovations for both students and adults, and upgrades to recreational areas.  To further support a safe and welcoming environment, the district plans to install a modern surveillance and secure entry system. In response to student feedback around school enjoyment and engagement, the district will also expand extracurricular opportunities by enhancing sports activities, and increasing access to music and arts programs. These changes reflect a comprehensive approach to addressing both physical and emotional aspects of school climate, supporting academic achievement, student well-being, and stronger community engagement.|Met||2025-06-25|2025
27660270000000|Graves Elementary|6|Graves Elementary School District measured school climate using the California Department of Education's School Climate Survey for Parents and Guardians. The results reflect a highly positive perception of the school environment. Overall, 96% of respondents Strongly Agreed or Agreed that Graves ESD provides an inviting, respectful, safe, and supportive learning environment that promotes academic success for all students. Several items received 98-100% Strongly Agree/Agree responses, including: the school is an inviting place for students to learn, treats all students with respect, maintains a supportive environment, has caring adults on campus, promptly responds to communications, clearly communicates behavioral expectations, and maintains a campus free from drugs, vandalism, and gang-related activity. Additional areas of strength—with 90% or more of respondents in agreement—include promoting academic success, keeping families informed about school activities and student progress, emphasizing cultural respect, maintaining a safe and clean facility, encouraging family involvement, and motivating students to learn. Areas identified for improvement, based on 10% or fewer respondents expressing Disagree or Strongly Disagree, include providing a broader range of quality extracurricular activities such as sports, clubs, and music; offering programs that address students’ unique talents, gifts, or special needs; and increasing access to healthy food options. Disaggregated data by student group is not currently available through the local survey tool, but the district will explore strategies to gather and analyze subgroup-specific feedback in future cycles to ensure all students’ and families’ experiences are represented.|Based on the analysis of climate survey data, several key learnings have emerged for Graves Elementary School District. One clear area of strength is the overwhelmingly positive perception of the school’s environment, with 96% of families reporting that the district provides a safe, respectful, and supportive learning space that promotes academic success. Families highlighted strong communication, staff responsiveness, and a welcoming atmosphere as significant contributors to their satisfaction. Items related to student safety, mutual respect, and caring adult relationships on campus received 100% Strongly Agree/Agree ratings, reflecting the district’s commitment to a positive and inclusive school climate. However, the data also revealed areas of need. A small percentage of families expressed concerns about the availability of extracurricular programs and activities that reflect student interests, talents, and special needs. Additionally, there is room to improve perceptions related to healthy food choices and enrichment opportunities. These findings suggest the need to expand offerings that engage students beyond the core academic program and provide more individualized support. Disaggregated data by student group was not available in the most recent survey results, indicating a future need to refine data collection tools to better capture subgroup perspectives and ensure that all voices are represented in school improvement planning.|Based on the analysis of local data and key learnings, Graves Elementary School District will implement several refinements to support continuous improvement. The LEA remains committed to providing a high-quality educational program that fosters curiosity, creativity, and academic success for all students. To address identified areas of need—such as increasing enrichment opportunities and expanding family engagement—the district will revise existing practices to ensure a more inclusive and well-rounded approach. Key actions include enhancing the curriculum to better reflect student interests and talents, integrating more extracurricular and enrichment activities, and strengthening programs that support student resilience, self-esteem, and social-emotional growth. In addition, the district will work to improve access to resources that support student well-being, including healthy food options and individualized support services. The LEA will also strengthen communication and collaboration with families by offering more flexible and accessible opportunities for input and engagement. These changes reflect the district’s commitment to maintaining high expectations, promoting respect and acceptance, and building strong partnerships between home, school, and the broader community.|Met||2025-06-11|2025
27660350000000|Greenfield Union Elementary|6|Greenfield Union School District annually administers a student social-emotional survey that gathers important data on students’ feelings and perceptions about their school environment. The survey results indicate that a majority of students report feeling safe while at school and express a strong sense of connection to at least one adult on campus, which supports positive relationships and student well-being. Additionally, students generally perceive that campus facilities are well-maintained, safe, and in good repair, contributing to a positive school climate.|Based on the analysis of the student social-emotional survey and disaggregated data by student groups, Greenfield Union School District has identified key strengths and areas for growth related to school climate and student well-being. Strengths:  A notable strength across all student groups is that most students report feeling safe at school and connected to at least one caring adult on campus. This sense of safety and support is consistent among students of different backgrounds and is essential for promoting positive engagement and academic success. Areas of Need:  While the overall climate is positive, the data highlights several areas needing attention: Expanded SEL Support: Both students and staff identified the need for additional social-emotional learning resources, including direct instruction for students and professional development for staff.   More Extracurricular Opportunities: There is a strong student interest in having more clubs, sports, and after-school activities to help them feel more connected and involved.   Improved PBIS Incentives: Students expressed that the current PBIS rewards could be more motivating and better aligned with their interests.   Enhanced Playgrounds and Campus Safety: Students noted that upgraded playgrounds and recreational areas would contribute to a more enjoyable and safe school environment.   Increased Family and Cultural Engagement: There is a need for more events and activities that involve families and celebrate the diverse cultures represented in the school community.|Greenfield Union School District has identified the need to strengthen support for students’ social-emotional learning (SEL) and mental health. In response, each school site employs two counselors dedicated to addressing students’ SEL needs, providing ongoing support and interventions to promote positive well-being. Additionally, a social worker is assigned to each site to assist students with greater or more complex needs, including facilitating referrals and access to community mental health resources. To further support students and families, the district has expanded offerings of workshops and informational sessions for parents focused on mental health awareness, coping strategies, and available resources. These initiatives are integrated into the district’s overall plans and procedures to ensure continuous improvement in meeting students’ social-emotional and mental health needs. The school district will continue to monitor the effectiveness of these supports and make adjustments as needed, maintaining a focus on collaboration among counselors, social workers, families, and community partners to foster a safe and supportive learning environment for all students.|Met||2025-06-12|2025
27660500000000|King City Union|6|The survey is broken down by elementary and secondary. The elementary survey represents students in grades 3-5. The focus of this is on student perceptions of safety and connectedness. Elementary students' responses: 2.77/4-I like school, and 3.36-There is an adult at my school who will help me if I need it. Teachers treat me with respect-3.43/4 and My school wants me to do well: 3.67/4 were both high points for connectedness. Middle School students' responses show lower levels of connectedness with these responses: I feel connected to others at my school-2.92/4, I know an adult at school that I can talk with if I need help-2.93,  and teachers treat me with respect 3.27/4. Elementary responses for safety: I feel safe at my school-3.13/4 and MIddle School, I have felt unsafe at school or on my way to and from school-3.13/4.|The connectedness and safety questions have increased in positivity this school year, but are still area of growth that need to be addressed. As students begin to feel more connected, safety will ultimately follow.|Safety trainings for staff and leadership were given this year, and students will be receiving lessons on safety all throughout the next school year. The coming school year KCUSD is also planning for more Social Emotional support through trainings and professional development. The goals for these added measures is to increase safety and connectedness for students significantly.|Met||2025-06-18|2025
27660680000000|South Monterey County Joint Union High|6|School Connectedness was reported by 48% of 9th graders and 50% of 11th graders.  Academic Motivation was 65% (Grade 9) and 63% (Grade 11).  Caring Adult Relationships were identified by 43% of 9th graders and 55% of 11th graders.  High Expectations: 61% (Grade 9), 68% (Grade 11) Meaningful Participation was lower, at 17% (Grade 9) and 20% (Grade 11). Perceived School Safety: 50% of 9th graders and 47% of 11th graders reported feeling safe or very safe. Compared to the 2021–23 state high school averages, the District scored slightly below average on most indicators.   Social-Emotional Health Indicators:  Chronic Sadness or Hopelessness: 27% (Grade 9), 26% (Grade 11) Considered Suicide: 9% (Grade 9), 6% (Grade 11) Social Emotional Distress: 18% (Grade 9), 19% (Grade 11) Optimism: Both grades report 52% Life Satisfaction: 62% (Grade 9), 66% (Grade 11)  Race/Ethnicity: Hispanic/Latino students comprised 86–91% of the survey sample.  In engagement metrics, Hispanic students showed similar or slightly lower school connectedness and meaningful participation than the overall average.   Substance use and feelings of safety showed some variation, but specific breakdowns align closely with overall trends.   English Learner Status: English Learners (ELs) made up 3–9% of the high school population based on the survey sample.  EL students tended to report lower levels of school engagement and higher difficulty with social-emotional wellness, though English proficiency scores were generally high.   Special Education and Living Situation: 8% of students reported receiving special education services based on the survey sample.  Around 1% identified as homeless, and 5–7% lived in non-parental or multiple-family households.  Students in less stable housing situations reported lower perceived safety and lower connectedness than the overall student body.   Language at Home:  Spanish is the dominant home language: 64–66% of respondents.  English-only: 30–35%   Living Situation:  92–94% live with at least one parent/guardian.  ~1% identified as homeless (e.g., staying in hotels or shelters).  ~5–7% live in multi-family or other non-parental settings.|Areas of Strength: Academic Motivation  63%–65% of students (Grades 9 & 11) reported strong academic motivation, above the statewide high school average of 60%. This is reinforced by a stable rate of ~77% of students who said they “try hard on schoolwork” over the last three years.  High Expectations from Adults: 61% of 9th graders and 68% of 11th graders reported that adults at school hold high expectations for them. These values are near or slightly above the statewide average of 66%, indicating strong adult-student belief systems  Substance Use Prevention: The district outperforms state averages in preventing substance use at school:  96% of students reported no substance use on campus, above the state average of 94%.  Identified Needs: School Connectedness and Engagement: Only 48–50% of students reported feeling connected to their school, below the state average of 51%. Meaningful participation is notably low: just 17% (Grade 9) and 20% (Grade 11) felt they had influence in decisions or activities. School boredom is increasing: 46% found school “really boring” in 2025, up from 40% in 2023.  Mental Health and Emotional Well-Being: 27% of 9th graders and 26% of 11th graders reported feeling chronic sadness or hopelessness in the past year. Suicidal ideation was reported by 9% (Grade 9) and 6% (Grade 11).  Social-emotional distress indicators hover around 18–19%, showing a persistent need for emotional health interventions.  School Climate and Physical Environment Facilities upkeep remains a concern: Only 40% of students agreed the school is “clean and tidy,” a slight improvement from previous years, but still above the state average of 34%–37%.  Parental involvement has declined: Only 39% of students felt the school actively promoted parent involvement, down from 46% in 2023, and well below the state average of 52%.  Disparities by Student Group Race/Ethnicity: The student population is predominantly Hispanic/Latino (86%–91%).  While most outcomes reflect overall averages, this group tends to show: Slightly lower school connectedness and engagement.  Higher rates of chronic sadness and harassment than other racial/ethnic groups. English Learners (ELs) and Long-Term ELs (LTELs) EL students (3–9% of survey respondents) showed: Lower school engagement and participation. Greater barriers in social-emotional wellness, particularly among LTELs.  Students with Disabilities (SWD): 8% of students identified as receiving special education services.  They reported lower levels of connectedness and increased emotional distress and lower school safety perceptions.  Gender Identity and Sexual Orientation: Though percentages are small, students identifying as LGBTQ+ or questioning experienced: Higher levels of harassment. Lower rates of school connectedness and safety.  Our district has strong academic support, but is facing challenges in student connections, emotional health, and inclusive environments.|Identified Need: Low levels of school connectedness (48–50%) and meaningful participation (17–20%), especially among English Learners and students with disabilities.  Revisions & Actions:  Revise site-level School Climate Action Plans to include:  Student voice forums, implementation of restorative practices and student-led initiatives. enhance school wide initiatives to focus on: Relationship building with trusted adults, reflection and goal setting to build ownership of school experience. Implement SEL-aligned instructional practices across content areas to foster classroom community and inclusivity. Strengthening Mental Health and Social-Emotional Supports  Identified Need: High levels of chronic sadness (26–27%) and suicidal ideation (6–9%) among students, particularly in historically underserved student groups.  Revisions & Actions: Expand mental health staffing and access, increase hours for school-based mental health providers and contract with local community agencies, launch early identification and support systems:  Use CHKS indicators (e.g., chronic sadness, engagement scores) as part of multi-tiered systems of support (MTSS) screening.  Research universal SEL curriculum across all grade levels with consistent implementation training.  Improving School Facilities and Learning Environment  Identified Need:  Only 40% of students report that the school is clean and tidy; concerns around physical environment and student safety persist.  Revisions & Actions:  Enhance custodial protocols and visibility to ensure consistent upkeep of classrooms, restrooms, and common areas.  Revise facilities maintenance reporting procedures to prioritize safety-related and high-traffic areas.  Involve students in campus beautification and safety campaigns, fostering ownership and positive behavioral expectations.  Reinvigorating Family and Community Engagement  Identified Need:  Decline in students reporting promotion of parental involvement (down to 39% in 2025), particularly affecting English Learner and low-income families.  Revisions & Actions:  Redesign parent communication systems to include: Multilingual outreach through texts, calls, and social media.  Regular “family and parent nights” hosted by school leaders and counselors.  Embedding Continuous Improvement Processes  Implementation Commitments: Monitor progress quarterly using local survey data, discipline referrals, attendance data, and student wellness indicators. Incorporate data reflection into staff PLCs and school site council meetings.  Align LCAP actions and services to newly prioritized metrics, especially those tied to school climate and wellness outcomes.  The District is committed to translating student voice and survey data into measurable changes in practice, support systems, and engagement efforts. These adjustments reflect the district’s ongoing investment in access and data-driven decision-making.|Met||2025-06-18|2025
27660760000000|Lagunita Elementary|6|Students in grades 3-6 are surveyed annually, mid-year during the school day, using a google form. The same questions are asked each year, with minimal changes, in order to effectively show change over time. As just two classrooms capture the data from all four grade levels, the data can easily be disaggregated between the 3/4 combo class and the 5/6 combo class by observing when each group does the survey and creating a snapshot of results. The main takeaway was clear--after an increase in reporting bullying last year, this year it dropped substantially.|"Our results were a departure this year, and in presenting the data we discussed, as a staff and as a community, different factors that contributed to the results and our ability to draw meaning from them. Lagunita's grade span changed last year as we discontinued the 7th/8th grade classroom. This changed the social dynamic considerably. We also added an ""Anti-Bullying Coach"" this year, and this changed the reporting dynamic considerably. We look forward to next year's results, which may better inform our practices and which may be more valid than comparisons drawn between this year and last. With further study we should be able to determine whether talking about bullying leads to an increase in reporting, or whether an increase in bullying continues."|Lagunita determines the quality and utility of our partnerships with Harmony@Home and Monterey County Behavioral Health; our professional development, and our supplemental services needed to address the needs that students articulate. The survey data can be used immediately in the case of anonymous reporting of concerns; it can be used annually as part of our review of the school year and our success in implementing programs that benefit the students and help us reach our articulated goals. Our school culture is improving and our staff is skilled at addressing student conflict and disagreement.|Met||2025-06-24|2025
27660840000000|Mission Union Elementary|6|A survey was sent out to our complete Dojo audience, including our student council students. The instrument measured cleanliness, maintenance, security, instruction, communications, ELOP offerings, nutrition, preference for receiving information, and last but not least, social-emotional efforts by the district.|All the areas mentioned above were in the Highly Satisfied, Satisfied range. The areas that received individual comments were in better communication and more challenging coursework.|We will continue to update our mode of communication to include more focused messages that are geared to all populations. Coursework rigor is ongoing and will improve as we segue to the newer approved math and technology enhancements in our plan.|Met||2025-06-11|2025
27660920000000|Monterey Peninsula Unified|6|Why It Matters: MPUSD uses YouthTruth to monitor student, staff, and family perceptions in critical areas like belonging, engagement, and emotional well-being—closely tied to academic outcomes. Elementary Student Trends: While overall scores remain low, there was slight year-over-year growth in culture (+0.03), belonging (+0.03), safety (+0.01), emotional health (+0.01), and DEI (+0.02), suggesting early signs of progress. Secondary Student Strengths: Middle and high school students reported strong perceptions in safety, challenge, and emotional well-being, with most ratings above 3.2 and peaking in safety at 3.83 (HS). Staff Voice: Staff across levels rated DEI highest (4.23–4.36) and consistently rated relationships and engagement above 4.0, pointing to strong internal culture and support.|Family Feedback: Elementary families offered the most favorable responses, while middle school families had the lowest average scores—particularly in communication, engagement, and school safety.|Focus Areas: Continue targeted support at the elementary level to build on modest gains in student perception; prioritize middle school family engagement; sustain high staff confidence in DEI and relationships.|Met||2025-06-10|2025
27660922730240|Learning for Life Charter|6|The LFLCS climate survey consists of 4 sections where students can express Strong Agreement to Strong Disagreement to statements regarding connections with adults, regarding developmental relationships with staff, regarding their treatment related to their gender, sexual orientation and race/ethnicity, and regarding their perceptions of safety for themselves and for others.|Most students Agreed or Strongly Agreed that they felt connected to adults at school, that the staff supported them with Developmental Relationships, that they were treated respectfully in relationship to their gender, sexual orientation and race/ethnicity, and that others were treated safety and respectfully at school in relationship to these dimensions of identity.|We take these results to mean that students generally feel safe and connected to our school staff. This motivates us to continue implementing our program of Trauma Informed Care and to encourage in-person interactions.|Met||2025-06-24|2025
27660926118962|International School of Monterey|6|ISM places a huge emphasis on a positive school climate, starting with its mission to “educate all children toward becoming conscientious, compassionate, and responsible citizens of the world” and its vision of “a world of understanding.” In keeping with the vision, ISM focuses on creating small worlds of understanding in each classroom each day to help students develop the character that will make them contributors to a global world of understanding throughout their lives.  The emphasis on school climate is formalized in an LCAP commitment to leverage ISM’s fiscal, physical, and human resources to achieve a positive and productive school climate, culture, and community. ISM has assessed its performance relative to this outcome through annual student, parent, and staff surveys, targeting an average of 90 percent per participation group for all climate, culture, and community-related items.   The culture/climate-related items on the grade 6-8 student survey are: • Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. • My teachers work hard to help me with my schoolwork when I need it. • Teachers give students a chance to take part in classroom discussions or activities. • Teachers go out of their way to help students. • I feel close to people at this school. • I am happy to be at this school. • I feel like I am part of this school. • The teachers at this school treat students fairly. • This school clearly informs students what would happen if they break school rules. • Rules in this school are made clear to students. • Students know how they are expected to act. • Students know what the rules are.  The target was nearly achieved on the most recent administration of the surveys in 2025, as ratings averaged between 94 to 98 percent for safety and 82 to 97 percent for connectedness for all groups. The specific results were:  Safety: parents 97.50 percent, students 94.65 percent, staff 94.50 percent Connectedness: parents 99.8 percent, students 82.05 percent, staff 97.2 percent  The scores for safety continue to show growth year over year. Scores for connectedness, most notably, show strong growth among student scores this year.|"Overall, the annual survey results confirm that ISM’s mission-and vision-driven focus on school climate, culture, and community results in students feeling respected, safe, well-treated, and valued. The few lower ratings have helped identify specific areas where the school might make further gains. Based on this data and open-ended comments, ISM has invested significant time and money in further strengthening the school climate in recent years, specifically assigning an administrator to School Culture & Community, forming a Culture and Community Team whose three staff members work with the administration to develop climate-related activities and events; implementing a Multi-Tiered System of Supports (MTSS); implementing a ""House Activity Program"" in our middle years program to build connection across grade levels; and encouraging teachers to take time to focus on positive classroom climate, particularly at the start of the school year through the Responsive Classroom Program."|During the 2025-2026 school year, the school will continue to increase professional development on belonging with a strong emphasis on student emotional health and learning to further our commitment to increasing student and family satisfaction with school climate. The school will continue implementing an explicit approach to the middle school advisory program, which supports social-emotional health among student communities. The school will also continue to develop the Safe School Ambassadors program as a way to develop school culture from within the student body. Lastly, additional emphasis will be placed on belonging and inclusion approaches with teachers and between students, with ongoing professional development for staff to directly utilize student inclusion practices in advisory discussions.|Met||2025-06-10|2025
27661340000000|Pacific Grove Unified|6|"PGUSD utilizes the California Healthy Kids Survey (CHKS) to gather school climate data, disaggregating responses for students, families, and staff. Student CHKS Data: Elementary: Improved in feelings of closeness to school, happiness, belonging, fair treatment by teachers, and safety (e.g., ""Do you feel safe at school?"" increased from 74% to 86%). Growth areas include frequent sadness (14%) and late bedtimes (24%). Middle School: Showed increases in school connectedness (56% to 60%), caring adult relationships (59% to 62%), and academic motivation (62% to 66%). Growth areas include ""Any Harassment at School"" (42%) and late bedtimes (17%). Chronic sadness decreased from 36% to 20%. High School/CHS: Maintained strong academic motivation (74% 9th, 64% 11th) and high expectations from adults (68% 9th, 69% 11th). Growth areas include social-emotional distress (23% 9th, 24% 11th) and late bedtimes (15% 9th, 29% 11th). Family CHKS Data: Positive takeaways include increased perceptions of caring adults (41% to 52%) and teachers being responsive to child's needs (79% to 87%). Harassment/bullying was perceived as less of a problem (14% to 7%). Growth areas include families feeling the ""School actively seeks the input of parents before making important decisions"" (23% to 28%) and ""This school motivates students to learn"" (33% to 35%). Staff CHKS Data: Positive takeaways include perceived adequacy of counseling/support (44% to 53%) and anti-bullying climate (31% to 37%). Growth areas include social-emotional supports (34% to 36%) and ""Parent Involvement,"" with only 37% agreeing that the school is welcoming to and facilitates parent involvement, and that staff take parent concerns seriously. CHKS District Level School Climate Report Cards highlight specific areas. For elementary, ""High Expectations"" (95%, +11 vs. state) and ""Perceived School Safety"" (86%, +8 vs. state) are strengths, while ""Rule Clarity"" (84%, +4 vs. state) is a growth area. Middle school shows strengths in ""Meaningful Participation"" (31%, +7 vs. state) and ""Promotion of Parental Involvement"" (59%, +7 vs. state), with ""No Mean Rumors"" (61%, -2 vs. state) as a growth area. High school strengths include ""School Connectedness"" (61%, +10 vs. state) and ""Perceived School Safety"" (69%, +16 vs. state), while ""No Mean Rumors"" (64%, -13 vs. state) is a growth area. Additionally, the district utilizes CORE SEL surveys as a local indicator. Elementary CORE SEL: Highest scoring at Level 4 (Healthy/Favorable) at 42%. 25% of students were at Level 2 (Slightly Unhealthy/Unfavorable). Male elementary students showed a significantly higher (22%) Level 2 score. Small ethnic subgroup sizes prevented reliable comparisons. Middle CORE SEL: Most frequent response was Level 2 (Slightly Unfavorable) at 37%. Gender responses were balanced. High School/CHS CORE SEL: Most frequent was Level 2 (Slightly Unhealthy/Unfavorable) at 39%. A higher percentage of unfavorable reporting was observed among female and non-binary"|"Key learnings from the data analysis highlight strengths and areas for improvement across various dimensions of school conditions and climate.  Areas of Strength:  School Connectedness & Safety: Elementary CHKS data showed increases in feelings of closeness to school, happiness, belonging, and safety. High school students also reported high levels of school connectedness and safety.  Caring Adult Relationships: Middle school CHKS data reflected improved perceptions of caring adult relationships. Families also noted improvements in teacher responsiveness and caring adults.  Academic Motivation & Expectations: Middle and high school students consistently reported strong academic motivation and high expectations from school adults.  Anti-Bullying Climate: Staff data indicated improvements in the perceived anti-bullying climate.  Meaningful Participation & Parental Involvement (Middle School): Middle school students reported strength in meaningful participation and family data reflected strong promotion of parental involvement.  Areas for Improvement:  Student Well-being: Elementary students reported frequent sadness; middle and high school students noted social-emotional distress.  Harassment: Middle school students indicated experiencing harassment on campus.  Parent Input & Involvement: Families reported a lack of involvement in key decisions. Staff noted a need to better engage parents and address their concerns.  Communication with EL Families: DELAC feedback revealed a need for more consistent teacher/counselor communication, a Synergy tutorial, and translated reminders.  Social-Emotional Supports (Staff Perception): Staff identified a need to enhance school-wide social-emotional supports.  Rule Clarity: Elementary data pointed to rule clarity as an area for growth.  ""No Mean Rumors"": Both middle and high school students identified this as a concern.  Late Bedtimes: Across all levels, students reported inadequate sleep as a concern.  Facility Improvements: Student Advisory Council input across grade spans called out playground equipment needs, bathroom conditions, athletic facilities, and general maintenance as key issues.  SEL Implementation & Engagement: Community feedback underscored the importance of authentic SEL implementation and stronger engagement.  Gender Disparities in SEL: Elementary boys had higher rates of “Slightly Unhealthy/Unfavorable” SEL scores. At the high school level, female and non-binary students also showed higher unfavorable SEL reporting.  These findings inform the LEA’s continuous improvement efforts and guide adjustments to LCAP goals and actions, ensuring that strategies address student needs while strengthening conditions that promote engagement, safety, and well-being for all learners."|To address identified needs, PGUSD plans to strengthen communication and collaboration between home and school, particularly for underrepresented families. This includes exploring more effective formats for parent events, actively engaging parents as volunteers, providing clearer information on supports, engaging parents in decision-making efforts, and improving outreach to all families. The district will also focus on enhancing the authentic implementation of SEL principles and improving facilities based on student feedback.  Furthermore, the district will continue its deep commitment to restorative practices and Professional Learning Communities (PLCs). These initiatives are crucial for strengthening our efforts through deep learning and intentional, authentic work. By consistently reinforcing our core values of BELONGING, SAFETY, and PROSPERITY through these frameworks, we aim to cultivate an environment where every student feels valued, secure, and empowered to thrive.|Met||2025-06-05|2025
27661420000000|Salinas City Elementary|6|The student survey results from Fall and Spring 2024-25 for grades 3–6 in Salinas City Elementary School District reveal mixed trends across the seven assessed areas. While there was a slight improvement in Readiness for Learning (from 67% to 69%) and School Safety (from 56% to 57%), other key areas experienced declines. School Climate saw the largest drop, falling from 52% to 47%, indicating a perceived decline in the overall social and learning environment. School Engagement decreased from 48% to 44%, and Teacher-Student Relationships dropped from 63% to 59%, suggesting reduced enthusiasm and connection between students and staff. School Belonging also declined slightly, from 54% to 52%, while Rigorous Expectations remained stable at 74%, showing that students consistently perceive their teachers as maintaining high academic standards. These results highlight the need for renewed efforts in fostering positive relationships, promoting inclusive school culture, and increasing student engagement and belonging.|As in the previous year, the team noted that Hispanic students' responses closely aligned with overall district-wide results. However, English-only students generally reported higher levels of favorable responses, while English Learners consistently scored lower across key areas. This disparity raises important questions about the effectiveness of current social-emotional and relationship-building efforts intended to support English Learners, highlighting the need for more targeted and culturally responsive strategies to ensure equitable outcomes.|As the District begins the initial implementation of Community Schools through the California Community Schools Partnership Program (CCSPP), efforts to support students and families will be augmented accordingly. To ensure inclusive and informed planning, the District will make this a key discussion point during upcoming meetings with parents and other educational partners. Additionally, the student survey will be administered twice next year to allow for comparative analysis and deeper insight into emerging trends, which will help guide future action steps. While not all schools will receive direct funding through the CCSPP grant, the District’s steering committee will ensure that the established priorities and roadmap of supports are implemented equitably and made accessible to all students and families across the district. This will be achieved through strong collaboration with community partners, ensuring that every school site benefits from shared resources and aligned support systems.|Met||2025-06-17|2025
27661590000000|Salinas Union High|6|2024-2025 California Healthy Kids Survey, Total Completed 2957 Three Modules Administered: Core Behavioral Health  Community Schools  Grade 7 Student Completion 	 2151 Grade 8 Student Completion	0	 Grade 9 Student Completion	 254	 Grade 10 Student Completion	 276 Grade 11 Student Completion	 99 Grade 12 Student Completion 	 168  *sites with less than 10% participation had scores omitted from final reporting  LCAP Student Survey 7,085 Completed District Wide  LCAP Student Survey Grade Level Breakdown Grade 7 Student Completion 	 1403 Grade 8 Student Completion	 1390 Grade 9 Student Completion	 1528 Grade 10 Student Completion	 853 Grade 11 Student Completion	 979 Grade 12 Student Completion 	 905 5th Year Senior			 24 Salinas Adult School		 3 LCAP Student Survey Site Level Breakdown El Sausal Middle School		866 North Salinas High School 	1338	 Harden Middle School 		668 Washington Middle School 	610	 La Paz Middle School 		549 Carr Lake School 		12 Mount Toro High School 	99	 Rancho San Juan High School 	668	 Salinas High School 		889 El Puente School 		111	 Everett Alvarez High School 	526 Alisal High School 		748	  LCAP Student Survey Demographics 39% Identified English Learners 18% Identified as a Person of Color 3% Identified as Black 2% Identified as Indigenous  5% Identified as LGBTQ+ 1% Identified as Transgender 4% Had an IEP 1% Foster Youth 0.5% Youth in Transition 41% Preferred not to answer|LCAP Student Survey: I feel there is at least one adult on campus who supports me Strongly Agree 	33% Agree 			56% Disagree 		8% Strongly Disagree  	3%   LCAP Student Survey: I feel emotionally safe at my school Strongly Agree        17% Agree 		  	62% Disagree 	           16% Strongly Disagree     5% LCAP Student Survey: I feel physically safe at my school Strongly Agree 	18% Agree 		64% Disagree 		14% Strongly Disagree    4%   LCAP Student Survey: Which resources and services do you feel support school safety, health, and wellness? 22%      Wellness Centers 19%      Clubs and Organizations 16%      PBIS 14%      Advisory Lessons 13%      Probation Officers 11%       Anonymous Tip Line 6%        WEB Link Crew|Based on the outcome data, the need to integrate our nursing team into care models is evident. High self reporting of drug and alcohol abuse correlated with an increase in the number of prescription medication orders for students requires strong medical subject matter experts to collaborate with our school based teams to address physical health alongside instruction and mental health.   Augmenting preventative Tier 1 Education regarding healthy eating habits and sleep routines would not only improve the outcome data, but likely directly impact scores, self esteem, and mental health given the interconnectedness nature of quality wrap around care.|Met||2025-06-24|2025
27661670000000|San Antonio Union Elementary|6|Overall, based on parent and student survey data, the district is providing a positive climate for students to thrive. The local climate survey data had the following results: 90.5% of parents rated the school as being safe or very safe, while 81.4% of students stated they felt safe or very safe. Seventy eight percent of students stated they felt like they have an adult they trust on campus and 18.6% stated they may have a trusted adult. The majority of parents (83%) are very satisfied (45%) or satisfied with the education their student receives. No parents reported to not be satisfied. Chronic absenteeism went from overall 27.2% to 20% and English Language Learners went from 22.7% down to 16.7%. In the survey, 80% of students reported that they felt like attendance was important. In conversations with adults, the administration agrees that families feel safe and there is an overall positive climate on campus.|This year's survey supported strengths in school safety and overall satisfaction of academics in the school, which were both goals set by the district to improve upon this school year. While attendance showed improvement, there is still room to improve. Our goal is to get lower than 10% chronic absenteeism for all student groups and EL in particular. Parents and students both reported an increase in safety on campus; however, the district goal is to have 90% of students feel safe on campus. Safety will continue to be a focus this school year. Through informal conversations, increased need for counseling services, and student behavior incidents an increase in social and emotional learning is needed to increase student confidence, resilience, and increase a growth mindset resulting in academic success. The staff will be focusing on building these skills with students this year.|The district will continue to focus on safety. There will be a new process in the pick up line, monthly scenarios worked through by staff, and the students will receive the We've Got Your Back training to understand The Big 5 for emergency responses. Drills will be practiced monthly. Attendance will continue to be celebrated on a regular basis. Phone calls and family meetings with administration will be conducted with students exhibiting regular absenteeism. The staff focus on SEL will be initially implemented this year based on training from The Greater Good in Education training staff received over the summer.|Met||2025-06-12|2025
27661750000000|San Ardo Union Elementary|6|Students complete the California Healthy Kids Survey annually. Unfortunately, it is done by the school and there are no subgroup scores to report out as it is anonymous. Also, due to the extremely small population, reporting out different subgroups under 10 cannot be completed. Results are reported below. Happy to be at school 90.91% - 27.27% always, 63.64% sometimes.  Adults listen to you 86.36% - 15.91% always, 70.45% sometimes. Treated with respect always 86.36% always. Bullying not allowed clear 93.83% agreed.  I've been hit or pushed 0 times at school 52.27% agreed.  Feel safe at school all the time 88.64%, 31.82% always, 56.82% sometimes.  I have a parent/adult at home that cares about school work 97.73% responded with yes.  Subject is most difficult Math - 50%.|It appears that students are not happy at school all of the time and don't feel as though the adults are listening to them. There is a continued need to build a positive culture and climate at the school. There is a continued need to strengthen the relationships between adults and students. An area of strength is it is clear bullying is not tolerated and being treated with respect by adults.|The LEA will continue to pursue targeted assistance through the Monterey County Office of Education to assist in the development of MTSS tiered.|Met||2025-06-18|2025
27661830000000|San Lucas Union Elementary|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  Of 5th-8th grade students, 30% feel that they have a caring adult on campus  Less than 20% of 5th-8th grade students believe the school teaches them how to behave in an academic setting.|9% of students were suspended.|Areas of need include providing professional development on Trauma Informed Practices and aligning our behavior system to ensure equity in staff and student responses to behavior.|Met||2025-06-24|2025
27661910000000|Santa Rita Union Elementary|6|The Santa Rita Union Elementary School District administered the 2024–25 California Healthy Kids Survey (CHKS) to students in grades 3 through 5, with overall response rates of 59% (Grade 3), 73% (Grade 4), and 72% (Grade 5). The survey included the Core Module, Social Emotional Health Module (SEHM), and Mental Health Supports Module, offering a comprehensive look at school climate, student engagement, and well-being.  Key climate indicators across the district showed:  School Connectedness: 74% of 5th graders and 75% of 3rd graders reported feeling connected to school “most of the time” or “all of the time.”  Caring Adults at School: 68% to 71% of students across grades reported that school adults care about them and listen to them.  High Expectations: Between 80% and 85% of students felt that school staff had high expectations of them.  Safety: 74% of 5th graders and 85% of 3rd graders felt safe at school “most or all of the time.”  Anti-Bullying Climate: Scores ranged from 73% to 77% indicating a generally positive perception of the anti-bullying environment.  School Boredom: Increased with grade level, from 39% in Grade 3 to 48% in Grade 5.  The CHKS also disaggregated responses by race/ethnicity and gender:  Hispanic/Latino students, making up the majority (59–71%), generally mirrored the overall responses but reported slightly lower rates of meaningful participation and higher exposure to victimization (e.g., being pushed or called names).  White and Multiracial students reported higher feelings of connectedness and academic motivation, but these groups made up a smaller portion of the sample.  By gender, female students reported higher school connectedness and social-emotional learning support, while male students reported slightly higher perceived physical safety.|Analysis of the 2024–25 California Healthy Kids Survey (CHKS) results for Santa Rita Union Elementary School District revealed both areas of strength and key needs, particularly when disaggregated by student group.  Areas of Strength High Adult Support and Expectations: A significant majority of students (80–85%) across grades reported that adults at school hold high expectations for them and believe in their success. Additionally, over two-thirds of students felt that school adults care about them and listen to their ideas.  School Connectedness: Students reported strong feelings of belonging, with connectedness rates ranging from 71–75%. These rates were fairly consistent across grade levels and student groups, suggesting a district-wide commitment to inclusive school environments.  Perception of Safety: A majority of students (74–85%) reported feeling safe at school and while commuting, with particularly high ratings in Grade 3. This indicates effective supervision, school safety practices, and a positive campus climate in the earlier grades.  Social-Emotional Learning Supports: Nearly 77% of students across all surveyed grades reported that their school helps them learn conflict resolution, empathy, and respectful behavior—showcasing a strong SEL foundation.  Identified Needs Meaningful Student Participation: The percentage of students who felt they had meaningful opportunities to contribute declined by grade—55% in Grade 3, down to just 38% in Grade 5. This trend was more pronounced among Hispanic/Latino students, who also make up the majority of the district population. Increasing student voice and agency is a clear growth area.  Victimization and Peer Conflict: While overall feelings of safety were high, a notable number of students—particularly in Grade 3—reported being hit or pushed (59%) and targeted by rumors or name-calling (over 50%). These issues were also more common among male students and Hispanic/Latino students, indicating a need for strengthened peer conflict interventions and anti-bullying efforts.  School Boredom: Reports of boredom increased with grade level (Grade 3: 39%, Grade 5: 48%), suggesting a need to expand engaging, relevant instructional strategies and student-led learning, especially for older elementary students.  Fairness and Rule Clarity: While 78–87% of students felt that rules were clear, only 44–54% felt that students were treated fairly when rules were broken. Disaggregated results showed lower perceptions of fairness among Hispanic/Latino boys, pointing to a need for more transparent and equitable behavior practices.  Overall, the district demonstrates strong adult-student relationships and effective foundational SEL supports. However, increasing students’ sense of influence, improving perceptions of fairness, and addressing peer conflict and engagement—especially among Hispanic/Latino students and boys—are critical next steps for ensuring equitable, safe, empowering school environments for all learners.|In response to the key needs identified through the 2024–25 CHKS analysis, Santa Rita Union School District is making adjustments to existing plans/procedures to strengthen school climate, student engagement, and equity in disciplinary practices. These changes are designed to ensure continuous improvement and respond directly to feedback from students, with particular attention to the experiences of Hispanic/Latino students and boys.  Revisions and Decisions for Continuous Improvement 1. Expand Student Voice and Agency  SRUSD will revise its student engagement strategy to increase opportunities for meaningful participation in school decisions and classroom activities. This includes:  Implementing structured student leadership and advisory groups at all elementary sites.  Training teachers on incorporating student input into lesson planning and school culture initiatives.  Embedding student voice opportunities into existing SEL and restorative practice frameworks.  2. Strengthen Anti-Bullying and Peer Conflict Interventions  In response to the high rates of peer victimization in early grades, the district is:  Expanding the use of school-wide anti-bullying curriculum and peer leadership groups (e.g., Anti-Bullying Clubs) with direct adult facilitation.  Partnering with Harmony at Home and school counselors increasing proactive conflict resolution support.  Requiring all sites to include peer conflict prevention strategies as part of their school climate plans.  3. Improve Perceptions of Fairness and Disciplinary Equity  SRUSD will refine its behavior policies and staff training for more consistent, respectful, and transparent responses to student behavior:  All schools will implement a common District Behavior Matrix and progressive discipline protocol focused on fairness and restorative approaches.  Staff will receive ongoing training on culturally responsive behavior management practices, with disaggregated discipline data monitored quarterly.  4. Increase Engagement and Relevance in Instruction  To address rising reports of school boredom, particularly among older elementary students:  SRUSD is supporting professional development in Universal Design for Learning (UDL) and project-based learning strategies.  Teachers will receive planning time and support to increase the use of culturally relevant, hands-on, and student-centered instructional activities.  5. Enhance Continuous Monitoring  All school sites will use CHKS results alongside other local data (discipline, attendance, SEL screeners) to monitor progress on climate and engagement goals throughout the year.  These data will be reviewed in Coordination of Services Team meetings and included in each site’s School Plan for Student Achievement.  These changes reflect SRUSD’s commitment to equity, student voice, and safe, engaging school environments. Actions are designed to address needs identified in the local CHKS data and ensure that all students feel respected, connected, and empowered.|Met||2025-06-25|2025
27662250000000|Spreckels Union Elementary|6|"2025 School Climate Survey Results Given to all District Students in Grades 4-8  4th & 5th Grades: 75% ""liked school"" (scores of 3 or 4 on the survey); 25% did not (scores of 1 or 2) 97% ""did their best in school""; 3% did not 94% said the school wanted them to ""give it their best effort""; 6% did not 87% felt the school ""had clear rules for behavior""; 13% did not 89% felt ""teachers treated them with respect""; 11% did not 67% felt ""positive behavior was noticed at school""; 33% did not 83% felt ""they got along well with others""; 17% did not 85% felt ""safe at school""; 15% did not 61% felt ""students treated each other with respect""; 39% did not 89% felt ""an adult at school would help them if they needed it""; 11% did not 58% felt ""students followed rules in class so teachers could teach""; 42% did not  6th-8th Grades: 56% ""liked"" school; 44% did not 72% felt ""successful at school""; 28% did not 67%  felt ""the school set high standards for achievement""; 33% did not 78%  felt ""the school set clear rules for behavior""; 22% did not 74% felt ""teacher treated them with respect""; 26% did not  58% felt ""behaviors in class allow teachers to teach:; 32% did not 46% felt ""students are frequently recognized for good behavior""; 54% did not 79% felt ""safe at school""; 21% did not 71% felt ""there was an adult to talk to if they needed help""; 29% did not"|"Overall, the survey results at the elementary school are very positive, with the highest items being students who thought they ""did their best in school,"" ""gave their best effort,"" felt ""teachers treated them with respect,"" and felt ""an adult at school would help them in they needed it.""  The two lowest areas at the elementary school involved peer interactions and behaviors: ""students treated each other with respect"" and ""students followed rules in class so teachers could teach.""   Survey results at the middle school followed the historic pattern of being significantly lower than elementary school students. Only 56% of students ""liked school;"" 58% felt ""behaviors in class allow teachers to teach;"" 71% felt ""there was an adult to talk to if they needed help;"" and 46% felt they ""were recognized for good behavior.""  However, all of these low areas did see a slight increase compared to last year."|The middle school results indicate a need to focus on improving the school's climate and culture.  LCAP Goal 3 focuses on providing opportunities for students to feel more connected to school and will be customized at the site level to include new programs for recognition and positive behavior for students. A new action will be included in the 2025-26 to offer more incentives as part of the district's  Positive Behavioral Interventions and Supports program.|Met||2025-06-26|2025
27662330000000|Washington Union Elementary|6|"Parent Satisfaction Survey areas that have a greater than 10% dissatisfaction rate district wide are identified and targeted in the coming school year. The results are reported to our strategic planning committee who in turn use the results to drive planning, goal setting, and decision making. The survey showed that there was only one area that had a greater than 10% dissatisfaction rate; the question was ""Do the students show respect for each other?"" This question received a 11% dissatisfaction rate districtwide. In addition to the Parent Survey, the district also administered a Climate Survey to students in grades 3 - 8, measuring their opinions on a variety of topics including safety and respect. On the student survey, there were three items in particular that measured students' opinions regarding those topics. On the item, ""I am safe,"" 90% of students strongly agreed or agreed with the statement. On the item, ""Students at my school treat me with respect,"" 75% of students strongly agreed or agreed with the statement. It should be noted, however, that 12% of students at the middle school and 9% of students in 4th and 5th grade reported No Opinion. Lastly, on the item, ""I have a trusted adult who can help me with an emergency or a big problem,"" 90% of students strongly agreed or agreed. Again, it should be noted that 10% of students at the middle school and 1% of the 4th and 5th grade students reported No Opinion. In the area of safety, the item, ""We practice safety drills at school,"" had a 97% agree or strongly agree response. ""If there is an emergency at my school, I know what to do,"" 96% of students strongly agreed or agreed."|Given the results of those specific items, an area of strength is that students feel safe on our campuses, are aware of safety protocols, and feel confident that they will be prepared to react in an emergency. In the area of student respect, the district will continue to support the counselor position and is working to support social emotional learning as well as character education at all three schools. Additionally the WUSD had Bully Prevention services during the 2024-25 school year.|Looking forward, we will continue to practice safetly drills.  We will administer a safety curriculum during the 2025-26 school year.|Met||2025-06-18|2025
27738250000000|North Monterey County Unified|6|The California Healthy Kids Survey (CHKS) was administered in 2024-2025 School year. (Total respondents: 2156)  Indicator: School Connectedness (% yes most/all of the time) Elementary schools: (n=773) 62% Middle school: %agree and strongly agree: 40% (n=604) High schools: % agree and strongly agree: 37% (n=779)  Indicator: Caring Adult Relationships (% yes some/most/all of the time) Elementary schools: 59% Middle school: % Pretty much true/very true: 45% High schools: % Pretty much true/very true: 43%  Indicator: Feeling Safe at School (% yes some/most/all of the time) Elementary schools: 66% Middle school: %agree/strongly agree: 43.5% High School: %agree/strongly agree: 43%|Areas of Progress/Growth:   • Although district enrollment is decreasing, we had nearly 200 more student responses. Our participation rate increased from last year.   • The majority of our elementary school students feel connected and safe.  Areas of Focus/Need:   • The majority of our secondary students do not feel connected and safe; our high school students felt the least connected of our student grade level.   • We need to create structure to effectively disaggregate data.|Ongoing Actions: A continued focus on tiered social-emotional & behavioral support  Implementation of universal SEL curriculum (Second Step & Character Strong) Providing mental health and student services support  Next Steps Increase/expanded restorative and positive discipline practices. Increase consistency of PBIS implementation across all sites.|Met||2025-06-26|2025
27751500000000|Big Sur Unified|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  Students feel safe at school and think of it as their second home. We are a unique district with only 12 students and with very engaged parents.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.  Students feel safe and cared for at school. The teachers have built close relationships with the parents and other family members. The community is close knit and people rely on each other in emergency situations.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.  Big Sur has been under emergency status during the past year because of road closures due to rock and mud slides. The community is strong and bands together during these emergencies and at all times. Actions taken include emergency procedures to keep students in school including board policies for online school and teachers visiting homes if possible.|Met||2025-06-12|2025
27751500118349|Big Sur Charter|6|2024-25 End of Year Survey Results 77% of our parents completed the survey.  99% reported their concerns are taken seriously 100% reported that their children feel physically safe at BSCS 100% reported that their children feel emotional safe at BSCS   100% (33 students) of our 5th -8th graders completed the survey  All students reported that they are happy to be at BSCS 20 of 21 students reported that their teachers treat them fairly All students reported that they feel safe at BSCS 1 of 21 students reported being bullied this year|We will continue to support all students and adjustments as needed to meet the needs of new students.|No changes.|Met||2025-06-13|2025
27754400000000|Soledad Unified|6|Soledad USD administered the California Healthy Kids Survey (CHKS) in 2024–25 across grades 5, 7, 9, 11, and alternative settings (NT). The data provides key insights into student perceptions of connectedness, safety, support, and well-being, disaggregated by grade level and student groups where available. Elementary (Grade 5) highlights: • School connectedness: 66% overall; Female: 70%, Male: 62%, Hispanic/Latino: 66%, EL: 64% • High expectations from adults: 78%   Caring adults: 62% • Academic motivation: 72%   SEL supports: 65% • Felt safe at school: 61%; on the way to/from school: 75% • Antibullying climate: 68%   School boredom: 49% • Mean rumors: 36%   Cyberbullying (30 days): 32% • Clean facilities: 51%   Rule clarity: 68%, Fairness: 47% • Frequent sadness: 23%   Wellness rating: 71% Secondary (Grades 7, 9, 11): • School connectedness: Grade 7: 44%; Grade 9: 45%; Grade 11: 49%; NT: 58% • Grade 7 Female: 49%, Male: 39%, Hispanic/Latino: 43% • Grade 9 Female: 48%, Male: 41%, Hispanic/Latino: 45% • Academic motivation: 58–64%   Meaningful participation: 18–28%; NT: 35% • Caring adults: 45–58%; NT: 65%   High expectations: up to 75% • Safety at school: ~50% overall; Grade 7 Female: 48%, Male: 45%; Grade 9 Female: 51%, Male: 49% • Cyberbullying: 19–22%   Harassment: 13–27% • Chronic sadness: Grade 7: Female 33%, Male 17%; Grade 9: Female 31%, Male 16%; Grade 11: Female 31%, Male 19% • Suicidal ideation: 5–11%   “School is boring”: up to 52% MRA (Leader in Me, 3,366 responses): The Measurable Results Assessment (MRA) provided key insights into student leadership, voice, and belonging. At SHS, student survey data highlighted improved peer relationships and stronger feelings of purpose following implementation of student-led mentoring. Thirty juniors and seniors facilitated Freshman Orientation and mentored over 130 9th graders throughout the year. Over 70% of SHS students reported having opportunities to lead or contribute to school activities. At MSMS, MRA results informed the continued use of 7 Habits during advisory and the expansion of student leadership pathways in 2025–26. Districtwide, MRA feedback supported coaching and alignment sessions with Leader in Me to deepen staff understanding of how student empowerment impacts climate. Future plans include training additional staff to analyze MRA alongside CHKS to strengthen climate-driven decision-making.|Analysis of CHKS and MRA data revealed both areas of strength and key needs across Soledad USD, with important trends emerging by grade span and student group. At the elementary level, students reported strong adult support, with 78% saying adults had high expectations and 62% reporting caring adult relationships. Parent involvement (71%) and social-emotional learning supports (65%) also stood out as strengths. However, concerns emerged around safety and bullying: only 61% of 5th graders felt safe at school, and 32% reported being pushed or hit. Rumors (36%) and cyberbullying (32%) were commonly experienced. Disaggregated data shows female students felt more connected (70%) than male peers (62%), and English learners reported slightly lower connectedness (64%) than non-EL students (67%), suggesting the need for targeted SEL and belonging interventions. Secondary data showed a steady decline in climate indicators from grade 7 through 11. School connectedness dropped to 44–49%, meaningful participation to as low as 18%, and only about half of students in grades 9–11 felt safe at school. Facilities ratings were also low (35–50%). Notably, female students in grades 7–11 consistently reported higher rates of chronic sadness (up to 33%) and suicidal ideation (up to 11%) compared to males. These disparities point to a pressing need for expanded emotional health supports, especially for adolescent girls. Hispanic/Latino students, the district’s majority group, consistently reported lower school connectedness (43–45%) and higher exposure to harassment and rumors. These patterns highlight the importance of culturally responsive engagement and affirming school environments. MRA data from 3,366 stakeholders identified student leadership and voice as key levers for climate improvement. At SHS, over 70% of students reported having opportunities to lead or contribute, and peer mentoring efforts improved student belonging and peer relationships. At MSMS, continued use of Leader in Me during advisory supports student empowerment, and expansion is planned for 2025–26. The combination of survey insights suggests a clear path forward: build on the strength of adult relationships and leadership opportunities, while addressing gaps in emotional safety, peer respect, and meaningful engagement— especially for students of color, English learners, and girls. These findings will guide our next steps in climate improvement, student wellness, and equity.|In response to these findings, Soledad USD has expanded its multi-tiered supports for school climate improvement. At the district level, efforts are underway to align Leader in Me implementation with CHKS and MRA data to sustain growth and engage students meaningfully. A district alignment session with Leader in Me facilitators and site leaders has been conducted to leverage data in setting actionable goals. To improve the sense of connection and safety at the secondary level, Soledad High School is continuing its peer mentorship program, which pairs trained upper-grade students with incoming freshmen. The program—launched through the Teen Leadership Institute—showed promising results in student-reported connectedness and leadership. Building on this, Main Street Middle School is deepening its Leader in Me implementation and considering how to develop student leadership structures appropriate to the middle grades. While formal mentorship has not yet been launched, staff are reviewing MRA and CHKS data to identify entry points for student voice and engagement strategies. Elementary sites are enhancing anti-bullying efforts through explicit teaching of respectful behavior, rule clarity, and peer conflict resolution. Based on CHKS findings, staff development will emphasize restorative practices and traumainformed approaches. To address student mental health concerns, the district will expand its wellness supports, including social worker outreach, suicide prevention training, and enhanced use of the Columbia Suicide Severity Rating Scale. Site-based COST (Coordination of Services Teams) and school social workers will monitor attendance and emotional well-being closely. Lastly, to strengthen perceived safety and trust, Soledad USD is increasing visibility of caring adults and using CHKS items (e.g., “There is a teacher who checks how I am feeling”) as progress indicators. Through this data-driven approach, the SUSD is committed to fostering a safe, inclusive, and connected environment for all students.|Met||2025-06-25|2025
27754730000000|Gonzales Unified|6|Gonzales Unified School District (GUSD) administers an annual local climate survey to gather student perspectives on school communication, connectedness, academic feedback, and parent involvement. The most recent survey reflects the following insights into students' day-to-day experiences and relationships with staff.  Communication and Relationships Overall, 65.2% of students report that their school communicates well with them, while 27.9% describe school communication as fair, and 6.9% rate it as poor. A majority (68.2%) of students report knowing at least one adult on campus they can talk to if they need help. However, 19.7% are unsure, and 9.4% state they do not have an adult they can turn to—highlighting an area for improvement in fostering stronger student-staff relationships.  Student Well-Being and School Satisfaction When asked about their emotional well-being, 58.5% of students said they are usually or always happy while at school. Another 33% feel happy only some of the time, and 8.5% report being unhappy at school. These responses suggest that while a majority of students have a positive experience, there is a significant portion who experience inconsistent or negative feelings at school.   Academic Feedback and Support Student feedback on academic support is mixed. Just over half (52.6%) of students say their teachers and counselors regularly provide them with information on how they are doing in school. However, 14.7% say this occurs rarely, and 4% report it never happens. In terms of satisfaction with the academic feedback they receive, 56.4% of students are satisfied, 38.7% feel neutral, and 5% are dissatisfied. These responses highlight the need for more consistent, individualized academic communication and support.   Family Engagement Regarding parent involvement, 32.6% of students report that their parents frequently or always attend school events. Another 33.7% say parents attend sometimes, while 25.4% indicate that their parents rarely or never attend. This data points to a need for continued efforts to improve family engagement.|Analysis of the local climate survey data has provided insight into the student experience at Gonzales Unified School District (GUSD), highlighting both areas of strength and areas for improvement.  Areas of Strength:  Positive School Communication: A strong majority (65.2%) of students reported that their schools communicate effectively with them, indicating successful practices in keeping students informed and engaged in school matters. Student-Adult Connections: With 68.2% of students stating they know an adult at school they can talk to if they need help, GUSD demonstrates strength in fostering supportive relationships, which are essential for student well-being and safety. Emotional Well-Being: More than half of students (58.5%) reported feeling happy at school most or all of the time, suggesting a generally positive school climate for many students. Academic Feedback Satisfaction: Over half (56.4%) of students expressed satisfaction with the academic feedback they receive, pointing to effective instructional communication from many educators.   Identified Needs:  Support for Student Mental and Emotional Well-Being: While the majority of students report feeling happy at school, a significant portion (41.5%) experience only partial or low levels of happiness. This indicates a need for enhanced social-emotional supports, especially for students in historically underserved subgroups. Consistency in Academic Feedback: Although a majority of students feel satisfied with academic feedback, 14.7% report rarely receiving it, and 4% report never receiving it. This inconsistency highlights a need for clearer, more regular communication about academic progress across all classrooms and student groups. Improved Engagement for At-Risk Students: Roughly 9.4% of students report they do not have a trusted adult at school. Targeted relationship-building strategies are needed to support connection and trust for students who may feel isolated or disconnected. Strengthening Family Engagement: Only one-third (32.6%) of students report that their parents frequently attend school events, while 25.4% report that their parents rarely or never attend. This suggests a need to reduce barriers to family participation through flexible scheduling, translation services, virtual offerings, and culturally responsive outreach.|In response to the analysis of local climate survey data and identified areas of need, Gonzales Unified School District (GUSD) has determined several changes to existing plans, policies, and procedures to strengthen student support, enhance family engagement, and to promote equitable communication practices. These changes are aligned with the district’s commitment to continuous improvement and educational equity.  1. Strengthening Student Connection and Belonging To address the needs of students who report not having a trusted adult at school or who feel unhappy during the school day, GUSD will expand school-based mentoring and advisory programs across all grade levels and implement an adult-led peer mediation program at the elementary and middle school. Staff will receive professional development on building culturally responsive relationships and recognizing early signs of student disconnection. Sites will implement regular “check-in” systems to ensure that all students are connected to a caring adult.  2. Improving Consistency and Quality of Academic Feedback To ensure all students receive meaningful academic feedback, GUSD will revise expectations for progress monitoring and student conferencing. Staff will implement more structured communication protocols, including regular grade updates, rubrics, and reflective student feedback cycles.   3. Enhancing Mental Health and Wellness Supports In response to emotional well-being concerns, the district will focus on tier one and early intervention services from school counselors, social workers, and wellness resources. Dedicated spaces will be available at school sites, and students will be regularly surveyed to track improvements in social-emotional health.  4. Increasing Equity in Family Engagement To address disparities in family participation, GUSD will create a family engagement framework to include more flexible event scheduling, multilingual outreach, and virtual participation options. The district will also expand partnerships with local organizations and community liaisons to reach families who face logistical, linguistic, or cultural barriers to engagement.|Met||2025-06-24|2025
28102800000000|Napa County Office of Education|6|All students are surveyed annually using the CA Healthy Kids Survey. Napa COE had an 97% response rate on the CHKS in 2024-2025. In most areas, results from 2024-2025 are starting to trend back up when compared to the results from 2020 and 2021. 50% of students report they have a high degree of connectedness with school (as compared 36% in 2021 and 2022). 66% of our students report they feel safe at school (as compared to 49% in 2020 and 39% in 2021). 43% of students feel that school is really boring. 61% of our students feel that teachers have high expectations for them (which is down from 69% in 2020 and 74% in 2021). 55% of students feel that there is a caring adult at school for them (which is lower than 63% in 2020 and 2021). 35% of our students are experiencing chronic sadness (up from 25% in 2024) and 7% have considered suicide (considerably lower than the baseline in 2020 at 16% and 18% in 2024)|Strengths: One of the most notable strengths is the significant increase in the percentage of students who report feeling safe at school. This number has risen to 66% in 2024-2025, up considerably from 49% in 2020 and 39% in 2021. This marked improvement indicates that the measures taken to enhance school safety have been effective. Staffing improvements have played a crucial role in this enhanced sense of safety. With a strong team in place, the school has been better equipped to support students struggling with self-regulation and acting out. This proactive approach to managing behavioral issues has likely contributed to the overall feeling of safety among students. The school has a full-time SRO and the consistent presence of a trained SRO has not only helped in maintaining a safe environment but also in building trust and rapport with students. This has further strengthened the school's safety infrastructure. Student connectedness has seen a notable increase, with 50% of students reporting a high degree of connectedness with school in 2024-2025, up from 36% in 2021-2022. This positive trend suggests that the efforts to create a more inclusive and supportive school environment are yielding results.  Areas of Need: Teacher Expectations: 61% of students feel that teachers have high expectations for them, down from 69% in 2020 and 74% in 2021. Ours is decline suggests a need for professional development and support for teachers to help them maintain high expectations and motivate students. Caring Adult Presence: The percentage of students who feel there is a caring adult at school has dropped to 55%, from 63% in previous years. This indicates a need to strengthen relationships between staff and students and ensure that every student has at least one supportive adult at school. We have had a significant staff turn-over in that past 3 years and adding 3 new teachers, 1 administrator, and 2 instructional support staff. Our students create trusting relationships more cautiously than many and we feel confident in an increase for this indicator next school year.  School Boredom: Although the percentage of students who find school boring has decreased (43% in 2024-2025, down from 49% in 2022), this remains an area for improvement. Increasing student engagement through interactive and relevant curriculum may further reduce this number.  Mental Health Chronic Sadness: Chronic sadness, experienced by 35% of our students remains significant and indicates an ongoing need for mental health support. Suicidal Ideation: The percentage of students who have considered suicide has decreased from 21% in 2022 to 7% in 2024-2025, but it is still a concerning number that requires continued attention and intervention.|In order to increase feelings of connection on campus, we will continue to provide targeted professional development for school staff on the importance of maintaining high expectations and building strong, supportive relationships with students. School staff will meet twice monthly in the 2025-2026 school year in the model of self reflective practices to foster a school culture where every student feels valued and supported by at least one adult. JCCS will increase the number of opportunities that students have to learn through hands on engaging, interactive, and culturally relevant curricula to further decrease boredom. Student surveys and focus groups will encourage student voice and choice in their learning experiences to increase engagement and interest. We will continue to monitor student perceptions and experiences through regular surveys and feedback adapting and refining interventions based on data trends and student needs to ensure continuous improvement in all areas. In response to rates of chronic sadness, suicide ideation, as well as PHQ9 scores, we have contracted with a .4FTE therapist who worked with 24 students this school year providing assessment and therapeutic services to support mental health needs. This is in addition to the 23 students who have coordinated mental health services weekly on campus.  We opened a Wellness Center in February 2025 to provide a space for students to seek a brain break or a space to exercise self-regulation with the goal of staying in school and increasing school safety. We continue to partner with Spirit Horse Therapeutic Equine center as an opportunity for students to participate in community based learning, increasing engagement and decreasing feelings of stress.|Met||2025-06-10|2025
28102800142034|Mayacamas Charter Middle|6||||Not Met For Two or More Years|||2025
28102800148361|Mayacamas Countywide Middle|6|MCMS uses the California Healthy Kids Survey (CHKS) as the primary school climate survey for this indicator. 7th graders were surveyed in the spring, using the Secondary version of the instrument, with 32 of 37 potential responders completing the full survey. It is important to note that the results reported were for 86% of a very small number; caution is advisable about making generalizations under these statistical circumstances.     In key indicator categories, comparing MCMS 7th graders to other local 7th graders, MCMS scored considerably better on multiple safety issues (cyberbullying, rumors/lies, harassment/bullying, safety at school) but somewhat worse on issues such as absenteeism, upkeep of facilities, and promotion of parent involvement.      For all students, the California Wellness Index was 98.4 (97.9 Hispanic, 99.3 White), well within the standard deviation variance of 15 points from a statewide mean of 100 and with a difference between the two primary ethnic groups of less than 1%. In other words, the results for all students were average for 7th grade, with no statistical difference in ethnic groups.     This data below displays how MCMS student respondents (2025) compared to other Napa County districts’ 7th graders (latest data available, 2023) on a few key indicators for all students and for Hispanic and White sub-groups.     Indicator  NVUSD  St.Helena  Calistoga  MCMS  Percent of students who feel safe at school (agree/strongly agree)  49%  64%  54%  68%  H: 71%  W: 55%  Percent of students reporting an optimistic outlook (true/very true)  50%  56%  51%  46%  H: 55%  W: 33%  Percent of students who have a caring relationship with >1 adult at school (true/very true)  59%  73%  61%  70%  H: 71%  W: 76%  Percent of students reporting high expectations at school  71%  81%  73%  74%  H: 71%  W:70%  Percent of students who experienced harassment or bullying  42%  40%  31%  35%  H:29%  W: 18%     While there is little difference on some indicators between Hispanics and Whites, the trend is for Whites to score better than Hispanics, with harassment/bullying being the exception. There is also a large discrepancy between males and females. For example, in harassment/bullying, safe at school, holding high expectations, and having a caring relationship, males scored 25 to 30 percentage points better than females; only in overall optimism were they essentially the same.     Other sub-groups, including those for parental education, English learner status, special education status, did not have a sufficient number of respondents to report.|Key learnings determined through the data analysis include the following:      Females seem to require new strategies, different from or in addition to those currently in place for all students to bolster their sense of connectedness and their social/emotional growth.     All students need additional support to increase connectedness to school.|In professional development sessions prior to school opening, staff will consider the need for new strategies to promote female student connectedness and establish an implementation plan for those strategies.     The same process will be used to provide additional support to increase connectedness for all students.|Met||2025-06-12|2025
28662410000000|Calistoga Joint Unified|6|"1. School is a place where students feel accepted and connected: • Overall: • students: 67.1% responded ""agree or strongly agree"" while 23.9% responded ""neither agree or disagree"" • parents: 83.3% responded ""agree or strongly agree"" while 9.9% responded ""neither agree or disagree"" • CES • students: 71.4% responded ""agree or strongly agree"" while 22.7% responded ""neither agree or disagree"" • parents: 64.4% responded ""agree or strongly agree"" while 4.4% responded ""neither agree or disagree"" • CJSHS • students: 63.9% responded ""agree or strongly agree"" while 22.8% responded ""neither agree or disagree"" • parents: 71.2% responded ""agree or strongly agree"" while 8.8% responded ""neither agree or disagree"" 2. School staff treat all student cultures with respect and value differences: • Overall: • students: 81.3% responded ""agree or strongly agree"" while 11% responded ""neither agree or disagree"" • parents: 80.1% responded ""agree or strongly agree"" while 13.3% responded ""neither agree or disagree"" • CES • students: 79.8% responded ""agree or strongly agree"" while 11.8% responded ""neither agree or disagree"" • parents: 85.2% responded ""agree or strongly agree"" while 0% responded ""neither agree or disagree"" • CJSHS • students: 83.9% responded ""agree or strongly agree"" while 3.3% responded ""neither agree or disagree"" • parents: 71.2% responded ""agree or strongly agree"" while 6.3% responded ""neither agree or disagree"" 3. School is a safe place for students and staff: • Overall: • students: 69.5% responded ""agree or strongly agree"" while 21.9% responded ""neither agree or disagree"" • parents: 87% responded ""agree or strongly agree"" while 6.2% responded ""neither agree or disagree"" • CES • students: 73.2% responded ""agree or strongly agree"" while 23.5% responded ""neither agree or disagree"" • parents: 90.1% responded ""agree or strongly agree"" while 0% responded ""neither agree or disagree"" • CJSHS • students: 67.8% responded ""agree or strongly agree"" while 17.2% responded ""neither agree or disagree"" • parents: 76.3% responded ""agree or strongly agree"" while 8.8% responded ""neither agree or disagree"""|There continues to be a noticeable difference between students' responses and parents' responses. To improve the school climate so that more students feel accepted and connected, our district will be implementing intentional activities to elevate student voice and address student belonging and connectedness. We will continue to provide professional learning for staff around implicit bias, culturally responsive instruction, and restorative practices.|.|Met||2025-06-16|2025
28662580000000|Howell Mountain Elementary|6|From viewing the 2024-2025 Healthy Kid Survey data for 5/6 grade, 62% of students feel connected to the school, 70% have academic motivation, 74% feel their parents are involved at school, 60% of students feel they understand the rules, and 60% of students feel they're getting sufficient social emotional support at school.|For 2025-2026, HMESD will be focused on creating more opportunities for students to feel connected at school. There also needs to be more focus on reteaching expectations at school. There also needs to be more planning around providing SEL to all students. That way all students feel supported through SEL lessons.|For the 2025-2026 School Year, HMESD will be investing in more SEL support through a Certified Wellness Coach, the Dare Program, Safety PD for Staff, and event planning with HMESD staff.|Met||2025-06-18|2025
28662660000000|Napa Valley Unified|6|School Engagement and Support: -Elementary students reported high levels of school connectedness with a slight increase in 24-25. High school students reported a 2% increase in school connectedness, but continue to reflect the lowest percentage feeling connected. Middle school students reported increased levels of school connectedness from 22-23 to 23-24. -Elementary students consistently report higher levels of caring relationships with adults. Middle school students reported an increase in caring relationships with adults. 60% of high school students consistently report having a caring relationship with an adult.  -Students at each grade level report low levels of meaningful participation, with elementary higher (above 40%) whereas middle and high school are in the 20%.  -In 24-25, there are higher levels of connectedness and students reporting that they have a caring relationship with an adult, especially Asian/Asian American students in grade 9. There are not any statistically significant differences in subgroups in grades 5 and 7. Black/African American students report lower levels of school connectedness, caring adult relationships and meaningful participation for grade 9 and 11.  School Safety and Cyberbullying: -Elementary students report high levels of school safety with growth from 23-24 to 24-25. Middle school students reported the highest level of growth in their perception of school safety. High school students shared that safety is improving from 23-24 to 24-25.  -Students reported fewer incidents of harassment and bullying from 22-23 to 24-25.  Elementary students reported a 7% decrease in harassment and bullying. Middle school students reported an 8% decrease in harassment and bullying. High school students consistently report the lowest number of incidents of harassment and bullying, yet the data is stagnant over the three year period. -In grade 5 and 7, Black/African American, Asian/Asian American, and students of mixed ethnicities report more instances of bullying/harassment. This pattern improves for students in grade 9 and 11, except for Black or African American students.   Social and Emotional Health: -In Grade 5, fewer students reported feeling frequent sadness, and more students reported a sense of wellness compared to prior years. In 2024-2025, Black/African American students and students who report as mixed ethnicities demonstrated higher levels of frequent sadness and lower levels of wellness. -In Grades 7, 9, and 11, there were decreases in reports of chronic sadness, considering suicide, and social-emotional distress. Concurrently, students in these grades reported increased optimism and greater life satisfaction between 2022–2025.  -In 24-25, Black/African American students reported that they experienced chronic sadness or hopelessness at higher levels and reported lower levels of optimism and life satisfaction in grade 7. This trend improves for Black/African American students in grades 9 and 11.|School Engagement and Support -The improvement in school connectedness in grade 7 reflects the effectiveness of staff’s focus on improving the student experience within NVUSD middle schools. Since 22-23, NVUSD has supported structures and practices to improve the middle school experience that are reflected in this data, including but not limited to: advisory, small school communities, small school options, reinvigorating elective programming and middle school athletics. -Caring Relationships: Middle school students reported an increase in caring relationships with adults. The advisory model at each middle school provides each student with one caring adult and connection for families to school. Students meet in advisory 2-3 times per week and it serves as a homeroom for grade level events, such as field trips and school activities. Although the high school data is above average, there is room for improvement and staff will explore potential avenues for improvement.  --Meaningful Participation: Although NVUSD has increased access to elective programming and extracurricular activities through visual arts, performing arts, and athletics, meaningful participation continues to be an area of improvement.   School Safety and Cyberbullying Improvements in safety and decreases in bullying and harassment may be attributed to prioritizing consistent implementation of PBIS, Restorative Practices, SEL and consistent implementation of the NVUSD Discipline Toolkit. In 23-24, all site level administrators engaged in PBIS and restorative practices training. School sites reviewed and updated their PBIS matrices and lessons based on their needs. NVUSD invested in IIRP training to support administrators with restorative responses to discipline. Implementation is monitored through goals and actions set forth in the Comprehensive School Safety Plan. All students in TK-8 receive consistent, research-aligned SEL lessons with a teacher. NVUSD Student Services Team supports site administrators with responding to student discipline in alignment with the NVUSD Discipline Toolkit in order to ensure that behaviors are addressed, restored and changed so that students have a safe learning environment. Campus safety specialists were added and provided ongoing training. NVUSD will continue to support these approaches to tier one behavioral and social emotional support while enhancing our focus on safety.  Social and Emotional Health NVUSD has taken a comprehensive approach to supporting student wellness, social-emotional development, academic achievement, and campus safety. Key actions include expanding wellness staffing, providing targeted professional development, and enhancing programs and services aligned to social emotional learning (SEL), mental health, and Multi-Tiered System of Support (MTSS). There is a need to look at specific subgroups, specifically students who report as Black/African American students in grades 7 to determine root causes and address their needs.|NVUSD will prioritize strategies outlined in LCAP goals that are aligned to the 2024-2029 NVUSD Strategic Plan. --To improve meaningful participation, staff are focused on building TK-12 career-aligned, real-world learning (NVUSD Strategic Plan Strategy 2 and LCAP Goal1) and improving the academic experience through the development of the NVUSD High Impact Instructional Model that includes language and literacy development (NVUSD Strategic Plan Strategy 1 and LCAP Goal 2). These two strategies focus on building students' awareness of post-secondary opportunities and exposing them to college and career pathways early in their educational journey. Coupled with strong tier-one instruction, these two approaches aim to improve students' perception of meaningful participation in school. It will be important to monitor progress throughout the implementation of these two strategies in relationship to this data set. --As a part of building inclusive and welcoming schools, staff will examine disproportionate outcomes, including the CHKS results that demonstrate differences for Black or African American students to determine underlying issues and appropriate strategies to address their needs.  --Strengthen students' sense of safety will continue to be a priority as outlined (NVUSD Strategic Plan Strategy 7 and LCAP Goal 4). First, NVUSD updated Mobile Communication Device Policy (Policy 5131.8 and Regulation 5131.8) that will be in effect beginning the 2025-2026 school year. By limiting cell phones, we hope to improve our students' health, wellness, and safety at school. In partnership with County services, NVUSD Student Services conducted site safety assessments of all 26 school sites during the 2024-2025 school year which will support improvements to school site safety plans in the coming year.  In partnership with County resources, NVUSD updated emergency response protocols and will provide training to school site staff and students in the coming year alongside a new rapid incident response safety platform.|Met||2025-06-26|2025
28662660108605|Stone Bridge|6|94.5% always or usually feel safe when they are at school and in their classroom. Down from 97% the previous year.  90.5% always or usually feel that, if they have a problem, they can solve it or find someone who can help them. Down from 100% in 2024.  29% students grade 6-8 noted that they felt anxious or upset a lot this year. Down from 32% in 2024.|94.5% of students noting that they felt safe while at school or in the classroom attests to the commitment Stone Bridge holds to ensuring a positive school environment for students. This is the first step towards student success and the foundation to social/emotional well-being. This may also reflect the slight reduction in the number of students feeling anxious.|Some of the actions to be taken next year for continuous improvement will include: class meetings to continue setting appropriate norms and expectations for behavior for students--something many students still seem to need support with; working with individual student responses to assess needed changes; re-enliven Student Council to encourage student participation in leadership.|Met||2025-06-11|2025
28662820000000|Pope Valley Union Elementary|6|"PVUESD employs various tools to track progress in school climate for continuous improvement and to identify needs for addressing local concerns. This year, the district continued its CalHOPE SEL initiative and utilized the SEL tools Kelvin and Along, administered the California Healthy Kids Survey (CHKS), conducted student leadership focus groups, and gathered input through the annual LCAP survey.  Kelvin is an online tool that collects data on student, staff, and family wellbeing, climate, and culture. The survey, known as “pulses,"" helps identify social-emotional strengths and weaknesses and support needed among students. During the 2024-25 school year, Kelvin pulses were administered to grades 4-8 students in Fall 2024 and Spring 2025. Overall, student perceptions of the school remained relatively favorable, dropping from 77% favorable in October to 74% in April. However, 78% reported a favorable culturally/linguistically responsive environment and 75% felt safe and connected to the school. Additionally, access to coping resources improved, rising from 76% favorable in October to 81% in April, likely due to the hiring of a new bilingual Student Wellness Coach and the introduction of resources in the new Learning Center in March 2025.  In March, 18 students in grades 6-8 took part in the CHKS. Annually offered, this survey aims to enhance engagement and address barriers to social-emotional and physical health that can affect attendance and academic performance. Results showed that 89% of participants value school, and 65% agreed or strongly agreed that they feel safe on campus. However, only 38% rated their perceived safety as “very safe” or “safe,” while 56% felt “neither safe nor unsafe.” Regarding parental involvement, only 33% felt parents were welcome to participate, and 39% agreed that their school promoted parental engagement, indicating a need for improvement in communication between teachers and parents.  Forty-six percent of students reported feeling a sense of “school connectedness,” while half agreed that teachers treated students fairly. Among those surveyed, 33% reported never missing school, whereas 50% cited illness as the primary reason for absence, and 17% attributed it to lack of sleep. Notably, only 6% reported current alcohol or drug use, with 71% regularly eating breakfast. Academic performance was strong, with 67% achieving A's and B's; however, 50% felt that school was boring, which negatively impacted their engagement."|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social- emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. For example, the Kelvin Heat Map indicated a need to improve access to student leadership opportunities and mental health supports and resources. These and other findings have led us to assume a more focused approach. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social-emotional well-being aligns with broader educational initiatives promoting inclusion and diversity, and fostering empathy, understanding, and respect for others. Input from various stakeholders, including parents, teachers, students, and community members, underscores the need for a collaborative approach to addressing these needs within the school community. By making social-emotional well-being a central focus of the Local Control and Accountability Plan (LCAP), institutions like PVUESD are taking proactive steps to ensure students receive comprehensive support, recognizing that nurturing emotional intelligence alongside academic abilities is essential for long-term growth and fulfillment. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|In response to local data analysis and key learnings, PVUESD's LEA is making continuous improvement to support student well-being. Our 2024-25 SEL goals of increasing available student supports and spaces, opportunities & experiences for wellness on the school site; promoting and providing opportunities for adult wellbeing for all youth serving roles; and collecting, analyzing, designing and applying learning from SEL data to guide implementation and discussion making for sustainability and continuous improvement will be brought forward, continued, and expanded into the 2025-26 school year. Wellness spaces and calming corners were piloted this year, and because they were found beneficial to student wellness, will be continued and expanded next year. SEL curriculum integration and community engagement efforts are also again prioritized, fostering a supportive environment. Robust data monitoring mechanisms have been established and will be used to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Additional opportunities for student leadership, assemblies, and individual/small group supports will be implemented, as well.|Met||2025-06-17|2025
28662900000000|Saint Helena Unified|6|St. Helena Unified School District administers the California Healthy Kids survey every year in March in grades 5,7,9, and 11 to measure how we are performing on all factors related to school climate and culture as measured by student and staff perceptions. The results for this school year are as follows. A full report on the CHKS was provided to the school board in the fall of 2024.  Highlights: • 86% say there is academic motivation at SHES • 86% say there are high expectations at SHES • 81% say there are high expectations at RLS • 87% say there is perceived school safety at SHES  Areas to Improve to 80%:  SHES • 43% say there is meaningful participation at SHES • 68% say there is fairness • 69% say there is an antibullying climate • 75% of our students say they feel school connectedness at SHES • 74% say they have caring relationships at SHES  RLS • 25% say there is meaningful participation • 61% say there is academic motivation • 73% say they have caring relationships at RLS • School Boredom Profile  SHHS • 26% say there is meaningful participation • 54% say there is academic motivation • 73% say there are high expectations at SHHS • 63% say they have caring relationships at SHHS • 77% perceive school safety at SHHS • School Boredom Profile|Continued challenges for the district surround creating programs, actions, and events that help increase the sense of belonging, meaningful participation, and connectedness to above 80% for our students at their respective schools with continuing the process of gathering student voices from multiple student populations to establish what is working and what needs to be improved upon.  As a district, our growth area is to fully develop and align our MTSS systems at all school sites to address the behavioral, academic, and social-emotional needs of all students in a consistent manner with continued staff and MTSS team training. In addition, SEL and Inclusion curriculum delivery at all sites needs to be done with fidelity and consistently monitored as part of the school programs offered to all students. Other data noted from local measures are that there continues to be a need to focus on school climate and culture within our schools.  Reflections: Elementary students need to feel safe and that students are treated fairly while creating an antibullying climate.  Secondary Some high school students perceive that teachers do not care (leadership class feedback) and that learning is not challenging or meaningful.|As we looked at the CHKS and determined next steps, it was important to have additional monitoring to measure progress besides the CHKS. We are considering using the Kelvin Socio-Emotional Survey and administering that 2 times per year. All SPSAs have MTSS and SEL goals for their site  The use of this data gathered from the CHKS goes towards improving our systems, policies, and practices districtwide. For this school year, student wellness continued to be one of the needed areas, as many students are feeling some levels of stress related to both academic demands as well as political uncertainties and fears as a result of the new political agenda. As a district, we have maintained our student support mental health counseling services and service provider partnerships to address the behavioral and mental health needs of our students. SEL curriculum continues to need to be taught with fidelity at all school sites. Planned safety actions have included intentional focus on restorative circles/justice due to the spike in suspensions in the previous years. The secondary levels provided alternatives to suspension programs, such as detention after school, mandatory drug/alcohol classes after school instead of suspension for a student caught vaping or using substances on campus, Saturday school, to not miss the class time when possible, and lastly a variety of student support groups at 3-8 grades asprevention efforts to deal with issues before they become big.  Community health partnerships with Ole Health have been established and used to support student health needs and UpValley supports students needing social-emotional support.|Met||2025-06-12|2025
29102980000000|Nevada County Office of Education|6|The climate survey data for Earle Jamieson( EJ) is collected by John Muir Charter School and is part of the overall student climate survey data they collect.  The population of EJ is so small that data can't be disagregated by subgroup as it would lead to direct student identification.|The climate data meaning is addressed in John Muir Charter Schools' local indicators.|Any program changes, plans, or procedures related to the data collected as part of the student climate survey will be outlined in the local indicator reporting of John Muir Charter School.|Met||2025-06-18|2025
29102980114314|Bitney Prep High|6|Data for this analysis came from the CalSCHS School Climate Report Card for 2024-2025  School Climate Indicators - Part I - Supports and Engagement - Student responses were positive for School Connectedness, High Expectations, and Perceived School Safety. However, there are some categories in this part of the survey that indicate potential concerns: • School Connectedness - On average, Bitney students feel connected to their school, 60%; however, this measure was slightly down from the previous and has been trending down over the last four years. • Academic Motivation - This indicator is slightly down over the last year and at 52% it is still 10% below the State Average. • Two or Fewer Absences/Month - While 74% of our students report that they have 2 or fewer absences per month, we have not yet seen a significant drop in the percentage of students who meet the chronically absentee rate of missing 1% or more school days. • Meaningful Participation - This measure seems low at 33% and has remained so over the last three years, indicating that students do not consistently feel that they have sufficient agency at school. • Caring Adult Relationships - The percentage of students who reported that they had caring adult relationships at school dropped significantly from 64% to 48%. This number is clearly at odds with the level of caring adult relationships that students reported when they were surveyed for our WASC accreditation, the information that was shared with the Visiting WASC Team and the anecdotal data that is regularly shared by both students and parents.   School Climate Indicators Part II - Low Violence - Overall student responses on this part of the survey indicate that students have a good sense of safety at school. The areas of note are: • No Harassment - This indicator improved slightly to percentage points to 65% of students While this is a slightly above-average score for California schools, it does reflect that some students do not feel that they are free of harassment. • No Mean Rumors - This indicator also improved from the previous year to 54%; however, it is our lowest safety indicator and we know that harassment through social media continues to be an issue for our students. • No Substance Use at School - This indicator increased positively to 93%% of students reporting that they had no substance use at school. Considering that this category includes vaping nicotine, which is a very positive sign for our students. • Positive growth in the categories of Low Violence Victimization and No Fear of Getting Beaten Up support anecdotal data that students feel the same at school from physical violence.  Note: Due to the small size of the student population at Bitney Prep High School, disaggregated data is not available to include in the analysis of our school climate.|The School Climate Report Card from the 2024-2025 CHKS provided mixed results for Bitney Prep. The data shows that we are at or near CA state averages in almost all areas measured. Unfortunately, the State Averages reported in the survey date back to the 2021-2022 school year and do not provide what we would consider to be meaningful comparisons with other students in California. Based on the School Climate Indicators in Part 1 of the survey, we had a general trend of students not feeling that the climate at our school was as positive as the previous year. Whereas, for Part 2 of the Climate Report Card, we saw gains in all areas. As a charter school, we are a school of choice, and we believe that there is significant feedback from both students and parents that students like the climate at our school and feel safe here.  The identified areas of concern that stand out in the School Climate Report Card are a significant surprise in our analysis, based on other student academic performance indicators or the anecdotal observations of our staff. Over the years since the pandemic, we have been working to normalize school systems and increase expectations for both student academic performance and behavior. We can see from student feedback that these measures may contribute to some level of pushback or disconnection from our students. We continue to work hard to find a balance between building rigor and high expectations in our program while at the same time supporting students with the challenges that they face both in and out of school.|As mentioned, the data provided by the School Climate Report Card for 2024-2025 reaffirms trends in student attitude towards and connection with the school that the staff at Bitney Prep was already aware of and working to address. For the last three years, as a part of our LCAP, we have worked to increase the access that all students have to a therapeutic counseling support. We continue to partner with What's Up Wellness to provide mental health screening and Teen Mental Health First Aide to all freshmen. Also, to help students connect to their course of study while at high school Bitney Prep is implementing a Pathway System that will help students choose an area of focus for their course of study during high school. Students have the choice of College Prep, STEM, CTE, and Humanities Pathways. The opportunity to focus on a specific pathway during their high school career will help students find additional academic motivation at school.|Met||2025-06-25|2025
29102980114322|Yuba River Charter|6|YRCS uses both the California Healthy Kids Survey (CHKS) and a self-created survey corresponding to school surveys offered to parents and staff. Link to YRCS School Climate Report Card (Middle School) https://acrobat.adobe.com/id/urn:aaid:sc:va6c2:2387d073-d8b0-4d6c-b89e-cd303cf0c939|Overall, survey findings were positive and reflected growth in many areas. In 2024-25:   Of the middle school students who responded to YRCS’ local survey:  93% reported agreeing with the statement “I feel safe at school” 75% reported agreeing with the statement “I like to go to school” 86% reported agreeing with the statement “I feel welcomed at school.”  Of the parents who responded to YRCS' local survey:  96% reported agreeing with “my child feels safe at school” 88% reported agreeing with “my child likes to go to school” 96% reported agreeing with “my child feels welcomed at school”  Of the staff who responded to YRCS’ local survey: 97% reported agreeing with “my students feel safe at school” 91% reported agreeing with “my students like going to school” 97% reported agreeing with “my students feel welcomed at school”|Based on survey results, one area of focus will be empowering the YRCS student council to make more meaningful decisions that affect the social well-being of students. Another area of continued growth is the implementation of more explicit SEL activities and trainings for staff and students alike. When implemented with fidelity, SEL practices are tied to closely to positive student culture outcomes. In recent years several YRCS have begun formalized training around SEL best practices and this work will continue.|Met||2025-06-11|2025
29102980114330|Nevada City School of the Arts|6|NCSA gives the CHKS survey to parents, 6th & 7th Grade students and staff in the Fall and then gives a separate local student, parent and staff survey in the spring. On average, over 81% of 4th-8th grade students are engaged, feel safe, and are happy at school (CHKS/Student Survey 23/24). CHKS data showed the 30% of 7th grade students have felt hopelessness in the past year.  Although students reported less mental health concerns this year and 81% of middle school students reported that when they have received counseling support it has helped them, 60% of middle school students also noted that bullying/teasing is still an issue.|Growth: While students reported they understood their teachers and the school had high expectations for them, 31.5% of the respondents indicated school was mid-to high boredom and 39% felt there was no meaningful engagement in the classroom. However, approximately 75% of students want to do well in classes and want to learn the content, but they indicated it was boring. In regards to participation in activities at school, students were mixed on their involvement from not at all to very much so. A noteworthy data point was that 53% or more of the students felt like they did not have a say in helping to decide school activities and rules, say how things work, etc. There was little voice that was given on behalf of the students to the larger school community and the decisions that were made. When asked why students were harassed or bullied, students responded that it was either because of their gender or because they are LGBTQ+, or have a physical or mental disability. The data shows this affects about 20% of our students, so there is work to do here.|Based on the results, actions which need to be implemented include opportunities for students to learn how to cope with hopelessness and chronic sadness; education around how to stop bullying, intimidation and a person’s rights to a harassment free educational setting; and in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance and what sexual harassment means.  We are excited to introduce peer advisors for next year.  These students will be trained in how to help students problem solve without asking for adult intervention unless the problem is severe.  We hope that having identifiable students out at recess will help students report instances of bullying and harassment.  In curriculum and instruction, there needs to be more Learner Driven Instruction options where the student is able to engage with their learning more rather than being lectured or dictated to. Perhaps collaborative strategies such as working on a Project based Learning activity will increase critical thinking and teamwork aspects of learning and will motivate students. We are also looking forward to our upcoming school wide training in UDL to help increase academic engagement among students.|Met||2025-06-18|2025
29102980126219|Forest Charter|6|Each year Forest Charter School conducts an annual student survey, family survey, and staff survey. School safety and School connectedness are perennial topics in our surveys. The staff survey, and the parent survey were conducted in February 2025. Approximately 23.6% of our families, 88% of the staff participated in these surveys.   School Safety Parents - 70.1% of parents strongly agreed or agreed that their child is safe/supervised at the Learning Center - (18.5% reported that they are not on campus with another 6.4% reporting neutral)   Staff - 96% of the staff feel safe on campus. 4% were neutral  School Connectedness Parents - 82.6% of parents feel connected to the school, 7.4% were not on campus enough, so they felt like they couldn't answer this question.   Staff - 98% of staff feel connected to the school   FCS also takes into account the findings produced by the California Healthy Kids Survey adding to the information provided from the annual, student, parent and staff surveys. During the 22/23 school year FCS did not have enough student responses to have it's own individual report. Although FCS did have the numbers to have it's own individual reports in the 23/24 school year, our participation was very low.  Due to the low student participation on the Healthy Kids Survey, FCS chose to do a school climate student survey close to the end of the school year. 20.2% of the students participated from the surveyed grade levels.   School Connectedness (3-5th 83%, 6th-8th 66%, 9th-12th 68% feel connected)  School Safety (3-5th 92%, 6th-8th 78%, 9th-12th 68% feel safe at school)  Caring Adult Relationship (3-5th 87%, 6th-8th 78%, 9th-12th 80% feel they have a caring adult relationship)     FCS also conducted a student survey in February 2025 (Note, this survey was not broken down by grade level)  I feel physically safe at Forest Charter.  83.3% Strongly Agree and Agree,  10.1% were neutral 3.7% are not on campus  I feel emotionally safe at Forest Charter.  74% Strongly Agree and Agree, 10% were neutral, 4% are not on campus|School climate continues to be an area of strength for Forest Charter School. Based on the data FCS continues to have a highly positive climate. Survey results indicate that students generally feel happy, supported and safe at Forest Charter School. We do believe that some of the lower scores in the student surveys that are broken out by grade level are impacted by the independent study structure of our school.|Actions FCS is taking to maintain its strong school climate is to provide ongoing SEL training to staff. Additionally, we are building more club options to support student social opportunities and the school community, looking for assembly opportunities, and developing a welcome-back program for students on the first day of school. We are hopeful that these opportunities and activities will improve our school connectedness in grades 9-12 and provide more opportunities to build caring adult relationships for our TK-5 students.|Met||2025-06-10|2025
29102980126227|Twin Ridges Home Study Charter|6|School Climate Data:  TRHS uses surveys throughout the year to collect stakeholder input regarding school climate.  Unfortunately, parent and student survey participation was disappointing during the 2024-2025 school year.  The data below is not disaggregated by student groups but in the future TRHS will create a question on the TRHS survey to indicate the student group.   TRHS Spring Parent Survey:  39 Respondents TRHS Spring Student Survey:  9 Respondents California Healthy Kids Parent Survey:  36 Respondents California Healthy Kids Staff Survey:  13 Respondents  TRHS will continue to encourage participation in those surveys.   During the Fall of 2024, the California Healthy Kids Parent Survey (CHKS) was administered to TRHS parents while the California Healthy Kids Staff Survey was administered to TRHS staff.  During the Spring of 2025, TRHS students were offered the TRHS developed student survey and the TRHS parents were asked to complete the TRHS developed parent survey.  The TRHS developed student survey did not isolate responses by student group.  Examples of this student survey data is indicated below:    ** 89% of students that participated in the survey indicated  a positive sentiment towards being at the school, (Item: I am happy to to be at this school.) ** 89% of students that participated in the survey feel safe to some degree while at school. (Item: How safe do you feel when you are at school?) ** 100% of students that participated felt that at least one adult at the school genuinely cared about the. (Item: A teacher or some other adult from my school really cares about me.)   The CHKS parent and staff surveys indicated the following in regards to the TRHS school climate.  Parent and Family Engagement- Building Relationships: According to the CHKS parent survey, an overwhelming majority of parents that participated in the survey believed that school staff treat parents with respect. (95% of respondents strongly agree or agree) According to the CHKS staff survey, the staff had a high level of satisfaction with the school's efforts to create a welcoming environment and facilitate parent involvement. (100% of respondents strongly agree or agree)  Parent and Family Engagement- Building Partnerships for Student Outcomes: According to the CHKS staff survey, 100% of respondents agreed or strongly agreed that the school encouraged parents to be active partners in educating their child.   According to the CHKS parent survey, 93% of respondents indicated that they participated in a regularly scheduled parent-teacher conference.  This data suggested a strong level of engagement and communication between families and educators. Parent and Family Engagement- Seeking Input for Decision-Making According to the CHKS parent survey, a combined percentage of 82% (70% strongly agree & 12% agree) indicated a majority of respondents perceived that TRHS actively sought parental input before making important decisions.|"TRHS analyzed the survey data from the surveys disseminated during the 2024-2025 school year and found the following areas of strength and indicated needs:  Areas of Strength :  **  Students feel that at least one adult at TRHS genuinely cares about them **  Students feel safe at the school site **  TRHS facilitates parent involvement and puts forth effort to create a welcoming environment   **  TRHS staff treat parents with respect **  TRHS encourages parents to be active partners in educating their child  Areas of Need:  **  18% of parents did not indicate ""strongly agree"" or ""agree"" on the survey statement that TRHS actively sought out parental input before making important decisions. **  7% of parents indicated that they have not attended a regularly scheduled parent-teacher conference.  This could be because a different parent may have attended the conference than filled out the survey."|TRHS will increase parent awareness of the importance of parent involvement in their child's school.  The following actions will assist in this increase:  **  Increase stakeholder Opportunities for Input  (Stakeholder Roundtables, Comment Box, Scheduled parent meetings with the TRHS Director -Individual meetings or coffee with the Director) **  Develop and Offer Parent Trainings (Examples: TRHS Program Expectations, Parent Instructional trainings for at home learning, curriculum trainings) **  Continue to encourage parents to attend those Learning Period meetings with their Supervising Teachers and continue to remind parents about the expectation to do so.|Met||2025-06-12|2025
29102980130823|EPIC de Cesar Chavez|6||||Not Met|||2025
29102982930147|John Muir Charter|6|DATA: Data collected through this year’s JMCS school climate survey revealed on a scale of 1-5,  88.7% of students scored a 4 or 5 in feelings of safety. 73.9% of students felt they had a voice in decision-making in their classes. 76.3% rated their schoolwork as “interesting” on a scale of 1-5 as 4 or 5. On a scale of 1-5,  66.9% rated a 4 or 5 when asked if their schoolwork was preparing them for college and 70.6% rated 4 or 5 for career preparation. Our Equity survey data also supports our school climate survey data. On a scale of 1-5, students reported their basic needs are met (4.42), they feel they belong at school (4.11), they have a sense of self-efficacy (4.23), school is rigorous (3.98) and they feel hopeful about their futures (4.33). Sheet with data disaggregated by available groups. https://docs.google.com/document/d/1iJZ7X6kiJGqUtS1CbP3IelClXQUQI-kAWGCfYFqHXBk/edit?usp=sharing|MEANING: Survey results indicate JMCS meets and exceeds its primary goal of reengaging youth in education and creating safe spaces and developing positive relationships with staff. Students are happy with their school experience and feel supported by their teachers. They generally feel that their experience at JMCS will help them meet their future goals. JMCS will continue to reflect on areas of improvement and how we can meet the needs of all students.|USE: As a response to analysis of the data JMCS has stated actions in the LCAP addressed specifically to the EL and Hispanic student groups. We are actively working to implement culturally relevant curriculum materials, textbooks, and instructional resources that reflect the diverse backgrounds and experiences of EL students, and in particular our Hispanic student group. There are plans to engage students and families through cultural social events that promote appreciation and wonder about diverse customs and heritage for our Hispanic students in particular, and all students in general. In addition, JMCS plans to provide training on culturally responsive teaching practices, linguistic diversity awareness, and strategies for creating inclusive learning environments that value and affirm the linguistic and cultural assets of Hispanic and EL students, which are 73% of our student population.|Met|Optional “Criteria”: Annually JMCS collects student climate survey is conducted to get feedback on the conditions of learning; basic needs, belonging, academic rigor, self-efficacy, and hope. Data is analyzed by administration and shared with teachers dur|2025-06-11|2025
29663160000000|Chicago Park Elementary|6|In 2024, Chicago Park administered the California Healthy Kids Survey to students in Grades 6–8. Results showed strong school connectedness and safety in Grade 7 (98% connected, 100% safe), but a sharp decline by Grade 8 (60% connected, 45% safe). Disaggregated data also revealed lower academic motivation and life satisfaction in Grade 8, indicating a need for increased support in the upper middle grades.|Analysis of the CHKS data shows that Chicago Park’s strengths include strong adult-student relationships and a high sense of safety and motivation in Grade 7. A key area of need is student engagement in Grade 8, where connectedness, motivation, and life satisfaction drop significantly. Disaggregated data highlights this decline across all student groups, signaling the importance of targeted supports for students as they transition to high school.|To address the decline in engagement and well-being among 8th graders, Chicago Park School will strengthen its middle school supports by expanding leadership roles, increasing access to counseling services, and enhancing SEL and transition activities in the spring. Staff will receive additional training on supporting student motivation and connectedness in upper grades. These efforts will be built into our LCAP goals and regularly monitored for impact.|Met||2025-06-16|2025
29663160125013|Chicago Park Community Charter|6|In 2024, Chicago Park administered the California Healthy Kids Survey to students in Grades 6–8. Results showed strong school connectedness and safety in Grade 7 (98% connected, 100% safe), but a sharp decline by Grade 8 (60% connected, 45% safe). Disaggregated data also revealed lower academic motivation and life satisfaction in Grade 8, indicating a need for increased support in the upper middle grades.|Analysis of the CHKS data shows that Chicago Park’s strengths include strong adult-student relationships and a high sense of safety and motivation in Grade 7. A key area of need is student engagement in Grade 8, where connectedness, motivation, and life satisfaction drop significantly. Disaggregated data highlights this decline across all student groups, signaling the importance of targeted supports for students as they transition to high school.|To address the decline in engagement and well-being among 8th graders, Chicago Park School will strengthen its middle school supports by expanding leadership roles, increasing access to counseling services, and enhancing SEL and transition activities in the spring. Staff will receive additional training on supporting student motivation and connectedness in upper grades. These efforts will be built into our LCAP goals and regularly monitored for impact.|Met||2025-06-16|2025
29663240000000|Clear Creek Elementary|6|Based on the CHKS and LCAP surveys, an average of over 97% of parents and staff indicated our school is a safe A place for children to learn. 90% of students also indicated they felt safe at school. 97% of parents responded that our school is welcoming and facilitates parent involvement. These high response ratings indicate that our specific actions in this goal of Social Emotional Learning curriculum and Professional Development for staff, school counselor, Enrichment opportunities, Attendance, and Incentives, and After-school care contribute to progress in this goal, therefore creating and maintaining a safe and A welcoming learning environment for our students.|We believe that we are seeing the changes in school culture we want, and we believe it will continue to improve based on our current goals. The only area we see a need to improve is the SEL curriculum. The staff feels it does not meet the needs of all students, including all subgroups.|No changes will be made, and all goals will remain the same for the 25-26 school year. We believe that we are seeing The changes in school culture we want and believe will continue to improve based on our current goals.|Met||2025-06-17|2025
29663320000000|Grass Valley Elementary|6|Our LCAP survey was open from January 27th to February 12th 2025. We received participation from 948 individuals and it included strong participation from parents, students, and staff. 545 - 3rd to 8th grade students participated, 338 - parents/families participated, and 65 - staff members participated. Our District LCAP survey continues to be a viable vehicle to engage the voice of our district learning community. We do our best to leverage the feedback, trends, and guidance from our survey and our District Advisory Committee (DAC) and our District English Language Advisory Committee (DELAC) to support and guide our district work.  Further feedback was collected showed the following trends:  Student's Feedback I feel connected - 79% positive I am involved in school - 71% positive Safe at School - 84% positive I feel respected by Students - 69% positive I feel I can learn in the behavioral environment - 85% positive  2025-26 Local Control and Accountability Plan for Grass Valley School District Page 11 of 89 I have adults I can talk to - 86% positive Encouraged to share Ideas - 76% positive Teacher and staff help me when needed - 90% positive Teachers and staff are kind - 93% positive I would like to be challenged more - 45% agreed - this question was updated for 2025 I feel I need more help with my school work - 45% agreed - this question was updated for 2025 Presented with Healthy Food Options - 66% Access to Technology - 94% positive  Parent's Feedback My family feels safe and connected to their school - 91% positive Connected to school - 89% positive Access to useful learning resources - 95% positive Balanced and engaging learning environment - 92% positive Effective Academic Interventions - 87% positive SEL Support - 83% positive District Facilities - 81% positive Presented with Healthy Food Options - 65% Promotes Good Attendance - 96% positive Values Parent Participation - 90% positive Effective Communication via newsletters - 96% positive Contact with Staff - 95% positive Staff Feedback Safe at work site - 83% positive Supported and Valued - 91% positive Effective Materials - 75% positive Positive climate - 85% positive Engaging environment - 91% positive Effective Academic Interventions - 78% positive Tiered Behavior Interventions - 77% positive SEL Support - 80% positive Presented with Healthy Food Options - 60% positive Supported Addressing Behavior - 79% positive District Facilities - 52% positive Promotes Good Attendance - 86% positive Values Parent Participation - 83% positive|We have spent time working through our district advisory committee (DAC) district English language advisory committee (DELAC) as well as through our administrative team and employee bargaining groups to analyze all of our areas of strength and need.  We continue to focus on improving our multi-tiered system of support with a focus on academics, behavior and social emotional needs.  The work we continue to implement is helping our system improve and grow and we look forward to continuing this work and focus.   Areas of Strength: Access to technology and Sufficient Learning Resources. Use of a summative screener to help us monitor system wide growth.  Identified essential standards by grade level in ELA and Math.  The development of a plan, do, study, act a cycle of inquiry to help our system grow.  Areas of Growth: Creating an environment where students feel more respected, additional support for behavior and SEL, and increasing overall achievement are important areas of need.  Challenges or Barriers: Continuing to support the increase in social emotional needs of our learning community.|We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure data driven decisions are made in an effort to build coherence and trust within our system.  We believe that strong school districts continue to make changes to address their areas of need while leveraging the success of their strengths.|Met||2025-06-17|2025
29663326111140|Grass Valley Charter|6|From January 29th to February 12th, 2025, GVCS shared a community stakeholder survey to inform our school planning and practices for the Local Control Accountability Plan (LCAP). From this feedback we received 238 responses from staff and families which guide our long term planning as well as guide how GVCS will utilize our resources. This survey asked our stakeholders to respond to multiple questions concerning program success and needs for the upcoming school year. We engaged our students as well through a separate student crew survey to analyze their needs. Additionally we incorporated data collected through our Expeditionary Learning Implementation review which included internal surveys, students panels, and outside observations from EL Education. The student feedback and engagement was strong. They gave us clear input on areas to improve our support namely in social emotional learning.|We have spent considerable time analyzing feedback from all engagement partner groups. Our stakeholders shared the need to continue to support students with academic needs, continue to support students academically, continue to support the mental health of our school community, strengthen the implementation for our Expeditionary Learning program, and a desire to deepen and regain our strong connections among all constituents in our community. GVCS will continue to solicit staff and community to continually adapt to the realities and needs of our students.|The overwhelming majority of our feedback from our partners indicated a need to continue working on our goals and actions already in place. However there were changes that came about due to feedback in the following areas: -Collecting and acting upon subgroup data to address an apparent achievement gaps -Evaluation of our curriculum, specifically for English Language Arts, to create a more consistent and coherent program We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure transparency with all of our district data in an effort to build coherence and trust within our system. We believe that strong school systems continue to make changes to address their areas of need while leveraging the success of their strengths.|Met||2025-06-17|2025
29663400000000|Nevada City Elementary|6|In analyzing the local data of the California Health Kids Survey (CHKS) needs were identified for a supportive social-emotional learning environment at Deer Creek (TK-3) with the consistent use of programs such as Positive Behavior Interventions and Supports, Love and Logic, The Toolbox, Tap in Tap out, Check in Check out, and other school community building systems. Routine training will continue to be offered to onboard new staff. There was a notable increase in School Climate key indicators such as thoughts of suicide, substance abuse, and feelings of loneliness between 6th and 8th grade. This is an area for further investigation and an increase of support and training for students with such ideation.|Input from stakeholders highlighted the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance. Additionally, Tier II/III PBIS teams need to meet with staff representatives weekly/bi-monthly to discuss the success of these systems. The LCAP committee discussed this finding and concluded an area of concern was Seven Hills students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring 5. School Community Officer|The LCAP committee discussed this finding and concluded an area of concern were students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring 5. School Community Officer 6. District School Attendance Review Board 7. Annual parent notice of attendance requirements 8. Additional supports fand identified times for staff to support students with chronic absenteeism.|Met||2025-06-17|2025
29663570000000|Nevada Joint Union High|6|NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students in grades 9 and 11 on a yearly basis.   -CHKS survey questions related to school connectedness responses were averaged between 9th, 11th, and NT, yielding an average of 59.3%. • Two or more ethnicities were averaged between the 9th,11th, and NT: 58% *The sample size for NT was too small to report in this survey year. • White were averaged between 9th, 11th, and NT: 60.7%  -CHKS survey questions related to school being perceived as very safe or safe responses were averaged between 9th, 11th, and NT, yielding an average of 64.7%. • Two or more ethnicities were averaged between the 9th, 11th, and NT: 63.5% *The sample size for NT was too small to report in this survey year. • White were averaged between 9th, 11th, and NT: 62%|"The change from the 2022-23 to 2024-25 CHKS survey question, ""School perceived as very safe or safe for all students was up 10.4%. When the same question was posed for multiracial students, those responding in the affirmative rose 14.5%, slightly trailing all survey responders by 1.2% and 1.5% greater than white students surveyed.   The upward trend is a positive one, as is the trend of the gap between minority groups minimizing, but given the overall low percentage of just under 65%, this warrants an area of future focus and growth."|"Creating safe cultures that foster belonging is a focus area for NJUHSD, which is addressed in the LCAP under goal 2, ""Promote the Safety, Well-Being, and Culture of the school and district community through equitable and inclusive practices for all."" Actions that are set for the 2025-26 year include broadening the professional development for administration and other school leadership roles that took place in the 2024-25 year to all students and staff. The focus is to bring awareness to unconscious biases and develop systems that promote inclusion. Additionally, through the lens of Ethnic Studies, NJUHSD is seeking to train staff and support student understanding and appreciation for who is represented within our community and schools and how this impacts individual experiences, with the hope that awareness and education can bring about a systemic shift in culture. The data in prompt 1 is also included in our annual LCAP and will be monitored for progress.  Our district schools continue to examine efforts to provide opportunities for student connectedness. Activities and programs such as Week of Welcome and Breaking Down the Walls target the development of positive school climates and culture. The district is also taking a look at instances of harassment/discrimination, and working to enhance and improve school responses to such incidents, as a heightened awareness has been drawn to school administrators and the board of trustees surrounding incidents of this nature.  Programs aimed at Social-Emotional Learning have been developed in recent years (Silver Strong at Silver Springs, Phoenix classes at Ghidotti, NPA 101 at North Point Academy, and the two comprehensive high schools have implemented Advisory classes, which have begun implementing Character Strong curriculum).  In addition, the district continues to emphasize to our staff the importance of building individual relationships with students and is moving forward in the implementation of restorative practices, both for tier-one community-building activities and as a response to appropriate discipline-related incidents.  Results have been shared with our educational partner groups, and we will continue to plan and implement activities targeted at addressing the decreases reported in the CA Healthy Kids Survey."|Met||2025-06-16|2025
29663570124834|Sierra Academy of Expeditionary Learning|6|SAEL looks at the results of the California Healthy Kids Survey and conducts an analysis of the results.  One of the key issues noted was the number of students who are addicted to nicotine and the increased concern of the use of vapes at SAEL.  SAEL has addressed issues of school safety and school connectedness, and SAEL is proud of the work accomplished in this area.|The key learning as a result of the CKHS student survey results was vaping.  SAEL will continue to use parent conversations, student conversations, and emails to address the concern of nicotine addiction and vaping. SAEL has tapped into Nevada City who received a funding mechanism to fund initiatives to prevent students from smoking.  SAEL has installed Vape Detectors in the restrooms which has allowed us to find the students and counsel them and communicate with their families on the issue.  SAEL also participated in the program called YVAPE.  The Executive Director sent a strategic email to whole school community.  After one month of collecting vaping data and oversight led to a decrease of vaping at SAEL.|As part of the continuous improvement process, SAEL will implement strategies to address concerns that are noted through CKHS results or observations.  Through our vigilant practices and one-on-one connections with our students, we find out issues immediately that we can address as a Crew.|Met||2025-06-17|2025
29663730000000|Pleasant Ridge Union Elementary|6|PRUSD administers a planning survey to students in 5th through 8th grades annually.   It separated the data by schools but not by demographics. Seventy-eight percent of all 5th- to 8th-grade students participated in the district-wide survey. The survey addressed categories including academics, student engagement, safety, and school climate. Alta Sierra and Cottage Hill schools had 100% of their students respond to the survey, and Magnolia had 73% of its students respond, representing a 20% improvement from the prior year.  The key takeaway from the responses reflected a positive perception of the academic environment. Students feel they are improving in key areas (math, writing, reading) and have access to teacher support. Students feel protected and supported by the adults around them, and the learning environment is welcoming and inclusive. Students reported a strong desire for more extracurricular activities, particularly in sports and the arts. There is also a significant interest in continued PE and STEAM-related learning.|Seventy percent of students who responded to the school climate section thought the school was very welcoming and that the climate was favorable.  Sixty-eight percent of students responding to a school safety survey thought the school was safe, and 76% of the students reported that they were supported when they asked for help or assistance. Seventy-six percent of all students expressed interest in knowing if more elective offerings were available at their schools, and 81% of students reported that academics were challenging, yet they were performing well academically.|To foster a more enriching and supportive environment, the district will prioritize understanding the needs of students and parents through surveys and focus groups. Implementing initiatives that promote respect and address bullying with comprehensive programs and clear reporting procedures is crucial for a favorable climate. Furthermore, cultivating a culture of encouragement and providing robust homework support will enhance student engagement and academic success. This will be addressed within the MTSS (Multi-Tiered Systems of Support) action item in the LCAP.|Met||2025-06-17|2025
29663730136424|Arete Charter Academy|6|Arete's local climate survey for 6-8th grade students aims to capture the perceptions and experiences of students regarding the overall environment, inclusivity, safety, and support within the educational institution. The data provides insights into various aspects. 85% of students found that there is at least one adult at our school that they can trust. 91% students found that adults at my school help me with problems if I ask this to be true during the 2024-2025 school year. 87% of students found that adults at our school care about them. TK-5th grade students are interviewed anecdotally during monthly meetings with their teacher and daily when the director visits classrooms. Younger students reported positive relationships with teachers and peers, fostering a supportive and encouraging learning environment.|Data is not disaggregated by student groups due to the small population of each group. Analyzing the local climate survey data provides critical insights into the overall school environment and highlights specific needs and strengths. A description of the key learnings include students valuing having social emotional learning lessons on campus and having access to our school counselor either for one to one or small group counseling. Students notice that Arete staff get along and work well together.|"Based on the analysis of local climate survey data and key learnings, Arete is implementing several changes to existing plans, policies, and procedures. These changes aim to address the identified areas of need and improve the overall school environment for all student groups. We will increase the implementation of our ""Why Try"" social emotional learning lessons and increase communications out to parents who educate their children at home so they can provide instruction on the content. We will continue to utilize our ""Stop It"" anonymous reporting system for students to report bullying/cyber safety concerns without fear of retaliation. We will maintain having a school counselor on campus at Arete for several days a week to support students. We will continue to provide regular mental health awareness programs and stress management workshops and consider establishing peer support groups and wellness programs to promote mental well-being."|Met||2025-06-10|2025
29664070000000|Union Hill Elementary|6|Continue to strengthen our MTSS Systems including teacher collaboration and social-emotional learning to support our students with a focus on students with disabilities, lower socioeconomically disadvantaged students and our Foster Youth. 66% of students feel that school staff care about them while 71% of students report that adults at school encourage them to work hard so they can be successful in life. Overall, 74.2% of 6th grade students feel connected to school. The majority of Union Hill students feel that school staff have high expectations for them which results in 94% of students say these high expectations results in academic motivation. Union Hill staff report that they believe students are hopeful for the future (91%) and 100% of staff believes that Union Hill provides instructional help to build social emotional competencies. 117 unduplicated students (and rising across both schools) and 121 additional students with both intervention support and enrichment opportunities. Dean of Students to support reducing chronic absenteeism, develop alternatives to suspensions as well as support student engagement. Parent Liaison-Communication Specialist) to support community outreach, including web portal management, a well as support our district with parent volunteers and build capacity with staff and families within our educational community|Over the course of this year, UHS learned that its efforts are growing momentum. We must continue forward with our strategic plan (LCAP Goals and Actions) to fully bear fruit.|No changes to plans were made this year. Efforts were merely expanded under existing Actions and Goals.|Met||2025-06-17|2025
29664076027197|Union Hill Elementary|6|Continue to strengthen our MTSS Systems including teacher collaboration and social-emotional learning to support our students with a focus on students with disabilities, lower socioeconomically disadvantaged students and our Foster Youth. 66% of students feel that school staff care about them while 71% of students report that adults at school encourage them to work hard so they can be successful in life. Overall, 74.2% of 6th grade students feel connected to school. The majority of Union Hill students feel that school staff have high expectations for them which results in 94% of students say these high expectations results in academic motivation. Union Hill staff report that they believe students are hopeful for the future (91%) and 100% of staff believes that Union Hill provides instructional help to build social emotional competencies. 117 unduplicated students (and rising across both schools) and 121 additional students with both intervention support and enrichment opportunities. Dean of Students to support reducing chronic absenteeism, develop alternatives to suspensions as well as support student engagement. Parent Liaison-Communication Specialist) to support community outreach, including web portal management, a well as support our district with parent volunteers and build capacity with staff and families within our educational community|Over the course of this year, UHS learned that its efforts are growing momentum. We must continue forward with our strategic plan (LCAP Goals and Actions) to fully bear fruit.|No changes to plans were made this year. Efforts were merely expanded under existing Actions and Goals.|Met||2025-06-17|2025
29664150000000|Twin Ridges Elementary|6|Grizzly Hill uses the California Healthy Kids (CHKS) survey as well as an in house Kelvin survey which covers more grade spans that CHKS. Student participation for CHKS was limited to 6&7th grades. This resulted in a sample size of 31 students. The Kelvin survey resulted in 43 student responses.|Both surveys indicated that students feel the staff genuinely care about them and want the best for them in their education (CHKS 86%, Kelvin 93%). This is important in that it identifies that our students are individuals and not just student identification numbers. Of our 6&7th graders, 83% feel their teachers have high expectations and hold them to a high level of academic rigor.  Identified areas of need are in the area of student voice. of students sampled, 56% say they feel their voice is heard and that they are influential in the academic programs and instruction offered.|To increase student voice, our 5-8th grade teachers have begun implementing Building Thinking Classrooms (BTC) for mathematics. This student led inquiry process uses student collaboration as the foundation for problem solving. Additionally, our Community Schools is implementing a Cub Den initiative where older students will push into younger grade classes to build relationships and support younger peers in their academics. We will also continue our development of Student Government and leadership to increase student voice across the campus.|Met||2025-06-13|2025
29768770000000|Penn Valley Union Elementary|6|Survey Results:  86% feel safe in the classroom 58% feel safe at recess  Race or Ethnicity  American Indian or Alaska Native, non-Hispanic 0.8% Asian or Asian American, non-Hispanic 0.6% African American 1% Hispanic  17.1% Filipino 0.2% White, non-Hispanic 71.2% Two or More Races 9.2%|Survey Response Summary:  Key learning is the majority of the students do feel safe at school.  The responses highlight concerns related to the feeling of safety at recess.  This is an area of focus for site administration and leadership teams going forward.|The 2025/26 LCAP addresses these areas of need in Goal #2, Increase inclusive opportunities for students, staff, and families to engage in the student's education.  Specifically Action 2.3 which states, School sites will continue to utilize Restorative Practices as an alternative to suspension.  In addition, further SEL professional development for all staff will be mandatory.  In addition Action 2.5 which states, Provide an on site counselor to serve student social and emotional needs.|Met||2025-06-18|2025
29768776111371|Vantage Point Charter|6|Vantage Point Survey Data  86% of students report feeling school connectedness, being a caring adult at school, and feeling safe while at school.  Student Group: Homeless   5.4% Socioeconomically Disadvantaged  70.3% Students with Disabilities  16.2%  Race/Ethnicity: American Indian   5.4% Hispanic  10.8% Two or more races   8.1% White   75.7%|Survey Response Summary:  Key learning is the majority of the students do feel safe at school and on the way to and from school. The relationships with adults and school connectedness are at the primary foundation of Vantage Point Charter Schools program.  These factors play a significant role in whether respondents would recommend the school to a friend.|The 2025/26 LCAP addresses these areas of need in Goal #2, Increase inclusive opportunities for students, staff, and families to engage in the student's education.  Specifically Action 2.1 which states, School site weekly notifications.  Forward planning for school-wide family activities to assist with annual plans.  Monthly site newsletters to celebrate students and schools.|Met||2025-06-18|2025
30103060000000|Orange County Department of Education|6|"OCDE administered the annual LCAP School Climate Survey to students in ACCESS Community and Juvenile Hall schools, OCCS, CHEP/PCHS, and Orange County Special Education schools. The survey included questions aligned with state priorities on school climate and safety, providing valuable input to guide program improvements. Research shows that students who feel safe and connected to their school and staff are more likely to thrive academically and socially, ultimately supporting their transition to college, career, and community life.  OCDE’s alternative education programs serve at-promise students whose unique experiences call for targeted supports. Understanding student perceptions of school climate and safety is critical to improving engagement and supporting both academic and personal growth.  Survey results are reviewed by school leadership and directly inform decisions around student support services in the LCAP. Based on the 2024–25 findings, OCDE continues to invest in: • Expanded academic interventions • Increased school-based mental health services for general and special education students • Ongoing professional development focused on student wellness, behavior, and positive relationship-building  In addition, OCDE uses School Accountability Report Cards and LCAP metrics to monitor student achievement, suspension and attendance rates, and dropout and graduation rates.  2024–25 Student Survey Highlights:  ACCESS Schools:  -60% of 261 student respondents  ""Strongly Agree"" or ""Agree"" they feel connected to their teachers/school community.  -76% of 262 student respondents""Strongly Agree"" or ""Agree"" they feel safe at school.  OC Special Education School:  -100% of the 5 student respondents ""Strongly Agree"" or ""Agree"" their school provides appropriate materials and meaningful learning opportunities.   -100% of the 5 student respondents ""Strongly Agree"" or ""Agree"" they feel safe at school.  OCDE remains committed to collecting and using student, family, and staff feedback to support continuous improvement and provide high-quality educational experiences for all students.  All survey questions/responses may be viewed in the 2025-26 OCDE LCAP, Appendix E."|Meaning: These survey findings underscore the efficacy of the MTSS framework in fostering a safe school climate and areas for continued growth and improvement to support positive student outcomes.|Use: The survey results support ongoing endeavors to uphold a safe & engaging culture where students & families feel welcome as integral members of our school communities. OCDE is committed to sustaining this focus to create learning environments that foster student achievement.|Met||2025-06-18|2025
30103060126037|Samueli Academy|6|Local Climate Survey Data Analysis (Challenge Success Survey) In Spring 2025, our school administered the Challenge Success Student Experience Survey to all students in grades 7–12. The survey measures student perceptions of belonging, engagement, academic stress, teacher care, and overall well-being—key indicators of school climate. Results were analyzed in aggregate and disaggregated by grade level, gender, and ethnicity. Key Findings: ?	Sense of Belonging:  50% of students reported feeling a strong sense of belonging at school. However, when disaggregated, 36% of Black students and 35% of English Learners reported a strong sense of belonging, compared to 54% of Latino students, 51% of White students and 49% of Asian Students. ?	Academic Stress:  60% of all students reported feeling Academic Worry. This rate was highest among non-binary students (70%) and lowest among boys (50%). 63% of Asian students reported high academic worry as compared with Black students with a reported rate of 43%.  ?	Teacher Care and Support: 73% of students agreed that “there is at least one adult on campus who I can go to with a personal problem,” with the highest rates among Non-binary students (85%) and Asian students (78%) and the lowest rate among Boys (70%) and Black students (62%).|Analysis of our local climate data, drawn from the Challenge Success Student Experience Survey, reveals both strengths and areas for targeted improvement in school conditions and climate. Key Learnings and Areas of Strength:  One notable area of strength is the level of reported teacher care and support. Overall, 73% of students stated that they have at least one adult on campus they can go to with a personal problem. This sense of connection was particularly strong among non-binary students (85%) and Asian students (78%), suggesting effective adult-student relationships in some groups. Identified Needs and Gaps:  The most pressing area of concern is the sense of belonging, with only 50% of all students reporting a strong sense of belonging at school. The disparity is particularly stark for Black students (36%) and English Learners (35%), indicating an urgent need to address inclusivity and connection for these groups. Additionally, academic stress emerged as a widespread concern, with 60% of students reporting academic worry. This rate is especially high among non-binary students (70%) and Asian students (63%), suggesting the need for differentiated supports that address both academic pressure and emotional well-being. These findings highlight the importance of continuing to build culturally responsive practices, strengthening advisory and support systems, and creating inclusive, affirming spaces that promote belonging for all student groups, particularly those who currently feel the least connected.|Based on analysis of Challenge Success climate survey data and state accountability indicators, Samueli Academy has identified areas of need related to student belonging, academic stress, and engagement among English Learners (EL), Black students, and non-binary students. In response, several actions, policies, and programs are being revised or expanded to ensure continuous improvement: 1.	Expanded Belonging and Inclusion Strategies (Goal 1, Action 3): Survey data showed significantly lower belonging among English Learners (35%) and Black students (36%). To address this, we are revising the advisory curriculum to embed identity-affirming practices and structured connection-building activities. New student affinity spaces and mentorship opportunities will be piloted in 2025–26 to strengthen relationships and belonging for historically underserved student groups.  2.	Targeted Mental Health Supports for Students Experiencing High Academic Stress (Goal 1, Action 3 & Goal 1, Action 6): Academic stress was reported by 60% of students overall, with heightened rates among non-binary (70%) and Asian (63%) students. In response, the school will expand SEL lessons in advisory, increase wellness workshop offerings, and enhance the partnership with Purpose of Recovery to provide group sessions focused on stress reduction. In addition, classroom grading policies will be reviewed to ensure alignment with research-based approaches to reducing performance anxiety.  3.	Enhanced English Learner Supports (Goal 1, Actions 4 and 5):  In light of persistent RED performance levels on the Dashboard and low belonging scores, instructional aide support for EL & LTELs will be restructured to provide more frequent, push-in support in academic courses. Additionally, professional development for content-area teachers will focus on integrating academic language development strategies into core instruction.  4.	Schoolwide Club and Extracurricular Data Collection (Goal 1, Action 1): To better understand engagement patterns, we’re expanding data collection tools to include disaggregated participation in clubs and extracurricular activities. This data will help identify underrepresented groups and inform targeted outreach to promote equitable engagement.  5.	Instructional Coaching to Address Inconsistent Differentiation (Goal 2, Action 2):  Data from both the Challenge Success survey and academic performance gaps highlight the need for more consistent instructional practices. Assistant Heads of School will expand coaching cycles focused on EL strategies, academic conversations, and literacy strategies.  6.	Refinement of Tier III Attendance Interventions (Goal 1, Action 3): Chronic absenteeism remains a critical issue, particularly for ELs. Daily attendance tracking and parent communication protocols will be standardized across grade levels. A revised attendance intervention protocol will be implemented in 2025–26, including structured re-engagement meetings & restorative practices.|Met||2025-06-24|2025
30103060132613|Vista Heritage Global Academy|6|The California Healthy Kids Survey showed that 59% of Condor students feel safe at school, yet only 51% report feeling a sense of connectedness. This highlights a need to strengthen relationships and foster a deeper sense of belonging among students. In response, the school will prioritize strategies such as expanding student leadership opportunities, increasing access to extracurricular clubs and activities, and deepening implementation of social-emotional learning practices like the Way of Council. By creating more inclusive spaces and meaningful student engagement opportunities, the goal is to enhance overall school connectedness and support students' emotional well-being.  We will also provide students with more opportunities for student choice and ways to share their voice and have more choice.|Key Learnings: Through the analysis of local data, including the California Healthy Kids Survey (CHKS), several important strengths and needs were identified. A major area of strength is that 95% of Condor students reported feeling safe at school, indicating that the campus provides a physically secure and orderly environment. However, only 66% of students reported feeling a sense of connectedness, which reveals a critical need to focus on strengthening relationships and fostering a deeper sense of belonging. Identified Needs: Disaggregated data further showed that the sense of connectedness was even lower among certain student groups, particularly English Learners and students from socioeconomically disadvantaged backgrounds. This indicates a need to create more equitable and inclusive opportunities for student engagement and relationship-building across all groups. Additionally, feedback from student focus groups confirmed that while students feel protected, many are still seeking stronger peer relationships, adult mentorship, and culturally affirming spaces. Areas of Strength: In addition to the high rate of perceived safety, students expressed appreciation for staff members who are supportive and responsive to their needs, and for current programs like the Way of Council, which provides a foundation for building trust and emotional support. These existing structures provide a strong base upon which the school can build. Next Steps: In response to these findings, the school will implement targeted strategies to improve school connectedness. These include expanding student leadership roles, increasing access to clubs and enrichment opportunities, and strengthening the implementation of social-emotional learning practices. There will also be a focus on culturally responsive programming and peer mentorship opportunities to ensure that all students—especially those from underrepresented groups—feel seen, valued, and connected to their school community.|Necessary changes include revising family engagement policies to ensure culturally responsive communication and increased accessibility for underrepresented families. The LEA will update student support procedures to incorporate more comprehensive social-emotional learning (SEL) programs and expand peer mentorship opportunities to enhance student connectedness. Additionally, decision-making processes will be adjusted to increase stakeholder participation by offering flexible meeting times, multilingual support, and virtual options. These revisions are intended to create a more inclusive, equitable environment that fosters stronger partnerships and improves student outcomes.|Met||2025-06-23|2025
30103060132910|College and Career Preparatory Academy|6|The College and Career Preparatory Academy (CCPA) serves students ages 16–25, with approximately 85% of the student population between the ages of 18 and 25, according to 2024–2025 CALPADS Fall 1 reporting (DataQuest). Because the majority of CCPA’s students fall outside the age range typically served by the California Healthy Kids Survey (CHKS), CCPA administers its own local school climate survey tailored to the needs, experiences, and context of its unique student population.  The local climate survey is conducted annually and gathers input on a range of factors, including student safety, connectedness, engagement, school satisfaction, access to support services, and readiness for postsecondary transitions. Students complete the survey voluntarily, and the results are disaggregated and analyzed across student groups, including English learners, foster youth, low-income students, and other unduplicated student groups, when possible.  Survey results are shared with all key stakeholders, including teachers, counselors, classified staff, site administrators, and members of the School Advisory Committee. These results are reviewed in alignment with other LCAP planning data sources and are discussed during staff meetings, advisory group sessions, and annual schoolwide planning activities.  Based on the analysis of the most recent student survey data, CCPA has taken several actions to improve school conditions and climate:  1. Increased student services, including expanded mental health supports through partnerships with a part-time clinician and community organizations  2. Improved access to technology, including increased availability of devices and support for digital learning platforms  3. Enhanced collaboration with community and workforce partners, resulting in expanded access to job training, postsecondary education pathways, and re-engagement opportunities for adult learners  The climate survey continues to serve as a critical tool in shaping the school’s ongoing improvement efforts and ensuring that student voices—particularly those of underrepresented and adult learners—are central to  decision-making. By collecting and analyzing locally relevant data, CCPA is able to maintain a responsive and inclusive approach to school climate that reflects the needs of its unique student population.|The analysis of CCPA’s local school climate survey revealed a number of key strengths and areas for improvement. Overall, students expressed a strong sense of support and connection to the school. A total of 92% of students indicated that they feel the school is preparing them for college and career pathways. 100% reported having access to textbooks and learning materials that meet their academic needs. 98% of students agreed that staff work with them to help them do their best, and 92% reported that at least one adult on campus cares about them. These results suggest that CCPA fosters a positive school climate and supportive relationships between staff and students.  Among English Learner (EL) students, 69% indicated that they are being taught to speak, read, and write in English. While this reflects a positive foundation, it also highlights an opportunity for improvement in targeted language development support. The disaggregated results show that although most students feel supported and prepared, there remains a need to further engage and serve specific student groups—particularly ELs and Long-Term English Learners (LTELs)—to ensure consistent growth in English language acquisition.  To respond to these findings, CCPA will continue implementing its English Language Development (ELD) curriculum with a focus on both integrated and designated ELD instruction. The school is also committed to adopting instructional materials in core subjects, CTE, and electives that are inclusive and reflective of diverse student experiences. Regular ELPAC testing will be used to monitor EL and LTEL progress and to guide instructional planning. Language development will be tracked over time, and instructional strategies will be adjusted based on the needs of each student group. CCPA will also provide ongoing professional learning for staff, with a focus on supporting student academic growth and language development.  These actions are part of CCPA’s broader commitment to using data to inform continuous improvement and ensure that all students—particularly those in historically underserved groups—are supported in achieving their academic and postsecondary goals.|In response to analysis of local survey data and feedback from educational partners, the College and Career Preparatory Academy (CCPA) has made targeted revisions and adopted new actions to address identified student needs and support continuous improvement.  CCPA has implemented several actions to enhance student support services, improve access to resources, and strengthen partnerships with community agencies. One major change has been the expansion of mental health and wellness services through the continued support of a part-time clinician. In addition, wellness workshops, including parenting and mental health topics, will be expanded across school sites to support both students and their families. The Community Resource Specialist has been formally integrated into the Student Intervention Team (SIT) process, helping provide individualized assistance to students with low attendance or social-emotional barriers. SIT meetings also serve as a key opportunity to gather input from students and families about what is working and what may need to improve, allowing the program to adjust services and address emerging needs.  To improve student pathways and postsecondary readiness, CCPA is strengthening its partnerships with federally-funded workforce agencies and community colleges. WIOA partners now participate in the school’s enrollment process, so students can meet with case managers at the point of enrollment. This allows them to begin receiving job preparation and support services immediately. CCPA also plans to expand WIOA partnerships and increase dual enrollment opportunities across the county to better serve students from all geographic regions—from North to South Orange County—ensuring access regardless of location.  CCPA continues to emphasize equity in academic support, particularly for English Learners (ELs) and Long-Term English Learners (LTELs). While most students report positive outcomes, a small percentage of EL students indicated they need stronger support in language development. To address this, the program will continue implementing a dedicated English Language Development (ELD) curriculum aligned to core academics, CTE, and electives. Instructional materials will reflect diverse student perspectives and ensure relevance across subject areas. The school is also taking steps to increase student participation in ELPAC testing to more effectively monitor progress and tailor instruction accordingly. Staff will use ELPAC data to inform instructional planning and ensure language growth is being supported consistently.  Professional development will continue through structured PLCs, focusing on staff capacity-building in areas such as academic language development, student engagement, and effective instructional practices for underrepresented groups. These supports ensure all staff are equipped to meet the needs of the school’s diverse student population.  These changes reflect a comprehensive approach to continuous improvement.|Met||2025-06-18|2025
30103060133785|Oxford Preparatory Academy - Saddleback Valley|6|Analysis of the most recent locally collected student perception data from the LCAP survey indicates that Oxford Preparatory Academy (OPA) continues to foster a strong academic and social-emotional environment. A majority of students (72%) agree or strongly agree that OPA maintains high expectations for student success, and an equal percentage (72%) report a personal desire to do well in school. These findings reflect a culture of academic motivation and high standards. Additionally, 88.5% of students feel that OPA provides academic supports when needed, which highlights the effectiveness of intervention systems and differentiation strategies being implemented across campuses. OPA students also report feeling connected to their school community. A total of 77.5% feel that OPA provides a positive learning environment, and 77.2% feel safe at school. Positive relationships with staff are a notable strength: 85% of students feel that teachers listen to them, 78.7% report trust in their teachers and school staff, and 82.9% agree that OPA encourages good behavior. These indicators affirm that the school’s implementation of PBIS, MTSS, and social-emotional learning supports are contributing positively to school climate and student well-being.|While the majority of students report positive experiences, the data reveal some important areas for continued growth. While students report strong academic support and positive staff relationships, only 68% of students feel that OPA staff help them when they are upset, and 68.7% believe that bullying is taken seriously. Additionally, only 68% of students feel that other students respect them. These responses indicate a need to further strengthen social-emotional support systems, peer relationships, and student perceptions of campus safety and respect. To address these needs, OPA is enhancing its MTSS and PBIS implementation with a greater emphasis on emotional regulation strategies, conflict resolution, and character education. Additionally, initiatives tied to the OPA Champion Profile are being leveraged to promote empathy, personal responsibility, and student leadership opportunities to help foster a more respectful and inclusive school environment. These efforts are designed to ensure that all students feel supported both academically and emotionally, and that the learning environment remains safe, respectful, and responsive to student needs.|Oxford Preparatory Academy (OPA) has reviewed local data and stakeholder input and determined that no formal changes to existing plans or policies are needed at this time. However, there will be a renewed intentionality among staff in strengthening communication and relationships with students and families. This includes more personalized outreach and consistent follow-up to ensure that all students feel supported and connected to school. OPA will continue to focus on key improvement areas such as reinforcing MTSS and PBIS practices, expanding social-emotional learning strategies, promoting consistent behavior expectations, and improving how concerns—such as bullying—are addressed and communicated. In addition, the ongoing implementation of the OPA Champion Profile will help promote empathy, respect, and student voice, supporting a safe and inclusive school climate.|Met||2025-06-26|2025
30103060133959|Unity Middle College High|6||||Not Met|||2025
30103060133983|Ednovate - Legacy College Prep.|6|Legacy priority focused on safety, belonging, and connectedness for both students and staff. In the 2024-25 school year, Legacy administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2025-06-12|2025
30103060134056|Orange County Academy of Sciences and Arts|6|OCASA Elementary administers an annual local climate survey designed to gather student perspectives on school safety, connectedness, and relationships with staff. The survey is distributed to students in upper elementary grades and is aligned with best practices and state guidance to ensure meaningful data collection. The results provide the school with insights into how students perceive their daily experiences at school and where improvements may be needed. The survey includes questions related to students’ sense of belonging, their perception of adult support on campus, and their comfort and safety in different school environments. In addition to quantitative survey results, qualitative data are gathered through teacher reflections, classroom discussions, and feedback collected during school events and family meetings. To ensure an inclusive approach to understanding student experiences, the data are disaggregated by student groups when available. This allows the school to identify patterns or disparities among specific populations, such as English learners, students with disabilities, and socioeconomically disadvantaged students. These insights inform planning and decision-making with a focus on equity and continuous improvement.|The climate survey and related data collection tools affirmed several strengths in OCASA Elementary’s school environment. Students report feeling a strong connection to school, and many express that they trust the adults on campus and feel supported in their academic and emotional growth. This reflects the school’s emphasis on building a caring culture and maintaining a safe, welcoming campus. One of the most important findings from the data is the consistency with which students describe their teachers as approachable, helpful, and respectful. This reinforces the school’s emphasis on staff-student relationships and validates continued investment in professional learning related to classroom culture and relational practices. At the same time, the school identified areas for growth. Some students—particularly those from underrepresented backgrounds—may not always feel as engaged or included in decision-making processes. While most students report feeling safe, feedback from certain groups indicates the need for more personalized outreach and opportunities for connection. These key learnings suggest the importance of increasing efforts to elevate student voice, foster inclusive practices, and ensure that all students and families, regardless of background or ability, feel a strong sense of belonging and involvement in school life.|OCASA Elementary is committed to using its climate data to inform responsive and equitable practices. As a result of the analysis, the school is implementing several changes to strengthen school climate and ensure that all students, particularly those from underrepresented groups, feel seen, heard, and supported. One change is a renewed emphasis on inclusion and accessibility. Teachers and staff are receiving additional training in strategies that promote social-emotional development and inclusive classroom culture. This includes fostering peer-to-peer connection and providing differentiated support for students with diverse needs. Another area of focus is increasing opportunities for student voice. The school is establishing structures that allow students to contribute ideas and provide feedback on school decisions that affect them. This might include student discussion circles, classroom feedback forms, and informal town halls led by school leadership. To improve family engagement in school climate efforts, the school is enhancing its communication tools and offering more opportunities for families to participate in community-building activities. Multilingual outreach and culturally responsive practices are being embedded into the family engagement framework to ensure that all families feel welcome and connected. These efforts are being incorporated into the school’s broader continuous improvement strategies and will be monitored through regular check-ins and feedback loops to assess progress and guide future actions.|Met||2025-06-24|2025
30103060134239|Epic California Academy|6|Epic California Academy consults with education partners to gather feedback on school climate. Education partners include students, teachers, staff, parents, board members and community members. Education partner surveys are sent annually as part of the feedback process. Epic teachers frequently meet with students and their families and are encouraged to collaborate with administration regarding any issues or suggestions that are identified by parents or students. Feedback is part of each all-staff meeting to allow for input and feedback from teachers and staff.|The overall summary of Epic's educational partners' feedback is that educational partners are greatly satisfied with the school and support of students, families, and staff. 92% of families agreed that Epic prepares their student(s) to be proficient in the California State Standards. 94% of parents believe Epic teachers care about their child and help them to be successful. Epic's school climate survey results and teacher feedback showed that although Epic is a non-classroom-based school, families and students would like more opportunities for organized field trips to learn in the communities Epic serves. Feedback also showed that more resources and support for A-G students and teachers would improve our outcomes for learners on the A-G track.|Epic will implement the California Healthy Kids survey in the 2025-26 school year.|Met||2025-06-12|2025
30103060134288|Scholarship Prep - Orange County|6|"Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4.  This shows that we need to take the successes of our middle school and distill them down to the younger grades."|Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching.|Changes that will be made as a result of the school climate survey are holding additional educational night events, increasing the amount of recess time, providing student planners, and offering more remote engage opportunities.|Met||2025-06-19|2025
30103060134841|Orange County Workforce Innovation High|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *100% of the students reported that they felt safe *95% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-03|2025
30103060134940|Citrus Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, High School took the lead for the highest positive response average of 78%.  TK-5th graders were at 76%. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-10|2025
30103060137000|Vista Condor Global Academy|6|The California Healthy Kids Survey showed that 95% of Condor students feel safe at school, yet only 66% report feeling a sense of connectedness. This highlights a need to strengthen relationships and foster a deeper sense of belonging among students. In response, the school will prioritize strategies such as expanding student leadership opportunities, increasing access to extracurricular clubs and activities, and deepening implementation of social-emotional learning practices like the Way of Council. By creating more inclusive spaces and meaningful student engagement opportunities, the goal is to enhance overall school connectedness and support students' emotional well-being.|Key Learnings: Through the analysis of local data, including the California Healthy Kids Survey (CHKS), several important strengths and needs were identified. A major area of strength is that 95% of Condor students reported feeling safe at school, indicating that the campus provides a physically secure and orderly environment. However, only 66% of students reported feeling a sense of connectedness, which reveals a critical need to focus on strengthening relationships and fostering a deeper sense of belonging. Identified Needs: Disaggregated data further showed that the sense of connectedness was even lower among certain student groups, particularly English Learners and students from socioeconomically disadvantaged backgrounds. This indicates a need to create more equitable and inclusive opportunities for student engagement and relationship-building across all groups. Additionally, feedback from student focus groups confirmed that while students feel protected, many are still seeking stronger peer relationships, adult mentorship, and culturally affirming spaces. Areas of Strength: In addition to the high rate of perceived safety, students expressed appreciation for staff members who are supportive and responsive to their needs, and for current programs like the Way of Council, which provides a foundation for building trust and emotional support. These existing structures provide a strong base upon which the school can build. Next Steps: In response to these findings, the school will implement targeted strategies to improve school connectedness. These include expanding student leadership roles, increasing access to clubs and enrichment opportunities, and strengthening the implementation of social-emotional learning practices. There will also be a focus on culturally responsive programming and peer mentorship opportunities to ensure that all students—especially those from underrepresented groups—feel seen, valued, and connected to their school community.|Necessary changes include revising family engagement policies to ensure culturally responsive communication and increased accessibility for underrepresented families. The LEA will update student support procedures to incorporate more comprehensive social-emotional learning (SEL) programs and expand peer mentorship opportunities to enhance student connectedness. Additionally, decision-making processes will be adjusted to increase stakeholder participation by offering flexible meeting times, multilingual support, and virtual options. These revisions are intended to create a more inclusive, equitable environment that fosters stronger partnerships and improves student outcomes.|Met||2025-06-23|2025
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|6|TLC Charter School administered the CA Health Kids Survey (CHKS) to students in grades 3-6. At least 80% of the students that completed the survey were English Learners, Low-Income (FRL), and Students with Disabilities (SWD). The CA Health Kids Survey measures school safety, school climate, SEL areas of focus, engagement, and risk factors.|Students at TLC expressed overall positive feelings of academic motivation (71%-85%) and engagement at school.  Key indicators demonstrate overall wellness and the absence of substance abuse for students across all grade levels, although feelings of sadness were noted as present at times (5%-25%), indicating the importance of continued attention to students’ well-being. Students’ sense of connectedness ranged from 54%-76% across upper grades and highlights a need for the LEA to ensure a welcoming, caring, and safe environment to all students.  In addition, our LEA will continue our commitment to providing on site mental health counseling as needed to students across all grade levels (TK - 6th).  Weekly celebrations of positive behavior (C.A.R.E.S. cards ceremonies), support for peer engagement through partner work and projects, and guided play opportunities provided at recess and lunch will also continue to ensure all students are able to participate, make friends, and develop a strong sense of belonging at school.|Based upon analysis of these results, our LEA will continue trainings for staff focused on trauma-informed practices and recognizing signs of trauma with students. In addition, our LEA will provide trainings and oversight on positive supports for students, social-emotional learning, and centering student voice in the 2025-26 school year through a PBIS initiative.|Met||2025-06-26|2025
30103060138800|Suncoast Preparatory Academy|6|Suncoast administers annual local climate surveys to students across elementary, middle, and high school grade spans. These surveys include items related to school connectedness, safety, adult support, and student engagement, with variations adapted for developmental appropriateness. While Suncoast does not use a standardized tool like the California Healthy Kids Survey, our custom climate surveys yield meaningful insights into school conditions and climate across our independent study homeschool model. Survey results indicate consistently positive perceptions of student-teacher relationships, with students reporting that they feel supported and respected by their Education Specialists. In open-ended responses, students frequently cited flexibility, personalization, and strong adult relationships as key strengths of the school. At the elementary level, students highlighted the enjoyment of virtual classes and field trips, while middle and high school students expressed appreciation for the autonomy and individualized learning structure. However, response rates varied by grade span and were lowest among high school students, limiting our ability to fully disaggregate results by student group. We are addressing this by experimenting with embedding climate surveys into key student touchpoints such as synchronous classes and LP check-ins, and by refining our outreach to encourage broader participation, particularly among foster youth, English Learners, and low-income students. While the number of responses from specific student groups, such as foster youth, English Learners, and students with disabilities, is not statistically significant enough to report publicly, their feedback is carefully reviewed internally and informs our planning, supports, and continuous improvement efforts.|Elementary Students: Elementary students continue to report feeling safe and strongly supported by their Education Specialists. Their feedback reflects a deep sense of connection to the school community and enthusiasm for learning, with students frequently highlighting the value of virtual classes and field trips. Peer connection, however, remains an area for growth. As a homeschool model, opportunities for spontaneous socialization are limited. In response, we’ve expanded our offerings of small-group enrichment classes, in-person community gatherings, and collaborative field trips designed to foster meaningful peer interaction. Middle School Students: Middle school students shared positive perspectives about their educational experiences, frequently expressing that they feel respected and supported by adults. Responses reflected a growth-oriented mindset, with many students viewing challenges as a normal and constructive part of learning. The most commonly identified need continues to be increased clarity around academic expectations and greater involvement in goal setting. High School Students: High school students remained focused on postsecondary goals and expressed appreciation for Suncoast’s flexible and student-driven approach. They highlighted autonomy and tailored pacing as key strengths of the program. At the same time, the need for expanded Career Technical Education (CTE) opportunities and clearer high school planning support was again identified. In response, we have continued to build out the High School Support Liaison role, launched development of at least two CTE pathways, and expanded access to college and career readiness workshops and personalized academic counseling. While the number of responses from specific student groups, such as foster youth, English Learners, and students with disabilities, is not statistically significant enough to report publicly, their feedback is carefully reviewed internally and informs our planning, supports, and continuous improvement efforts.|In response to the areas of need identified through our 2024–25 climate survey data and educational partner input, Suncoast has refined several plans and initiated targeted actions aimed at enhancing student engagement, clarifying academic pathways, and improving access to postsecondary and peer-connected learning opportunities. To support stronger peer connections, especially for elementary and middle school students, we have expanded our series-based synchronous classes and in-person engagement opportunities, such as themed field trips and student- led activities. These initiatives are now coordinated collaboratively by our Community Engagement Team and Cohort Leads to provide consistent, relationship-centered programming. We’ve also improved how we collect and analyze participation data to better understand what formats and themes generate the strongest student engagement. To support middle school students’ growing need for clearer academic expectations and more involvement in their own learning, Education Specialists are receiving training on facilitating these conversations in student-centered, empowering ways that promote ownership of learning. At the high school level, we have deepened support for future planning and postsecondary success. Our High School Support Liaison now serves as a key point of contact for A–G planning, transcript review, and department coordination. In addition, we have expanded access to dual enrollment and are actively developing two Career Technical Education (CTE) pathways. These efforts respond directly to survey findings and student requests for more hands-on and career-aligned learning. New metrics around CTE interest, workshop attendance, and academic readiness have been added to help monitor impact. These efforts are reflected in our updated LCAP, which includes refined metrics tied to academic planning, family engagement, student participation, and college and career readiness. As part of our continuous improvement strategy, we are also enhancing our internal data systems to allow for more robust subgroup tracking and equity- focused analysis. These adjustments reflect our ongoing commitment to meeting the evolving needs of our diverse community while ensuring that all students receive personalized, future-ready support. While the number of responses from specific student groups, such as foster youth, English Learners, and students with disabilities, is not statistically significant enough to report publicly, their feedback is carefully reviewed internally and informs our planning, supports, and continuous improvement efforts.|Met||2025-06-23|2025
30103060139352|Sycamore Creek Community Charter|6|94% of parents/guardians responded that they were satisfied with the school program. 80% of students feel quite or extremely safe. 80% have either a tremendous or quite a bit of a sense of belonging.|The Key Findings are that families are very happy with the education that their children are receiving at SCCCS.  Families appreciate the community feel of the Public Waldorf Education.    The Charter School needs to work through MTSS to improve intervention and tutoring to increase academic achievement in ELA and Math.    The Charter School will train families on the Comprehensive School Safety Plan.  It was noted that parents would like improved communication from the school in regard to events, schedules, and how their child is doing in school academically, socially, and emotionally.|The Charter School needs to work through MTSS to improve intervention and tutoring to increase academic achievement in ELA and Math.    The Charter School will train families on the Comprehensive School Safety Plan.   The Charter School is focusing on improving communication with parents by using a communication platform starting in 2025-26.  This will allow teachers to better communicate with parents on a daily and weekly basis on how their child is doing in school academically, socially, and emotionally.  This will allow administrators to better communicate with parents on meetings, events, assemblies, assessments, and festivals.|Met||2025-06-10|2025
30103060139469|International School for Science and Culture|6|During the 2024–25 school year, students at ISSAC experienced a strong sense of interconnection, inclusion, and friendship, according to student surveys conducted by the principal. Students from underrepresented populations shared that their cultural backgrounds were respected and celebrated through the school’s ongoing multicultural events. Many students felt especially supported during the early project-based learning unit focused on personal goal setting, where both staff and peers worked collaboratively to ensure each student felt heard and encouraged. Beyond cultural inclusion, students across all subgroups expressed enthusiasm for the recent science exposition, which offered engaging, hands-on learning experiences and further strengthened the sense of community and shared learning at ISSAC.|While students at ISSAC reported many positive experiences, student surveys conducted by the principal also highlighted areas for growth. Students in various subgroups expressed a strong interest in having more off-campus activities, particularly those that promote collaboration and teamwork. Although they participated in enriching field trips to places such as the Gabrielino Nature Center, Discovery Cube, camping experiences, and the Orange County Museum of Art (OCMA), many students shared a desire for additional opportunities to explore new environments—especially in nature—and engage in hands-on, team-based experiences. In addition to field trips, students also participated in the school’s soccer league, which successfully brought together students from different subgroups and fostered a greater sense of unity, teamwork, and school spirit. These insights will help guide the planning of future activities that support both academic learning and social connection.|To address identified areas of need, ISSAC is making changes to existing plans and procedures to strengthen community and student engagement. The school is planning larger nature-based outings, including extended camping experiences, to help older students build stronger relationships and a deeper sense of community. Additionally, ISSAC will increase cross-age interaction by providing more opportunities for students to view and engage with each other’s project-based learning presentations, particularly between grade levels. These adjustments aim to foster mentorship, collaboration, and a more connected school culture.|Met||2025-06-26|2025
30103060139964|Orange County Classical Academy|6|On the week of May 19th, our 9th and 10th graders, as well as our 5th graders were prompted to engage in feedback directed to offer their input into the LCAP. A summary of that feedback was then discussed with OCCA Upper School Student Council, for 9th and 10th grade, and Lower School Student Council, for 5th grade, to arrive at a deeper understanding of student recommendations. Areas recommended for attention included more effective and consistent discipline management, finding more effective ways to engage students on matters of behavior as well as more practically effective ways of nurturing the virtues.|Students expressed great appreciation for the virtue focused mission and culture of the school and were most emphatic about ways to better realize that mission among students going forward.|Among our staff leads we’ve added two for Lower School Student Council responsible for further developing our Lower School student governance and events program. And we have appointed four Upper School staff to serve as advisors to our four Houses in our House System to help further develop our Houses which will be primary to increasing improvement in student culture and leadership. In addition, we will be including more PD’s on managing student behavior and discipline.|Met||2025-06-12|2025
30103060140822|Irvine International Academy|6|IIA provided an annual stakeholder LCAP Survey to all parents, staff, and students (grades 4-8) in November 2024. The results were very positive, especially in the areas of student-staff connections; positive, safe, engaging learning environments; student trust in teachers, PBIS high expectations, communication, and parent involvement opportunities.  However, facilities condition and student survey results regarding liking going to school were somewhat low.    Student Engagement - 95% positive Positive Environment - 91% positive School Safety - 89% positive Students Feel They Belong - 89% positive Facilities Condition - 72% positive Students Liking School - 57% positive  Data was disaggregated by grade level and demographics, were possible.  There were no major discrepancies in the findings by demographics.|"We found that most areas including school climate, academic achievement, high expectations, and parent involvement were very high. Students trust teachers and have strong relationships with staff. Most students feel like they belong at IIA and school safety and engagement are positive.  We did see some lower areas regarding facilities condition and student response to ""I like going to school."" We are continuing to enhance our facilities and ensure that we have well maintained facilities. This year our Facilities Inspection Tool (FIT) report showed exemplary facilities condition. We are also examining why so few students stated that they ""liked going to school."" Although it may be the age range of students taking the survey, we want to work with teachers and staff to increase student engagement and provide enrichment opportunities and elective to increase student excitement about school. Next school year, we will be implementing after school enrichment and clubs, more diverse electives, and increased community events."|Next school year, we will be implementing after school enrichment and clubs, more diverse electives, and increased community events. We also continue to work with IUSD to ensure well maintained facilities and will be expanding into two more classrooms next year, now occupying the entire facility to provide more room for IIA students. We will also be implementing a Social Emotional Learning curriculum next year and expanding our PBIS to increase positive school climate.|Met||2025-06-10|2025
30103060141978|Vista Meridian Global Academy|6|Based on the California Healthy Kids Survey, 44 - 49% of the student population feel connected to the school, why 76% of the 11th graders feel academically motivated. Amongst all the students who took the survey, only 31 - 39% felt that school was boring and only 10 - 14% felt that there was no value.   The most consistent data collected was in regards to Vista Meridian having high expectations, where 70 - 72% of students felt that our expectations were high.   Considering that Vista Meridian has made 3 big moves this school year, ending the year with the lower- and upper-class students separated by 2 miles; we are proud of our 11th graders for continuing to stay motivated, as indicated by the results of the CA Healthy Kids Survey (CHKS).|Some key learnings from the data analyzed is the current rate of absenteeism, with 19 - 20% of students reporting they have been absent 3 times or more. There are also concerns with feeling connected on campus, which I believe is, in large part, due to the fact that our student population is separated by 4 different sites at one time. Not being in one building, and in an open campus atmosphere, contributes to not feeling connected and contributes to absenteeism.|Moving into the 2025-2026 school year Vista Meridian will push a policy to students wearing a uniform, to help identify students around the campus and help prevent students from leaving campus. In our SIS program, PowerSchool, parents will receive automatic notifications when their child is absent from a class, for more rapid communication. This will help ensure that there is a solid process in communication with parents.|Met||2025-06-23|2025
30103060142000|Explore Academy|6||||Not Met|||2025
30103060142026|Oxford Preparatory Academy - Middle|6|Analysis of student perception data at Oxford Preparatory Academy Middle School reveals several areas of strength that reflect a supportive academic and social-emotional learning environment. Nearly all students (95.8%) report a desire to do well in school, highlighting a strong internal motivation for success. Additionally, 75% of students agree or strongly agree that OPA holds high academic expectations, and 69.8% feel they are provided with academic support when needed. These indicators point to a culture of high standards paired with responsive instructional practices. Students also report feeling supported in their personal development. A majority (70.4%) believe OPA provides access to counseling support, and 75.7% feel that the school encourages good behavior. These responses demonstrate the positive impact of the school’s implementation of MTSS, PBIS, and character development programs. Furthermore, 65% of students feel that teachers listen to them, contributing to meaningful student-staff relationships. OPA Middle School also shows strong indicators of peer connection and belonging. While 66.35% of students feel a sense of belonging at school, an even greater percentage (91.5%) report that they have friends on campus, suggesting that students are forming positive peer relationships that contribute to a connected school community.|Analysis of student perception data at Oxford Preparatory Academy Middle School highlights key strengths and areas for growth. Students report strong academic motivation (95.8%) and high academic expectations (75%), with 69.8% noting they receive support when needed. Most students (91.5%) also report having friends at school, reflecting positive peer relationships and a sense of connection. However, areas of need include emotional support, school safety, and discipline. Only 39.5% of students feel staff help them when upset, and 42.8% believe bullying is taken seriously. Additionally, just 45.4% agree that discipline is fair, and 58.8% report a positive school climate. These findings point to the need for clearer communication, more visible support systems, and consistent expectations.|Oxford Preparatory Academy (OPA) has reviewed local data and stakeholder input and determined that no formal changes to existing plans or policies are needed at this time. However, there will be a renewed intentionality among staff in strengthening communication and relationships with students and families. This includes more personalized outreach and consistent follow-up to ensure that all students feel supported and connected to school. OPA will continue to focus on key improvement areas such as reinforcing MTSS and PBIS practices, expanding social-emotional learning strategies, promoting consistent behavior expectations, and improving how concerns—such as bullying—are addressed and communicated. In addition, the ongoing implementation of the OPA Champion Profile will help promote empathy, respect, and student voice, supporting a safe and inclusive school climate.|Met||2025-06-26|2025
30103060142224|California Republic Leadership Academy Capistrano|6|Our parent survey that was sent out in the spring demonstrated that an overwhelming majority of the parents are satisfied or extremely satisfied with the school's progress. Similarly, the staff survey revealed a very high satisfaction rate. Students who were surveyed reported high ratings of satisfaction with their learning and the school.|The majority of students were satisfied, and compared with last year's data, there were great improvements in student satisfaction at school. One area that we would like to see more improvement is with chronic absenteeism.|In order to improve School Attendance, the school has offered popsicle parties to classes who are able to maintain an attendance rate of 95% or higher each month. Our SIS also sends out regular notices of chronic absenteeism to families.|Met||2025-05-26|2025
30103060142570|California Republic Leadership Academy Yorba Linda|6|Based on our student, staff, and parent surveys, there is a feeling of safety on campus. Students noted that they would like to have a large field with grass instead of a space fenced within a parking lot. Many students rated lower safety due to this, however they do not believe our current playground poses a direct safety concern. When asked, students discussed that they feel safe in their classrooms and with our campus monitors. We found that parents feel connectedness to the school, where students gave a lower percentage of feeling strongly connected.|According to surveys, students would prefer a campus which is not as industrialized and has more grass and play space. Students would also like more opportunity to connect as a school as well as with their classmates.|As we search for new properties we will be prioritizing the play space. We will be looking at the opportunities that we have for students to feel connected to their school and classmates so that we can change our calendar of events to reflect more time for these needs.|Met||2025-05-26|2025
30103063030723|OCSA|6|Each year, OCSA conducts a survey of parents and students to assess the academic and conservatory instructional programs, student supports, and school culture and safety. This data is used to supplement the data reported on the California School Dashboard, and make expenditure decisions related to the annual LCAP. Furthermore, the data collected is used in end-of-year conservatory program evaluations to inform conservatory directors and school administrators of the effectiveness of previous initiatives as well as school conditions and climate feedback to make informed decisions for the next school year and beyond.  This year’s survey was conducted in March and April of 2024 as part of the annual feedback process. 651 parent responses and 1532 student responses were collected during the survey window.|Overall, the data collected from parents and students was overwhelmingly positive.  Areas of celebration 1. Continuously learning in academic classes - 93% of parents, and 84% of students agreed or strongly agreed with this statement 2. Receive appropriate support in their academic classes - 85% of parents, and 81% of students agreed or strongly agreed with this statement 3. Learning in a creative, safe, and productive environment - 95% of parents, and 87% of students agreed with this statement 4. Grown as an artist since coming to OCSA - 91% of parents, and 88% of students agreed or strongly agreed with this statement 5. Curriculum reflects cultural beliefs, race/ethnicity, and identity - 91% of parents, and 80% of students agreed or strongly agreed with this statement 6. Preparation to practice self-awareness, empathy, and balance - 93% of parents, and 84% of students agreed or strongly agreed with this statement 7. OCSA is a welcoming and inclusive environment - 95% of parents, and 85% of students agreed/strongly agreed with this statement  Areas of Growth 1. Parents feeling well informed about what is going on in their child’s academic classes - 26.5% of parents felt they were not well informed about their child’s academic classes, the highest negative percentage for all parent survey questions 2. Student enjoyment going to academic classes - 36.3% of students reported they did not like going to their academic classes, the highest negative percentage for all student survey questions. 3. Student grades accurately reflecting knowledge and abilities - 33% of students responded that they did not believe their grades were an accurate representation of their knowledge and abilities 4. Students receiving timely feedback in their academic classes - 31.5% of students reported not receiving timely feedback in their academic classes. This is a significant contrast in the data for conservatory classes (only 10.1% of students reported the same thing in conservatory classes)|More than anything, the data confirms that efforts made to support the whole student (access to a broad course of study and social/emotional support) are having a significant positive impact for OCSA students. Both parent and student data support this assessment. However, more work is needed to align teachers to ensure that students have a consistent and equitable experience, and receive formative feedback in their journey to achieve mastery of content and skills. Professional development for teachers around universal supports and building strong connections with students will continue to further align teachers within curricular areas and across the entire school.|Met||2025-07-31|2025
30647660000000|Lowell Joint|6|In spring 2025, Lowell Joint School District administered a districtwide School Climate Survey to students in grades 3–8, receiving a total of 1,045 responses. The survey was designed to capture student perceptions of school safety, connectedness, behavior, and academic expectations. Each school site was represented. Responses were collected across the full 3–8 grade span, meeting the LCFF requirement for local climate data.  Key survey highlights include:  Positive Perception of School Environment: 80% of students agreed (somewhat or strongly) that they like school. 85% agreed they feel successful at school. 87% reported their school has high standards for achievement. 90% agreed their school has clear behavior expectations. 91% felt respected by their teachers.  Safety and Belonging: 85% of students reported feeling safe at school. 82% agreed there is at least one adult they can talk to if they need help.  Classroom Climate and Behavior: 66% agreed that classroom behavior allows teachers to teach, while 33% noted behavior may be a concern. 70% agreed students are recognized for good behavior, though this may vary by site or grade.  Attendance: Among the reasons reported for absences, 72% of students identified illness as the primary cause, with vacation (8.6%) and family responsibilities (caregiving, translation) making up smaller portions. This data supports ongoing efforts to monitor chronic absenteeism and identify underlying causes beyond illness.|The analysis of school climate survey data reflects an overwhelmingly positive student experience across most indicators. Students reported high levels of school connectedness, with 80% stating they like school and 85% feeling successful. The strong perception of adult respect (91%) and high academic standards (87%) further confirm that students feel valued and challenged in their learning environments.  One of the most significant strengths lies in student-staff relationships. With over 82% of students identifying at least one adult they can turn to for help, the district’s investment in supportive staff roles, including counselors, psychologists, and behavioral specialists, appears to be effective in fostering trusted connections. Students also report feeling safe at school (85%), a critical condition for learning. However, data on classroom behavior reveals a need for further attention: 33% of students noted that classroom behavior does not consistently support teaching and learning. Similarly, while 70% agree students are recognized for good behavior, this suggests room for improvement in consistent, schoolwide recognition systems.|Based on the survey analysis, Lowell Joint School District will continue to sustain and refine practices that support positive school climate while addressing identified areas for growth. In response to student feedback regarding classroom disruptions, the district will examine practices and review site-specific behavior plans to ensure consistency. Training for staff on proactive classroom management strategies will be integrated into professional development sessions, including sessions held during the district’s three designated PD days and site-level PLC/ITP meetings. To build upon student motivation and positive reinforcement, schools will evaluate their current behavior recognition systems to ensure regular, visible, and meaningful student acknowledgment. This includes leveraging assemblies, classroom incentives, and peer recognition to increase engagement.  The district will continue its bi-monthly leadership team meetings with principals to discuss climate data and share best practices. Additionally, teacher PLCs and ITP blocks will incorporate student survey data into site-level decision-making. Teachers will also continue to provide feedback via surveys that shape PD offerings and site priorities. Given the role families play in school climate, the district will expand family-facing resources related to behavior expectations, student recognition, and support structures. These resources will be available in multiple languages and will be shared at events, online, and through school newsletters. These efforts reflect the district’s commitment to using student voice to inform and improve the educational experience and create safe, supportive, and engaging schools for all learners.|Not Met|||2025
30664230000000|Anaheim Elementary|6|AESD utilizes the School Climate survey in order to better understand the climate and culture of our schools.  It’s administered annually in the spring to 3rd - 6th graders at every school.  In 2024-2025,  4,669 students participated.  Results of the survey were shared with the LCAP committee as well as with each school site.  The survey measures students’ perceptions of their School Climate and Culture along with self reported Social Emotional Learning skills.   Additionally, 3rd-6th graders participate in a Social Emotional Learning survey three times per year.|The following shows the percentage of students answering favorably to the survey questions for each dimension.  School Climate and Culture Indicators: “Teacher-Student Relationships” (71.6% favorable) “Sense of Belonging” (62.7% favorable) “School Climate” (63.0% favorable) “School Safety” (55.3% favorable) “Engagement” (54.7% favorable)   Social-Emotional Learning Indicators: “Self-Management” (67.3% favorable) “Social Awareness” (62.1% favorable) “Emotion Regulation” (53.4% favorable)  Based on analysis of the 2018-19 survey results, the following indicators were selected as focus areas within the LCAP and continue to be areas of need:  “Student Engagement” which measures how invested and attentive students are in class.  “Sense of Belonging” which measures how much students feel they are valued members of the school community.|A Behavior Task Force consisting of classroom teachers, site administrators, and district staff was composed in 2024-25 and will continue.  Tier 1 programs including Second Step, Positive Behavior Intervention System, Restorative Practices, culturally responsive teaching, asset-based pedagogy, behavioral strategies,  and classroom management strategies will continue to be supported throughout the year.  Tier 2 and 3 support for students experiencing escalated behaviors was increased in 2023-24 and will continue. This includes staffing of Community Support Teams as well as training on Behavior Action Plans.  CYBHI grant funding will be leveraged in 2025-26 to ensure critical mental health personnel are sustained.|Met||2025-06-18|2025
30664230131417|Vibrant Minds Charter|6|"VMCS administered the California Healthy Kids Survey (CHKS) to scholars in Grades 3-6 in 2023-24. All four grade levels were selected because of the anticipated attrition in terms of receiving parents' active permission to administer the survey. Additionally, with one classroom per grade level with a maximum of 128 scholars total, it was felt the larger number would result in more accurate data. However, with the small sample, disaggregation by subgroup was unsupportable.  The number of scholars in each grade level who completed the survey was: * Grade 3 -- 22 * Grade 4 -- 22 * Grade 5 -- 25 * Grade 6 -- 20  It was noted that our 5th grade scholars experienced a higher level of frequent sadness than the State (26% vs. 19%) and less feelings of wellness (57% vs. 72%). In ""Other Indicators,"" our 5th grade scholars responded in a similar manner as the State, with the exception of being harassed at school (78% vs. 44%), parents asking about school (70% vs. 82%), and clean and neat school building (63% vs. 72%).  Findings based on responses from all grade levels include the following, which is the percentage of scholars who responded to key school climate areas with a ""Yes, most of the time"" or ""Yes, all of the time.""  SCHOOL ENGAGEMENT AND SUPPORTS School connectedness -- Gr. 3 (87%), Gr. 4 (66%), Gr. 5 (69%), Gr. 6 (74%) Academic motivation -- Gr. 3 (88%), Gr. 4 (88%), Gr. 5 (87%), Gr. 6 (72%) School boredom -- Gr. 3 (50%), Gr. 4 (55%), Gr. 5 (43%), Gr. 6 (58%) Caring adults in school -- Gr. 3 (80%), Gr. 4 (68%), Gr. 5 (68%), Gr. 6 (60%) High expectations in school -- Gr. 3 (91%), Gr. 4 (83%), Gr. 5 (90%), Gr. 6 (74%) Meaningful participation -- Gr. 3 (38%), Gr. 4 (44%), Gr. 5 (45%), Gr. 6 (32%) Facilities upkeep -- Gr. 3 (89%), Gr. 4 (67%), Gr. 5 (63%), Gr. 6 (79%) Parent involvement in schooling -- Gr. 3 (85%), Gr. 4 (69%), Gr. 5 (67%), Gr. 6 (76%) Social/emotional learning supports -- Gr. 3 (75%), Gr. 4 (80%), Gr. 5 (74%), Gr. 6 (74%) Antibullying climate -- Gr. 3 (59%), Gr. 4 (50%), Gr. 5 (64%), Gr. 6 (46%)  SCHOOL SAFETY AND CYBERBULLYING Feel safe at school -- Gr. 3 (100%), Gr. 4 (60%), Gr. 5 (61%), Gr. 6 (58%) Feel safe on way to and from school -- Gr. 3 (70%), Gr. 4 (75%), Gr. 5 (57%), Gr. 6 (89%) Been hit or pushed -- Gr. 3 (71%), Gr. 4 (65%), Gr. 5 (65%), Gr. 6 (42%) Mean rumors spread about you -- Gr. 3 (61%), Gr. 4 (85%), Gr. 5 (61%), Gr. 6 (68%) Called bad names/target of mean jokes -- Gr. 3 (65%), Gr. 4 (65%), Gr. 5 (78%), Gr. 6 (74%) Saw a weapon at school -- Gr. 3 (6%), Gr. 4 (5%), Gr. 5 (13%), Gr. 6 (5%) Cyberbullying -- Gr. 3 (17%), Gr. 4 (25%), Gr. 5 (61%), Gr. 6 (26%)  SCHOOL DISCIPLINARY ENVIRONMENT Rule clarity -- Gr. 3 (83%), Gr. 4, Gr. 5 (78%), Gr. 6 (63%) Students well behaved -- Gr. 3 (56%), Gr. 4 (24%), Gr. 5 (39%), Gr. 6 (24%) Students treated fairly when break rules -- Gr. 3 (22%), Gr. 4 (19%), Gr. 5 (48%), Gr. 6 (42%) Students treated with respect -- Gr. 3 (100%), Gr. 4 (67%), Gr.5 (78%), Gr. 6 (63%)"|Because the sample was so small, disaggregation by subgroups was determined to be inappropriate. Also, the scholars who completed the survey were primarily Hispanic/Latinx, and there were minimal data differences between this statistically significant subgroup and the total.  A major findings was that the scholars' perspectives as conveyed by the survey were very different from the parents' or staff's perspective. When we observe our scholars on a daily basis, they appear to be excited to come to school, highly engaged in the academic learning and enrichment experiences, and reluctant to transition from one grade level to the next or from elementary to junior high school because of their connectedness with our school. However, on the survey, there were areas of surprise. When we discussed the results with scholars and staff, it became clear that there were some misinterpretations of questions, false leads, and incorrect completions. Also, there was not an emphasis by all classroom teachers about the importance of being highly reflective and accurate when responding to the survey items. And, this appeared to result in a carelessness of completion, including leaving a number of items unanswered.  Below are a few examples of our key learnings after analyzing the survey results. Our insights will be fleshed out by following through on some of the survey responses through dialogues with scholars via focus groups.  * We would expect scholars to acknowledge that there are many caring adults at or school. The fact that percentages decreased as scholars advanced in grade levels is cause for concern.  * With our emphasis on Project-Based Learning with meaningful focus questions, we were surprised that scholars did not feel they had meaningful participation in learning. This is an area in which we will dig more deeply.  * We would have expected more favorable responses when it came to an anti-bullying climate. However, our scholars continue to perceive any form of unkindness as bullying. We need to help our scholars make the distinction between bullying and unkindness.  * Too many scholars claimed they had been hit or pushed at school by peers. In truth, we know there is very little hitting, although we have a few scholars who are struggling with self-regulation and are highly visible and physical on campus. However, because our playground is small, there is frequent unintentional bumping into each other.  * There have been no weapons or substance abuse on campus. So, even the small percentages in this area are a reflection of false information.  * Due to the staff's experiences at other school sites and districts, we know our scholars' overall behavior is more appropriate than in most school settings. However, because we do have high behavioral expectations, our scholars may believe they are not as well-behaved as they are. If true, this is an area that we wish to rectify since our scholars deserve to feel proud of their overall positive behaviors.|One of the major take-aways was that our scholars need to be acknowledged for what they are doing right behaviorally. While we need to hold them to high, but realistic, expectations, we also need to let them know when they are close to meeting or have met the standard. And when they do not meet expectations, we need to work on their behaviors with a growth mindset.  The behavior of a few scholars with Tier 3 self-regulation and behavioral needs should not impact our scholars' perspective of the overall school. An over-generalization can become a form of self-fulfilling prophecy. Because the adults know that we have well-behaved scholars in general, the scholars need to also know this.  * It is unclear how the unfavorable results should be interpreted when it comes to being teated fairly when rules are broken. This is something that will be explored through dialogues with scholars.  Due to the number of surveys we administered in the 2024-25 school year as we applied for the California Community School Partnership Program, we did not administer the CHKS this school year. To receive more valid and reliable data in the 2025-2026 school year, the following practices will be in place:  * Throughout the year, we need to help our scholars understand the meaning of different terms (e.g., teasing vs. bullying, bothering vs. harassment, feeling safe vs. unsafe, etc.). Helping them to have a more accurate understanding of terms and phrases used in the California Healthy Kids Survey will ensure less confusion when responding to some of the items on the survey.  * We need to determine an ideal time to administer the survey. In the 2023-24 school year, it was taken in the midst of the state-mandated SBAC assessments, and it was difficult to get the scholars motivated and focused.  * There will be more follow-up with the parents to get permission slips from the scholars so there is increased representation. The small sample size makes it difficult to feel confident about the results.  * A member of the Leadership Team will administer the surveys so there is a consistency in approach, especially if we wish to survey our scholars in Grades 3-6. This includes building value for the completion of the survey.  * There will be a clearer explanation of the Likert Scale so scholars feel more comfortable in selecting from the range of options. This was a new experience for our scholars, and they lacked confidence in responding.  While the first year of implementing the survey may not have gone as smoothly as we had hoped, we believe it is a worthwhile form of gathering data about our scholars' perspectives. We believe it will need to be supplemented with other forms of data collection, such as the PBIS Survey we have used in the past, more open-ended responses through the use of written prompts, and dialogues with scholar focus groups.|Met|Vibrant Minds Charter School is attractive to families because of our small and inclusive school environment, rigorous academic program, plethora of enrichment experiences, and demographic diversity relative to other schools in the area. Our staff members|2025-06-11|2025
30664236027379|Palm Lane Global Academy|6|A recent review of California Healthy Kids Survey (CHKS) data at Palm Lane Global Academy provides valuable insight into student perspectives on school climate, connectedness, and engagement. While the results reflect a strong foundation in several areas, they also highlight meaningful opportunities for growth that the school is eager to address through intentional and student-centered strategies. Student connectedness scored at 53%, suggesting that while many students feel supported at school, there is room to deepen their sense of belonging and connection. Strengthening this aspect of school culture remains a key priority, as students who feel more connected are more likely to thrive academically and socially. In response, the school is exploring new ways to foster stronger student-staff relationships and create inclusive spaces where all students feel valued, heard, and part of the community. Additionally, 61% of students reported experiencing boredom during the school day. This data presents an opportunity to enrich learning experiences by incorporating more hands-on, relevant, and engaging instructional strategies that reflect student interests and real-world applications. The school remains committed to supporting teachers in implementing dynamic, student-centered approaches that promote curiosity, creativity, and collaboration. In the area of social-emotional learning (SEL), 70% of students indicated they have strategies to manage emotions and build positive relationships. While this reflects solid progress, the school recognizes the importance of continuing to strengthen and expand SEL instruction and supports across grade levels. By doing so, Palm Lane can better equip students with the tools they need to navigate social dynamics, build resilience, and develop a strong sense of self-awareness and empathy. The anti-bullying climate score of 74% suggests that a majority of students feel safe and respected, though the school acknowledges the importance of ensuring consistency in positive interactions across campus. Continued efforts to promote kindness, inclusion, and conflict resolution will help reinforce a culture where all students feel emotionally and physically safe. Overall, the CHKS data reinforces the school’s commitment to continuous reflection and growth. Palm Lane Global Academy views these findings not as shortcomings, but as opportunities to build upon existing strengths. With a shared vision for student success and well-being, the school will continue to engage students, staff, and families in shaping an environment where every learner feels connected, challenged, and supported.|The recent California Healthy Kids Survey (CHKS) results offer valuable insights into student experiences at PLGA and underscore areas of both strength and opportunity. While the school community continues to foster many positive outcomes, the data points to specific areas—student connectedness, engagement, social-emotional support, and perceptions of school safety related to bullying—where further growth is needed. Addressing these areas is central to PLGA’s commitment to creating a school environment where all students feel valued, engaged, and supported. In the area of student connectedness, which scored at 53%, the school recognizes the importance of helping students develop strong, trusting relationships with adults and peers. To foster a deeper sense of belonging, PLGA will implement schoolwide mentoring initiatives that pair students with staff members who can provide ongoing support and encouragement. In addition, the school will expand opportunities for student voice through student-led councils, classroom circles, and leadership clubs, empowering students to participate actively in shaping their school experience. Regular community-building events such as spirit days and family nights will further support efforts to strengthen interpersonal connections across the campus. With 61% of students reporting boredom during the school day, the school sees a clear opportunity to increase instructional engagement. Teachers will incorporate more hands-on, project-based learning, and student-driven projects that promote creativity and relevance. Professional development will focus on culturally responsive pedagogy, differentiated instruction, and active learning strategies to help ensure lessons reflect the diverse needs and interests of all students. In the area of social-emotional learning (SEL), where support scored at 70%, PLGA will expand implementation of its SEL curriculum to provide regular, structured instruction in skills such as empathy, emotional regulation, and responsible decision-making. All staff will receive training in trauma-informed and restorative practices to better meet students’ emotional needs. The hiring of a full-time counselor marks a significant step forward in this effort, providing consistent support for students navigating social or emotional challenges and enhancing access to mental health resources and peer support programs. The anti-bullying climate score of 74% indicates that while many students feel safe and respected, a more consistent schoolwide approach is needed to ensure a universally positive environment. PLGA will implement awareness campaigns and prevention initiatives that promote kindness, inclusion, and respect. The school will also strengthen its bullying reporting systems to ensure students feel safe coming forward and are supported with timely follow-up. Family partnerships will play a key role, with workshops and resources designed to reinforce positive behavior expectations at home & school.|Based on an in-depth analysis of local data and stakeholder feedback, Palm Lane Global Academy has identified key areas for growth that require thoughtful changes to existing plans and practices to better support student success. These findings have informed strategic revisions in curriculum, instructional supports, and student wellness services as part of the school’s ongoing commitment to continuous improvement. One significant change includes the adoption of a new English Language Arts (ELA) curriculum. Local assessment data and feedback from teachers and families indicated a pressing need to improve academic achievement in ELA, particularly for students with disabilities and English Learners. The newly adopted curriculum was carefully selected for its alignment with state standards and its embedded scaffolds that provide accessible, differentiated support for diverse learners. This shift is designed to strengthen core instruction and ensure that all students, regardless of language proficiency or learning needs, can access rigorous content and develop foundational literacy skills. In alignment with this academic goal, the school will also implement a more structured approach to English Language Development. A comprehensive support model will be established to ensure all English Learners receive 30 minutes of designated ELD instruction daily. This targeted language development block will focus on explicit instruction in academic vocabulary, grammar, listening, speaking, reading, and writing skills. Teachers will receive professional development and ongoing support to effectively plan and deliver lessons that address the linguistic needs of English Learners and align with both the ELA and ELD standards. This refined instructional focus is intended to accelerate language acquisition and close achievement gaps. In response to the identified need for stronger social-emotional learning (SEL) and student mental health supports, the school will also make an important structural change by hiring a full-time school counselor. This addition marks a pivotal investment in student well-being, enabling more consistent and accessible SEL instruction, individual and group counseling, and early intervention services. The counselor will collaborate closely with staff to implement trauma-informed practices and provide support systems that foster emotional resilience, positive relationships, and a sense of belonging among all students. These targeted changes reflect Palm Lane Global Academy’s commitment to using data to drive improvement and to ensuring that all students—especially those who are historically underserved—receive the academic, linguistic, and emotional support needed to thrive. Through these efforts, the school aims to create a more equitable and responsive educational environment where every child is positioned for long-term success.|Met||2025-06-23|2025
30664310000000|Anaheim Union High|6|The Anaheim Union High School District (AUHSD) believes in the wellness and success of the whole child.  One where students have a voice and purpose in what they believe and learn.  Our data collection process provides students a platform to express their perceptions, responses, and beliefs on school connectedness, resiliency, protective factors, and risk behaviors.  AUHSD administers the California Healthy Kids Survey every 2 years and an LCAP Survey annually. District-wide, we had approximately 14,862 students participate in the LCAP survey.  The following are student response rates from the 2023-2024 LCAP surveys related to school climate: 87% feel accepted at their school for who they are 79% reported they get what they need to be successful in all of their classes or more than half their classes 81% reported they are cared for and treated with kindness in all of their classes or more than half their classes 64% reported they care about other students at their school 69% reported they have at least one adult they can go to at their school to ask for help 76% reported their teachers have high expectations for them in all of their classes or more than half their classes|AUHSD focuses on the wellness and mental health of both students and staff.  AUHSD continues to improve the school climate by implementing resources such as Capturing Kids’ Hearts and working with OC Human Relations to provide Restorative Justice Specialists to support our schools. These programs help promote skill development, self-managing classrooms, decrease discipline issues, focus on building community and fostering respect, resolving conflict, and pursuing equality. AUHSD continues to implement “Heads Up Check Up”, which allows our mental health professionals to proactively identify and assess students that are potentially in crisis. To support students' mental health and wellness we have Licensed Clinical Social Workers (LCSW) assigned to every school site. The LCSW’s also provide support and professional development related to Mental Health/Mental Wellness to staff, students, and families. Additionally, the district has three Clinical Social Worker District Leads to further support schools.   In AUHSD, students are encouraged to have a voice and purpose. Classroom instruction focuses on the 5C’s (Communication, Collaboration, Creativity, Critical Thinking, and Compassion/Kindness) and Career Preparedness Systems Framework (CPSF) to improve academics, increase student engagement, and increase positive behaviors. AUHSD implements Positive Behavior Intervention Supports (PBIS) at each school, a focus on Multi-Tiered Systems of Support (MTSS), and fully implemented school safety teams. To also improve upon students feeling a positive connection to their school, each high school has a student ambassador that leads their respective school’s Raising Students Voices and Participation (RSVP) Program. RSVP students work alongside the administration of their school to learn more about their campus and how they can make an impact on their site. Students develop self-advocacy and leadership skills and learn the process of how changes can be made at their site and district level and therefore, contributing and informing the LCAP. They are encouraged to be civically engaged and participate in service opportunities. RSVP is student led and plays a vital role in empowering student voices to make lasting district wide change.|Student safety continues to be a priority as National tragedies in schools and communities contribute to this area of concern. AUHSD focuses efforts to ensure that students, parents, and community members feel safe at school and in our communities. In doing so, AUHSD has added six School Resource Officers in partnership with the our local police department, increased the number of Campus Safety Aides (CSAs) district-wide (including three roving CSAs and one Lead CS),  increased the number of surveillance cameras on campuses, and provided an anonymous Safety and Wellness web-based reporting platform. Additionally, consistent collaboration with city officials has improved communication and strengthened the relationship between school site safety teams and our school community.|Met||2025-06-05|2025
30664490000000|Brea-Olinda Unified|6|"BOUSD annually implements two tools, the California Healthy Kids Survey (CHKS) and Panorama Survey, to assess culture and climate. The 24-25 administration of CHKS included a total of 1,152 participants in grades 5 (417), grade 7 (393), grade 9 (352), grade 11 (325) and the continuation high school (17). When broken down by race/ethnicity, the three largest participant demographic groups for grades 5, 7, 9 and 11 were: Hispanic/Latinx, Asian/Asian American, and White. The continuation high school differed and had the following top three demographic group participants: Hispanic/Latinx, Multiracial, and White.  BOUSD administered the 2024–25 California Healthy Kids Survey (CHKS) Core Module and selected supplementary modules, including the Social Emotional Health Module (SEHM) and the Mental Health Supports Module. The survey was completed by 371 fifth-grade students, yielding a 76% response rate. The data provide a comprehensive view of student perceptions regarding school climate, safety, engagement, support, and well-being.  Overall Scores and Key Climate Indicators The CHKS offers a set of core indicators reflecting the overall climate experienced by students: School Connectedness: 78% of students reported feeling connected to their school. Academic Motivation: 85% reported being academically motivated. Caring Adults at School: 70% affirmed that teachers and adults care about them.  High Expectations: 85% felt that adults at school have high expectations for them. Meaningful Participation: Only 39% reported having meaningful opportunities to participate in school.  Social and Emotional Learning (SEL) Supports: 78% affirmed their school provides SEL support. Antibullying Climate: 74% of students acknowledged a positive antibullying climate. Perceived Safety: 86% felt safe at school, and 92% felt safe traveling to and from school.  These indicators highlight strengths in perceived support and safety, while also pointing to growth areas in engagement and participation.  Disaggregated Data by Student Groups Race/Ethnicity School Connectedness: Asian (81%), White (79%), and Multiracial students (84%) reported higher connectedness. Hispanic/Latino students reported lower connectedness at 71%. Academic Motivation: Asian (90%) and Multiracial (86%) students reported higher motivation compared to Hispanic/Latino (84%) and ""Something else"" category (76%). Perceived Safety at School: Multiracial students felt safest (97%), while Hispanic/Latino students reported the lowest (77%).  Cyberbullying (past 30 days): Highest among Asian (29%) and Hispanic/Latino (26%) students; lowest among White (13%) and Multiracial (12%) students."|Key Learnings from CHKS Data 1. Student Connectedness and Engagement Decline with Grade Level Elementary (Grade 5): 78% of students reported feeling connected to school, and 85% felt academically motivated.  Secondary (Grades 7–11): School connectedness declined from 64% in grade 7 to 50% in grade 11. Similarly, academic motivation dropped from 64% to 54% over the same span  .  This developmental drop indicates a growing need for targeted strategies to sustain engagement and school belonging in middle and high school, especially as students navigate more complex academic and social environments.  Identified Areas of Strength 1. Positive School Climate and Adult Support at Elementary Level Caring Relationships: 70% of elementary students reported that adults at school care about them, and 85% reported that adults had high expectations.  Safety: 86% of elementary students felt safe at school; 92% felt safe traveling to and from school .  2. High Expectations Across Grade Spans Elementary: 85% of students felt that adults had high expectations for them.  Secondary: While percentages dropped, they remained relatively high: 79% in grade 7, 74% in grade 9, and 64% in grade 11.  This suggests a strong foundation of adult support and academic expectation that can be further leveraged to support engagement and performance.  Identified Needs and Areas for Improvement 1. Meaningful Participation and Student Voice Elementary: Only 39% of students reported having meaningful opportunities to participate in decision-making at school.  Secondary: Rates were even lower—only 23–27% of students reported meaningful participation, and fewer than 6% said they help decide class activities or rules|To address school connectedness and the broader conditions for learning, Brea-Olinda Unified School District (BOUSD) is taking a multi-faceted, data-informed approach grounded in recent California Healthy Kids Survey (CHKS) findings from both elementary and secondary levels.  Strengthening Attendance and Early Intervention: One of the early indicators of declining connectedness is inconsistent attendance. BOUSD has partnered with School Innovations & Achievement (SI&A) to improve attendance monitoring and provide proactive interventions before students become chronically absent. This effort is aligned with CHKS findings that show declining connectedness and engagement in secondary grades, particularly among students who report feeling unsafe, bored, or disengaged. The system supports timely identification of attendance patterns that may signal a student’s disengagement, enabling staff to respond with targeted supports.  Prioritizing Relationships and Cultural Responsiveness: To strengthen the foundation of school belonging and emotional safety, the district’s professional development for 2024–25 emphasizes building authentic relationships with students—“knowing their names and their needs.” This human-centered focus is critical given CHKS data that highlight declining perceptions of adult support and high expectations from elementary to high school, especially among Hispanic/Latino students and students with disabilities.  Additionally, the district will continue expanding training in social-emotional learning (SEL) and culturally relevant practices, which are essential for closing gaps in school connectedness and reducing disparities in safety and engagement across race, gender, and programmatic subgroups. For example, SEL and trauma-informed strategies are especially important for supporting students experiencing chronic sadness, boredom, or bullying—issues reported at high levels across grades 7–11.  Elementary Counseling and Tiered Supports: The addition of elementary school counselors has contributed to an observable increase in student connectedness, according to school-level feedback and student survey responses. Counselors provide tiered emotional and behavioral support, helping to reduce barriers to learning and supporting students experiencing social-emotional distress. Their role was expanded in 2024–25 as part of the district’s broader Multi-Tiered System of Support (MTSS).  MTSS implementation will continue to be a district-wide priority, ensuring that all sites develop coherent systems for identifying and responding to academic, behavioral, and emotional needs. The recent CHKS data underscore the importance of this, with elevated mental health needs, rising boredom levels, and low meaningful participation rates—particularly for secondary students, English Learners, and students in alternative programs.|Met||2025-06-26|2025
30664560000000|Buena Park Elementary|6|"The Buena Park School District is committed to cultivating a positive, inclusive, and supportive school climate across all campuses. To measure school climate, the District utilizes two primary tools: the annual LCAP Survey and social-emotional survey focused on culture, wellness, and connectedness. The LCAP Survey is administered annually with support from the Orange County Department of Education and is given online to students, families, and staff each winter. The survey uses a Likert scale, giving respondents four options ranging from ""Strongly Agree"" to ""Strongly Disagree"". Students in grades 3-8 take the survey themselves, while students in K-2 have teachers take the survey on their behalf. Surveys are available in multiple languages. In addition to the online survey, focus groups are conducted with each group for deeper context and understanding of the issues. The LCAP Survey includes questions related to college/career opportunities, counseling services, and school safety. A second data collection measure is through a social-emotional survey. The survey is given to students twice per school year, once in the fall and once in the spring. Similar to the LCAP survey, students in grades 3-8 take the survey independently, while teachers for students in K-2 complete a teacher perception survey. A key measure within the survey focuses on student-to-school connectedness. The survey questions require a ""Yes"" or ""No"" response. Every other odd year, students, families, and staff participate in the California Healthy Kids Survey. Students completed this survey this year, but the results are not released until the following year. By continuing to seek student input, the District aims to maintain a positive, resource-rich school climate for all students."|Analysis of student and parent survey data revealed several key strengths and needs across the Buena Park School District. One area of strength is college and career readiness. Among middle school students, 91% reported that their schools offer elective courses that help them explore future career interests, reflecting a strong framework for career exploration. Additionally, 94% of middle school students indicated that their schools provide opportunities to enroll in honors or advanced courses, which are essential for preparing students for academic success in high school and beyond. Support for student well-being was also evident in the data. A strong majority of students (85%) reported that they are able to access counseling services when needed. This finding is reinforced by parent feedback, with 93% of parents stating that their child has access to these services. In addition to counselors at every school site, middle school campuses offer dedicated wellness spaces, ensuring that students have access to environments that support emotional regulation and mental health. School safety emerged as another area of strength. According to survey responses, 90% of students and 92% of parents believe that effective safety measures are in place to protect both students and staff. Finally, the data highlight a strong sense of school connectedness among students. In this year’s survey, 92% of students shared that teachers and adults on campus make them feel welcome. Furthermore, the majority of students in grades 3–5 (88%) and grades 6–8 (85%) reported feeling supported through their relationships with peers, family members, and school staff. These findings underscore the District’s commitment to fostering a positive, inclusive, and supportive school environment for all learners.|Based on the analysis of local data and stakeholder feedback, the Buena Park School District has identified several areas for refinement and enhancement of existing practices. While the data reflects positive outcomes across many indicators, the District remains committed to continuous improvement and equity of access for all student groups. In response to identified needs, the District is working to expand access to college and career readiness opportunities, particularly for students with disabilities, English learners, foster youth, and low-income students. This includes strengthening specialized programs aligned with core academic subjects and enrichment pathways, as well as continuing a district-wide College and Career Week to ensure all students are exposed to post-secondary options. To support student wellness, the District will maintain its commitment to placing a counselor at every school site and continue refining the multi-tiered counseling supports available to students and staff. Recognizing the importance of physical and emotional safety, the District will also evaluate and enhance safety procedures and campus environments to ensure they remain welcoming, secure, and inclusive. Despite strong survey results related to school connectedness, the District recognizes opportunities to improve students’ sense of belonging through strengthened staff-student relationships and targeted facility improvements. The District continues to reinforce its Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered System of Supports (MTSS) frameworks to better support student engagement and behavior. Additionally, School Engagement Outreach Clerks continue to help reduce chronic absenteeism by deepening relationships with families and supporting regular attendance. These revisions and actions reflect a strategic, data-informed approach to ongoing improvement and a commitment to meeting the diverse needs of all students.|Met||2025-06-23|2025
30664640000000|Capistrano Unified|6|In Spring 2025, Capistrano Unified School District (CUSD) administered its “CUSD Cares” climate surveys to families, staff, secondary students (grades 7–12), and elementary students (grades 3–6). The surveys, developed with Panorama Education, assessed five areas: Climate of Support for Academic Learning, Grading, Discipline and Norms, Safety, and Sense of Belonging (School Connectedness).   Overall Favorability Scores by Survey Group:  * Climate of Support for Academic Learning: Families: 91%; Staff: 95%; Secondary Students: 70%; Elementary Students: 74%  * Grading: Families: 74%; Staff: 91%; Secondary Students: 54%; Elementary Students: Not Assessed  * Knowledge and Fairness of Discipline, Rules, and Norms: Families: 88%; Staff: 83%; Secondary Students: 72%; Elementary Students: 79%  * Safety: Families: 88%; Staff: 79%; Secondary Students: 67%; Elementary Students: 67%  * Sense of Belonging (School Connectedness): Families: 91%; Staff: 80%; Secondary Students: 59%; Elementary Students: 75%   Secondary Students (n=16,658): • Only 59% reported feeling a sense of belonging. • 40% experienced teasing or targeting for appearance at least once. • 27% reported physical harassment (2+ times). • 54% favorable responses on access to reteaching and retakes.   Elementary Students (n=7,410): • 75% reported a strong sense of belonging. • 30–40% experienced peer aggression or rumor-spreading. • 67% felt safe; 77% believed teachers treated students fairly.   Family Survey Highlights (n=4,104): • 37% reported students receiving free/reduced lunch; 15% IEP; 8% EL. • Racial/ethnic breakdown: 61% White, 13% Hispanic/Latino, 10% Asian, 13% Two or More Races. • 92% agreed their child’s background is valued. • Favorability for belonging, respect, and responsiveness exceeded 88–95%.   Staff Survey Highlights (n=2,032): • 83% served students with disabilities; 78% English learners. • While 95% affirmed strong academic support systems, only 67% believed discipline was handled effectively. • 51% identified disruptive behavior as a moderate or severe issue.  Key Findings and Recommendations: • Families and staff report positive school climates; students—especially in secondary grades—express concerns regarding fairness, belonging, and safety. • Grading practices vary by level; only 54% of secondary students perceive consistent access to support and mastery opportunities. • Belonging decreases as students advance in grade levels.  Next Steps:  1. Increase student voice in school improvement planning.  2. Promote consistency in grading and academic supports.  3. Strengthen efforts to address bullying and promote school connectedness, particularly in secondary settings.|Analysis of the 2024–25 CUSD Cares climate survey data reveals several key strengths and areas for improvement across educational partners. The data, disaggregated by families, students, and staff—as well as by student characteristics—provides insight into how school climate and conditions are experienced differently throughout the district.  Among the strengths, educational partners across all groups reported a positive academic climate. Staff (95%) and families (91%) expressed strong confidence in academic rigor, expectations, and instructional quality. Elementary students (74%) echoed this sentiment, highlighting teacher encouragement and support. Family-school relationships also emerged as a major strength: over 90% of families felt welcomed and respected, and 88–95% rated staff as responsive, helpful, and open to feedback. Additionally, over 80% of staff reported positive collegial relationships and a shared commitment to school improvement. Communication around school rules was also viewed favorably by families (88%), staff (83%), and students (72–79%), suggesting widespread understanding of behavioral expectations.  Despite these strengths, several areas for growth were identified. Student belonging, particularly at the secondary level, remains a concern. While families (91%) and elementary students (75%) reported strong connectedness, only 59% of secondary students felt a sense of belonging. Nearly one-third did not feel happy or part of their school community. Perceptions of grading practices also revealed inconsistencies. While 91% of staff indicated that opportunities for reteaching and retakes are regularly provided, only 54% of secondary students and 74% of families agreed, indicating uneven implementation. Student safety and peer relationships were flagged as areas of concern as well. Student-reported safety (67%) was lower than family-reported safety (88%), and 30–40% of students reported experiencing bullying, teasing, or rumors. Furthermore, although behavioral expectations were clear, only 67% of staff felt behavior was effectively managed, and nearly half reported that disruptive behavior presented a moderate to severe challenge.  Disaggregated results revealed that 15% of responding families had students with IEPs, 8% identified as English learners, and 37% qualified for free/reduced-price meals. Students from historically underserved populations—particularly at the secondary level—were more likely to report lower levels of belonging, safety, and support.  In conclusion, the district demonstrates strong academic and relational foundations with families and staff. However, the survey data identifies clear areas of need in improving secondary student connectedness, ensuring consistent implementation of grading practices, and enhancing safety and behavioral support systems. These insights will directly inform action planning and resource allocation for the upcoming year.|Following analysis of the Spring 2025 CUSD Cares survey data, Capistrano Unified School District (CUSD) identified key strengths and areas of need across educational partners. In response, the district is implementing several changes to policies, procedures, and practices aligned with its core goals of access, engagement, and fostering safe, supportive learning environments for all students.  To address low levels of belonging among secondary students—only 59% reported a sense of connection compared to 75% of elementary students and 91% of families—CUSD will implement site-based connectedness plans. These include advisory programs, student groups, and engagement committees aimed at fostering inclusive relationships. The district is also expanding student voice initiatives, including climate advisory panels and focus groups, to ensure that school practices reflect the lived experiences of students. In addition, targeted supports will be provided to underserved populations such as English learners, students with IEPs, and socioeconomically disadvantaged students to address engagement gaps and promote cultural responsiveness.  In response to inconsistencies in grading practices—only 54% of secondary students reported access to reteaching or reassessment opportunities, compared to 91% of staff—CUSD is revising grading policies to emphasize mastery-based learning. Professional development will support teachers in adopting equitable, standards-aligned grading practices, particularly at the secondary level. Site administrators will monitor implementation to ensure consistency and alignment with district expectations.  To improve perceptions of safety and peer interactions—given that 30–40% of students reported bullying, teasing, or exclusion, and only 67% of staff felt behavior was managed effectively—the district is expanding Positive Behavioral Interventions and Supports (PBIS) across all sites, with a focus on implementation fidelity. Updated safety protocols and incident tracking procedures will help ensure timely and effective responses to reports of harassment or bullying. In addition, peer mediation and well-being instruction will be expanded to foster positive peer relationships and proactive conflict resolution skills.  Finally, although most staff reported collegiality, only 80% felt that inclusive decision-making was practiced. In response, site leadership teams will incorporate broader input from staff in shared decision-making processes. Districtwide staff forums and feedback surveys will further elevate staff perspectives and align practices with continuous improvement efforts.  These changes reflect CUSD’s commitment to data-informed planning and ongoing improvement. Progress will be monitored through follow-up Panorama surveys, site implementation reports, and educational partner feedback loops to evaluate impact and ensure meaningful improvements in learning conditions and student belonging across all schools.|Met||2025-06-18|2025
30664640106765|California Online Public Schools Southern California|6|For the 24-25 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students, as well as available student group scores, are as follows: High School: Engagement: 92% Challenging coursework: 87% Culture of respect: 94% Relationships: 79% College and career readiness: 78% Middle School: Engagement: 89% Challenging coursework: 81% Culture of respect: 97% Relationships: 96% Elementary School: Engagement: 91% Challenging coursework: 74% Culture of respect: 99% Relationships: 70% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2024-2025 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen. Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in elementary (99%) and middle school (97%), showing a consistently positive school culture. Challenging Coursework High school students (87%) and middle school students (81%) feel challenged by their coursework, which reflects strong academic expectations and curriculum design. Student Engagement Engagement was high across the board—92% in high school, 91% in elementary, and 89% in middle school— indicating students are generally involved and interested in their learning. Growth Areas: College and Career Readiness While 78% of high school students feel prepared, there is room to grow. Expanding career exploration, college planning, and dual enrollment opportunities will help better prepare students for life after high school. Relationships (Elementary and High School) Relationship scores were very strong in middle school (96%), but lower in elementary (70%) and high school (79%). There’s a need to focus on building stronger connections between students and staff, especially at those levels. Needs: Academic Challenge in Elementary Only 74% of elementary students reported that their coursework feels challenging. This shows a need to raise expectations and increase engagement with more rigorous, age-appropriate tasks. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction. Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 24-25 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction at all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2025-06-10|2025
30664640123729|Community Roots Academy|6|To inform school improvement efforts, Community Roots Academy utilized the Kelvin Local Climate Survey to collect input from students, staff, and parents in the areas of Teaching and Learning Conditions, School Climate and Culture, Safety, Connectedness, and Student Empowerment. During the 2024–2025 school year, students in grades 1 through 8 completed the survey. 77% of 1st and 2nd grade students, 95% of 3rd - 5th grade students, and 88% of 6th - 8th grade students participated in the survey, representing a strong sample of the student population. This includes 90% participation from our ELL student population, 90% participation from our Hispanic population, and 98% of our students who represent two or more races.  Overall, our data represented 76% of our students reporting a strong sense of safety (up from 74%) and 78% reporting a strong school connectedness  (up from 73%). This data continues to guide our efforts to foster a safe, inclusive, and supportive learning environment. Key areas of focus moving forward include increasing student voice and strengthening the social-emotional supports available to all learners.|Over 95% of families reported favorably in response to conditions for teaching and learning, reporting that the school is a safe and friendly environment for both students and parents. While 83% reported favorably for school climate and culture, only 78% reported favorably in regards to their child being provided with opportunities to be a leader in school.  Student responses were also favorable. At least 89% of students in grades 1st - 2nd, 75% of students in grades 3rd- 5th, and 66% of students in grade 6th - 8th reported favorably in all areas (overall, school connectedness conditions for teaching and learning, school safety, and empowerment). There was a slight drop (86%) of overall favorable responses for English language learners with school connectedness being an area of improvement.|Community Roots Academy is deepening its commitment to Social-Emotional Learning (SEL) by strengthening classroom instruction and schoolwide implementation. A dedicated MTSS Team—comprising Directors, counselors, teachers, school psychologists, and support staff—will be established to design and implement a comprehensive SEL program. This program will launch at the beginning of the school year and include staff training, classroom resources, and ongoing supports for families, such as workshops and take-home tools. In parallel, the Directors will continue to strengthen the Behavior Framework over the summer. After implementing it throughout the current year and getting regular feedback, we have identified areas to increase specificity, additional behavior scenarios to include and responses. The updated framework will be introduced in the fall and will integrate additional SEL competencies, restorative practices, restorative circles, and a tiered system of interventions and consequences to promote consistent and positive behavior expectations. Another area of focus is student leadership and empowerment. CRA will expand leadership opportunities by: ?	Extending the Launch Lab to incorporate cross-grade level collaboration and peer-to-peer coaching; ?	Relaunching the Junior Coaches and Green Champ program, which empowers upper-grade students to lead and model positive behavior during recess and schoolwide events; ?	Introducing student peer conflict resolution leaders to assist with peer-led restorative practices; ?	Introducing onsite community service projects that give students a chance to engage with their school and local community in meaningful ways. ?	Specifically, survey English Language students and families to gain additional insight into any barriers preventing students from feeling connected to the school and encourage their participation in after-school extracurricular activities such as our athletics program.    Family engagement remains a cornerstone of CRA’s continuous improvement work. Throughout the 2024–2025 school year, we will engage families through a variety of formats, including: ?	Workshops and informational sessions on SEL, academics, attendance, school safety, and technology use;  ?	Guest speakers and book clubs that promote dialogue and learning;  ?	PPO (Parent Partnership Organization) meetings to gather input and strengthen the home-school connection.  These initiatives are designed to foster a safe, supportive, and inclusive learning environment where students thrive academically, socially, and emotionally, with strong collaboration among educators, students, and families.|Met||2025-06-09|2025
30664640124743|Oxford Preparatory Academy - South Orange County|6|Analysis of the most recent locally collected student perception data indicates that Oxford Preparatory Academy (OPA) continues to foster a strong academic and social-emotional environment. A large majority of students (80.6%) agree or strongly agree that OPA maintains high expectations for student success, and 98.9% report a personal desire to do well in school, demonstrating a strong academic culture and internal motivation among students. Additionally, 78% of students feel that OPA provides academic support when needed, reflecting the impact of the school’s intervention systems and differentiated instructional practices. Students also report feeling connected to their school community. A total of 83.6% agree that OPA provides a positive learning environment, and 82.1% feel safe at school. Positive relationships with staff remain a strength, with 80% of students indicating that teachers listen to them, 77% reporting trust in teachers and staff, and 81.5% agreeing that OPA encourages good behavior. These results highlight the positive impact of OPA’s implementation of PBIS, MTSS, and social-emotional learning supports on school climate and student well-being.|While the majority of students report positive experiences, the data reveal some important areas for continued growth. Only 70.7% of students feel that OPA staff help them when they are upset, 60% believe that bullying is taken seriously, and just 62.8% feel that other students respect them. These findings suggest a need to strengthen emotional support systems, improve peer interactions, and reinforce consistent responses to bullying. In response, OPA is expanding its implementation of MTSS and PBIS with a greater emphasis on emotional regulation, empathy-building, and conflict resolution. Initiatives aligned with the OPA Champion Profile are being used to promote student leadership, character development, and respectful school culture. These ongoing efforts aim to ensure that every student feels emotionally supported, respected by peers, and safe on campus.|Oxford Preparatory Academy (OPA) has reviewed local data and stakeholder input and determined that no formal changes to existing plans or policies are needed at this time. However, there will be a renewed intentionality among staff in strengthening communication and relationships with students and families. This includes more personalized outreach and consistent follow-up to ensure that all students feel supported and connected to school. OPA will continue to focus on key improvement areas such as reinforcing MTSS and PBIS practices, expanding social-emotional learning strategies, promoting consistent behavior expectations, and improving how concerns—such as bullying—are addressed and communicated. In addition, the ongoing implementation of the OPA Champion Profile will help promote empathy, respect, and student voice, supporting a safe and inclusive school climate.|Met||2025-06-26|2025
30664640140061|OCASA College Prep|6|OCASA College Prep conducts an annual school climate survey to gain insight into students’ perceptions of safety, support, and connectedness on campus. The survey is given to students across multiple grade levels and is designed to reflect research-based indicators of positive school conditions, such as respectful relationships, emotional well-being, and access to caring adults. The survey includes items focused on students’ sense of belonging, perceptions of respect from peers and staff, emotional and physical safety, and confidence in seeking help from school personnel. In addition to the student survey, the school considers data gathered through student focus groups, classroom discussions, family input meetings, and staff reflections. When available, results are disaggregated by student groups, including but not limited to English learners, students with disabilities, and students from historically underserved backgrounds. This disaggregation helps the school identify whether certain student groups experience school differently and where additional attention may be needed to ensure equitable access to a supportive school environment.|Analysis of the climate survey data and other school feedback channels has revealed that OCASA College Prep is making meaningful progress in cultivating a safe and connected learning environment. Many students describe their relationships with teachers and school staff as respectful and supportive. A strong majority feel that adults on campus care about their well-being, both academically and personally, which underscores the school’s commitment to whole-child development. One of the key strengths identified is the level of trust between students and staff. Students often express that they feel comfortable approaching teachers and counselors for help or guidance. This reflects the intentional work the school has done to foster open communication, promote inclusivity, and prioritize mental health supports. However, the analysis also highlighted areas where further improvement is needed. Some students—particularly those who may be newer to the school, from non-dominant cultural or linguistic backgrounds, or navigating unique challenges—do not consistently report feeling connected to peers or fully included in school decision-making processes. This insight suggests the need to enhance student voice and peer engagement structures to ensure all students are experiencing a deep sense of belonging.|In response to the analysis of climate data, OCASA College Prep is enhancing and adjusting several aspects of its programming and policies to more effectively address the needs of its student body, particularly those who may feel less connected to the school community. To begin with, the school is implementing more intentional advisory and mentoring structures designed to foster strong relationships and create additional spaces for students to share concerns and feel heard. These advisory sessions will focus not only on academics but also on social-emotional learning, goal setting, and identity development. OCASA College Prep is also broadening its efforts to engage students from diverse backgrounds in leadership and planning opportunities. This includes forming student voice panels, increasing representation in extracurricular programs, and using student feedback to inform decisions about school climate and culture initiatives. Furthermore, the school is taking steps to improve outreach to families and caregivers, especially those from underrepresented communities. Communication strategies are being refined to include multilingual outreach, culturally responsive engagement activities, and more flexible, accessible formats for participating in school decision-making. These efforts are part of a larger commitment to continuous improvement and will be monitored and adjusted based on ongoing feedback from students, staff, and families. The goal is to create a school environment where every student feels safe, known, and valued, and where their voice has a meaningful impact on the school experience.|Met||2025-06-24|2025
30664646117758|Journey|6|A variety of locally designed climate surveys were administered through the 2024-2025 school year (brief check-ins by classroom teachers in weekly class meetings) and followed up by administration of a the SAEBRS (Social, Academic, and Emotional Behavior Risk Screener in Illuminate Education) in fall of 2024 and winter/spring of 2025. The SAEBRS is a brief, norm-referenced tool for screening all students to identify concerns about school climate and also an an indicator for those who are at risk for social-emotional behavior (SEB) problems.|Results from the surveys and screener indicate a positive school climate at Journey School. Areas of strength - students feel seen heard and known by school staff and feel that they an express themselves freely on campus and without judgement from staff and/or peers. Identified needs include the following. Boys continue to feel like they are in trouble more than girls, despite their perspective that both boys and girls break the same rules. Some students continue to feel like bullying is not addressed quickly enough or effectively.|"Journey School will continue to provide professional development related to discipline and creating a supportive school climate. The school is currently using an approach called ""Conscious Deisclpline"" and it directly supports positive behavior and related school climate. Journey School will continue to support staff in understanding and support of LGBTQ+ students and will provide adequate training for engaging in this topic. Likewise, continuing to keep parents and community members informed on these initiatives and including them as much as possible as educational partners."|Met||2025-06-16|2025
30664646120356|Opportunities for Learning - Capistrano|6|A review of state and local indicators affirms that OFL Capistrano continues to foster a positive school climate, with notable strengths in several key areas. OFL Capitrano’s 0% suspension rate and dropout rate of 2.3% suggests a supportive and effective learning environment.  Data from our Altitude School Climate survey administered in Spring 2025 highlights the following: Family survey feedback highlights strong teacher-student relationships as a major asset, contributing to a positive and engaging classroom culture. Students report feeling physically safe on campus, while staff are recognized for promoting an inclusive, respectful, and welcoming school community.|97.91% of parents acknowledge the school’s efforts to ensure a safe and supportive learning environment, noting the presence of effective interventions that promote student well-being. Student feedback reflects positive experiences with school activities and support services, reinforcing the school’s commitment to academic success and holistic student development. 98.39% of students consider the school a safe place and reported that teachers help keep their school safe.|Educational partners have expressed strong support for continued efforts to enhance the school climate and maintain a safe, inclusive learning environment. They have also identified specific areas for growth that align with the school’s broader objective of fostering a secure and collaborative culture (LCAP Goal 3). Survey results indicate a need to address online safety concerns. While 71.18% of students think the school does enough to help students manage the pressures of social media, we see this as an opportunity to further strengthen digital citizenship education, provide targeted resources for students and families, and enhance preventative strategies to ensure all students feel equipped and supported in navigating online spaces safely and responsibly.|Met||2025-06-23|2025
30664720000000|Centralia Elementary|6|Centralia Elementary School District is committed to providing a positive school climate across all school sites within the district. The District has engaged in a process to include all educational partners to provide input and perspectives regarding student learning, resources, cultivating positive school climate and maintaining clean and supportive learning environments. In February of 2025, a survey was conducted and included students, staff, and parents/community. There were 2,703 students who completed the survey.|95% percent of students in grades 2-6 felt their school provided the resources needed to learn while at school. 94% percent of students who were in grades 2-6 felt that their teachers have high expectations for them to learn, and 93% of students who were in grades 2-6 reported that they know school attendance is important to their education. Overall student sentiments remain high as indicated by the distribution of positive responses. Current student survey responses show that 90% agree/strongly agree that they feel safe while at school and 90% agree/strongly agree that they feel proud to belong to their school. School principals/teacher leaders led focus groups with student representatives to follow up on selected questions from the LCAP Student Surveys including perceptions of school safety, recognition, Visual and Performing Arts (VAPA) and Science Technology Engineering Arts Math (STEAM) programs, conditions of school facilities, and respect of diversity of families. In the area of school safety, students proposed more communication and understanding of physical safety including facilities and disaster preparedness, emotional safety including connectedness and engagement practices, and creating a positive environment, and lastly health and wellness including health and safety protocols, social emotional learning activities and mental health awareness and support.|Many items are covered in the safety plans of the school; however, increased communication of all aspects of safety will be presented to students to increase their understanding and knowledge of all the safety measures taken to support their academic journeys at school. In addition, STEAM, VAPA, and Expanding Learning Opportunities Program (ELOP) have been enhanced to provide students with engaging learning opportunities during and after the school day. The District will continue to provide our students the opportunity to provide input on school climate to ensure that all resources and supports are utilized for maintaining a positive school climate at all district schools.|Met||2025-06-11|2025
30664800000000|Cypress Elementary|6|Cypress School District conducts an annual school climate survey to gather feedback from students regarding their perceptions of safety, belonging, and overall well-being. Results from the 2024–25 survey are outlined in the “Criteria” section below and continue to inform site- and district-level actions. As part of our commitment to fostering a safe and supportive learning environment, all school sites have implemented a social-emotional learning curriculum. In addition, the district has expanded access to counseling services and integrated growth mindset practices across all campuses to promote resilience, connection, and student success.|The annual school climate survey provides valuable insights into the district’s strengths, areas for growth, challenges, and barriers related to school culture and student experience.  Results from the annual survey reflect strong levels of student engagement, connection, and perceived safety. A majority of students reported agreement or strong agreement with key indicators that reflect positive school climate. Notable highlights include:  ~Clear understanding of school expectations ~Awareness of rewards and consequences ~A sense of belonging and connection to the school community ~Perception of school as a positive learning environment ~Awareness of opportunities for family involvement ~Trust in school staff ~Knowledge of available adult support ~Feeling safe at school  These findings reinforce the district’s commitment to cultivating positive relationships and ensuring a safe, inclusive learning environment. While the overall results were encouraging, one notable area for growth emerged: only 79.6% of students indicated that school staff take the time to learn about their families' strengths, cultures, languages, and goals. This presents an opportunity to deepen cultural responsiveness and strengthen partnerships with families to further improve student outcomes.											|"Survey findings indicate that Cypress School District schools are excelling in key areas of student engagement, relationship-building, and campus safety. High levels of agreement among student responses affirm the district’s efforts to create supportive and inclusive learning environments. While these strengths are commendable, the district remains committed to continuous improvement to ensure all students feel connected, valued, and secure.  ~To sustain and build upon these positive outcomes, the district is implementing the following initiatives:~ ~Continued integration of a comprehensive social-emotional learning curriculum ~Expanded opportunities for family engagement through inclusive events ~Celebration of student diversity and cultural heritage ~Strengthened communication with families through multiple channels ~Student recognition programs to affirm positive behavior and contributions  These efforts reinforce our commitment to fostering a safe, connected, and respectful school climate for every learner.""											"|Met|Engagement At least 79% of students responded that they agree /strongly agree with statements that the district uses to determine student engagement and connectedness: 79.1% know the school expectations (rules) 79.3% believe the consequences are fair 86.6|2025-06-18|2025
30664980000000|Fountain Valley Elementary|6|Fountain Valley School District is committed to providing a safe, supportive, and nurturing environment that promotes the engagement of parents and students, as well as school connectedness. FVSD utilizes the California Healthy Kids Survey (CHKS), administered to 5th- and 7th-grade students annually, to gain insight into the experiences of students on school campuses, as well as the overall social-emotional well-being of students. The District received results from the 2023-24 California Healthy Kids Survey in July 2024 and shared those results with school administrators during professional development activities. The survey enables school administrators, teachers, and student leadership groups to analyze data in order to improve school climate and school connectedness among students and families.  During the 2024-25 school year, under the leadership of the Director of Student Services and Safety, a grades 3-8 social-emotional wellness survey was administered to students providing with a wider and larger sample of feedback. In addition, School Climate Teams were formed with a broad range of members including administrators, school counselors, behavior intervention aides and teachers to focus on the importance, opportunity, and impact of school connectedness among students in grades 3-8. School Climate Teams will continue to grow, strengthen and thrive in continual years.|"The 2023-24 FVSD School Climate Survey reported that 83% of 3rd-5th grade students reported that they ""feel safe or very safe at school"" . In addition, 72.7% of 6th-8th grade students reported that they ""feel safe or very safe at school"".  The FVSD LCAP Comprehensive Input Assessment of 807 responses reported that: Fountain Valley School District focuses on improving student attendance by communicating regularly with parents (Action 4.2) = 97% favorable responses  Fountain Valley School District communicates rules effectively and holds students accountable for their actions (Action 4.6) = 88% favorable responses  Fountain Valley School District provides support for students who experience bullying (Action 4.6) = 90% favorable responses  I am aware of the social-emotional supports available to students in FVSD's school such as counseling, peer mediation, and facilitating connections for families to community resources (Action 4.5) = 91% favorable responses  Fountain Valley School District encourages students to participate in extracurricular activities such as clubs, arts programming, and sports-related activities (Action 4.7) = 94% favorable responses  Fountain Valley school District provides supportive learning environments for students (Action 4.7) = 97% favorable responses"|Improving school climates and continuing the development of the School Climate Teams continues to be an area of focus across the Fountain Valley School District. Throughout the 2025-26 school year, the district leadership team will continue to work closely with principals, school counselors, and school staff to continue improving school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to school connectedness, attendance and suspension, as well as schools continuing to share practices that they identify through the school leadership team process for improving social-emotional outcomes for students.|Met||2025-06-18|2025
30665060000000|Fullerton Elementary|6|In November 2024, Fullerton School District (FSD) partnered with WestEd, a California-based nonprofit organization specializing in education research and evaluation, to administer the District LCAP survey to students in grades 4 through 8 across all school sites, including those enrolled in the District’s distance learning program.  This survey included questions related to school climate. These surveys were designed to be valid, reliable, and accessible in terms of reading level. Students rated items using a 1 to 4 linear scale, with scores 3 and above considered favorable. The survey addressed three key domains: academic rigor, school connectedness, and safety. In the area of academic rigor, students were asked to evaluate the relevance, engagement, and thoughtfulness of their assignments and activities. The overall mean score for this domain was 2.96. When asked whether they have opportunities to participate in discussions and activities, the average score was 3.12. For the item related to receiving help when they do not understand a concept, students responded with an average score of 3.14.  In the connectedness domain, students were asked to assess the level of care they receive from school staff, their sense of enjoyment and belonging, and whether they feel their school prepares them for the future. The average score for having adults who care about them was 3.25, and students rated their sense of future preparedness at 3.01. The overall connectedness domain received an average score of 2.88. Safety was the third domain covered in the survey, and students provided an average rating of 3.03 across all safety-related items. When asked if they feel safe at school, students averaged 3.23, while their confidence in responding to a schoolwide emergency received an average score of 3.53. In addition to the WestEd-administered surveys, FSD also administered the California Healthy Kids Survey to students in grades 5 and 7. Among 7th graders, 70% reported that there are adults at school who listen to them (“pretty much true” or “very much true”), and 72% felt that adults acknowledge when they do a good job. In terms of high expectations, 81% of 7th-grade students felt that their teachers want them to do their best. Among 5th graders, 79% said their teachers care about them, 85% believed their teachers think they can do a good job, and 95% indicated that their teachers want them to do their best.|Analysis of the 2024–25 student climate survey results reveals several strengths across the Fullerton School District. Students reported a strong sense of physical safety, with a domain average of 3.03 and especially high confidence in emergency preparedness (3.53). These findings suggest that the district’s efforts in emergency planning and school safety procedures are well understood and trusted by students. Adult support also emerged as a key strength. Students rated items related to staff caring and high expectations above the 3.0 threshold, including a 3.25 average when asked if adults at school care about them. These perceptions were confirmed by California Healthy Kids Survey (CHKS) results, which showed that between 79% and 95% of students in grades 5 and 7 believe their teachers care about them, expect them to do well, and recognize their efforts. These consistently high ratings demonstrate that Fullerton School District has successfully cultivated a climate where students feel seen and supported by the adults on campus.  While overall results were positive, the data identified some areas for continued focus. The domain of academic rigor received a districtwide average of 2.96, just below the favorable threshold. Students with disabilities and English Learners reported slightly lower scores in this domain, indicating a need to ensure that academic experiences are both appropriately challenging and accessible for all learners. Additionally, the domain of connectedness had the lowest average (2.88), with some student groups and school sites scoring below 2.85. The sub-item “my school prepares me for the future” was among the lowest-rated statements (3.01), especially among older students and those in distance learning. This suggests a need to strengthen students’ sense of purpose and connection, particularly as they transition through the upper grades. While the overall data are encouraging, FSD recognizes that a sense of belonging and academic challenge are key components of a positive school climate, and these areas will remain priorities moving forward.|In response to the 2024–25 school climate survey results, Fullerton School District (FSD) is implementing several actions to enhance student connectedness, perceptions of safety, and overall school climate. To support a stronger sense of belonging, school sites are introducing or expanding student-led activities, peer mentoring programs, and structured play during recess and lunch. Schools with lower connectedness scores are receiving additional support to implement inclusive events and targeted strategies that strengthen relationships among students and staff. In the area of safety, the district will continue reinforcing emergency preparedness procedures through regular drills and clear communication, building on already strong student perceptions of safety and readiness. FSD will also broaden opportunities for students, families, and staff to provide feedback through improved online surveys, bilingual forums, and in-person engagement sessions. The district’s partnership with WestEd will continue to support the development and refinement of survey tools to ensure accessibility and accuracy across student groups. An annual review cycle of climate data has been established to inform site-level planning as well as the District’s Local Control Accountability Plan (LCAP), ensuring that improvements are both data-driven and responsive to student needs. Through these efforts, FSD remains committed to fostering a safe, supportive, and inclusive learning environment for all students.|Met||2025-06-17|2025
30665140000000|Fullerton Joint Union High|6|The District utilizes two measures, the annual Local Control Accountability Plan (LCAP) survey, and the FJUHSD Wellness Survey, to garner input from students in relation to their perceptions of school climate, related to school safety and connectedness.  1. Students, staff, and parents all reported that their school is a positive space where they feel welcomed and included. 2. Students and parents largely reported that school staff are kind and helpful. 3. Parents and students feel as though there are many parent events that they can attend to be more involved with the school. 4. Several staff reported that, for the most part, the district office is supportive and responsive to their needs. 5. Parents and students both indicated that there are many different extracurriculars that students are able to participate in. However, the quality of those extracurriculars varied.  Student Climate Questions:  • 97.9% indicated that they felt welcome at school • 93% of students reported that they felt physically safe • 90% indicated that they know how to report bullying • 90% indicate that they had a trusted adult on campus • 88% indicated that they knew where to find Mental Health support|The District has worked to implement space of students and increase opportunities for student connections. They have adopted a new 5 Star system that will help sites track student engagement. Additionally, the district will continue to implement annual and ongoing training for all staff on the prevention of sexual harassment, their responsibilities in reporting suspected child abuse, and in the identification and prevention of discrimination. • 43% of students indicated that they were involved in a sport • 30% indicated that they were involved in a VAPA program • 52% indicated that they were involved in a Club or Extra Curricular Activity *Duplicated student counts  Significant barriers indicated:  • 27% No time due to personal responsibilities • 20% not interested in what schools are offering  2023/24 Summary Data • 1,495 Wellspace visits • 260 Classroom presentations • 235 Group Sessions • 74 Wellness Campaigns  Discipline: Dropped 27%|The District has 7 mental health specialists, with one more Coordinator to be hired on for the 2025/26 school year. There is always room for growth in helping students to be more mentally/emotionally safe and resilient at school. This campaign will not only continue, but expand to LV/LS as we look at increased services to support our most at-promise students. This increase in staff is in addition to the 21 school psychologists supporting students across the District.  Schools will work with students and staff to address the two most identified barriers to student participation: interest and time after school.|Met||2025-06-10|2025
30665220000000|Garden Grove Unified|6|Building a positive school climate is necessary for school success. GGUSD administers the Strategic Plan Survey annually to all students in grades 3-12, and the California Healthy Kids Survey (CHKS) biennially to students in grades 6, 7, 9, and 11.  Both surveys measure perceptions of school safety and connectedness.  The data below is from spring 2024-25 Strategic Plan Survey administration and spring 2022-23 CHKS administration (grades 5, 7, 9 and 11 every other year). The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 25,000 students in grades three through twelve. The Strategic Plan Survey contains items that measure “school safety and connectedness,” which include the following districtwide results for 2024-25:  I feel safe at school. (91% agree/neutral) I do not feel bullied at school. (90% agree/neutral) Students are proud to attend their school. (92% agree/neutral) Students feel a part of the school. (89% agree/neutral) Latino Subgroup I feel safe at school. (91% agree/neutral) I do not feel bullied at school. (89% agree/neutral) Students are proud to attend their school. (92% agree/neutral) Students feel a part of their school. (89% agree/neutral) Asian Subgroup I feel safe at school. (82% agree/neutral) I do not feel bullied at school. (91% agree/neutral) Students are proud to attend their school. (93% agree/neutral) Students feel a part of the school. (90% agree/neutral) White Subgroup I feel safe at school. (91% agree/neutral) I do not feel bullied at school. (87% agree/neutral) Students are proud to attend their school. (91% agree/neutral) Students feel a part of the school. (87% agree/neutral) SED Subgroup I feel safe at school. (91% agree/neutral) I do not feel bullied at school. (90% agree/neutral) Students are proud to attend their school. (91% agree/neutral) Students feel a part of the school. (89% agree/neutral)  Results from the 2022-23 CHKS display similar results to the Strategic Plan Survey in regard to school safety and connectedness.  94% of students in grade 5, 89% in grade 7, 92% in grade 9 and 92% in grade 11 report feeling very safe/safe at school or neutral about the question. 68% of students in grade 5 report a high to moderate level of school connectedness. 52% of students in grade 7, 54% in grade 9 and 53% in grade 11 reported a high to moderate level of school connectedness.  Resulting in an overall average of 57% of students reporting a high to moderate level of school connectedness.|Questions addressing school safety were rated high by all students and by students in each significant subgroup.  The question addressing school connectedness, students feel part of the school, was rated lower by students in the Latino and White subgroups.|GGUSD continues to expand its mental health support team to support the socio-emotional needs of all students.   Reallocation of school-based mental health support time and School Community Liaison time based on enrollment and targeted subgroups will be implemented to provide more equitable resources for students and families post-pandemic.  GGUSD has implemented numerous programs and initiatives to increase overall school safety and improve school climate.  Every school offers a schoolwide anonymous tip line, STOPit, to report bullying or other mental health concerns.  Programs and professional development to support student safety and student mental health/counseling include Restorative Practices, Positive Behavioral Interventions and Support (PBIS), school-based counseling, social worker supports and outreach staff at the five GGUSD Family Resource Centers located in each Board Trustee Area.|Met||2025-06-17|2025
30665300000000|Huntington Beach City Elementary|6|HBCSD administers the California Healthy Kids Survey (CHKS) annually to measure student perceptions of school safety and connectedness. For the 2024–2025 school year:  5th Grade Participation: 71% 7th Grade Participation: 94%  Indicator: Feeling Safe at School Grade 5 Overall: 90% Asian/Asian Am: 96% Hispanic/Latinx: 84% White: 92% Mixed (two or more) ethinicities: 82% Something else: 88%  Grade 7 Overall: 60% Asian/Asian Am: 65% Hispanic/Latinx: 52% White: 62% Mixed (two or more) ethnicities: 58% Something else: 68%  Indicator: School Connectedness Grade 5 Overall: 84% Asian/Asian Am: 87% Hispanic/Latinx: 84% White: 84% Mixed (two or more) ethinicities: 80% Something else: 84%  Grade 7 Overall: 59% Asian/Asian Am: 61% Hispanic/Latinx: 56% White: 61% Mixed (two or more) ethnicities: 58% Something else: 56%|Areas of strength include feelings of safety and connectedness at the elementary level. Students who identify as mixed or some other ethnicity are perceived less safe and less connected when compared to their peers, but have increased by 4-10% when compared to last year. Area of needed improvement is at the middle school level.  When compared to elementary students, middle school students feel less safe and less connected by 30% and 25% respectively.  Again, students who identify as mixed or some other ethnicity are lower in feelings of safety and connectedness when compared to their peers.|In 2025-2026, districtwide focus will be on supports for developing a positive school climate which is reflected in the Local Control Accountability Plan (LCAP) and in the strategic plan. The actions contained in the LCAP will support this area of focus, including expanding school-based programs to build a sense of belonging, strengthening student voice, and increasing training for staff to support student well-being.|Met||2025-06-17|2025
30665300134221|Kinetic Academy|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California.  The following are the key findings from spring 2025 CHKS administrations. The data includes the percentage of students who AGREE/STRONGLY AGREE to questions related to feeling connected to school, feeling safe at school, and feeling connected to caring adults at school.                  Participation Rate:     School Connectedness:        Caring Adult Relationships:     Feel Safe at School:  Grades 4-5:  78%                                89%                                         81%                                          96% Grades 6-8:  91%                                88%                                         80%                                          89%|The responses indicate that students feel safe, connected to staff, and motivated. Kinetic strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in social-emotional learning and restorative practices. LCAP goals include support for meeting the social and emotional needs of students.         Traditionally, Kinetic has encountered lower survey participation of elementary students due to parents not consenting to their student's participation. This year's participation increased by 20% with elementary students. Kinetic sent out consent forms and communicated the importance of the survey at the beginning of the school year which helped increase participation. Kinetic feels it is important for all kids to participate and have a voice in reflecting on the school climate.|Kinetic will implement a school-wide social-emotional learning (SEL) curriculum to build confidence and efficacy in students. SEL lessons will incorporate class community discussion circles to further build school connectedness. Kinetic staff received training on restorative practices during the 24-25 school year. We will continue to grow our implementation of restorative practice across all grades.|Met||2025-06-12|2025
30665480000000|Huntington Beach Union High|6|Huntington Beach Union High School District (HBUHSD) is committed to providing a safe and supportive environment that promotes engagement and school connectedness. The Annual Survey of parents, students, and staff was administered in February 2025, which collected information on perceptions of school safety and connectedness.  The online survey was available in English, Spanish, and Vietnamese.  A favorable response would be a rating of ‘agree’ or ‘strongly agree.’  The percent of respondents indicating a favorable response to the survey item is shown below. (Change from prior year is referenced in parentheses.) •	Students feel safe at their school.  o	89% Students (+5%) o	92% Parents (+0%) o	89% Staff (-1%) •	Students are happy to be at their school.  o	82% Students (+2%) o	93% Parents (+1%) •	Teachers care about students and their learning.  o	87% Students (+1%) •	The learning environment at the school is positive and supportive.  o	91% Parents (+1%) •	Students feel connected to their school.   o	74% Students (+5%) •	The school is supportive of student wellness and has programs that address social-emotional needs.  o	96% Staff (-1%) •	Students have sufficient opportunities to engage in school programs/activities.  o	92% Students (+4%) o	88% Parents -2%) o	97% Staff (+0%) The most recent published data from the California Healthy Kids Survey (CHKS) is from the 2023-24 administration.  This survey also measures student perceptions around school safety and connectedness. A favorable response would be a rating of ‘agree’ or ‘strongly agree.’  The percent of respondents indicating a favorable response to the survey item is shown below.  The change from the prior administration of the CHKS is identified in parentheses. Results are being reported as part of the Local Indicators per California Education Code 52052.   School Connectedness Race/Ethnicity	Grade 9	Grade 11 American Indian or Alaska Native	--	-- Asian or Asian American	57% (0%)	58% (+6%) Black or African American	60% (+4%)	51% (0%) Hispanic or Latinx	53% (-2%) 	55% (+5%)  White	63% (+2%)	61% (+7%)  Mixed (two or more) ethnics	62% (0%)	62% (+9%)  Something else	58% (-3%)	57% (+13%)  All Students	58% (+3%)	58% (+5%)  School perceived as safe or very safe Race/Ethnicity	Grade 9	Grade 11 Asian or Asian American	65% (+15%)	65% (+11%) Black or African American	65% (--)	52% (+10%) Hispanic or Latinx	61% (+5%)	63% (+13%) White	71% (+15%)	69% (+13%) Mixed (two or more) ethnics	63% (+4%)	70% (+13%) Something else	66% (+10%)	64% (+19%) All Students	65% (+7%)	62% (+14%) (-- indicated data was suppressed if there were less than 10 respondents.)|Improvements to perceptions around school safety and school connectedness were noted in both the annual LCAP Survey as well as the California Healthy Kids Survey (CHKS).  Nearly every student group reviewed for these two constructs in the CHKS were shown to have made improvements in data since the prior administration of the CHKS.  Students need social-emotional and wellness support, especially those who are more likely to lack resources for seeking support outside of the school system. These supports include social-emotional learning, building relationships, community-building activities, and increased access to mental health/wellness services.  The district remains committed to providing supports and services to increase student safety, social-emotional and mental health, and connectedness to school.  The district aims to provide equitable access to programs, services, and resources.  Every high school maintains wellness spaces on campus and promotes resources and opportunities for student access to various supports.  In addition, each school provides for anonymous reporting to support school safety concerns.|The data collected in this survey was analyzed and included in the 2025-26 LCAP revision process. Additionally, the data are further disaggregated and distributed to school sites for analysis in their continuous improvement processes.  Areas related to school climate were discussed during the LCAP development process.  A new action has been added for the 2025-26 LCAP.  Goal 3 aims to provide a climate conducive to learning.  The existing actions that connect to student climate include wellness, safety, engagement (particularly though extra- and co-curricular activities), and student voice.  While climate is embedded within many of these areas, the new Action 3.7 will provide an action that focuses on the conditions that foster a positive academic climate within the classroom and throughout the school.  As the district builds a common vision around the framework, future revisions of the LCAP and this action are likely to evolve. This action has been added to help capture this work.  [LCAP Goal 3, Action 7: Academic Climate - (Student Ownership Framework: Climate) All student learning is driven by a positive academic climate. Maintain respectful, cooperative, and collaborative academic environments that provide a high level of engagement with student ownership as the driver.] The existing action, Safe and Supportive Learning Environments (Action 3.2), includes programs and strategies that support positive school climate, and includes attendance as a metric.  The district will focus on efforts to improve attendance as part of Action 3.2. Attendance will also be included as an area of focus within the MTSS action, as part of Action 1.10. The existing action, Student Connectedness and Student Voice (Action 3.3), focuses on many of the extra-curricular and co-curricular opportunities offered at the schools.  The district acknowledges the interest in maintaining as many school programs as practicable in an era of declining enrollment. This action could also promote student engagement through the lens of academic climate within the student ownership framework. The existing action, Well-maintained School Facilities (Action 3.6), focuses on ensuring a clean and safe environment for students. Educational partners also support the use of funds to foster learning environments aligned with 21st century skills and teaching methods, and this interest was added to the action description.|Met||2025-06-24|2025
30665550000000|Laguna Beach Unified|6|The LBUSD  annual community partner survey, administered and analyzed through Qualtrics Research, provides valuable insights into the perceptions of students, staff, parents/guardians, and community members across four key priority areas aligned to District areas of focus. Through the collection of essential input designed to capture the Laguna Beach Unified student, staff, and family experiences, District LCAP committee members can develop and refine meaningful and relevant goals and actions aligned with LBUSD's areas of focus. The annual survey includes questions related to state and local priorities, including:  -Academic growth -Social-emotional strength, connectedness, and student agency -School climate and safety -Community partner engagement.   In spring 2025, 2,092 respondents participated in the annual survey. This is an increase of 137 individuals as compared to the previous year. Survey participants included 1,306 LBUSD students in grades 5-12, 523 parents/guardians,  247 District staff members, and 8 community members.|Academic Growth: Recent survey data indicates growth in academic engagement across stakeholder groups. In 2025, 78% of students in grades 5–12 reported regular participation in challenging learning, and 84% noted engaging, relevant instruction—a 4% increase over 2024. Among parents, 82% confirmed their children engage in challenging learning, and 90% reported relevance—an increase of 10% and 13%, respectively.  Regarding academic support, 86% of students and 83% of parents agreed students have access to effective help. Student agreement on college counseling was 90%, as was parent agreement—up 14% from 2024. Students’ perception of college skill preparedness increased to 63%, while parent agreement rose to 60% (up 16% over two years). For career readiness, 55% of students and 52% of parents agreed, both showing upward trends. Across core subjects, 62–75% of students reported that learning was relevant and valuable.  Social-Emotional Strength and Student Agency: 88% of students reported having at least one adult at school who supports them. 67% said teachers take time to know their strengths, echoed by 80% of parents, up 7% from 2024. Goal-setting support was affirmed by 70% of students and 75% of parents.  80% of students said teachers encourage questions; 73% of students and 70% of parents agreed teachers give meaningful feedback. Counseling access was affirmed by 90% of students (up 5%) and 86% of parents (up 4%).  School Climate and Safety: 92% of parents and 85% of students reported that school staff care about students. 86% of parents feel welcome on campus, up 5%. In 2025, 87% of students and 91% of parents said school staff are committed to helping students succeed.  97% of students felt safe at school. Reports of bullying decreased, and 55% of students said they feel comfortable reporting it, up 3%. Awareness of anti-bullying rules rose 5%, and 81% of students believe their school takes bullying seriously.  Diversity and inclusion perceptions improved: 85% of students and 82% of parents agreed that schools support equity. 80% of students and 83% of parents said all voices are heard, continuing a multi-year upward trend.  Community Engagement: 90% of parents agreed they have opportunities to participate in school activities, up 3%. 80% were aware of input opportunities for district planning. 83% said LBUSD offers strong parent education.  Communication satisfaction was high: 90% of parents were satisfied with school communication, and 82% with district communication—substantial improvements since 2023. Teacher-level communication saw 72% satisfaction, up 4%. Parents preferred Parent Square, email, and Instagram.|Academic Growth: LBUSD survey data shows improved perceptions of academic supports and college counseling, reflecting the district’s focus on personalized, targeted services. Positive responses about student engagement in challenging and relevant learning also increased, tied to the district’s efforts to maintain rigorous standards. Areas for growth include expanding real-world learning and problem-solving to build durable, career-ready skills.  To strengthen college and career readiness, updates to LCAP Goal 1 will expand career awareness through fairs, industry panels, integrated career connections in core courses, and early exploration for younger students. Continued development of the LBUSD Learner Profile will promote student agency and ensure instruction remains challenging, relevant, and innovative.  Social-Emotional Strength and Student Agency: Community input reflects ongoing trust and respect for staff, a strong sense of a positive learning environment, and awareness of available social-emotional supports. Opportunities remain to better recognize students’ strengths and provide consistent emotional support. Strengthening student-adult relationships continues to be a priority to ensure all students feel supported.  While there are no major changes to the LCAP in this area, LBUSD will implement personalized student learning profiles in fall 2025 to better identify student strengths, goals, and preferences. The LBHS counseling needs assessment will continue to identify individualized social-emotional and academic support needs.  School Climate and Safety: Reports of bullying and harassment have decreased, and students increasingly recognize efforts to maintain a safe environment. Still, comfort with reporting incidents varies. To address this, LBUSD will continue digital citizenship education and use tools like the anonymous WeTip app. Schools will prioritize bullying prevention and climate education through counseling sessions on empathy, respect, and inclusion.  Though no significant LCAP changes are planned, counseling teams will provide dedicated time and instruction on safety, bullying prevention, and respectful interactions.  Community Engagement: Survey results show improved perceptions of parent and guardian engagement. Parents increasingly feel informed and supported through workshops, resources, and events. Satisfaction with school and district communication has grown steadily over the past three years.  To build on this momentum, LCAP Goal 3 will elevate parent education offerings aligned with interests like academics and hands-on learning. Outreach to underrepresented groups will be strengthened to increase participation in advisory groups and input sessions. Ongoing feedback on communication and engagement will guide future actions.|Met||2025-06-09|2025
30665630000000|La Habra City Elementary|6|LHCSD strives to ensure that all students will feel that school is a safe, inclusive, and supportive environment with strong adult relationships and a sense of belonging, especially for students who are foster youth, experiencing homelessness and/or low-income. LHCSD opted to utilize a student engagement survey given to all students in grades 6-8 (Spring 2025) to measure the school climate through the lens of students.  Additionally, all students in Grades 5 and 7 were given the California Healthy Kids Survey.|Areas of Strength- 85% of students responded they almost always/always feel safe at school. 94% of students strongly agree/agree they feel comfortable using educational technology. 85% of students reported being highly engaged/engaged at school (6th grade 83%, 7th grade 80%, 8th grade 70%). 85% of students almost always/always feel supported by their teachers. 95% of students reported almost always/always being kind to their teachers and classmates.  Areas of Need- 43% of students see how what they're learning relates to the outside world (6th grade 64%, 7th grade 57%, 8th grade 43%). 73% of students feel respected at school (6th grade 73%, 7th grade, 73% 8th grade 71%).|In response to the information received, LHCSD has increased support for students in the form of school counselors at each school site and ongoing SEL lessons provided by classroom teachers. LHCSD will continue to provide a robust support team for students in SEL-based areas and utilize innovative ways to positively impact the overall school experience for all students.|Met|Strengths for LHCSD include students indicating that almost always/always or often: they are kind to classmates and teachers encourage them and do not give up on them, they feel supported by other adults who work in the school, teachers include them in cl|2025-06-26|2025
30665890000000|Magnolia Elementary|6|Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6.  A total of 1,459 students participated. January 2025 administration of the survey yielded the following findings:  •	98% of students reported that they feel that their school is safe. This is a 1.0% decrease as compared to the 2023-24 school year.  •	98% of students report their school has areas that meet their needs (classroom, library, playground, cafeteria).  This is a 1.0% increase as compared to the 2023-24 school year. •	98% of students report that it is very important for them to attend school every day.  This percentage maintained as compared to the 2023-24 school year. •	91% of students report that students in the school are kind to each other. This is a 2.0% increase as compared to the 2023-24 school year.|While these findings reflect positive attitudes among students related to school, they also reveal an ongoing need to strengthen our Multi-Tiered System of Support (MTSS), as well as cultivating social emotional competencies and student skills in the area of collaboration, problem solving, and conflict management. Magnolia School District has adopted the Second Step Social-Emotional Learning program and Calm Classroom Mindfulness program for implementation in all District schools at all grade levels. A district-wide “Kindness” initiative will also serve to further strengthen this area.  A District Intervention Process Task Force piloted a new platform called Educlimber that integrates student academic and behavioral data that will assist the District in strengthening and enhancing service delivery and progress monitoring for both academic and behavioral supports. Assessments and resources for providing more intensive interventions to support students with behavior needs are also being developed.|While these findings reflect positive attitudes among students related to school, they also reveal an ongoing need to strengthen our Multi-Tiered System of Support (MTSS), as well as cultivating social emotional competencies and student skills in the area of collaboration, problem solving, and conflict management. Magnolia School District has adopted the Second Step Social-Emotional Learning program and Calm Classroom Mindfulness program for implementation in all District schools at all grade levels. A district-wide “Kindness” initiative will also serve to further strengthen this area.  A District Intervention Process Task Force piloted a new platform called Educlimber that integrates student academic and behavioral data that will assist the District in strengthening and enhancing service delivery and progress monitoring for both academic and behavioral supports. Assessments and resources for providing more intensive interventions to support students with behavior needs are also being developed.   Magnolia School District (MSD) provided students opportunities to be engaged in school and had higher level of attendance.  As a result, Magnolia School District exited out of Differentiated Assistance status for Chronic Absenteeism.  The 2022 Dashboard showed that (MSD) had 29.8% of students chronically absent.  As of the 2024 Dashboard, this percentage decreased to 18.3% students chronically absent.  This decrease is significant and largely as a result of the programs and services described in the LCAP.  Another significant data point that demonstrates the effectiveness of these actions is that there are zero subgroups in the Red Performance Level for Chronic Absenteeism on the 2024 Dashboard.   Parent involvement liaisons continued to provide extensive support to parents and families. They coordinated parent education opportunities at every school and parent support and services such as Food Pantries.  Their hours were increased by 2.5 hours to support the transition from dismissal to the after school program and there were less discipline referrals as a result of this increase.  An increase in parent participation is evidence of the support services provided to parents and their positive response to the services in Goal 1.  Students experiencing higher levels of engagement and positive behavior.  MSD went from a Yellow Performance Level on the 2023 Dashboard for Suspension Rate to a Green Performance Level on the 2024 Dashboard for Suspension Rate.  This signifies more student engagement and participation.  Students overall feeling of safety have increased over the three year LCAP cycle.  Support staff such as Health Clerks and Social Workers have shown effectiveness as evidence in the LCAP climate student survey.|Met||2025-06-26|2025
30665970000000|Newport-Mesa Unified|6|School Safety: The percentage of students reporting they feel safe at school all or some of the time was 81% in grade 5, 59% in grade 7, 70% in grade 9, and 75% in grade 11. While overall perceptions of safety remain relatively high, there is a decline in middle school, followed by a recovery in high school. This trend reflects a common pattern during the transitional years when students experience new school environments, routines, and peer dynamics.  School Connectedness: Research shows that school connectedness is associated with multiple positive academic, social-emotional, and health outcomes. It also shows that youth who feel safe at school, experience caring adults, and have opportunities for engagement and other developmental supports are more likely to feel connected to the school. Students who reported feeling connected to their school all or some of the time included 76% of grade 5 students, 58% in grade 7, 63% in grade 9, and 66% in grade 11. The data show a drop from elementary to middle school, with gradual improvement in later grades.   Caring Adults: In grade 5, 73% of students reported having caring adults at school. This percentage declined to 55% in grade 7, then rose to 61% in grade 9 and 70% in grade 11. The drop between elementary and middle school coincides with students moving from having one primary teacher to multiple instructors. The increase in high school suggests growing relationships with trusted staff or engagement with mentors and advisors over time.  High Expectations: Research shows that when schools (or families or communities) provide three developmental supports—caring adult relationships, high expectations, and opportunities for meaningful participation–students are more likely to report more positive academic, social-emotional, and health outcomes, including higher grades, school connectedness, attendance, and perceived safety. The data show strong perceptions of high expectations from school staff. In grade 5, 86% of students reported that teachers had high expectations of them. In grade 7, the percentage was 71%, rising slightly to 74% in grade 9 and 77% in grade 11. These results indicate that a majority of students perceive a culture of achievement across all grade levels.|Safety: Perceived safety is another indicator that districts/schools are required to monitor as part of their LCAP school climate priority. Perceived school safety is psychological as well as physical. According to the data, the efforts of the district in this area had a positive impact on student’s perceived safety at school.  School Connectedness: Research shows that school connectedness is associated with multiple positive academic, social-emotional, and health outcomes. It also shows that youth who feel safe at school, experience caring adults, and have opportunities for engagement and other developmental supports are more likely to feel connected to the school. School connectedness declined markedly after elementary school; however, in grades 9 and 11 there is an increase of students who felt connected to school compared to previous years.  Caring Adults: The percentages of students reporting interactions with caring adults all or some of the time are as follows: grade 5-73%, 7-55%, 9-61%, 11-70%. There was a decline in how connected students were to a perceived caring adult from elementary to secondary. This coincides with the time when students attend multiple classes with different teachers instead of having one primary teacher. The data is similar to that of school connectedness.  High school students did report an increase in feeling that there is a caring adult relationship at school from previous year.  High Expectations: Research shows that when schools (or families or communities) provide three developmental supports—caring adult relationships, high expectations, and opportunities for meaningful participation–students are more likely to report more positive academic, social-emotional, and health outcomes, including higher grades, school connectedness, attendance, and perceived safety. The percentages of students reporting high expectations from adults in school all or some of the time are as follows: grade 5-86%, 7-71%, 9-74%, 11-77%. Based on this survey a significant number of students believe that NMUSD has high expectations for their students; However, there was a decline in this perception in 7th grade. In addition, the 7th grade  African American students group was significantly lower in their perception of high expectations than other disaggregated groups.|NMUSD will continue to prioritize student wellness, safety, and a strong sense of belonging across all grade levels and across the district in the 2025–26 school year. The district will continue to foster a culture of beliefs that all students can and will learn by strengthening essential practices and alignment/articulation in the 2025-26 school year at all grade levels and across the district.|Met|NMUSD has administered CHKS annually since 2020-21. The most recently available results from the 2024-25 school year were presented to the local Board of Education and the public on June 24, 2025. In this presentation, 2022-23 and 2023-24 results were inc|2025-06-24|2025
30666130000000|Ocean View|6|Ocean View School District is committed to creating a safe and supportive school environment that fosters student connectedness and emotional well-being. As part of this commitment, students in grades 2 through 8 participated in the district’s locally developed, anonymous, and confidential school climate survey during Spring 2025. These surveys provide valuable insight into student perceptions of safety, inclusion, and relationships with peers and adults at school, and are used by site and district leadership to inform strategies within the Multi-Tiered System of Support (MTSS) framework. The data reflects consistent strengths in adult-student relationships and a positive climate in the early grades, with some areas of concern in the middle school grades. When asked if they feel safe at school, 84.8% of 2nd–3rd graders, 83.4% of 4th–5th graders, and 68.1% of 6th–8th graders responded “Most of the Time” or “Always.” Similarly, 92.3% of 2nd–3rd, 85.1% of 4th–5th, and 71.4% of 6th–8th grade students reported that the adults at school care about them. In terms of being listened to, 85.6% of 2nd–3rd graders agreed, followed by 73.3% in 4th–5th and 65.5% in 6th–8th grades. Responses to questions about whether students are taught to treat others with kindness were also strong, with 92.3% of 2nd–3rd, 80.5% of 4th–5th, and 75.7% of 6th–8th graders responding positively. Additionally, 82.1% of 4th–5th and 73.1% of 6th–8th grade students agreed that their school teaches that bullying is not allowed. Overall, while elementary students feel strongly connected and supported, middle school results indicate a need for ongoing focus on adult-student relationships, school climate, and safety. These findings continue to guide the district’s professional development, SEL programming, and site-based student support strategies.|Analysis of the Spring 2025 student climate survey data shows that students in Ocean View School District generally feel supported by adults and are learning in environments that promote kindness and respect. This is especially true in the elementary grades, where over 90% of 2nd–3rd grade students reported feeling safe at school and believed that teachers and staff care about them. A clear area of strength across all grade levels is the consistent perception that adults encourage respectful behavior, with more than 75% of students in every grade span agreeing that their schools promote kindness and teach that bullying is not allowed. However, the data also point to key areas of need, particularly among middle school students. In grades 6–8, only 68.1% of students reported feeling safe at school, and just 65.5% felt that adults listen to them—both of which are lower than the elementary responses. These trends highlight a need to further strengthen adult-student relationships and ensure that middle school students feel seen, heard, and supported on campus. The results support continued efforts in expanding Social Emotional Learning (SEL), reinforcing PBIS, and using Restorative Practices to improve peer interactions, reduce behavioral concerns, and address issues of belonging. In addition, the data reinforce the importance of addressing school climate through site-based action planning, professional learning on student voice, and focused work on improving conditions for specific groups, including students with disabilities and English learners, who may experience less connection to school based on related metrics in the California School Dashboard.|Ocean View School District continues to take deliberate action in response to local climate data and ongoing performance challenges, particularly in supporting Foster Youth and ensuring a safe, inclusive school environment for all students. Following the 2024 California School Dashboard results, which show Foster Youth scoring Red in both English Language Arts and Mathematics, and Orange in Suspension, OVSD remains identified for Technical Assistance and is working closely with the Orange County Department of Education to accelerate improvement efforts. As part of this process, district and site leaders participate in targeted training focused on restorative practices, behavior supports, and chronic absenteeism.  In response to climate survey results showing that only 68.1% of middle school students feel safe at school and just 65.5% feel listened to by adults, OVSD is strengthening its focus on middle grade supports. Additional Licensed Clinical Social Workers and interns have been assigned to middle schools to provide mental health and behavioral support. Monthly collaboration meetings for School Climate Leads at each site have been expanded to include structured sharing of high-impact strategies, including Positive Behavioral Interventions and Supports (PBIS), peer mentoring, and relationship-building practices. Principals and district staff also continue to meet monthly to review behavior and attendance data and collaborate on systems of support and tiered interventions.  To promote consistent implementation of climate practices across sites, articulation meetings have been enhanced to include walkthrough data tied to Tier 1 behavior expectations and adult-student relationship building. This year, OVSD partnered with family engagement expert Ron Mirr to provide administrators and site teams with training centered on aligning family engagement strategies with site goals for English Language Arts and Mathematics. Through this work, schools are developing more intentional Family Learning Events tied to climate and achievement priorities. Sites are now expected to host 2–3 events annually that emphasize meaningful connections with families, particularly those whose children have been historically underserved. This shift ensures that engagement is not only relational but also instructional in nature, reinforcing student success.  In terms of attendance, site leaders now participate in a more formalized system of monthly data reviews that include root cause analysis and action planning. Incentives for attendance have been expanded, and school sites are encouraged to design culturally relevant, student-centered attendance initiatives. These updates are supported by continued professional development and the alignment of LCAP Actions 2.6 (Foster Youth Support), 2.7 (Mental Health and SEL), and 3.1 (Safe and Welcoming Schools). Through ongoing reflection, OVSD has deepened its commitment to ensuring that every student—especially those most vulnerable—|Met||2025-06-24|2025
30666210000000|Orange Unified|6|The survey was administered online from January 27, 2025, to February 21, 2025, and was intended to be completed by all 5th, 8th, and 12th-grade students in OUSD. These grades were selected to capture perspectives across elementary, middle, and high school levels.  OUSD utilizes the Each Mind Matters Survey.  For the 2024-25 school year, data showed that OUSD students showed improvement in 12 out of the 13 measures.  Showing significant improvement in the Physical Surroundings and a decrease in the area of Stress and Anxiety.|For the 2024-25 school year data showed that OUSD students showed improvement in 12 out of the 13 measures.|The Climate Survey was shared with each site for them to make to actionable steps based on each site's report.  As an LEA we will continue to utilize the Each Mind Matters' Survey for the 2025-26 school year.|Met||2025-06-18|2025
30666216085328|Santiago Charter Middle|6|Santiago continually solicits feedback on the school climate and culture. As an MTSS Initiative, Santiago has a team of educators who focus solely on maintaining a culture of kindness and inclusivity. In the most recent WASC accreditation cycle, the culture and climate of Santiago was noted as one of the upstanding strengths of the school. In addition to feedback provided for WASC, Schools to Watch and other surveys, Santiago employs an annual Culture/Climate Survey through the University of Michigan and OCDE. This survey provides specific information on the student/parent feedback regarding Santiago's Culture/Climate.   In addition to WASC-provided feedback, Santiago utilizes data from the LCAP Survey to support areas of growth and strengths within the Culture/Climate priority. The data is disaggregated by the MTSS team and a plan is put into place to address growth areas on a regular basis.|"Through a variety of surveys and modes of feedback, Santiago attains the following information that helps to drive future direction of the school. The following information was gathered from the most recent WASC, LCAP and Culture/Climate Survey provided to students/parents in the 2023-2024 school year:   - 98.4% students/parents believe Santiago provides a good education   - 94.3% students/parents say ""I (my child) look(s) forward to going to school each day""  - 97.6% students/parents feel safe at Santiago  - 97.6% students/parents are confident that the staff and administration of Santiago puts the needs of the students first   - 96.2% students/parents attest that there is a trusted adult they/their student can go to if needed  - 91% of students/parents say they have heard of fights/drug use in middle school, but not at Santiago"|Santiago's open-door policy, in conjunction with surveys and solicited feedback, provides multiple opportunities for families and stakeholders to provide feedback. The administrative team, along with staff, addresses all feedback and continually implements needed changes.     Our focuses for the 2025-2026 school year include:   - Continued focus on supervision   - Continued focus on safety protocols  - Continued focus on building relationships with students and employing restorative justice practices/ MTSS|Met|Santiago continually gets great feedback in person, on surveys and via social media.|2025-06-23|2025
30666216094874|El Rancho Charter|6|"Students were encouraged to complete the LCAP survey, as well as Trimester 1 and Trimester 2 student-only surveys. Our goal this year is to help all students feel connected to school—whether that connection is with a teacher and/or friends.  Questions in the LCAP survey included: - *El Rancho works with my child to help them do their best in school.* - *El Rancho promotes a caring and friendly environment.* - *El Rancho is clean, safe, and in good condition.*  The student-specific survey included: - *What is your favorite class?* - *What class is most challenging?* - *Is there an adult on this campus you feel you could turn to if you needed help?* - *Do you feel you have friends or a group you belong to at school?* - *El Rancho promotes a caring and friendly environment.* - *El Rancho is clean, safe, and in good condition.*  Based on the LCAP responses: - 97.3% agreed that El Rancho works with their child to help them do their best in school. - 97.4% agreed that El Rancho promotes a caring and friendly environment. - 100% agreed that El Rancho is clean, safe, and in good condition.  Of those surveyed, the race/ethnicity breakdown was as follows: - American Indian or Alaska Native: 2.6% - African American or Black: 3.2% - Chinese: 7.9% - Hispanic or Latino: 18.4% - Japanese: 2.6% - Korean: 2.7% - Other Asian: 7.9% - Native Hawaiian or Other Pacific Islander: 3.2% - White: 57.9% - Prefer Not to Respond: 15.8%  **Trimester 1 Survey (1,036 student responses):**  The survey included questions ranging from students' favorite to most challenging classes. When asked, *""Is there an adult on this campus you feel you could turn to if you needed help?""*: - 44.7% agreed - 36% somewhat agreed - 19.3% disagreed  When asked, *""Do you feel you have friends or a group you belong to at school?""*: - 96.1% agreed - 3.9% disagreed  **Trimester 2 Survey (1,003 student responses):**  Again, students were asked similar questions. When asked, *""Is there an adult on this campus you feel you could turn to if you needed help?""*: - 59% agreed - 35.3% somewhat agreed - 2.3% disagreed  When asked, *""Do you feel you have friends or a group you belong to at school?""*: - 97.1% agreed - 2.9% disagreed  Students were also asked: - *""El Rancho promotes a caring and friendly environment"":*     - 48.5% agreed     - 43.6% somewhat agreed     - 8% disagreed    - *""El Rancho is clean, safe, and in good condition"":*     - 48.9% agreed     - 43.9% somewhat agreed     - 7.3% disagreed"|"From the three surveys given, El Rancho focused primarily on the two student surveys. Based on the differences between the Trimester 1 and Trimester 2 results, we saw an increase in the number of students who felt more connected to both teachers and friend groups. This year, each teacher began the school year with activities and surveys that focused on students’ interests outside of school. These class activities helped students connect with new peers and their teachers.  We also identified students who did not feel connected to a teacher or friend group and paired them with an “invisible teacher mentor.” Our invisible mentor initiative began last year and continues to serve as a valuable way to build connections between students and staff.  In addition, students were able to leave comments—both positive and negative—regarding the statements, ""El Rancho promotes a caring and friendly environment"" and ""El Rancho is clean, safe, and in good condition."" Staff members reviewed the data and looked for common themes to address."|El Rancho has always made it a priority to connect with our students. Next year, we plan to include a dropdown menu for students to select their favorite and most challenging classes in order to identify trends. In addition, we plan to continue administering the trimester student surveys and analyze the data over time.  One challenge we face is that we are a 7th–8th grade school, which means we welcome a new group of incoming 7th-grade students each year. As a staff, we will continue to seek out ways to connect with students and their interests in order to build personal connections.|Met||2025-05-28|2025
30666470000000|Placentia-Yorba Linda Unified|6|PYLUSD continues to monitor student well-being through key indicators such as feeling safe at school, sense of belonging, and perception of adult support. The most recent data show positive growth in several areas, particularly among middle and high school students.  83% of 5th graders in 2024 to 83% in 2025 71% of 8th graders in 2024 to 67% in 2025 73% of 10th graders in 2024 to 74% in 2025 76% of 12th graders in 2024 to 80% in 2025  Sense of Belonging:  79% of 5th graders in 2024 to 83% in 2025 72% of 8th graders in 2024 to 76% in 2025 71% of 9th graders in 2024 to 73% in 2025 68% of 12th graders in 2024 to 76% in 2025  Perception of Adult Support:  87% of 5th graders in 2024 to 87% in 2025 75% of 8th graders in 2024 to 80% in 2025 70% of 10th graders in 2024 to 75% in 2025 78% of 12th graders in 2024 to 78% in 2025  Feeling Safe at School: Perceptions remained stable among 5th graders (83%) and improved slightly for 10th (73% to 74%) and 12th graders (76% to 80%). However, 8th graders showed a decline (71% to 67%), indicating a need for targeted support at the middle school level.  Sense of Belonging: All grade levels measured showed improvement, with notable gains in 12th grade (68% to 76%) and 5th grade (79% to 83%), reflecting efforts to foster inclusive environments.  Perception of Adult Support: Ratings held steady for 5th and 12th graders, while improvements were seen among 8th graders (75% to 80%) and 10th graders (70% to 75%), suggesting stronger student-adult connections at the secondary level.  These results highlight promising progress in fostering connection and support across campuses, while also identifying areas—particularly in middle school—where additional focus may be needed.|Analysis of student perception data across grade levels revealed both areas of strength and opportunities for growth related to school climate and student well-being. When disaggregated by grade level as a proxy for developmental stages, several key patterns emerged.  Areas of Strength: Sense of Belonging and Adult Support: The data show encouraging gains in sense of belonging, particularly among 5th graders (up from 79% to 83%) and 12th graders (68% to 76%), indicating that younger and older students are increasingly feeling connected to their school communities. Similarly, perception of adult support improved among 8th graders (75% to 80%) and 10th graders (70% to 75%), with strong levels maintained for both 5th and 12th graders (87% and 78%, respectively). These trends suggest that efforts to foster student-adult relationships and build inclusive environments are having a positive impact across multiple grade levels.   Identified Needs: Middle School Transitions: A notable decline in the percentage of 8th graders who reported feeling safe at school (from 71% to 67%) signals a need for targeted intervention during the middle school years. Although belonging and adult support indicators improved slightly for 8th grade, the drop in perceived safety underscores the importance of addressing school climate, supervision, and student conflict at this level.   Consistency Across Grade Levels: While many student groups reported improvement, maintaining consistent growth across all grade levels remains a priority. For instance, while high school students showed improvement in safety and belonging, perceptions among middle grade students, especially regarding safety, highlight the need for more differentiated and developmentally appropriate supports.|Based on analysis of local data and key learnings, PYLUSD has identified several areas requiring continued focus and enhancement. In response, the district has made or is planning changes to existing plans and practices to better address student needs and ensure continuous improvement. One key area of emphasis is student belonging and engagement. Building on the districtwide theme of “Every Student, Every Day,” elementary principals are reinforcing daily staff check-ins with students, while all secondary principals have hosted Parent Advisory Councils (PACs) to gather input and strengthen school-home connections.  To promote inclusive school climates and improve outcomes for English Learners, the district visited every school site to support implementation of the California English Learner Roadmap, with a specific focus on Principle 1: AssetBased Pedagogies. A Long-Term English Learner (LTEL) focus group was also conducted to gain student voice and inform instructional and engagement strategies. Additionally, PYLUSD has expanded inclusive practices, including the establishment of inclusive preschool settings, collaborative classes, and increased after-school academic supports for struggling students.  To reinforce a positive school climate, district schools continue to emphasize their PBIS systems, while initiatives such as the Support One Student mentoring program and the ABC Initiative (Advancing Better Choices) further address student behavior and personal decision-making. As part of efforts to reduce chronic absenteeism and improve student outcomes, the district is also continuing the Attend to Achieve campaign.  Furthermore, changes to family engagement procedures have been prioritized, with expanded opportunities at the site level and the use of tools such as PeachJar and Canva to improve communication and accessibility. The establishment of Superintendent High School Advisory Councils (SHACs) and increased collaboration with site leadership ensure that wellness, academic, and engagement supports are integrated into school culture and planning. These strategic adjustments reflect PYLUSD’s commitment to equity, inclusion, and shared responsibility across all levels of the organization.|Met||2025-06-17|2025
30666476068621|Orange County School of Computer Science|6||||Not Met For Two or More Years|||2025
30666700000000|Santa Ana Unified|6|Local Climate Survey Summary  Spring 2024 Panorama Results  Responded Favorably regarding safety  All: Elem (Grades 4-5): 68%, Sec. (Grades 6-12): 75%  ELs: Elem: 66%, Sec: 75%  LTELs: Elem: NA, Sec: 71%  SED: Elem: 67%, Sec:75%  Foster: Elem: 63%, Sec: 68%  SpEd: Elem: 65%, Sec: 73%  M-V: Elem: 66%, Sec: 73%  % Responded Favorably Regarding Sense of Belonging  All: Elem (Grades 4-5): 74%, Sec. (Grades 6-12): 56%  ELs: Elem: 70%, Sec: 58%  LTELs: Elem: NA, Sec: 56%  SED: Elem: 70%, Sec: 58%  Foster: Elem: 62%, Sec: 60%  SpEd: Elem: 68%, Sec: 58%  M-V: Elem: 71%, Sec: 57%   SAUSD strengthens school climate through Restorative Practices training and supporting school sites in the implementation of Positive Behavioral Interventions and Supports (PBIS) and a comprehensive Social Emotional Learning (SEL) curriculum. 14 sites have been trained in Capturing Kids’ Hearts to equip staff with strategies to create safe, supportive learning environments and to build strong, healthy relationships with students. SAUSD plans to expand the implementation of Capturing Kids’ Hearts across additional sites as part of its broader student wellness initiatives.   School counselors deliver engaging classroom lessons on bullying prevention, conflict resolution, and healthy relationships, fostering empathy, respect, and understanding among students. Beyond the classroom, counselors facilitate small group counseling focused on social skills and lead restorative circles, providing targeted support and a safe space for open dialogue. These efforts contribute to a school culture that values inclusivity, mutual respect, and emotional well-being.   The We Care Suicide Prevention Campaign task force members include school staff, community partners, and members of the Santa Ana Mental Health Collaborative. Together with the Family and Community Engagement (FACE) department, we hosted a Wellness Resource Fair that drew more than 800 attendees to a high school campus.   The expansion of Coordination of Services Teams (COST) at all sites, emphasizes strengthening the Multi-Tiered System of Supports (MTSS) referral process, accurate identification of student needs, and delivery of appropriate interventions. To support this goal, 14 sites administered the Devereux Student Strengths Assessment (DESSA) to identify students’ social-emotional strengths and areas for growth.  SAUSD recommends that the following supports and interventions continue and expand over the next 4 years:  • Continue professional development and alignment of integrated systems to support academic, behavioral, and social-emotional success. Specifically, expand the implementation of Capturing Kids’ Hearts and DESSA to strengthen school climate, support relationship-building, and ensure all students feel safe, valued, and connected.  • Further build out a continuum of services that addresses behavior, social-emotional development, health, and overall well-being in alignment with the District’s strategic plan.|Areas of Strength:  Perceptions of Safety Are High Across Most Groups  Overall, student perceptions of school safety remain strong:  75% of secondary students reported feeling safe at school, compared to 68% of  elementary students.  Across all subgroups at the secondary level—including English Learners (ELs), Students with Disabilities (SpEd), Socioeconomically Disadvantaged (SED) students, and McKinney-Vento (M-V) students—favorable responses were consistently above 70%, reflecting a generally positive climate in middle and high schools.  Elementary Students Report Stronger Sense of Belonging: 74% of elementary students reported a favorable sense of belonging, indicating that most  feel connected to their school communities.  Subgroups such as M-V (71%), ELs (70%), and SED (70%) also reported relatively high  levels of belonging at the elementary level, suggesting that early interventions and  supportive practices are effective.  Identified Needs and Growth Opportunities: Secondary Students Need Greater Support in Belonging  While safety perceptions are high at the secondary level, a notable drop is observed in  students’ sense of belonging: Only 56% of secondary students overall reported a favorable sense of belonging. This trend holds across subgroups, with Long-Term English Learners (LTELs), SpEd,  SED, and M-V students all reporting belonging rates between 56%–58%, pointing to a  systemic need for deeper relationship-building and connection strategies in middle and  high schools.  Disparities in Safety Perceptions Among Vulnerable Elementary Groups While most elementary students feel safe, Foster Youth (63%) and SpEd students (65%)  report lower levels of perceived safety than the general population (68%).  These gaps suggest the need for targeted strategies to ensure the physical and emotional  safety of our most vulnerable young learners.  LTEL Data at the Elementary Level  The absence of disaggregated data for LTELs in elementary grades points to a gap in  data collection or subgroup size, which limits a full understanding of this population’s  needs at the elementary level.   Implications and Next Steps: • Prioritize relationship-based programs like Capturing Kids’ Hearts and expand  training at secondary sites to foster stronger student-teacher connections and  improve students’ sense of belonging. • Enhance targeted supports for Foster Youth, McKinney-Vento students, and SpEd  populations, particularly in elementary grades, to improve feelings of safety. • Refine data collection practices to ensure all student groups, including LTELs at  all grade levels, are consistently represented in survey results. • Leverage elementary strengths by analyzing and replicating effective SEL  practices and climate strategies in secondary settings to address the belonging  gap.|Suggested Changes and Revisions Based on Data Analysis   Enhance Belonging Supports at Secondary Sites   Identified Need: A significant drop in favorable responses regarding sense of belonging at the secondary level (56% overall) compared to elementary (74%).   Proposed Actions:  • Expand the implementation of Capturing Kids’ Hearts to all secondary sites to foster stronger student-teacher relationships and peer connection.  • Integrate belonging-focused metrics into school site plans to ensure alignment with MTSS and SEL efforts.  • Strengthen advisory or homeroom periods with structured relationship-building activities, using data to guide strategies for student engagement.   Targeted Safety Supports for Vulnerable Elementary Student Groups  Identified Need: Lower perceptions of safety among Foster Youth (63%), SpEd students (65%), and SED students (67%) in elementary grades.   Proposed Actions:  • Review and revise site-level safety plans to include strategies tailored to the needs of these student groups.  • Increase training for elementary staff on trauma-informed practices and inclusive behavior management strategies.  • Ensure school climate teams review disaggregated safety data quarterly and use it to inform site-specific interventions.   Address Gaps in Data Collection  Identified Need: Lack of Panorama data for LTELs at the elementary level limits visibility into this group's experiences and needs.  Proposed Actions:  • Revise survey administration protocols to ensure all subgroups are accurately identified and included in future Panorama data sets.  • Strengthen collaboration between EL services, data teams, and school sites to monitor the participation of LTELs and other underserved groups in climate surveys.   Ongoing and Planned Actions for Continuous Improvement   Refine Coordination of Services Teams (COST) protocols to emphasize early identification and intervention for students demonstrating low perceptions of safety or belonging. - Expand the use of the DESSA to more school sites, allowing teams to track and respond to social-emotional needs in a more proactive and data-informed manner.   Align professional development across SEL, PBIS, and Restorative Practices with an explicit focus on improving student belonging, particularly at the secondary level.   Establish continuous feedback loops by integrating Panorama results into school site team discussions, Local Control and Accountability Plan (LCAP) development, and stakeholder engagement efforts.  These proposed revisions are designed to build upon current successes, address identified disparities, and strengthen systemic supports to ensure that all students feel safe, supported, and connected to their school community. This continuous improvement approach aligns with the district’s strategic goals and reflects a commitment to equity, data-informed decision-making, and whole-child development.|Met||2025-06-24|2025
30666700101626|Edward B. Cole Academy|6|Overall, students report feeling safe and supported at the Edward B. Cole Academy campus. According to Spring 2025 Panorama survey results, Teacher-Student Relationships received a 74% favorable rating, placing EBCA in the 60th–79th percentile nationally. Students described their teachers as respectful (88%) and caring, with 77% reporting their teachers would show concern if they came to class upset. Additional highlights include: •	Rigorous Expectations: 76% of students responded favorably, with 88% saying their teachers encourage them to do their best. •	Online Safety: 80% of students indicated it is not likely they would be bullied online by someone from school. •	Engagement and Climate: School engagement received a 53% favorable rating, and school climate was rated at 59%, indicating areas to strengthen students’ daily experience and connection to school. •	Safety: While 55% of students reported a favorable perception of school safety, some expressed concerns about peer behavior and the ease of accessing adult support when issues arise. Disaggregated student group data is not yet available through Panorama’s reporting dashboard, but ECBA is committed to exploring ways to capture subgroup perspectives more intentionally in future survey cycles.|Analysis of the Spring 2025 student climate survey indicates that students feel a strong sense of support from teachers, with Teacher-Student Relationships rated in the 60th–79th percentile nationally. This includes 88% of students reporting their teachers are respectful and 77% feeling their teachers care when they are upset. These are clear areas of strength and reflect EBCA’s commitment to building a positive and supportive learning environment.  EBCA will continue implementing the Leader in Me framework, which was introduced in 2024, with a renewed focus on cultivating respectful daily interactions and empowering students to seek help from trusted adults. The school believes that another year of structured implementation will strengthen students’ confidence, increase their sense of safety, and reinforce a school culture where all students feel valued and respected.|In response to the 2025 Panorama Survey and identified areas of need around peer interactions, schoolwide safety, and engagement, ECBA will strengthen and refine several components of its school culture and support systems. While Teacher-Student Relationships remain a key strength, the need to improve student-to-student respect and increase students’ comfort in seeking adult support has prompted adjustments to both daily practices and schoolwide expectations.  As part of this effort, Leader in Me implementation will be deepened across grade levels and staff roles. Students will continue to be empowered as leaders by all staff through consistent reinforcement of leadership habits, goal-setting, and reflective practices. Teachers and support staff will receive additional training on integrating Leader in Me principles into classroom routines, peer interactions, and conflict resolution strategies.|Met||2025-06-16|2025
30666700106567|Nova Academy Early College High|6|LEA results of the Family-School Relationship Survey indicate strength in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”.|A focus area of potential improvement identified through survey responses is “Grit”, defined as the determination to stick to something, even though it is difficult. Responses suggest a parent's perception that their children will get distracted and cannot focus on projects or assignments, and that students do not work through difficult tasks toward important goals. All sections of the survey showed an increase in satisfaction between this year and the previous survey.|LEA results of the Student Climate Survey indicate strength in the area of “Climate of Support for Academic Learning”, wherein the overall student populace ranked the school positively, with the majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements, and endeavors. A focus area of potential improvement identified through survey responses is “Sense of Belonging / School Connectedness”. Compared to previous years, fewer respondents indicated that they feel like they are part of the school or close to people at the school. There was an overall decrease in satisfaction from the students who participated in the survey.|Met||2025-06-25|2025
30666700109066|Orange County Educational Arts Academy|6|In 2024–25, OCEAA utilized multiple tools to assess school climate, including the Panorama Student Survey, a Student Needs Assessment Survey, and parent/guardian climate surveys. While the CA Healthy Kids Survey (CHKS) was last administered in 2021–22, Panorama and Needs Assessment tools now provide real-time, actionable insights into student and family experience. Student climate data showed strong relational and emotional support across grade levels: 85% of Lower Elementary and 90% of Middle School students reported having supportive relationships with peers and staff (Panorama).  91% of students indicated they can find support from a trusted adult on campus (Needs Assessment Survey).  Student Connectedness: 86% in Elementary and 87% in Middle School.  Student Safety: 94% of students report feeling safe at school.  Staff survey results revealed: 72% agreement on shared decision-making opportunities.  67% agreement on a supportive climate and collegiality.  86% of staff report not being worried about violence at school.  Parent survey results aligned closely across EL and non-EL families. Key scores (on a 4-point scale) include: Feeling welcomed and connected: 3.8  Ability to collaborate and participate in school community: 3.6  Culture of inclusion: 3.7  Participation rates remained high for key engagement activities: Student-Led Conferences (SLCs): 97.5% and 96.5% participation.  100% of IEP survey respondents affirmed that the school facilitated their involvement.  Growth mindset, measured via Panorama, was identified as a development area, with: 53% of Lower Elementary and 51% of Middle School students reporting positive self-perceptions in this area.|OCEAA’s climate data reveals multiple strengths. Strong adult-student relationships are consistently reported across surveys, and high percentages of students feel connected, supported, and safe. Parent responses confirm that families feel welcomed and included, with a majority indicating that they can participate actively in school activities and decision-making processes. Disaggregated data indicate equitable perceptions of inclusion and welcome between EL and non-EL families, showing success in culturally responsive outreach efforts. However, disparities were noted in perceived support during Student-Led Conferences, where some EL families reported feeling less supported compared to their non-EL peers. There was also a lack of familiarity among families—especially those of ELs—regarding opportunities like the Pathway to Biliteracy. From a student perspective, the area of growth mindset—students' belief in their ability to grow and improve—surfaced as an area for targeted intervention, with just over half of students in both elementary and middle school indicating confidence in this area.|To address the identified needs, OCEAA will integrate targeted strategies into schoolwide systems for 2024–25: Growth Mindset Focus: As part of our EL Education partnership and daily Crew meetings, educators will implement strategies to promote self-reflection and goal setting. Growth mindset practices will be embedded into classroom routines and character development curricula.   SLC Support for EL Families: Teachers will receive additional professional development to better scaffold support during Student-Led Conferences for multilingual families. Enhanced translation tools and clearer prep materials will be developed to ensure EL families are fully informed and empowered to participate. In 2024-25, OCEAA added live translation services to support families.    Communication Enhancements: Outreach about academic programs like the Pathway to Biliteracy will be expanded through multilingual family nights, informational flyers, or direct communication via ParentSquare to improve awareness and participation.   Ongoing Monitoring: Panorama and Needs Assessment data will continue to guide targeted interventions. Data will be reviewed by leadership and staff to ensure supports are adapted to meet student and family needs in real time.   These actions reflect OCEAA’s commitment to using data as a continuous improvement driver and ensuring all members of the school community feel supported, engaged, and empowered.|Met||2025-06-11|2025
30666700135897|Advanced Learning Academy|6|Local Climate Survey Summary Spring 2024 Panorama Results Responded Favorably regarding safety  All:  Elementary (Grades 4-5) 65%, Intermediate (grades 6-8) 72%,  Secondary (Grades 9-12): 81%  % Responded Favorably Regarding Sense of Belonging All: Elementary (Grades 4-5) 74%: , Intermediate (Grades 6-8) 59%, Secondary (Grades 9-12): 61%  ALA with suppocontinues to strengthen school climate by advancing Restorative Practices training and supporting school sites in the implementation of Positive Behavioral Interventions and Supports (PBIS) and a comprehensive Social Emotional Learning (SEL) curriculum. The District remains committed to expanding the implementation of Capturing Kids’ Hearts across additional sites as part of its broader student wellness initiatives. School counselors deliver engaging classroom lessons on bullying prevention, conflict resolution, and healthy relationships, fostering empathy, respect, and understanding among students. The k-8 site implemented mentoring circles which included additional lessons on social emotional. Both campuses partnered with Phoenix House for additional social emotional lessons. Beyond the classroom, counselors facilitate small group counseling focused on social skills and lead restorative circles, providing targeted support and a safe space for open dialogue. These efforts contribute to a school culture that values inclusivity, mutual respect, and emotional well-being. The expansion of the We Care Suicide Prevention Campaign has mobilized task force members to include school staff, community partners, and members of the Santa Ana Mental Health Collaborative. Together with the Family and Community Engagement (FACE) department, SAUSD hosted a Wellness Resource Fair.  A continued priority is the expansion of Coordination of Services Teams (COST) at all school sites, with an emphasis on strengthening the Multi-Tiered System of Supports (MTSS) referral process, accurate identification of student needs, and delivery of appropriate interventions.  With sustained success in recent years, ALA will continue with support from SAUSD that recommends that the following supports and interventions continue and expand over the next four years: Continue professional development and alignment of integrated systems to support academic, behavioral, and social-emotional success.|The data highlights both areas of strength and opportunities for growth, informing the District’s ongoing commitment to cultivating supportive, inclusive, and safe school environments. Areas of Strength:  Perceptions of Safety Are High Across Most Groups  Overall, student perceptions of school safety remain strong in SAUSD data which ALA is a part of: 75% of secondary students reported feeling safe at school, compared to 68% of elementary students. Across all subgroups at the secondary level—including English Learners (ELs), Students with Disabilities (SpEd), Socioeconomically Disadvantaged (SED) students, and McKinney-Vento (M-V) students—favorable responses were consistently above 70%, reflecting a generally positive climate in middle and high schools. Elementary Students Report Stronger Sense of Belonging: 74% of elementary students reported a favorable sense of belonging, indicating that most feel connected to their school communities. Subgroups such as M-V (71%), ELs (70%), and SED (70%) also reported relatively high levels of belonging at the elementary level, suggesting that early interventions and supportive practices are effective.|ALA is part of SAUSD and included in these subgroups. While safety perceptions are high at the secondary level, a notable drop is observed in students’ sense of belonging: Only 56% of secondary students overall reported a favorable sense of belonging. This trend holds across subgroups, with Long-Term English Learners (LTELs), SpEd, SED, and M-V students all reporting belonging rates between 56%–58%, pointing to a systemic need for deeper relationship-building and connection strategies in middle and high schools. Disparities in Safety Perceptions Among Vulnerable Elementary Groups While most elementary students feel safe, Foster Youth (63%) and SpEd students (65%) report lower levels of perceived safety than the general population (68%). These gaps suggest the need for targeted strategies to ensure the physical and emotional safety of our most vulnerable young learners.   LTEL Data at the Elementary Level  The absence of disaggregated data for LTELs in elementary grades points to a gap in data collection or subgroup size, which limits a full understanding of this population’s needs at the elementary level.|Met||2025-06-26|2025
30666706119127|El Sol Santa Ana Science and Arts Academy|6|The local climate survey data (Tool: California Healthy Kids Survey) reveals several key insights into the experiences of students based on their gender, race, and ethnicity, along with their living situation. Engagement and support show positive trends but highlight areas needing attention, particularly in middle school.  California Healthy Kids Survey The results of the California Healthy Kids Survey reflect a strong and supportive school climate, with numerous encouraging indicators that show students are feeling more connected, safe, and supported as they transition into middle school. The data reflects our commitment to nurturing an environment that prioritizes student well-being, school engagement, and a sense of belonging.  Positive Student Engagement & Support School Connectedness is at 78% among middle school, a notable improvement compared to earlier grades. This demonstrates that a majority of students feel valued, respected, and part of the school community.  Academic Motivation at  89%, indicates that students feel inspired and motivated to do well academically. High Expectations by Adults at 87%, reflecting the encouraging academic culture maintained by staff and teachers.  Social-Emotional Learning Supports reached 72%, indicating that most students feel they are learning important skills like managing emotions, setting goals, and building relationships. Parent Involvement held steady at 81%, showing strong family-school partnerships that support student success.  Improved Safety & Respectful Environment Middle school students reported feeling significantly safer both on campus and during their commute to and from school: 87% feel safe at school and 90% feel safe traveling to and from school — strong indicators of a secure and well-monitored campus. Reports of seeing weapons dropped dramatically to just 2%, indicating strong campus safety and supervision. Cyberbullying reports at 16%, suggesting online behavior and digital citizenship works  In terms of the disciplinary environment: Students Treated with Respect at  87%, reinforcing a climate of dignity and inclusivity.  Healthy Habits and Routines Breakfast consumption at 77%, is a solid indicator of readiness to learn and general well-being. Earlier bedtimes are trending at 74% of students going to bed before 10 PM  Demographic Representation Middle School survey participants reflect our school’s diversity: 83% Hispanic/Latino, with other groups including White (3%), Black/African American (1%), and Asian (1%).  The gender breakdown was 59% female and 41% male, providing a fairly balanced perspective on the student experience.|The analysis of the  California Healthy Kids Survey data revealed several key learnings that highlight both strengths and areas for continued growth within our school climate.  Areas of Strength:  One of the most significant takeaways is the high level of school connectedness, which was at  78%, indicating that students feel included and valued. This is further supported by a strong academic motivation rate of 89%, showing that students are not only engaged but also driven to succeed academically.  The presence of caring adults and high expectations from adults (87%) was another clear strength, reflecting a culture of support and belief in student potential. Additionally, social-emotional learning supports 72%, of opportunities to engage meaningfully with the school community and build important life skills.   In terms of school safety, the data tells a very positive story. 90% of students report feeling safe at school, and 90% feel safe on their way to and from school— Our campus environment continues to be a work in progress to be the best school in California.. Incidents of bullying and physical harm are minimal, however students still reported being called names, or targeted by rumors at times.  Disaggregated Data Insights: When examining the data by student group, female students made up 59% of the responses, and Hispanic/Latino students represented the largest ethnic group at 88%. These groups reflect the core of our student population showing positive perception regarding school safety and engagement.    Identified Needs: While the data was overwhelmingly positive, some areas remain opportunities for continued focus.  Opportunity for students to continue to know their voice matters Continue to work with students with positive interactions through SEL, Restorative Practices, etc Digital Citizenship and Cyberbullying and Education Opportunities|1. Enhancing Student Voice and Participation Expand advisory and student leadership programs. Integrate student voice into school decision-making (e.g., surveys, listening sessions).Create classroom-based opportunities for collaborative projects and peer-led activities.  2. Strengthening Peer Behavior and Positive Interactions Utilize Positive Behavior Interventions and Supports (PBIS) in additional ways to support students Possible restorative practices training for staff  Continue regular student-led assemblies to model respectful behavior.  3. Ongoing Cyberbullying and Digital Citizenship Education Work with staff on digital citizenship lessons in our social-emotional curriculum. Possible parent workshops on monitoring digital behavior and social media use. Partner with technology experts for student workshops on online respect and safety.  4. Health & Wellness Promotion Continue to promote healthy routines through nutrition and wellness education.  5. Refining Staff Practices for Equity and Fairness Revisit discipline policies through an equity lens. Provide bias and equity training for staff focused on fair application of rules. Monitor discipline data to ensure all student groups are supported equitably.  6. Data-Driven Monitoring and Adjustment To support these continuous improvement efforts, our LEA will: Establish regular data review cycles to monitor progress on student climate and well-being. Use student focus groups and ongoing surveys to adjust and refine our approaches in real time. Report findings back to staff, students, and families to ensure transparency and shared ownership.|Met||2025-06-12|2025
30666960000000|Savanna Elementary|6|The California Healthy Kids Survey conducted this year revealed overwhelmingly positive feedback from our student body across various metrics to ensure comprehensive insights: •	High Expectations and Encouragement: An impressive 99% of students felt that teachers and other adults at the school want them to do their best. •	Respect and Treatment: Similarly, 98% of students reported that they are treated with respect by their teachers and school staff, indicating a strong culture of mutual respect within the school community. •	Safety Perception: 92% of students expressed that they feel safe at school, underscoring the effectiveness of our safety protocols and the supportive environment fostered by the school. •	Care and Support: 96% of students felt that teachers and other adults at school cared about them, highlighting the strong, supportive relationships between staff and students. These high percentages reflect a positive school climate where students feel respected, supported, and safe. The consistency across various metrics demonstrates a well-rounded and nurturing environment that benefits all student groups.|The analysis of the California Healthy Kids Survey data highlights several areas of strength and opportunities for growth:  Areas of Strength •	Positive School Climate: The overwhelmingly high percentages in various categories reflect a positive school climate where students feel respected, supported, and safe. This consistency across different metrics demonstrates a well-rounded and nurturing environment that benefits all student groups. •	High Expectations and Encouragement: With 99% of students feeling that teachers and other adults at school encourage them to perform at their best, it's clear that the school fosters a culture of high expectations and support. •	Respect and Safety: The fact that 98% of students reported being treated with respect and 92% felt safe at school underscores the effectiveness of our safety protocols and the strong culture of mutual respect within the school community. •	Caring Relationships: 96% of students felt that teachers and other adults genuinely care about their well-being, highlighting the strong, supportive relationships between staff and students.  Identified Needs and Opportunities for Growth •	Social Emotional Learning Supports: On average 65% of students felt the school helps students resolve conflicts with one another, and only 60% felt the school teaches students to understand how other students think and feel. This indicates a need for more comprehensive education on empathy and social-emotional learning to help students better understand and relate to their peers.  Action Plan •	Continuous Monitoring and Evaluation: We will continue to monitor and evaluate our safety protocols, making adjustments as necessary to maintain a safe and supportive school environment. •	Data-Driven Focus: The Savanna School District will maintain a data-driven approach, using insights from the Healthy Kids Survey alongside attendance and discipline records to inform our strategies and interventions. •	Enhanced Social-Emotional Learning: Addressing the gap in empathy education will be a priority, with a focus on developing programs and initiatives that teach students to understand and appreciate diverse perspectives and the feelings of others.|In response to the analysis of the California Healthy Kids Survey data, the Savanna School District has identified 3 specific areas of need and is making targeted revisions to existing plans and procedures to support continuous improvement.  While the data affirms a strong foundation in school climate, safety, and student-adult relationships, it also highlights a gap in social-emotional learning (SEL), particularly in areas related to conflict resolution and empathy development. As a result, the district is making the following changes:  Monitor and Regulate SEL Instruction: School site administrators will monitor and regular our Second Step SEL curriculum to ensure it is being implemented in all classrooms across all grade levels to place greater emphasis on empathy-building and peer conflict resolution.   Staff Training and Support: Professional development offerings will include training on facilitating classroom conversations around empathy, managing peer conflict, and supporting students in developing interpersonal awareness. These efforts will help ensure consistent messaging and instructional quality across classrooms and sites.  Monitoring and Feedback Loops: Existing procedures for assessing school climate will be updated to include more frequent check-ins and feedback from students and staff around SEL programming and peer interactions. This will allow for timely adjustments and support a responsive, data-informed approach.  These changes reflect the district’s commitment to using local data not only to celebrate strengths but also to take meaningful action where growth is needed. By integrating these revisions into ongoing strategic planning, the district is ensuring that all students experience a supportive, respectful, and emotionally intelligent learning environment.|Met||2025-06-03|2025
30667460000000|Westminster|6|WSD is dedicated to fostering a safe, supportive, and nurturing environment that encourages student and parent engagement, as well as a strong sense of school connectedness. A key tool in supporting this commitment is the California Healthy Kids Survey (CHKS), which was administered in the 2024–25 school year to all students in grades 5 through 8. The purpose of the CHKS is to assess critical aspects of student health and well-being, including school safety, connectedness, substance use, mental health, and overall school climate. The survey provides valuable insight into students' experiences on campus and informs district wide efforts to improve student outcomes and promote a positive and inclusive learning environment.  The District received results from the 2024–25 CHKS in Spring 2025 and shared the data with school site administrators to guide site-based planning and decision-making. This data supports school leaders, educators, and student leadership teams in identifying areas of strength and growth related to school climate and student connectedness.  Under the leadership of the Director of Accountability and Equity, PBIS Teams were established at each site, composed of administrators, school counselors, classroom teachers, and intervention specialists. The PBIS (Positive Behavioral Interventions and Supports) teams play a vital role in promoting a positive school climate by focusing on the importance, opportunities, and impact of fostering school connectedness among students. These teams work to ensure that all students feel valued, supported, and included within the school community. By implementing strategies that build strong relationships between students and staff, PBIS teams can significantly enhance students’ sense of belonging, which is closely linked to improved behavior and academic success. PBIS Teams will continue to grow, strengthen, and play a key role in advancing the district’s ongoing commitment to student wellness in the years to come.|The 24-25 CHKS School Climate Summary of Key Indicators Report reported the following for students at our three Middle Schools, in 7th and 8th grades.   Areas of Strength (Reported as 7th grade percentage and 8th grade percentage)     Academic Motivation (68%) - This is a notable strength, indicating that a significant portion of students feel motivated academically. This can be a foundational asset for improving academic performance and engagement.     High Expectations from Adults (73% and 74%) - Students perceive that adults in the school hold them to high standards. This is a strong protective factor that correlates with academic achievement and resilience.     School Safety (67%) - Two-thirds of students report feeling safe at school. While there is room for improvement, this represents a solid baseline for physical and emotional safety.     Low Levels of Physical Conflict - 10% (Grade 7) and 9% (Grade 8) of students reported being in a physical fight.  This is below the State average.   Identified Needs and Areas for Improvement (Reported as 7th grade percentage and 8th grade percentage)     School Connectedness (61% overall; 35% Remote Only) - While overall connectedness is moderate, the very low sense of connectedness among remote-only students (35%) highlights a critical gap. This suggests remote learners may feel isolated or unsupported.     Meaningful Participation (27–33%) - Less than one-third of students feel they have meaningful opportunities to contribute at school, which can negatively affect engagement and belonging.     Caring Adult Relationships (57–59%) - Although a majority of students feel supported, a significant proportion do not report having strong adult relationships at school—an area for development.     Promotion of Parental Involvement (59–60%) - While not drastically low, this is an area with potential for growth, especially given the correlation between family engagement and student success.  The 24-25 CHKS School Climate Summary of Key Indicators Report reported the following for 5th and 6th graders at the Elementary and Middle schools.   Areas of Strength (Reported as 5th and 6th grade percentage)     Academic Motivation (82% and 76%) - Students show high levels of motivation for learning, exceeding comparison groups. This reflects positively on instructional engagement and support systems.     High Expectations from Adults (81% and 71%) - A strong majority of students perceive that adults in school have high expectations for them, promoting a culture of achievement.     Parent Involvement (73% and 71%) - Active parent engagement in schooling is a strong point, likely contributing to academic and behavioral success.      Feeling Safe to and from School (87% and 82%) - Most students feel safe during commutes, which supports attendance and readiness to learn. Please visit the following link to view the entire prompt: https://docs.google.com/document/d/1n0192wYrfWZu30tT94dymXutRgmf3fZoMO_yVoJp5as/edit?usp=sharing|Improving school climate and continuing the development of the PBIS Teams continues to be an area of focus across our District. Throughout the 2025-26 school year, the district leadership team will continue to work closely with principals, school counselors, and school staff to enhance school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to school connectedness, attendance, and suspension, as well as schools continuing to share practices that they identify through the Professional Learning Community and MTSS process for improving social-emotional outcomes for students.|Met||2025-06-12|2025
30736350000000|Saddleback Valley Unified|6|In the Spring 2025 Panorama Survey on Social Emotional Learning (SEL), students in grades 3-12 shared their feelings about school. While younger students generally felt a stronger sense of belonging and engagement, these feelings decreased significantly in older students. This data will guide our efforts to create a more inclusive and engaging school environment for all students.  Panorama Survey on SEL: School Perception  Spring 2025  Gr 3-6: Sense of Belonging -All = 60% -English Learners = 56% -Students with Disabilities = 58% -African American = 54% -Hispanic/Latino = 59% Engagement -All = 49% -English Learners = 47% -Students with Disabilities = 44% -African American = 48% -Hispanic/Latino = 46%  Gr 7-12 Sense of Belonging -All = 50% -English Learners = 46% -Students with Disabilities = 50% -African American = 53% -Hispanic/Latino = 47% Engagement -All = 31% -English Learners = 29% -Students with Disabilities = 30% -African American = 32% -Hispanic/Latino = 29%|Our data indicates most children in grades 3-6 feel welcome at school, but only about half feel excited and involved in their learning. By grades 7-12, feelings of belonging drop and only one in three teens report strong engagement with schoolwork. English learners, Hispanic/Latino students, and students with disabilities need extra support, so we’re improving lessons and activities to help every child feel connected and interested.|To address the identified needs from the SEL survey, our district is implementing a comprehensive approach by integrating culturally proficient, welcoming, and inclusive practices into all facets of our professional development programs. Recognizing the crucial impact of engagement on student success, we are also emphasizing engagement strategies both within the classroom and through school-wide practices. This dual approach ensures that all educators are equipped to create a welcoming and supportive learning environment and also with effective strategies to actively engage every student. By focusing on these areas, we aim to increase sense of belonging and engagement across all student groups, particularly for our English learners, Hispanic/Latino students, and students with disabilities who were identified as facing the most barriers to engagement and sense of belonging.|Met||2025-06-12|2025
30736430000000|Tustin Unified|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  Tustin Unified proudly conducts the California Healthy Kids and LCAP Stakeholder surveys. These surveys provide valuable insights and feedback on school climate, enabling the district and its schools to continuously improve and create a positive environment for all students.  California Healthy Kids Survey  The California Healthy Kids Survey (CHKS) is a comprehensive youth health and well-being survey administered to students in California schools. It assesses a wide range of factors, including school climate, student engagement, safety, health behaviors, and mental health, to inform efforts to improve student outcomes and school environments. Below are the key areas being monitored by TUSD for School Climate:  School Connectedness Middle School - 65% School Connectedness High School - 64% Caring Adult Relationships Middle School - 60% Caring Adult Relationships High School - 65%  Perceived School Safety Middle School - 67% Perceived School Safety High School - 77% Promotion of Parental Involvement Middle School - 62% Promotion of Parental Involvement High School - 58%  LCAP Survey  The Local Control and Accountability Plan (LCAP) survey conducted in January 2024 gathered valuable insights from students regarding various aspects of school climate within the Tustin Unified School District (TUSD). The survey responses provide an overall understanding of students' perceptions of their school environment, safety, inclusion, and interpersonal well-being. Here is a detailed breakdown of the data collected:  Positive School image 82.9% of students Agree/Strongly Agree that their school has a welcoming environment.  Safety 78.1% of students Agree/Strongly Agree that they feel safe at their school.  Inclusion/Diversity 88.7% of students reported that TUSD is doing Well/Very Well/Extremely Well in the area of diversity and inclusion.  Interpersonal Well-Being 76.7% of students Agree/Strongly Agree that they feel comfortable communicating with teachers and school staff.  **Student group analysis is not yet available but will be completed for the 2024-25 school year.|he analysis of the CHKS and LCAP survey data reveals that Tustin Unified School District (TUSD) has made significant strides in creating a welcoming and inclusive school climate, as evidenced by high marks in positive school image (82.9%) and inclusion and diversity (88.7%). Additionally, 76.7% of students feel comfortable communicating with teachers and staff, indicating effective interpersonal support. However, there are areas that require further attention. Only about 60-65% of students feel connected to their school or have caring adult relationships, and safety perceptions are relatively low, with only 67-77% of students feeling safe, with the lower end of safety concerns coming from middle schools. Moreover, parental involvement drops at the high school level, with only 58% feeling it is promoted.  To address these needs, TUSD should implement targeted programs to foster a greater sense of belonging, such as extracurricular activities and peer mentoring, and provide professional development for staff to build stronger relationships with students. Investigating specific safety concerns and enhancing security measures, as well as exploring barriers to parental involvement and developing strategies to re-engage parents, are also critical. By focusing on these areas, TUSD can further improve student outcomes and ensure a supportive environment for all students.|Upon analyzing the California Healthy Kids Survey (CHKS) and Local Control and Accountability Plan (LCAP) survey data, Tustin Unified School District (TUSD) has identified critical areas for improvement in school climate and student outcomes. These insights have prompted a thoughtful reassessment of existing plans, practices, and systems to better support the diverse needs of our student body. Below is a sample of the continued or increased practices to support School Climate:  Enhancing School Connectedness and Engagement Recognizing the importance of fostering a sense of belonging among students, TUSD is embarking on new initiatives. These include expanding extracurricular activities and promoting opportunities for student leadership. TUSD aims to deepen connections between students and school community members.  Building Caring Adult Relationships To strengthen relationships between students and adults within the school environment, TUSD is prioritizing professional development. Staff will undergo training focused on enhancing communication skills and fostering supportive interactions with students and their families.  Improving School Safety TUSD is taking proactive steps to enhance safety protocols and procedures. Through stakeholder collaboration sessions and additional surveys, specific safety needs will be identified and addressed. Measures such as increased supervision, anti-bullying programs, and enhanced security measures will be implemented to ensure a safe learning environment for all students.  Promoting Parental Involvement TUSD is developing strategies to increase parent engagement. Flexible meeting times and virtual engagement opportunities will accommodate diverse schedules, while parent education programs will emphasize the importance of ongoing involvement in their children’s education. Regular communication channels will be established to keep parents informed and engaged in school activities.  Community School Development TUSD is exploring community school models that integrate academic, health, and social services. Partnerships with local organizations will expand access to resources such as tutoring, after-school programs, and family engagement activities.  Mental Health Support TUSD is increasing the availability of mental health professionals within schools. Additional counselors, social workers, and psychologists will provide ongoing support and implement mental health awareness programs.  By implementing these comprehensive changes and maintaining a focus on continuous improvement, TUSD aims to address identified areas of need effectively. Integrating data disaggregation and enhancing support systems will ensure equitable outcomes for all students across the district, promoting a nurturing and inclusive learning environment where every student can thrive.|Met||2025-06-23|2025
30736500000000|Irvine Unified|6|The District has a longstanding tradition of collaboration with educational partners to gather meaningful feedback on student learning, school climate, and well-being. In partnership with ThoughtExchange, IUSD administers an annual districtwide survey to students, staff, and families. This platform provides real-time data that allows school and district leaders to analyze input and address needs more effectively. The survey also generates a District Executive Summary with key findings, site-level data, and year-over-year comparisons.  In the 2024–25 Annual Survey, participation increased significantly: 24,488 students (AA: 920; AS: 13,018; HI: 2,268; WH: 5,667; EL: 856; SPED: 376), 8,329 parents, and 2,380 staff members contributed. Key highlights include: 95% of students report having friends at school (SPED: 87%) 77% report having support to maintain life balance 67% can explain their feelings to others 72% of secondary students agree their school values family backgrounds and cultures  Overall, results show consistent perceptions of belonging across student groups. Students with disabilities report slightly lower connectedness, though still high. Asian students report the strongest sense that schools understand family culture.  To deepen insight into student connectedness and well-being, IUSD also utilizes the Panorama Survey, administered in fall and spring. In grades 3–6, over 11,000 students participated in fall and over 10,000 in spring; grades 7–12 saw 6,922 in fall and 12,845 in spring. Increased secondary participation reflects a districtwide focus on life skills and student voice.  Panorama Survey Highlights (Grades 3–6): 88% report having supportive relationships 66% feel a sense of belonging 77% demonstrate self-management skills 49% report emotional regulation 60% positively rate their school’s climate  Panorama Survey Highlights (Grades 7–12): 88% report supportive relationships 81% report a diverse, inclusive climate 67% demonstrate self-management 69% show social awareness 54% report emotional regulation 64% feel a sense of belonging  To ensure transparency and accountability, disaggregated data by student group is presented in the full Local Performance Indicator Report, which was formally presented to the IUSD Board of Education on June 25, 2025. The District continues to use this data to inform Social-Emotional Learning (SEL) strategies and support systems that promote student engagement, belonging, and wellness.|Key Insights and Strengths: Strong Peer Connections and Supportive Relationships 95% of students report having friends at school, which is a strong indicator of peer belonging and connectedness. SPED students report slightly lower (87%), but still at a high level. 88% of students in grades 3-6 and 7-12 report having supportive relationships, reflecting strong relationships with adults and peers. Inclusive Climate and Cultural Awareness 72% of secondary students agree/strongly agree that schools understand their families’ background and culture with highest agreement among Asian (74%) and Hispanic (73%) students. 81% of secondary students feel their schools have a diverse and inclusive climate, with SPED and White students (82% and 81% respectively), especially affirming this. Perceived Life Balance and Support 77% of students feel they have support to maintain life balance, which is a positive indicator for well-being and guidance systems. In addition, perceptions are fairly even across student groups (range: 73-83%). Areas for Growth: Social Emotional Skill Development Emotional Regulation is the lowest-rated life skill competency across both age groups: 49% (grades 3-6) and 54% (grades 7-12) report difficulty regulating emotions, with AA, SPED, and SED students reporting consistently lower. Self-Management shows a moderate rating: 77% (grades 3-6) and 67% (grades 7-12), with equity gaps among student groups. AA students reported the lowest scores in both levels (64% and 61%). Sense of Belonging While 66% of students in grades 3-6 and 64% in grades 7-12 report a sense of belonging: AA students (59% in grades 3-6; 54% in grades 7-12) and SPED students (63% and 61% feel less connected. These are important signals for focused belonging and inclusion efforts. Social and Learning Climate (Grades 3-6) Only 60% of students in grades 3-6 rate the school climate positively. Student group responses range from 55-62%, with the lowest from AA and SPED students. This indicates an opportunity to improve school-wide norms, classroom culture, and engagement practices at the elementary level.|Over the past three years, IUSD has consistently prioritized support for underserved student groups, including African American/Black students, LGBTQ+ youth, Foster Youth, and students experiencing homelessness. This commitment is evident in the District’s investment in dedicated Mental Health Specialists who provide targeted, culturally responsive support. These efforts have been shaped through strong collaboration with educational partners and informed by robust student, staff, and parent survey data.  Survey results over the past two years indicate a steady rise in student and parent perceptions of school connectedness and supportive adult relationships. These positive trends reflect the impact of the District’s strategic investments. However, challenges remain. Performance gaps continue in emotional regulation, self-management, and sense of belonging, particularly among African American, socioeconomically disadvantaged (SED), and students with disabilities (SWD).  IUSD remains deeply committed to equity while also honoring confidentiality for small groups such as LGBTQ+, Foster Youth, and McKinney-Vento students. While data disaggregation is limited due to sample size, the District ensures inclusive supports and focused outreach remain in place to serve these students.  To address persistent areas of need, IUSD is strengthening its Multi-Tiered System of Support (MTSS) with a deeper emphasis on Social-Emotional Learning (SEL). SEL survey data highlights continued needs in self-management and emotional regulation across all grade spans. For instance, only 49% of students in grades 3–6 and 54% of students in grades 7–12 report being able to regulate their emotions. SWD students report the lowest scores across multiple SEL domains, underscoring the need for scaffolded SEL instruction and greater access to Tier 2 supports.  To respond to these challenges, IUSD is scaling best practices in inclusive education by:  Expanding professional development in Universal Design for Learning (UDL) to improve access to SEL and academic instruction for all learners;  Implementing restorative and relationship-centered practices to foster classroom safety and emotional connection;  Increasing access to wellness centers, sensory spaces, and adaptive behavioral supports, particularly for SWD.  Improving school climate remains a districtwide priority. Findings from the California Healthy Kids Survey (CHKS), Panorama, and the Annual Survey directly inform Local Control and Accountability Plan (LCAP) action items focused on improving students’ social-emotional development and fostering a sense of belonging. For example, SWD students report lower levels of belonging and positive climate perception, reinforcing the importance of inclusive environments and meaningful adult relationships.  Mental Health Specialists will continue to provide targeted supports to African American students and expand services at schools serving large populations of SWD and SED students. This|Met||2025-06-24|2025
30736500142232|Irvine Chinese Immersion Academy|6|In Spring 2025, Irvine Chinese Immersion Academy (ICIA) administered a local student climate survey to measure school connectedness, perceived safety, and overall sense of belonging. A total of 85 students in grades 3 and 4 responded to the survey. The instrument included both scaled (1–5) and multiple-choice questions aligned to LCFF Priority 6 indicators.  Key Findings:  Grade-Level Representation:  3rd Grade: 46 students  4th Grade: 39 students  School Safety & Belonging:  The average score for “I feel safe at school” was 3.74 out of 5, indicating a generally positive sense of safety among students.  Students reported an average of 3.62 out of 5 for “I feel like I belong at this school.”  When asked if adults at school care about them, students reported an average score of 3.6 out of 5.  Support Systems:  67% of students said they know who they can talk to at school if they have a problem.  46% of students said they feel comfortable sharing their thoughts with teachers or staff. Another 42% were “Not Sure,” suggesting room for improvement in building relational trust.  Peer Interactions:  A majority (88%) said that students “sometimes” treat each other with respect, while 8% said “always,” and 4% said “never.” This shows moderate peer civility with space for growth in student culture and social-emotional development.  Disaggregated Group Trends: While this survey was not disaggregated by race/ethnicity, socioeconomic status, or language subgroup, the school recognizes the importance of capturing such distinctions in future iterations and intends to integrate subgroup tagging in the next survey cycle.  Qualitative Responses: Open-ended feedback highlighted positive relationships with teachers and enjoyment of subjects like P.E. and Mandarin. Suggestions for improvement included more group projects, stronger time management among peers, and more opportunities to lead or collaborate.  Conclusion: Overall, the data suggests that ICIA students feel reasonably safe and connected, with strong relationships with staff and growing opportunities for student voice. The high number of students indicating “Not Sure” when asked if they feel comfortable sharing concerns points to a clear opportunity for improvement in emotional safety and staff-student rapport, which will be addressed through targeted SEL programming, classroom culture training, and increased adult presence during unstructured time.|Prompt 2: Key Learnings and Analysis  Analysis of ICIA’s 2024–25 student climate survey yielded valuable insights into school strengths and areas of needed improvement related to safety, belonging, and relationships. A total of 85 students in grades 3 and 4 participated in the survey.  Strengths Identified: Physical and Emotional Safety: Students rated their sense of safety at 3.74 out of 5, indicating that most feel secure during the school day. This provides a strong foundation for learning and positive behavior.  Sense of Belonging: The average score for feeling like they belong at school was 3.62, suggesting students generally feel included and connected to the school community.  Caring Adults on Campus: With a score of 3.6, students indicated they believe adults at school care about them. Furthermore, 67% reported that they know who to go to when they have a problem, showing that key support systems are in place.  Academic Engagement and Cultural Appreciation: Many students shared positive experiences with learning, particularly in Mandarin and P.E. Students appreciated kind teachers and expressed joy in learning about Chinese culture—reinforcing ICIA’s mission and dual-language model.  Areas for Improvement: Communication with Staff: Only 46% of students said they feel comfortable talking to teachers or staff when they need help, while 42% said “Not Sure.” This highlights the need to build greater trust and create safe spaces for student voice and help-seeking behavior.  Peer Respect: A large majority of students (88%) said peers “sometimes” treat one another with respect. Just 8% said “always,” while 4% said “never.” These results indicate a need for more intentional instruction in empathy, social-emotional learning, and conflict resolution.  Student Voice and Leadership: Student comments suggest a desire for more opportunities to collaborate, lead, and share ideas. Incorporating more group work, student-led activities, and leadership roles could enhance engagement and belonging.  Disaggregated Data: The current survey did not collect subgroup data. ICIA recognizes this limitation and plans to add demographic fields in future survey cycles to better analyze experiences by language status, race/ethnicity, and other key groups.  Conclusion: The data affirms ICIA’s strength in creating a safe and caring learning environment. Students benefit from supportive adult relationships and engaging instruction. Key next steps include fostering stronger peer respect, increasing student comfort in communicating with staff, and building structures for student voice and leadership. These insights will guide future action planning within the LCAP and schoolwide SEL efforts.|Based on the analysis of ICIA’s 2024–25 student climate survey and key learnings from stakeholder input, the school has identified several areas for refinement and growth. To address these areas of need and promote continuous improvement, ICIA will implement the following updates to its plans, policies, and practices:  1. Strengthening Student-Staff Communication and Trust To address the finding that only 46% of students feel comfortable speaking with staff when they need help, ICIA will:  Incorporate regular relationship-building practices during morning meetings and advisory time.  Train staff in trauma-informed and culturally responsive communication to increase approachability and foster trust.  Launch a “trusted adult” check-in program where students select a staff member they feel safe talking to.  Provide anonymous student feedback opportunities to elevate student voice in a low-pressure format.  2. Promoting Respectful Peer Interactions To improve peer relationships and address concerns around inconsistent respect among students:  ICIA will adopt schoolwide social-emotional learning (SEL) lessons using programs like Second Step or similar frameworks.  Restorative practices will be expanded, including circles, peer mediation, and shared norms discussions in classrooms.  Staff will reinforce shared behavior expectations using Positive Behavioral Interventions and Supports (PBIS) strategies aligned with ICIA’s core values.  3. Expanding Student Leadership and Voice In response to student feedback requesting more opportunities to lead and collaborate:  ICIA will introduce a Student Voice Council to give input on school decisions and lead school events.  Grade-level teams will incorporate project-based learning and group activities to encourage leadership and communication skills.  Students will participate in student-led conferences beginning in upper elementary grades.  4. Improving Access to Disaggregated Climate Data To better understand how all student groups experience school climate:  ICIA will revise future surveys to include demographic identifiers (e.g., language status, race/ethnicity, special education) while maintaining anonymity.  The leadership team will use this data to analyze trends and target supports more equitably.  5. Family and Community Engagement Alignment Survey themes will also inform future parent education workshops, particularly on supporting students' social-emotional growth, fostering peer relationships, and encouraging healthy communication habits at home.  These revisions will be embedded in ICIA’s LCAP, Wellness Framework, and schoolwide initiatives for the 2025–26 school year. Progress will be monitored through updated survey cycles, student focus groups, and input from the Student Voice Council.|Met|Irvine Chinese Immersion Academy (ICIA) continues to foster a safe, inclusive, and engaging school climate that supports student success. The school’s dual-language model promotes cultural appreciation and a strong sense of community among students and fa|2025-06-17|2025
30739240000000|Los Alamitos Unified|6|Los Alamitos USD administered a school climate and safety survey to all students in grade 5, 7 and 9. The survey results from the surveys are below: For the 9th Grade Survey (all students): Feel Positive About Coming to School Daily: 82.6% Feel Safe at School: 97.3% School is Welcoming: 94.6% Like Being at Their School: 94.9% For the 9th Grade Survey (Homeless/Foster Youth students): - Not a significant subgroup of students Feel Positive About Coming to School Daily: N/A Feel Safe at School: N/A School is Welcoming: N/A Like Being at Their School: N/A For the 9th Grade Survey (Socioeconomically Disadvantaged students): Feel Positive About Coming to School Daily: 80.9% Feel Safe at School: 97.6% School is Welcoming: 95.2% Like Being at Their School: 92.9% For the 9th Grade Survey (English Learner students): Feel Positive About Coming to School Daily: 100% Feel Safe at School: 100% School is Welcoming: 100% Like Being at Their School: 100% For the 7th Grade Survey (all students): Feel Positive About Coming to School Daily: 82.2% Feel Safe at School: 96.4% School is Welcoming: 91.3% Like Being at Their School: 94.6% For the 7th Grade Survey (Homeless/Foster Youth students): Feel Positive About Coming to School Daily: 50% Feel Safe at School: 100% School is Welcoming: 100% Like Being at Their School: 100% For the 7th Grade Survey (Socioeconomically Disadvantaged students): Feel Positive About Coming to School Daily: 79.2% Feel Safe at School: 97.2% School is Welcoming: 89.6% Like Being at Their School: 94.3% For the 7th Grade Survey (English Learner students): Feel Positive About Coming to School Daily: 100% Feel Safe at School: 100% School is Welcoming: 100% Like Being at Their School: 100% For the 5th Grade Survey (all students): Feel Positive About Coming to School Daily: 94.3% Feel Safe at School: 99.2% School is Welcoming: 97.6% Like Being at Their School: 95.9% For the 5th Grade Survey (Homeless/Foster Youth students): Feel Positive About Coming to School Daily: 100% Feel Safe at School: 50% School is Welcoming: 50% Like Being at Their School: 100% For the 5th Grade Survey (Socioeconomically Disadvantaged students): Feel Positive About Coming to School Daily: 97.9% Feel Safe at School: 100% School is Welcoming: 97.9% Like Being at Their School: 95.8% For the 5th Grade Survey (English Learner students): Feel Positive About Coming to School Daily: 100% Feel Safe at School: 100% School is Welcoming: 100% Like Being at Their School: 100%|After analyzing the students survey results for all students in grades 5. 7, 9 and 11, the District sees a slight difference in student perception, overall with all students, on these surveys vs. the staff and parent climate survey that was administered as part of the LCAP. Though the parent survey is a little different than the student data, the District is focused on the fact that on average, 86% of all students who were surveyed do feel safe while at school. When you look at the data broken down by subgroups, it is important to note that the subgroup for EL and Homeless/Foster Youth is less than 20 students. Though when you look at this data, you can see that students overall feel positive about coming to school daily and do feel that the school is welcoming.|The District plans to share this data with site administrators and will use it as we look to to make any future changes to existing programs, practices or protocols. As a District, we want all students to feel connected to school and promote students to get involved in clubs, activities, athletics and programs at their school site. The District plans to administer this survey yearly with the goal of improving survey results yearly.|Met||2025-06-24|2025
30768930000000|SBE - Magnolia Science Academy Santa Ana|6||||Not Met|||2025
30768930130765|Magnolia Science Academy Santa Ana|6|MSASA’s 2024-2025 participation for the Family Survey (71.5%) was similar to  the 2022-2023 school year (76.6%), but lower than 2023-24  (81.4%). MSASA’s Staff Overall Satisfaction rate jumped by 5% from the 2023-2024 school year (91%) to the 2024-2025 school year (96%). A clean campus and strong community environment was highlighted in the free-responses by the families and students for the 2024-2025 school year. Supportive staff and small class sizes were highlighted in the free-responses by the families and students for the 2024-2025 school year. School activities, clubs, and after-school opportunities are highlighted by Students, families, and staff.|MSASA’s Average Student Approval rate dropped by 5% 2024-2025 school  year (72%), versus the average approval rate from the 2023-2024 school year, which was 77%. Students want the playground to be updated. Relaxation of the dress code. Fairness and equality in school policy enforcement. More food options.|We will get together with our food vendor, Sapphire, and create a menu that is more student selected. Look into more professional development opportunities for teachers and paraprofessionals. Ensure there is more staff presence during pick up and drop off.|Met||2025-06-26|2025
31103140000000|Placer County Office of Education|6|"PCOE administered the PBIS School Climate Survey to students, families, and staff in the 2024-2025 school year to measure perceptions of school climate.  The survey results are reported on a scale of 1 to 4, with one reflecting ""strongly disagree"" and four reflecting ""strongly agree.""  PCOE's minimum average desired outcome on the PBIS School Climate Survey items is a score of 3, which reflects that respondents agree or strongly agree with the statement.    Students reported an average of 3.09 on items related to school culture, and staff reported an average score of 3.41.  There were not enough responses received from families/guardians to receive an average climate survey score from this group.   It should be noted that due to low student enrollment at the time of the survey, there were not enough students per student group to generate disaggregated data reports for the school climate survey.   Student average scores were 3.0 or higher for the following items:  I feel successful at school, My school sets clear rules for behavior, Teachers treat me with respect, The behaviors in my class allow the teachers to teach, School is a place at which I feel safe, and I know an adult at school that I can talk with if I need help.  School personnel average scores were 3.0 or higher in the following categories:  Staff Connectedness, Structure for Learning, School Safety, and Physical Environment.   The following data highlights 8th- to 12th-grade student responses to items related to school safety and school connectedness.  Due to low enrollment, the number of survey responses received for court school students was not enough to generate average scores by grade level or other student groups.  School safety: In 2024-2025, disaggregated data by student groups related to student perceptions of safety at school were as follows:  All students: 3.3 • White: 3.2 • Male: 3.29 Note: Due to low enrollment, the number of survey responses received for court school students was not enough to generate average scores for other student groups.   The school personnel's average climate survey score for School Safety was 3.39. __________________________  School connectedness: In 2024-2025, disaggregated data by student groups related to student perceptions of connectedness at school were as follows:  All students: 3.6 • White: 3.8 • Male: 3.86 Note: Due to low enrollment, the number of survey responses received for court school students was not enough to generate average scores for other student groups.  The school personnel's average climate survey score for Staff Connectedness was 3.36."|"Positive survey outcomes among staff, students, and guardians suggest that the actions outlined in the LCAP, related to PBIS implementation and the provision of additional counseling services for unduplicated students, have effectively supported positive perceptions of the school climate.   School staff climate scores were greater than 3 for school safety, physical environment, structure for learning, and staff connectedness.  Student climate survey responses increased significantly compared to the 2021-2022 and 2022-2023 school years, but the overall average score across survey items declined slightly compared to the 2023-2024 school year. However, the average rating across all student responses still remained over 3.0, indicating that most students either agreed or strongly agreed with survey items.   Student perceptions of school climate, related to safety and school connectedness, remained strong, exceeding the target average score of 3.  White students reported marginally lower scores related to school safety than other students; however, the average score for White respondents remained strong at 3.2, which was only 0.1 lower compared to the All Student score.  School staff responses also reflected high levels of confidence related to school safety.   White students and white male students reported slightly higher levels of confidence related to school connectedness, but the overall student score remained very strong at 3.6, indicating that many students ""strongly agreed"" that they knew an adult who could provide help if they needed it.   It should be noted that between School Staff and Student surveys, there was some disagreement between perceptions of student behaviors on learning.  While most students agreed that ""the behaviors in class allow the teachers to teach,"" school staff rated this item lower, with staff members communicating higher levels of disagreement with the statement."|The Court School will continue to support a School Climate goal in the 2024-2027 LCAP, including maintenance actions and metrics related to a strong school climate.  Actions supporting positive school climate focus on Tier I PBIS systems and practices, Tier II and III social-emotional-behavioral intervention team systems, expanded access to counseling services for all students and expanded access to family outreach and student transition supports provided by the Student Support Practitioner and Program Manager of Community Schools.   The Court School PBIS Team will continue its approach to continuous improvement in PBIS implementation, reviewing and revising systems and practices as needed, particularly in relation to classroom behavior management.|Met||2025-06-26|2025
31103140126904|Placer County Pathways Charter|6|"The PBIS School Climate Survey was administered again in 2024-2025 across Pathways Charter School programs, including students, school personnel, and families.  Survey respondents rated various school climate items on a scale of 1-4 (1=Strongly Disagree, 4=Strongly Agree).  Overall average scores were high across programs and participants, with an overall average score of 3.3; this indicates that the majority of students, staff, and families either agreed or strongly agreed with the statements in the PBIS School Climate Survey.   _________________________  School safety: In 2024-2025, the average student scores per grade level responding to the statement ""I feel safe at school"" were as follows: • Grades 3-5: 3.3 • Grades 6-8: 3.2 • Grades 9-12: 3.1  Disaggregated data by student groups related to student perceptions of safety at school were as follows:  Grades 3-8  • All students: 3.2 • Hispanic:  3.1 • White: 3.3 • Multiracial: 3.3 • No response: 3.2  Grades 9-12  • All students: 3.1 • White: 2.95 Note: The number of survey responses received for grades 9-12 was not enough to generate average scores for other student groups.  __________________________  School connectedness: In 2024-2025, the average student scores per grade level responding to the statement ""There is an adult at my school who will help me if I need it"" were as follows: • Grades 3-5:  3.7 • Grades 6-8: 3.3 • Grades 9-12: 3.0  Disaggregated data by student groups related to student perceptions of connectedness at school were as follows: Grades 3-8  • All students: 3.5 • Hispanic:  3.3 • White: 3.4 • Multiracial: 3.4 • No response: 3.6  Grades 9-12:  • All students: 3.1 • White: 2.9 Note: The number of survey responses received for grades 9-12 was not enough to generate average scores for other student groups."|"The strong responses of the PBIS School Climate Survey across families, staff, and students suggest that the LCAP Goal 3 Actions have positively impacted the maintenance of positive perceptions of school climate across Pathways Charter Programs.   The following trends emerged from the student PBIS School Climate Survey responses in 2024-2025:  -Student perceptions of school safety declined slightly as students aged into higher grades, suggesting younger students generally have higher confidence related to safety than older students.  However, average scores remained above 3.0 for all grade levels, indicating that the majority of students either agreed or strongly agreed with the statement, ""I feel safe at school.""  -Student perceptions of school connectedness declined slightly as students aged.  However, average scores maintained over 3.0 for all grade levels, indicating that the majority of students either agreed or strongly agreed that they know an adult at school whom they can talk to if they need help.   -In grades 3-8, student perceptions were marginally higher for White students than for Hispanic students, with differences ranging between .11 or .14 in the average score.  All scores maintained above an average of 3.0, indicating that the majority of students either agreed or strongly agreed with survey statements.  -In grades 9-12, there were insufficient climate survey student responses to generate average scores for student groups other than White.  The data indicated slightly lower survey scores for White students in grades 9-12, with average survey scores dropping slightly below 3.0 for these White students.  The average scores of all students maintained above 3.0, indicating a further need to focus on perceptions of school safety and school connectedness among White students in grades 9-12."|The Pathways Charter LCAP will continue to support a School Climate goal for the 2024-2027 LCAP, including maintenance actions and metrics related to student wellness and a strong school climate.  Actions supporting positive school climate focus on Tier I PBIS systems and practices, Tier II and III social-emotional-behavioral intervention team systems, expanded access to counseling services for all students, and expanded access to supports provided by the Student Support Practitioner and Program Manager of Community Schools within a Community Schools framework.   Pathways Charter sites take a continuous improvement approach with their Tier I school-wide PBIS systems and practices.  Pathways Charter continues to focus on increasing student voice about school expectations, activities, and student acknowledgment systems.  In Spring 2025, Pathways iCARE student leadership (grades 9-12) participated in a facilitated feedback session regarding their PBIS School Climate Survey scores.  During this session, students expanded on their feedback and provided suggestions to address areas of need.  The 2024-2025 annual LCAP also reflects the addition of Tier I structured social-emotional learning curriculum at Pathways iCARE, ensuring that all students gain access to additional instruction, practice, prompting, and reinforcement of healthy pro-social skills and interactions with others.   These activities aim to address and improve the school climate gaps across student groups while maintaining overall positive perceptions of the school climate.|Met||2025-06-26|2025
31667610000000|Ackerman Charter|6|Our local climate survey is distributed to three different groups including parents, students and staff. Data is broken down in multipe ways including sub groups. These may include student groups, charter vs non-charter and gender.|As we have improved our absenteeism rates to 7.4%. it is apparent that work needs to continue in this area. We continue to see the same students be absent multiple times during the school year.|ACSD Board of Trustees continues to set goals for the improvment of absentee rates. The focus will continue to offer multiple programs that enrich the lives of students including physical education, insturmental music, drama, and choirs. As well as social emotional programs to build students' connection to school.|Met||2025-06-18|2025
31667616031009|Bowman Charter|6|Our local climate survey is distributed to three different groups including parents, students and staff. Data is broken down in multipe ways including sub groups. These may include student groups, charter vs non-charter and gender.|As we have improved our absenteeism rates to 7.4%. it is apparent that work needs to continue in this area. We continue to see the same students be absent multiple times during the school year.|ACSD Board of Trustees continues to set goals for the improvment of absentee rates. The focus will continue to offer multiple programs that enrich the lives of students including physical education, insturmental music, drama, and choirs. As well as social emotional programs to build students' connection to school.|Met||2025-06-18|2025
31667790000000|Alta-Dutch Flat Union Elementary|6|"The Alta-Dutch Flat School District administered our own self-generated survey to students and parents in February, 2025.  When asked if ""My Learning Improved in the 24-25 School Year,"" 100% of students agreed. When asked if ""My Child's Learning Improved during the 24-25 School Year,"" 100% of parents surveyed agreed.  When asked if students feel safe on campus, 78% agreed. When asked if my child feels safe on campus, 94% of parents agreed. When assed if discipline was fair and consistent, 65% of students agreed. When asked if discipline was fair and consistent on campus, 94% of parents agreed. When asked if students were recognized for good behavior choices, 82% of students agreed. When asked if students were recognized for good behavior choices, 100% of parents agreed.  Our school is so small that it violates confidentiality when data is disaggregated."|Alta-Dutch Flat School District focused heavily during the 24-25 school year on school climate. All teachers were retrained in PBIS schoolwide standards in June, 2023. This year we worked on training and implementing Tier 2 PBIS strategies. We taught and reinforced school rules, named the BEARS Beliefs: Bears Are Brave, Engaged, Always Kind, Resourceful, and Safe. We explicitly taught the expectations with these school rules to all students throughout the year. Students were recognized at monthly assemblies for their positive behavior choices. All teachers had the expectation to invite parents who would be recognized to the monthly assemblies. Students who needed more support were placed on a Check in/Check out contract where they reviewed, daily, school rules with an adult on campus who is not their classroom teacher. We continued to use the Parent Square communication system this year. The teachers used Parent Square for classroom communication as well as private communication between parents and teachers. Weekly updates were sent every Friday, via Parent Square, to communicate to parents both what had happened that past week as well as notice for events that were upcoming. Teachers, support staff, and Board members also receive copies of these weekly updates, as well as specific information that pertains to that particular group. Discipline was documented this year through our Aries system. There is a need, based on student and teacher surveys, for clear consequences or fair discipline.|Alta-Dutch Flat School District plans to continue implementing PBIS during the 25-26 school year. Now that our team has  trained in Tier 2 systems, we will work to implement this system of support with fidelity. This will address the identified need of consequences for students who are sent to the office for referrals. We completed at PBIS FTI on May 20, 2025 and found areas of need to address. We will add photos to support our BEAR Beliefs to provide better access to all students, especially students with disabilities. We will add BEAR Belief to all classrooms, with the expectation being that they will be posted and clearly visible. We will continue staffing a counselor on campus one day a week to meet students' social-emotional needs as they may arise. Counseling may be available for whole-class instruction, small group, or individual based on needs and parent requests.|Met||2025-06-11|2025
31667870000000|Auburn Union Elementary|6|"The following data percentages indicated favorable answers of ""agree"" or ""strongly agree""  California Healthy Kids Survey data from parents indicated the following: - School encourages me to be an active partner with the school in educating my child.  83% - School actively seeks the input of parents before making important decisions. 65% - Parents feel welcome to participate at this school. 83% - School keeps me well-informed about school activities. 84% - School is a safe place for students. 89% - The school provides quality counseling or other ways to help students with social-emotional needs. 63%  California Healthy Kids Survey data from students indicated the following: - School is a safe place for students. 56%   - I feel connected at my school. 5th grade: 63%, 7th grade: 45%; English Learners: 47%  California Healthy Kids Survey data from staff indicated the following: - School is a safe place for students. 76% - There is support for social emotional learning. 88%"|"Changes between 2024 and 2025 data collection is as follows (please note some data is baseline as 2025 was the first data collection year and therefore no change percentage is available):  California Healthy Kids Survey data from parents indicated the following changes:  - School encourages me to be an active partner with the school in educating my child. -1% - School actively seeks the input of parents before making important decisions.+12% - Parents feel welcome to participate at this school. -3% - School keeps me well-informed about school activities. -7% - School is a safe place for students. +5% - The school provides quality counseling or other ways to help students with social-emotional needs.+2%  California Healthy Kids Survey data from students indicated the following changes:  - School is a safe place for students. +15% - I feel connected at my school. 5th grade: baseline, 7th grade: +3%; English Learners: +1%  California Healthy Kids Survey data from staff indicated the following changes:  - School is a safe place for students. +50% - There is support for social emotional learning. +56%  These data indicate an overall positive trend in the culture and climate of our schools. This is indicated by the significant increases in responses from all three groups to the ""School is a safe place for students,"" question and the questions related to social-emotional learning/support asked of parents and staff. While some data show a decrease these decreases are minimal (decline of 1-7%) and overall favorable responses remain high with a total percentage at or above 83% for all questions."|AUSD continues to work on increased outreach to and participation of families. This is accomplished through regular and ongoing communication by both the site and district. In the 2025-2026 school year AUSD will be relaunching social media platforms in order to add an additional layer of communication and our district will be working on an integrated referral system for academic, behavior, social-emotional, and other student needs in order to increase our ability to appropriately target areas of need within a decreased response window.|Met||2025-06-13|2025
31667870126664|Alta Vista Community Charter|6||||Not Met For Two or More Years|||2025
31667950000000|Colfax Elementary|6|Throughout the 2024–25 school year, Colfax Elementary continued to administer the Kelvin Pulse survey twice annually to students and staff, and for the first time extended the opportunity to families—achieving an impressive 58 percent response rate. This broad participation, encompassing students in grades 4 through 8, school personnel, and families, provided rich insight into how the community perceives safety and connectedness on campus. These findings are being used to shape engaging, purposeful learning environments.  Student feedback revealed many positives. A growing number of students—76 percent, up 2 points—expressed that they feel cared for by adults at the school. An even stronger 82 percent felt that the school’s adults believe in their potential, while 74 percent reported they could stay focused on their goals even when things get tough.  Staff responses also reflected a healthy school climate. Among teachers, 86 percent described a cooperative work culture and 79 percent said their contributions are valued and respected. Remarkably, all teachers (100 percent) said they explicitly model SEL (Social and Emotional Learning) skills for students and facilitate daily practice. Other staff members largely agreed: 77 percent felt that the school emphasizes a sense of belonging, and 83 percent observed that bias is carefully considered when interpreting student behavior. Overall, both teachers and other staff members rated safety and connectedness highly (82 percent each), signaling a collaborative and nurturing environment where SEL is prioritized.  Parents, too, offered encouraging feedback. A strong 87 percent said they would feel comfortable contacting staff about their child, and 98 percent reported that their child has at least one friend at school. Eighty-eight percent of families believe their child feels a sense of belonging, 82 percent feel their child is safe at school, and 80 percent say their child has access to emotional support when needed. These responses suggest that families see their children as socially connected and emotionally supported within the school community.|Key Findings: During the 2024–25 school year, Colfax Elementary School District broadened its data collection through the biannual administration of the Kelvin Pulse survey to students and staff and, for the first time, extended it to families, achieving a 58% response rate. This comprehensive participation—from grades 4–8 students, staff, and families—yielded valuable insights into perceptions of safety, belonging, and connectedness. The survey results are actively informing strategies to create more purposeful and engaging learning environments.  Identified Needs: While overall feedback was positive, the data points to some areas requiring continued attention. Although student perceptions of care and support from adults increased, 24% of students still did not report a strong sense of perseverance under challenge, indicating a need to bolster student resilience and goal-directed behavior.  In addition, while 82% of families felt their child was safe at school, there is room to grow in ensuring all students and parents feel consistently secure.  Areas of Strength: Survey results highlighted a number of strengths across stakeholder groups. Among students, 76% reported feeling cared for by school staff (a 2-point increase from the previous year), and 82% believed adults at the school see their potential. Staff members reflected a positive culture, with 86% of teachers reporting a cooperative work environment and 79% feeling their contributions are respected. Notably, 100% of teachers stated they model and integrate SEL skills in daily instruction, while 83% of support staff acknowledged that bias is considered when addressing student behavior. Family feedback further affirmed the district’s supportive climate: 87% of parents felt comfortable contacting staff, 98% reported that their child has at least one friend, and 88% believed their child feels a sense of belonging. These responses reflect a school environment that fosters strong relationships, prioritizes social-emotional well-being, and values meaningful engagement across the school community.|In light of these insights, Colfax Elementary is planning new initiatives for the 2025–26 school year aimed at strengthening relationships and ensuring consistent expectations. Classroom teachers will engage in CHAMPS professional development focused on establishing smooth routines, explicitly teaching success strategies, interacting positively with students, and celebrating excellence through recognition and incentives, all while setting and enforcing clear, fair behavior expectations. Middle school students will take part in the Safe School Ambassadors program, promoting empathy and respect for diversity while helping foster a more inclusive and considerate school culture.  Through these efforts, Colfax Elementary will build on its strengths—community, connection, and SEL—and address areas needing improvement to support continued growth.|Met||2025-06-25|2025
31668030000000|Dry Creek Joint Elementary|6|Each year, students in grades 4 through 8 participate in our district’s school climate survey. For the 2024–2025 school year, a total of 3,329 students responded to the survey, reflecting a broad sample of the school community.  The results of the climate survey continue to highlight the district’s strengths in promoting social-emotional development, positive relationships, and a safe school environment. Consistent with trends from previous years, students reported a strong sense of self-efficacy and growth mindset. About 93 percent of respondents believe they can do most things if they try and feel positive about their future, while 89 percent report being happy with who they are. A large majority of students also agree that they are capable of learning from mistakes (94 percent), working hard (93 percent), and distinguishing right from wrong (95 percent). Notably, 88 percent of students say they persist when faced with difficulty, and just under 80 percent report completing tasks they begin.  Responsible decision-making is also evident in student responses. More than four out of five students report that they pay attention in class, wait their turn to talk, wait patiently in line, and tell the truth even when it is difficult. These findings suggest a school culture that supports the development of good self-management and behavior.  In terms of relationships and social connectedness, the survey reveals high levels of social awareness and positive peer and adult interactions. More than 95 percent of students report that they treat others with respect, have friends at school, accept differences among peers, and care about their community. Additionally, approximately 90 percent of students state that they have at least one adult at school whom they trust, feel that adults care about them, and receive support from adults when needed. These indicators reflect a positive climate of belonging and mutual respect throughout school campuses.  The data on bullying and safety further reinforce these positive findings. Around four-fifths of students reported that they have never experienced electronic bullying (83 percent) or physical bullying (77 percent) since the beginning of the school year. Most students also expressed pride in their school, with 86 percent indicating they are proud to be part of their school community.|Through the analysis of our most recent data, we have identified key insights that inform both our areas of strength and opportunities for growth in relation to school climate and student well-being. A notable area of improvement is the increased percentage of students in grades 4–8 who report a sense of belonging within the school community, rising from 58% to 80%. This marks a substantial gain and highlights the effectiveness of our ongoing efforts to foster inclusivity and connectedness. Similarly, 85% of parents now feel that their children are safe at school, and 76% believe their students get along with others and respect their differences—figures that, while slightly lower than previous years, remain strong indicators of a positive school environment.  However, concerns around bullying persist and continue to be a critical focus for improvement. The percentage of parents who perceive bullying as a problem has remained steady at 34%. While most students report they have never experienced electronic (83%) or physical (77%) bullying since the start of the school year, only 54% indicate they have never been verbally bullied.   These findings emphasize the continued need for proactive and tiered Positive Behavioral Interventions and Supports (PBIS), with targeted strategies that address both prevention and responsiveness. In summary, while we are encouraged by the growth in student belonging and overall perceptions of safety we emphasize the importance of maintaining open communication with families and students, as well as enhancing targeted supports across all student groups.|Based on the analysis of local data and identified areas of need, particularly in relation to student connectedness and the persistence of verbal bullying, the LEA will implement several revisions and strategic actions to support continuous improvement. School sites will revise their School Plans for Student Achievement (SPSAs) to explicitly integrate goals and interventions that align with Positive Behavioral Interventions and Supports (PBIS), with a specific focus on increasing students' sense of belonging and connectedness.  To address bullying, the LEA will expand its prevention and education efforts by developing and delivering targeted learning opportunities for both students and families. These will include resources and instruction that emphasize respectful communication, digital citizenship, and strategies for recognizing and reporting bullying behaviors. In addition, the PBIS implementation process will be more closely monitored through the use of Tiered Fidelity Inventory (TFI) scores, ensuring that schools maintain high levels of fidelity to the framework.  The Director of Student Services will play a key leadership role in this work, collaborating with school sites and families to ensure a cohesive and responsive approach. This includes the coordination of district-wide bullying prevention initiatives and the facilitation of school-community partnerships that reinforce safe learning environments. These changes reflect the LEA’s commitment to using data-driven decision-making to strengthen school climate and ensure every student feels valued and supported.|Met||2025-06-17|2025
31668290000000|Eureka Union|6|A separate, and dedicated survey, for school safety, climate and culture was launched for the academic year 2024-25.  1120 students, 231 parents and guardians, and 138 staff members completed the survey. 84% of students, 91% of parents, and 91% of staff indicated that they feel EUSD campuses are safe with effective safety/emergency drills in place. 71% of students, 86% of parents, and 98% of students affirmed that the school promotes respect and belonging at all sites.  86% of students indicated that adults at school believe that all students can learn and achieve, and 81% indicated that they believe their schools respect differences among students.|From the survey, it can be noted that staff ranked all items concerning school culture, climate and safety higher than both parents and students. It can be concluded that our staff know all the practices and programs our schools engage to realize its safety, climate and culture goals.  From student and parent feedback, the level of agreement (highly agree and agree) for the following items were lowest and hence, the district consider these as areas of growth: Presence of a trusted adult at school (65% students, 73% parents) Availability and approachability of site and district administrators (52-67% of parents) Effectiveness of online safety tools (71 % students and 70% parents) Areas of strength are mentioned in the prompt above.|School staff will ensure students know they have adults at school whom they can connect with and trust via intentional check-ins from staff, mentorship initiatives, and open door policies and increased visibility.  Staff training on relationship building will continue to be provided. Ways EUSD will address the perceived lack of availability and accessibility of site and district administrators have been addressed in an earlier section of this report. Additionally, the ways by which the online safety of students at school are being addressed will be communicated comprehensively by the Technology Department, in addition to the parent workshops that it has offered.|Met||2025-06-11|2025
31668370000000|Foresthill Union Elementary|6|CAMPUS - welcoming, tidy and clean (students 68%, staff 53%, parents/families 61%) CONNECTION - students feeling connected to school (students 70%, staff 88%, parents/families 75%) CARE FOR OTHERS' FEELINGS - students 62%, staff 78%, parents/families 72% STUDENTS TREATED WITH RESPECT - students 80%, staff 93%, parents/families 73% STUDENTS WELL-BEHAVED - students 43%, staff 28%, parents/families 23% FEELING SAFE AT SCHOOL - students 69%, staff, 74%, parents/families 64% RESPONSE TO BULLYING - students 70%, staff 88%, parents/families 52% SWD PROGRESS TOWARD MENTAL HEALTH/COUNSELING GOALS: 100%|While the data above does not provide disaggregated sub-sets, it points to opportunities within the district to continue to build upon successful strategies to improve a sense of safety, respect, and connectedness in our progress toward gaining a greater understanding of the whole student (including students better understanding themselves and their needs/strengths)|In grades 4 through 8, the district will be implementing the Gradient Learning Whole Student Platform, updating instructional practices to increase engagement and meaningful learning experiences, and raising student agency and ownership of their own learning.  ELA and Math curricula will be changing and Intervention Teachers (both academic and SEL) will actively engage with students, particularly under-represented students.|Met||2025-06-12|2025
31668450000000|Loomis Union Elementary|6|"An LCAP Student Survey was distributed to students in grades 5 through 8 in November 2024. Responses were ranked on a 4-point Likert Scale.  The percentage of respondents indicates those who marked ""often (3)"" or ""always (4)"" with each of the following statements related to School Climate.  Learning, Culture, and Environment: There is an atmosphere of care, respect, and responsibility at my school: 85.7% My school has programs that promote positive student behavior: 88.7% Parents and community members are provided with an opportunity to be involved in our school community: 93%  Communication: My teacher effectively communicates with me regarding expectations, academic progress, and events: 93.35% My school effectively communicates with me regarding expectations, academic progress, and events: 92.8% LUSD effectively communicates with me regarding district-wide announcements and events: 71.23%  Student Achievement & Instruction:  My academic needs are being met: 87.8% My social/emotional needs are being met: 82.95% There are high academic standards at my school: 84.04% I am showing progress in my learning: 91.9%"|Key learning, based on feedback from 5th- to 8th-grade students via the student survey (November 2024), provided both quantitative data, as outlined above, and qualitative data through short-answer responses. When taken together, this data indicated that students continued to value access to non-academic experiences, such as before- and after-school clubs. Students also wanted more frequent direct communication from both the site and district levels. Students also perceived that some of their peers engaged in maladaptive behaviors that negatively impacted the learning environment.|As an example of continuous communication improvement, through feedback received from our student survey, we have improved student communication by including student email addresses in relevant district and site communication (for example, school lunch menus and newsletters).  Actions within the 2025-2026 LCAP address identified areas of need based on student input and feedback.  Before- and after-school clubs and interventions are funded through Goal 1 of the LCAP (Actions 1.5 and 1.6).  Social-emotional learning at Tier I is addressed through the Second Step curriculum and Restorative Practices, as well as Tier II interventions via small-group counseling, both of which are supported by the LCAP and grant funding to specifically address these areas of need.|Met||2025-06-12|2025
31668450117150|Loomis Basin Charter|6|"An LCAP Student Survey was distributed to students in grades 5 through 8 in November 2024. Responses were ranked on a 4-point Likert Scale.  The percentage of respondents indicates those who marked ""often (3)"" or ""always (4)"" with each of the following statements related to School Climate. Learning, Culture, and Environment: There is an atmosphere of care, respect, and responsibility at my school: 90.8% My school has programs that promote positive student behavior: 90.4% Parents and community members are provided with an opportunity to be involved in our school community: 94.2%  Communication: My teacher effectively communicates with me regarding expectations, academic progress and events: 94.3%  My school effectively communicates with me regarding expectations, academic progress and events: 95.5% LUSD effectively communicates with me regarding district-wide announcements and events: 98.9%%  Student Achievement & Instruction:  My academic needs are being met: 91.2% My social/emotional needs are being met: 90.7% There are high academic standards at my school: 88.5% I am showing progress in my learning: 93.8%"|Analysis of 2024 student survey data across Learning Environment & Culture, Communication, and Student Achievement & Instruction reveals several areas of strength as well as key opportunities for growth. The data demonstrates that students generally feel well-supported academically, socially, and emotionally, and that school-wide communication and culture are positive and inclusive.  Strengths:  LBCS students report a strong and respectful school climate, with high percentages indicating that their school promotes care, responsibility, and positive behavior. They also recognize the school’s efforts to involve families and the community, with over 94% acknowledging opportunities for parent and community participation. These results highlight an inclusive and collaborative school culture that values partnership and belonging.  Communication is another clear strength. Nearly 95% of students affirm that their teachers communicate effectively about expectations, academic progress, and events, while almost 97% are aware of school-wide expectations and activities. These results suggest that LBCS has established clear, consistent communication systems between school and students.  Academic and social-emotional supports also rank high, with over 90% of students stating that their academic and social-emotional needs are being met, and nearly 94% reporting that they are making progress in their learning. This indicates that students perceive their school as responsive to their development and learning goals.  Identified Needs:  Although school-level communication is strong, only 85% of students report being aware of district-wide announcements and events—one of the lower-scoring areas in the survey. This suggests a need to strengthen how information from the district is relayed to students. Increasing visibility of district-level messaging through school-based platforms or advisory time may improve this connection.  Another area to consider is students’ perception of academic rigor. While still relatively high at just under 89%, this is slightly lower than other academic indicators. This suggests an opportunity to further emphasize high expectations and academic challenge, ensuring that students across all groups feel intellectually engaged and motivated.  Conclusion:  The student survey data affirms that LBCS fosters a positive school climate, strong communication, and meaningful academic and emotional support for students. Moving forward, continued focus on enhancing district-level communication and reinforcing academic rigor will further support student growth and engagement across all student groups.|As an example of continuous communication improvement, through feedback received from our student survey, we have improved student communication by including student email addresses in relevant district and site communication (for example, school lunch menus and newsletters).  Actions within the 2025-2026 LCAP address these identified areas of need based on student input.  Before- and after-school clubs and interventions are funded through Goal 1 of the LCAP (Actions 1.5 and 1.6).  Social-emotional learning at Tier I is addressed through the Second Step curriculum and Restorative Practices, as well as Tier II interventions via small-group counseling, both of which are supported by the LCAP and grant funding to specifically address these areas of need.|Met||2025-06-12|2025
31668520000000|Newcastle Elementary|6|Newcastle continued to choose not to participate in the California Healthy Kids Survey this year and used internal data instead to measure student connectedness and safety. Survey results indicated that 90% feel that school is a safe place and 84% feel they are treated with respect and 97% are connected to school. Internal surveys will continued to be used moving forward as it is better aligned to gather critical data points.|The greatest need for Newcastle continues to be the need implement a survey tool that collects accurate data for all grade levels, especially in the primary grades. Previous methods of collection input for the youngest students (surveys read to the students with emoji responses) have not yielded information that has been useful or meaningful. Data collected in grades 3-5 and 6-8 has been the most impactful in terms of feedback and results. An overarching area of strength is that data collected from students shows a significant increase in feelings of safety and connectedness, which has been echoed through informal data collection during the year in student participation in Site Council, in ASB meetings, in one-on-one interviews with students, and has been felt across all grade levels on campus.|Newcastle will continue to improve on climate survey collection processes and data review moving forward, specifically in the primary grades. The idea of a pre-school year and post-school year survey has been discussed and will be used on a trial basis in grades 6-8 to see if responses increase or decrease throughout the school year. Data from the California Healthy Kids Survey will be collected again and compared to previous year's data. Having more accurate data will drive changes in plans, policies, and procedures moving forward. The 2024-25 school year has been the most positive and consistent school years for students, staff, and families since returning to school full-time and in-person.|Met||2025-06-11|2025
31668520109827|Newcastle Charter|6|Newcastle continued to choose not to participate in the California Healthy Kids Survey this year and used internal data instead to measure student connectedness and safety. Survey results indicated that 90% feel that school is a safe place and 84% feel they are treated with respect and 97% are connected to school. Internal surveys will continued to be used moving forward as it is better aligned to gather critical data points.|The greatest need for Newcastle continues to be the need to implement a survey tool that collects accurate data for all grade levels, especially in the primary grades. Previous methods of collection input for the youngest students (surveys read to the students with emoji responses) have not yielded information that has been useful or meaningful. Data collected in grades 3-5 and 6-8 has been the most impactful in terms of feedback and results. An overarching area of strength is that data collected from students shows a significant increase in feelings of safety and connectedness, which has been echoed through informal data collection during the year in student participation in Site Council, in ASB meetings, in one-on-one interviews with students, and has been felt across all grade levels on campus.|Newcastle will continue to improve on climate survey collection processes and data review moving forward, specifically in the primary grades. The idea of a pre-school year and post-school year survey has been discussed and will be used on a trial basis in grades 6-8 to see if responses increase or decrease throughout the school year. Data from the California Healthy Kids Survey will be collected again and compared to previous year's data. Having more accurate data will drive changes in plans, policies, and procedures moving forward. The 2024-25 school year has been the most positive and consistent school years for students, staff, and families since returning to school full-time and in-person.|Met||2025-06-11|2025
31668520120105|Creekside Charter|6|Creekside Charter School administered its annual LCAP survey this year and received a 30% response rate, which was slightly lower than the previous year. Despite the lower response rate, the results were overwhelmingly positive, reflecting strong school climate and relationships between staff, students, and families.  Key data highlights from the survey include: Student–Teacher Relationships rated positively: 94% Students feel emotionally safe at school: 92% Feeling accepted by peers (rated 4 or 5 on a 5-point scale): 91% Teacher professionalism and care (rated 4 or 5): 96% Overall emotional safety ratings: 92% These results reflect the strong culture of connection and support that Creekside fosters across campus. Importantly, responses from unduplicated student groups (including socioeconomically disadvantaged students, English learners, and foster youth) were consistent with the general population, with no significant disparities. These student groups reported equally high levels of emotional safety, belonging, and positive relationships with teachers. While we recognize the need to improve participation rates in future surveys, the consistency of high ratings across all demographic groups affirms that our focus on relationships and inclusive practices continues to have a positive impact on our overall school climate.|Key Learnings: Creekside Charter School continues to demonstrate a strong culture of emotional safety and positive relationships. Survey responses showed that students feel well-supported by teachers, accepted by peers, and emotionally safe at school. These outcomes are consistent across all student groups, including unduplicated students, suggesting that our focus on relationship-building remains a core strength.  Areas of Strength: Student–teacher relationships remain a foundational strength, with 94% of respondents rating these interactions positively. Emotional safety is rated highly, with 92% of families affirming that their child feels emotionally safe at school. Teacher professionalism and care received some of the highest ratings, with 96% scoring this area a 4 or 5. These positive trends are consistent across disaggregated groups, indicating equitable experiences for both traditional and underrepresented students.  Identified Needs: While underrepresented families rated Creekside highly overall, we recognize the need to increase participation and deepen insights from these groups in future surveys. Enhancing response rates from underrepresented families is a key goal for the 2024–25 school year. One area of continued concern is student behavior, which scored notably lower than other categories. Only 70% of respondents agreed that student behavior is appropriate, suggesting a need for additional support, expectations, and consistency in this area.  Challenges were also identified in: Technology use among students can impact behavior and engagement. Differentiation and academic challenge for students who are ready for more advanced or enriched learning experiences. Independent study and communication processes, where feedback indicated a need for better systems to support coordination between students, teachers, and administrators.  These insights will help drive our planning and resource allocation for the 2024–25 school year, with an emphasis on behavior support, academic differentiation, and communication systems.|To address the identified need for improved student behavior and support the full implementation of our PBIS model, Creekside has made several adjustments to existing plans, policies, and procedures, with ongoing actions planned for continuous improvement. Recognizing that effective PBIS integration typically requires multiple years, we have reinforced our commitment to the R.I.S.E. values—Responsibility, Integrity, Safety, and Effort—as the foundation of our school culture and behavior expectations. We have expanded professional development opportunities for staff focused on the consistent application of PBIS strategies and restorative practices, ensuring that all adults in the school community use common language and approaches to both reinforce positive behaviors and proactively address challenges. Additionally, we have enhanced our positive behavior recognition system, “Yeti Tickets,” to increase student motivation and engagement, while continuing to refine restorative practices to better support conflict resolution and community building. To improve communication and transparency, we will increase family and student outreach around behavior expectations and supports, creating additional forums for partnership and feedback. These ongoing revisions to policies and practices reflect our commitment to continuous improvement and recognize that building a strong, positive behavior culture is a gradual process requiring sustained focus and collaboration among staff, students, and families. As a follow-up, we will continue to refine and improve our Restorative Chat Opportunity (Office Referral) process. In addition, we are working towards decreasing screen time, enhancing our independent study program, and supporting students who need additional academic challenges.|Met||2025-06-16|2025
31668520121608|Harvest Ridge Cooperative Charter|6|In the Spring of 2024, students in grades 3-8 were surveyed in our On Campus program, which provides on campus instruction four days a week. Of the 72 responses received, over 90% of students report that they feel safe in the classroom, feel safe on the playground, and treat each other respectfully. The respondents also reported that over 98% feel as though the adults care about the students, that adults are kind and friendly to students, that adults are helpful to students, that adults encourage students to do their best, and that adults treat students respectfully.|While the overall data reflected student confidence in the program, there is room for improvement for student safety in the playground areas. 25% of students reported that they have been teased or picked on, 19% report that they have been bullied, 31% have reported that they have been hit or kicked, and 31% reported that they have felt left out by other students.|"Harvest Ridge was successfully able to fill the open Instructional Aide position, however did have to adjust with another Instructional Aide being gone for a significant chunk of time due to a personal issue. The additional supports present on the playground were noticeable, and the overall amount of instances was noticeably lower compared to previous years. The school also implemented a ""Keys to Success"" program which celebrated character traits and incentivized students for their behaviors both in the classroom and the playground."|Met||2025-06-23|2025
31668520127928|Rocklin Academy Gateway|6|Rocklin Academy Family of Schools (RAFOS) monitors school climate annually as part of its progress toward State Priority 6. At Rocklin Academy Gateway (Gateway), school climate data is collected from students in grades 6 and 7 through the California Healthy Kids Survey (CHKS), which was most recently administered in winter 2024. The 2024–25 CHKS results for Gateway students showed the following: Grade 6: 74% reported feeling connected to school, up from 70% the prior year. 82% reported feeling safe at school, up from 79%. Improvements in academic motivation, up from 85% to 89%. Grade 7: 76% reported feeling connected to school, up from 65%. 82% reported feeling safe at school, up from 71%. These gains reflect Gateway’s continued emphasis on relationship-building, classroom belonging, and safe, inclusive schoolwide practices. From the family perspective, the 2024–25 Intent to Return survey revealed: 96.38% of families feel their child is safe at school. 88.13% feel connected to their child’s school. 98% of families intend to return for the 2025–26 school year. Because CHKS responses are anonymous, the school is not able to disaggregate results by student group. However, year-over-year data is used to inform site-level priorities and identify areas for further investment in student support.|Analysis of Gateway’s 2024–25 CHKS results revealed encouraging trends in both safety and connectedness. Sixth-grade students reported increases in school connectedness (74%, up from 70%) and feelings of safety (82%, up from 79%). Gains were even more pronounced among seventh-grade students, with 76% reporting connectedness (up from 65%) and 82% reporting feeling safe at school (up from 71%). These upward trends suggest that Gateway’s continued efforts to foster strong relationships and reinforce a positive climate are having a meaningful impact across grade levels. Academic motivation among sixth graders also increased, from 85% to 89%, reinforcing the connection between a supportive school environment and student engagement. These data affirm Gateway’s strengths in cultivating a culture where students feel supported and motivated to do their best. Despite these improvements, a continued area of focus remains in peer dynamics and the student experience of inclusion. Only 34% of sixth-grade students and 41% of seventh-grade students reported having meaningful opportunities to participate at school. While this reflects some progress from prior years, it highlights a need to broaden and deepen students’ sense of belonging through increased voice and involvement. Furthermore, social-emotional climate data presents a mixed picture. Although students reported improvements in their relationships with caring adults and feelings of respect on campus, a notable percentage of students, particularly in 7th grade, continued to report experiences with peer conflict and bullying. For example, 56% of 7th graders reported being the target of mean jokes or name-calling, and 45% reported harassment or bullying. These patterns emphasize the importance of sustained efforts in peer relationship-building, social-emotional learning, and targeted supports for students experiencing exclusion or mistreatment. Family perception data remains strong and closely aligned to student responses, with 96.38% of Gateway families reporting that their child feels safe at school, and 88.13% feeling connected to the school community. While CHKS data is not disaggregated by student group due to its anonymous design, the site uses this information to assess year-over-year trends, identify persistent challenges, and inform future practices. Gateway’s results reflect clear areas of strength, along with targeted needs that will guide continued improvements in school climate.|To address areas of need identified through the analysis of CHKS results and key findings, Gateway is implementing several changes to existing practices aimed at deepening student connection, strengthening peer relationships, and expanding meaningful participation across grade levels. In 2025–26, Gateway will take the following actions as part of its continuous improvement plan: Expand Student Voice and Leadership Opportunities: Building on the initial implementation of a new student leadership structure, Gateway will strengthen additional pathways for student input, including student impact committee and peer-led assemblies. These structures aim to increase the percentage of students reporting meaningful opportunities to participate in school. Strengthen Gator Time Implementation: Recognizing the importance of peer relationships in student connection, the site will refine its Gator Time structure to include more intentional social-emotional learning (SEL), collaborative group projects, and peer support strategies. Staff will be supported in aligning Gator Time with identified SEL goals and inclusive classroom practices. Increase Focus on Peer Relationship Building: Professional learning for teachers will include continued emphasis on fostering inclusive classroom climates and addressing peer conflict proactively.  Support for Targeted Peer Concerns: With 56% of 7th graders reporting being targeted by mean jokes or name-calling, Gateway will increase Tier II supports, including small-group social skills interventions and access to student support staff. Teachers will also receive updated guidance on documenting and responding to peer mistreatment through aligned PBIS and MTSS systems. Monitor and Strengthen SEL Implementation: With strong academic motivation and improved climate indicators among students, the site will continue to embed SEL routines across content areas. Particular attention will be paid to consistency of implementation and grade-level articulation between 6th and 7th grades. Improve Data Reflection Practices: Cohort-level data analysis will continue to be used to track patterns and inform targeted support. Gateway’s leadership team will work with staff to embed CHKS reflections into PLC discussions and staff meetings, ensuring the data informs both classroom practices and schoolwide planning. These actions reflect Gateway’s commitment to fostering a school climate where all students feel safe, valued, and connected, with ongoing feedback loops to drive responsive adjustments throughout the year.|Met||2025-06-23|2025
31668860000000|Placer Hills Union Elementary|6|PHUSD identified the CA Healthy Kids Survey as a measurement to understand students' connectedness to school, and social / emotional support engagement. This metric is a part of the PHUSD LCAP, so it is closely monitored and has actionable items attached to it. In previous years, PHUSD had implemented both a wellness center on each school site and have school psychologist time at each site. • School connectedness: 54% an increase of 7% • Chronic Sadness/hopelessness: 29%, a decrease of 10% • Two or Fewer Absences/Month: 92%, and increase of 11%|When evaluating this CHKS data and the corresponding academic, attendance, and cultural data, they demonstrate a correlation between student self-reporting and tangible data. We see a decrease in disciplinary referrals across the district, and chronic absenteeism has decreased as well, aligning itself with students self-reporting measures. Chronic absenteeism specifically is down in all student groups as well, logically concluding that school academic and mental health interventions are initially successful.|Changes to the 24-25 LCAP for 25/26 build on these findings and strengthen them in most areas. In order to continue to address the metrics we adjusted specific actions to open them to trauma needs or other unknown needs for staff and students. While we did have to decrease some mental health resources, we increased in other areas, such as access to SEL curriculum and psychologist time. We saw meaningful growth in these metrics and will continue to build on them to contribute to an overall better climate.|Met||2025-06-11|2025
31668940000000|Placer Union High|6|School Connectedness - Grade 9 - 67%, Grade 11 - 59%   - White –  Grade 9 - 70, Grade 11 - 62 - Hispanic or Latinx – Grade 9 - 65, Grade 11 - 49  Caring Adult Relationships - Grade 9 - 60%, Grade 11 - 62% - White – Grade 9 - 65, Grade 11 - 62  - Hispanic or Latinx – Grade 9 - 52, Grade 11- 58   High Expectations - Grade 9 - 71%, Grade 11 - 70% - White – Grade 9 - 76, Grade 11 - 70  - Hispanic or Latinx – Grade 9 - 52, Grade 11 - 58    School perceived as safe or very safe - Grade 9 - 67%, Grade 11 - 66% - White – Grade 9 - 71, Grade 11 - 68   - Hispanic or Latinx – Grade 9 - 64, Grade 11 - 56    Experienced Bullying/Harassment - Grade 9 - 28%. Grade 11 - 25%% - White – Grade 9 - 25, Grade 11 - 23  - Hispanic or Latinx – Grade 9 - 29, Grade 11 - 29   Cyberbullying - Grade 9 - 21%, Grade 11 - 23% - White – Grade 9 - 20, Grade 11 - 23   - Hispanic or Latinx – Grade 9 - 24, Grade 11 - 21|In looking at data from the CHKS survey, it is clear that our schools are viewed as safe spaces. Students consistently marked that they feel safe or very safe. Although incidents of harassment/bullying and cyberbullying do occur, the data examined showed that incidents related to race, ethnicity, religion, gender, gay, lesbian, bisexual, immigrant status and physical or mental disability were extremely low with an average of 90% or higher reporting that they had never experienced this. However, there has been input from students that the use of racial slurs and disrespectful language is occurring more often. The category of “any other reason” garnered the highest occurrences, yet 80% or more of the students reported having not experienced this. Although the overall sense is that students report feeling safe at school and incidents are on the lower side, this is still an area of focus for our district and school sites. Any feeling of concern on the part of our students to attend school and feel that it is a place they can be comfortable and belong is a concern of ours and one that we continue to put our energy towards. Caring relationships and knowing that there are trusted adults on campus that students can identify with are of great importance to PUHSD. This is an area where we strive to excel. The data reflects that students report they are connected to school, have staff that cares about them and have high expectations for them. Although our numbers have increased or remained the same in the area of school connectedness and caring relationships, this remains one of our bigger focus areas. We continue to work on and gather input from our students about ways to improve through avenues such as Student Voice meetings, Student Council, Advisory Groups, and our STOPit App to name a few.|A respect committee was established two years ago to bring stakeholders together from all sites to examine ways to increase respect on campus and decrease incidents of harassment/bullying types of behavior. The idea for such a committee was born out of conversations with students during Student Voice and Student Engagement meetings. The committee includes district administration, site administration, counselors, mental health specialists and Student Intervention Specialists-Behavior. Last year the committee conducted staff and student surveys, examined curriculum to support systemic change on campuses, and provided professional development for staff.  This year, the committee designed professional development training for staff and implemented it by site during staff meetings and at our Inservice Day in March. This training has been powerful and we've received positive feedback from staff. We are being very deliberate in how we approach this concern as we work to create lasting systemic change and an improved culture shift on all of our campuses. This work will continue into next year. Information from internal surveys as well as the CHKS data will be utilized to address our identified areas of concern. Additionally, PUHSD will continue to focus on relationship building through our Quality Schools philosophy All staff new to the district receive training in these tenets and the guiding principles are threaded through our district and site initiatives. These tenets help to create school cultures that emphasize belonging, which would in turn address the need to be more intentional about making sure students feel connected to the school. Each site's development and focus on their character pillars and implementation of character education in all aspects of the student’s educational journey is also a focus area designed to assist in improving relationships and school connectedness.|Met||2025-06-17|2025
31668940138081|Maidu Virtual Charter Academy|6|MVCA administered the California Healthy Kids Survey to all 9th and 11th grade students, staff, and parents. Unfortunately, even after repeated attempts to have students complete the survey, only a small percentage of students responded. For those who did respond, the results showed significant positive numbers for caring adults, being happy at the school, and high expectations. However, we know that many of our students come to us with pre- existing issues of anxiety and social-emotional distress and choose MVCA because comprehensive sites are often contributing to their anxiety. We continually try to connect with our students in different ways, including activities outside of the classroom (Maidu Meetups). We have seen an increase in student attendance and engagement at these meetups during the 2024-25 school year. Additionally, our teachers create very engaging online courses and are flexible and accommodating to student needs. Part of the MVCA model is that MVCA teachers act as advisors and help students academically, socially, and emotionally, contributing to increased student engagement and success. Finally, MVCA's tiered re-engagement plan has proven successful in identifying students who need additional support and providing them access to that support.|See above|See Above|Met||2025-06-17|2025
31669100000000|Roseville City Elementary|6|In Spring 2025, Roseville City School District (RCSD) administered a districtwide Student Climate Survey to students in grades 4 through 8, with 5,592 responses. The survey, developed in partnership with Hanover Research, measured perceptions across multiple dimensions, including school safety, student connectedness, and engagement. The results are available through a dynamic dashboard allowing for disaggregation by grade level, school site, and student subgroup, provided that at least 10 responses per group.  Key districtwide survey themes include:        •Generally positive perceptions of school safety and staff-student relationships.       •Younger students reported higher levels of connectedness and perceived safety than older students.       •Subgroups such as English Learners and students with disabilities showed variations in their responses, which the district continues to monitor to address equity gaps.  RCSD conducted a districtwide Student LCAP Feedback Form in February–March 2025 to supplement these quantitative results across all school sites. Over 400 students participated, providing narrative responses aligned to LCAP goals. Students consistently praised:         •Positive relationships with teachers and support staff.        •Access to small group instruction, after-school tutoring, and intervention time.        •Schoolwide programs that recognize positive behavior (e.g., BARK Bucks, Dino Dollars, PBIS Assemblies).  Students also identified areas for improvement:        •Requests for expanded after-school academic support across all subjects, particularly science and ELA.        •A desire for quieter classrooms, more inclusive playgrounds, and additional mental health supports.        •Emphasis on more opportunities for cross-grade friendships, buddy programs, and multilingual staff.  Notably, students from unduplicated pupil groups—including English learners (EL), foster youth (FY), and students with disabilities (SWD)—voiced specific needs such as:        •More instructional aides and tutoring during and after school.       •Translators for events and classroom support to engage EL families.       •Expanded social-emotional learning opportunities and peer mentorship programs.  The survey and student feedback highlight RCSD's strengths in cultivating a positive climate while guiding continuous improvement efforts to address equity gaps. This information directly informs actions within Goal 2 of the LCAP, which is focused on student connectedness, safety, and reducing chronic absenteeism and behavior incidents.|Analysis of the 2025 Student Climate Survey and Student LCAP Feedback Form surfaced several key insights into school climate and student connectedness across Roseville City School District (RCSD).  Areas of Strength Positive School Culture and Relationships: Students across all grade levels consistently reported strong relationships with teachers and staff. Many noted that they feel comfortable seeking help, and that teachers make learning enjoyable and accessible. Programs like PBIS (e.g., BARK Bucks, Dino Dollars, assemblies) were widely recognized for reinforcing positive behavior and creating a supportive environment.  Engagement with Learning Tools and Resources: Technology integration is robust, with students appreciating access to Chromebooks, learning platforms like IXL and i-Ready, and small group instruction. When available, after-school programs were praised for extending learning opportunities.  Safe and Welcoming Environment: Physical safety protocols (e.g., fenced campuses, drills, visible staff supervision) contributed to a strong sense of security. Initiatives such as buddy programs, classroom expectations (e.g., BARK Bucks, ROCKstars), and campus events (e.g., rallies, multicultural celebrations) promoted inclusivity and belonging.|In response to the 2025 Student Climate Survey data analysis and student feedback collected through the districtwide Student LCAP Feedback Form, Roseville City School District (RCSD) is implementing several revisions and enhancements to existing plans and procedures to address identified needs and advance continuous improvement efforts.  Changes to Support Academic and Social-Emotional Needs Expanded Targeted Tutoring and Intervention: Based on feedback from English Learners (EL), Students with Disabilities (SWD), and Socioeconomically Disadvantaged (SED) students, the district will increase access to Tier II across core subjects in middle schools to ensure equitable support beyond the math intervention currently offered.  Revisions to Student Support Services Utilize Counseling Resources: RCSD will continue to utilize resources to ensure counselor visibility and availability on campuses, including culturally responsive practices and outreach to underrepresented student groups. SEL and conflict-resolution programs will be expanded, and staff will receive additional training on trauma-informed practices.  Inclusive Culture and Engagement Multilingual Family Engagement Procedures: In response to student feedback highlighting language access gaps, all future school events will be staffed with interpreters, and materials will be translated into multiple languages. Family engagement policies will be revised to include translation support as a default practice.  Governance and Planning Practices Student Feedback Integration Process: The district will continue its yearly student feedback process. Student recommendations will be summarized and presented to the district leadership during the LCAP annual update cycle.  Cross-Departmental Coordination: To ensure interventions align with data findings, district departments, Educational and Educational Support Services, will implement trimester data review meetings focused on unduplicated pupil outcomes and climate indicators.  These revisions reflect RCSD's commitment to continuous improvement and addressing the disparities and needs identified through meaningful educational partner engagement and local data analysis.|Met||2025-06-18|2025
31669280000000|Roseville Joint Union High|6|When looking at substance use, alcohol and drug use remained low overall, with 94% of students reporting that alcohol and drug use is not a problem. Cigarette use was minimal, but vaping has seen an increase, particularly among upper-grade students.|Strengths: Students reported feeling supported by their teachers, who hold high expectations and encourage them to do their best. More than half of students believe their teachers think they will be successful. 73% of students share that adults in the school have high expectations for them. Approximately 64% of students report that they have connections to the school. 67% of students share that teachers treat them fairly. Approximately, 65% of students feel safe in their school. 68% report that they are academically motivated. 72% of students say that they have a teacher that believes that they will be a success.   Areas for Growth: Overall, only 50% of students shared feeling happy at school, having positive relationships with teachers, feeling safe, and feeling connected to people on campus. Also, only 32% reported having meaningful participation at the school. 75% or more of students feel they do not have a say in school decisions, activities, or rules, indicating a lack of student voice in decision-making. Bullying and harassment remain concerns, particularly for LGBTQ+ students, African American students, and those with students with disabilities. Vaping rates are notably high in 11th grade (13%) and 9th grade (7%), showing an increasing trend that may require further intervention. Next Steps: To build on existing strengths, RJUHSD will increase opportunities for students to meaningfully engage in the classroom, enhance anti-bullying efforts, and expand access to mental health resources. Additionally, more preventative education and intervention programs will be essential in addressing vaping and substance concerns.   Based on the data, several key actions need to be implemented to address areas of need and create a more supportive school environment. Students need more opportunities to learn how to cope with feelings of hopelessness and chronic sadness, as well as better access to mental health support. Education around bullying prevention, and harassment-free learning environments  need to be strengthened.|There are no changes to policies or procedures.|Met||2025-06-10|2025
31669280121418|John Adams Academy - Roseville|6|The Roseville campus administered a local school climate survey to gather data from families about their perceptions of school connectedness, safety, and overall satisfaction with the learning environment. Results indicate that families feel overwhelmingly positive about the school climate: - 91% of respondents reported feeling welcomed at school and comfortable interacting with staff. - 89% agreed that communication between staff and families is clear and consistent. - 92% said the school supports a culture that encourages family involvement. - 88% indicated that they are provided with opportunities to support their scholar's academic success at school and home. - 86% of families agreed that their feedback is valued and used to inform decisions.  Although the survey was not disaggregated by scholar groups, family narrative responses included input from families of English Learners and those with scholars receiving academic intervention services. This qualitative input provides insight into experiences across subgroups.|Analysis of the climate survey data reveals that families perceive the school as a welcoming, safe, and mission-aligned environment. Strong scores in areas such as communication, staff accessibility, and family engagement reflect the positive relationships built between home and school. Parents praised the presence and influence of the Parent Service Organization and recognized the consistent modeling of the school's Core Values by staff.   Narrative responses highlighted appreciation for clear communication, transparency in scholar support programs, and the opportunity to provide feedback. At the same time, some families expressed a desire for more consistent implementation of culture-building practices across classrooms and increased outreach efforts to families who may not yet be actively engaged. Additionally, while families of English Learners appreciated the formation of ELAC, they expressed interest in further developing that platform.|John Adams Academy - Roseville will implement several key changes based on climate survey feedback and stakeholder input:  Attendance and Connection: The Academy will strengthen family-school partnerships aimed at reducing chronic absenteeism. This includes personalized attendance outreach, early intervention protocols, and scholar engagement incentives tied to the 10 Core Values.  Social-Emotional and Behavioral Supports: Staff will receive increased training in conflict resolution and core value modeling. A stronger Tier 1 SEL framework will be utilized using Leader in Me curriculum to ensure scholars have the tools to self-regulate and engage respectfully.  Feedback and Follow-Up: To improve family trust and transparency, Roseville will systematize its feedback loop process, sharing clear outcomes from surveys and input sessions via ParentSquare and PSO meetings. Families will be invited to collaborate in evaluating the effectiveness of these changes.  Inclusive Event Planning: Based on underrepresented family feedback, Roseville will reframe key family events (such as Junto nights, Town Halls, and Meet-and-Greets) to be more linguistically accessible and reflective of the community's scheduling needs.|Met||2025-06-26|2025
31669280141622|New Pacific Charter - Roseville|6|In the spring of 2025, New Pacific Roseville administered a school climate survey to students in grades 3–9 to evaluate their perceptions of school connectedness and safety. The results provide valuable insight into how students across various demographic groups experience the school environment: Perceptions of School Safety and Connectedness: 82% of all students reported feeling connected to and safe at school. 82% of socioeconomically disadvantaged (SED) students reported similar positive perceptions. 92% of Hispanic students indicated that they feel both connected and safe. 100% of English Learner (EL) students expressed a strong sense of connectedness and safety. 67% of Black students reported feeling connected and safe at school. These results reflect a strong overall sense of school safety and belonging among the student body, particularly among Hispanic and English Learner students. At the same time, the data also highlight areas where additional attention is needed to ensure that all student groups—especially African American students—experience an equally strong sense of connection and safety. New Pacific Roseville remains committed to fostering an inclusive and supportive school climate for every student and will use these findings to guide ongoing equity-focused initiatives and student engagement strategies.|These results reflect a strong overall sense of school safety and belonging among the student body, particularly among Hispanic and English Learner students. At the same time, the data also highlight areas where additional attention is needed to ensure that all student groups—especially Black students—experience an equally strong sense of connection and safety. New Pacific Roseville remains committed to fostering an inclusive and supportive school climate for every student and will use these findings to guide ongoing equity-focused initiatives and student engagement strategies.|New Pacific Roseville is committed to ensuring that all students, including Black students, experience a strong sense of safety, connection, and belonging. As part of this commitment, the school will conduct a focused review of interactions and school climate data to identify areas of strength and improvement specific to the experiences of Black students. This includes gathering student voice through surveys and listening sessions, reviewing discipline and engagement data, and providing staff with professional development on culturally responsive practices. It is encouraging to note that 71% of Black parents reported being happy with NPC-R, which reflects a strong foundation to build upon. Moving forward, the school will continue to engage families through targeted outreach and inclusive events, ensuring ongoing dialogue and collaboration in support of equitable student outcomes.|Met||2025-06-16|2025
31669440000000|Tahoe-Truckee Unified|6|In the recent district-wide survey conducted by Hanover Corporation, the following percentages of students reported feeling that social-emotional support is available at district schools: • All students: 79% • English Learners (EL): 84% • Students with Disabilities (SWD): 84 % • Students with Economic Disadvantages (SED): 83%|We discovered that our students do feel connected to at least one adult at their school. Additionally, we found that students feel they have access to social-emotional support. Based on the surveys and reports, we have decided to pilot a universal social-emotional learning (SEL) curriculum district-wide.|Evaluate the current and potential Social Emotional Learning systems to ensure consistency district-wide. This will be done through the Social-Emotional Learning Committee. Mini DESSA administration and Data Analysis will be carried out at the elementary level, while What’s Up Wellness will be used at the secondary level. Take inventory of the current SEL curriculum and start evaluating its implementation and fidelity. Additionally, consider initiating a pilot program for potential adoption.|Met||2025-06-25|2025
31669440121624|Sierra Expeditionary Learning|6|Various school-developed surveys around belonging and satisfaction provide student feedback. Over the years, approximately 80-90% of students feel accepted and valued by both peers and staff. Latinx students often have a slightly higher percentage who feel connected to their crews.|Work is always ongoing to ensure no students feel left out or not valued. Staff talk regularly about strategies to help and professional development occurs as needed throughout each year.|None currently.|Met||2025-06-02|2025
31669510000000|Western Placer Unified|6|Western Placer Unified School District implemented the Youth Truth survey during the 2023 - 2024 school year. Grades 3 - 12 are included in this survey and results are broken down by Elementary (grades 3 - 5), middle (grades 6 - 8), and secondary (grades 9 - 12). Results are broken down by school, grade level, genders, and/or race/ethnicity.  School sites are using this data set to inform their decisions on campus for school climate and use data sets to drive their SPSA's.  This data is a baseline data set and will be used for overall school improvement.  In addition, all schools now have a Student Senate that worked this year on school safety and culture.  This data will help inform senators to create action plans at their sites to improve school climate and safety at their respected campuses.   Elementary Can you be yourself with other students? Overall 51%, White 53%, Two Races 49%, Hispanic 51%, Asian 44%, Black 29%, American Indian 57%, Middle Eastern 67%, girl 48%, boy 55% Do you feel like an important part of your school? Overall 30%, White 31%, Two Races 26%, Hispanic 34%, Asian 29%, Black 32%, American Indian 45%, Middle Eastern 56%, girl 30%, boy 32% Are students friendly to you? Overall 44%, White 45%, 38% Two Races, Hispanic 45%, Asian 38%, Black 30% American Indian 46%, Middle Eastern 56%, girl 41%, boy 48% Do you feel safe at school? Overall 60%, White 62%, Two Races 58%, Hispanic 62%, Asian 56%, Black 43%, American Indian 56%, Middle Eastern 67%, girl 64%, boy 57%  Middle Most Students are friendly to me. Overall 54%, White 54%, Hispanic 62%, Asian 59%, Black 40%, American Indian 58%, Multiracial 48%, Pacific Islander 57%, Middle Eastern 67%,  girl 54%, boy 59%, self describe 30% I really feel like a part of my school's community Overall 39%, White 40%, Hispanic 40%, Asian 40%, Black 35%, American Indian 36%, Multiracial 32%, Pacific Islander 57%, Middle Eastern 67%, girl 37%, boy 44%, self-describe 16% I can usually be myself around other students. Overall 53%, White 53%, Hispanic 55%, Asian 63%, Black 45%, American Indian 52%, Multiracial 45%, Pacific Islander 29%, Middle Eastern 59%, girl 48%, boy 61%, self-describe 34% I feel safe during school. Overall 55%, White 61%, Hispanic 49%, Asian 59%, Black 42%, American Indian 69%, Multiracial 48%, Pacific Islander 57%, Middle Eastern 50%, girl 55%, boy, 59%, self-describe 28%  High School Most students are friendly to me. Overall 59%, White 63%, Hispanic 60%, Asian 59%, Black 48%, Multiracial 59%, Pacific Islander 55%, Middle Eastern 45%, American Indian 65%, girl 60%, boy 64%, self-describe 40% I really feel like part of my school's community. Overall 41%, White 44%, Hispanic 41%, Asian 42%, Black 35%, Multiracial 33%, Pacific Islander 41%, Middle Eastern 41%, American Indian 50%, girl 40%, boy 47%, self-describe 43% I can usually be myself around other students. Overall 51%, White 52%, Hispanic 52%, Asian 55%, Black 42%, Multiracial 48%, Pacific Islander 59%, Middle Eastern 55%, Am|Elementary  Belonging - Overall students report average to slightly above average belonging at Elementary school sites compared to other schools.  Overall we would like to see an increase in connectiveness for all students, subgroups score similar overall with the exception of Middle Eastern students who report our lowest overall scores. Overall girls report a lower connectiveness then boys at the elementary level.    Middle Belonging - Overall students report in the average range for belonging and safety at middle school, however we are on the lower side of the average in comparison to other school sites. When data is broken down by race the data is similar, but we do see lower scores for girls and students who self-describe. WPUSD lowest sub score is being a part of the schools community.  WPUSD needs to increase this across the secondary sites.   High School Belonging - Overall students report in the average range for belonging and safety for high school, however we are on the lower side of the average in comparison to other school sites. When data is broken down by race the data is similar, but we do see lower scores for students who self-describe and Pacific Islanders. WPUSD needs to focus on creating better connections for students to feel a part of the school community.|The WPUSD student senate continues to grow and gives us valuable information from our most important stakeholders (the students).  This group of students represents all school sites and has senators from the 3rd - 12th grade.  Senators meet and go over school site data to work to create a better school climate. The senate creates a true student voice and they work directly with teachers and administration to look at school issues and create action plans for improvement.  This past spring each school site senate presented their plans for the next school year.    Our district continues to hone its work in the area of Youth Development.  The youth development framework identifies five supports and opportunities that youth need to become healthy, productive adults: safety, relationships, youth participation, community involvement, and skill building. Close to 200 staff members have participated in a four-day Youth Development Institute and 15 staff have been further trained as trainers of youth development. Schools have worked diligently to improve safety and relationships with and for students.  All comprehensive schools will be implementing Positive Behavioral Interventions and Support (PBIS) initiatives at their school sites. Revisiting (or establishing, in some cases) the components of PBIS will allow schools to re-establish structures and procedures that positively impact school culture.    Based on parent feedback, WPUSD will also continue its focus on mental health, piloting some classroom-based curricula that focuses on building skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.  We will also utilize a screener in grades 6-12 to proactively identify students in need of support prior to them being in crisis, and we will continue our partnerships with local universities to work with counseling interns and with Wellness Together to continue providing small group and one-on-one services for some students.  We are adding an additional wellness center at Twelve Bridges High School for the 2024 - 2025 school year.   We have three full-time School Resource Officers who assist with issues related to attendance, school safety, and tobacco use (vaping); one officer’s main role is to address the increase in vaping at our secondary schools.|Met||2025-06-17|2025
31669510135871|John Adams Academy - Lincoln|6|The 2024-25 local climate survey data for John Adams Academy - Lincoln provides valuable insights into school conditions and climate. The survey was distributed to parents and gathered feedback across key themes aligned with LCFF Priority 6, including safety, support, academic engagement, communication, and sense of belonging. Overall, results were strong, with a high percentage of families expressing satisfaction with the academy's classical education model and commitment to servant leadership. Key data points include: - 94% of parents agree that the academy promotes positive behavior and scholar character development - 91% of families feel welcome on campus - 89% agree that the staff treat families with respect and build trusting relationships - 88% report that their scholar feels safe at school - 86% believe their scholar receives the academic support they need to be successful - 85% say the school clearly communicates expectations for scholar behavior - 83% of parents feel informed about their scholar's progress   The survey was anonymous and did not include disaggregated subgroup identifiers, such as race/ethnicity or income level. However, anecdotal and observational data from staff and school leaders indicate that families of English Learners, scholars with disabilities, and economically disadvantaged scholars continue to participate in school events and engage in meaningful partnerships, though outreach efforts remain ongoing. In future cycles, the academy is exploring enhancements to survey tools to allow for subgroup analysis while maintaining confidentiality.|The climate survey responses suggest several key strengths and needs at the Lincoln campus.  Strengths: - Families across grade levels consistently report a strong sense of safety and welcome, indicating the success of campus-wide systems for culture and community-building. - The vast majority of parents affirm the academy's academic support structures and positive behavioral expectations, reflecting fidelity to MTSS and leadership values. - High ratings for respectful, trust-based relationships between families and staff point to ongoing success in building community partnerships.  Needs: - While communication is rated positively overall, some families shared that they would appreciate more proactive and transparent outreach, particularly around scholar progress and intervention supports. - A small portion of open-ended feedback revealed a desire for increased visibility of administration and more opportunities for face-to-face connection. - Though the academy promotes volunteerism and shared responsibility, there is room to expand access to input structures (e.g., surveys, advisory groups) for underrepresented voices, including EL and working families.|To address findings from the 2024-25 school climate survey and ongoing stakeholder feedback, John Adams Academy - Lincoln will make the following key changes for continuous improvement:  Improved Stakeholder Communication: The Academy will expand efforts to close the feedback loop by regularly sharing how scholar, staff, and family feedback leads to actionable changes. This includes publicizing follow-up actions in newsletters, at PSO meetings, and through ParentSquare.  Targeted SEL and Behavioral Supports: In response to climate data on scholar well-being, the Academy will use Leader in Me curriculum to implement a broader Tier 1 social-emotional learning framework rooted in the 10 Core Values. Staff will received additional training on restorative approaches and positive behavior support strategies.  Crisis Response Protocol Revisions: Based on parent feedback and safety data, the Academy will refine its emergency communication protocols and re-train staff on lockdown, evacuation, and communication systems to ensure consistent implementation across the campus.  Family Partnership in Climate Improvement: The Academy will invite more parent participation in school climate committees and safety reviews, especially from underrepresented communities. Feedback will shape future community-building events, behavioral expectations, and leadership programs.  These changes aim to promote a more inclusive, safe and empowering school environment for all scholars and families.|Met||2025-06-26|2025
31669513130168|Horizon Charter|6|2024/2025: The data allowed students and families to report anonymously and the data did not include their subgroup status.  To what degree do you Agree with each statement. 1= Strongly Disagree 2= Disagree 3= Agree 4= Strongly Agree  Family Survey Scores reported show the average score for respondent and the question in this format (Score)  Question  (3.2)  Horizon has improved community and student engagement through increased and effective communication (3.2)  Horizon has improved community and student engagement through increased social opportunities (3.2)  Horizon has improved community and student engagement through well-planned events, trips, and connectors (3.3)  Horizon staff try to communicate in my preferred communication method (3.4)  My student feels safe online and able to express myself (2.8)  My student feels well connected to other students (3.5)  We feel well connected to Horizon Supervising Teacher (3.1)  My student feels well connected to their Horizon ODL/VLI/BL Teachers (3.2)  If my student needs support socially or emotionally I know how to get support from the Horizon staff (2.9)  There are ample opportunities to engage in social events in MY local area (3.3)  I feel well informed about school-related activities and events. (3.4)  I would recommend Horizon to other families   Student Survey Scores reported show the average score for respondent and the question in this format (Score)  Question  (3.3)  Horizon has improved community and student engagement through increased and effective communication (3.3)  Horizon has improved community and student engagement through increased social opportunities (3.2)  Horizon has improved community and student engagement through well-planned events, trips, and connectors (3.4)  Horizon staff try to communicate in my preferred communication method (3.3)  I feel safe online and able to express myself (2.8)  I feel well connected to other students (3.5)  I feel well connected to Horizon Supervising Teacher (3.1)  I feel well connected to my Horizon ODL/VLI/BL Teachers (3.1)  If I need support socially or emotionally I know how to get support from the Horizon staff (3.2)  There are ample opportunities to engage in social events in MY local area (3.3)  I feel well informed about school-related activities and events. (3.4)  I would recommend Horizon to other families  (3.3)  I am provided the resources needed to be a successful student (3.4)  I am able to use technology resources sufficiently and or if they need help they can get help (3.3) I would recommend Horizon to other high school students|Overall, students report they are satisfied with their experience at Horizon. However, this is the first year we asked more specific data from students regarding how they feel across a range of climate indicators. We have also introduced a new index to measure student wellness and HOPE. The data has been used to create interventions and develop social emotional programs. Additional curriculum has been selected to pilot to further support our collective capacity to understand student's needs and improve a strategic response. An area which has generated a more intensive objective for improvement  is student:student connections. with the lowest score of an average of 2.8/4.0 of students expressed they do not feel well connected to other students. This data combined with weekly 1:1 interactions and meetings with Teachers have prompted several new goals moving forward with an intention to improve social interaction opportunities, diversify the opportunities, improve online engagement in classes, and improve communication regarding opportunities. Additionally, we continue to explore new ways to include civic engagement and public service as a means to improve student:student connections and their sense of belonging to a caring community.|We are engaged in an on going and intensive effort to build communication and relationships between all community members: families, students, staff, and administration. All metrics indicate improved communication and engagement outcomes. Data demonstrates more information is needed to inform program improvement in this area including disaggregated data by student group and by region. The following strategic goals have been developed to improve outcomes:  Expand the use of social emotional assessments and data to provide timely support and develop programs Create a family engagement, continuity and recruitment plan Improve direct support for families Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students  Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making|Met||2025-06-12|2025
31750850000000|Rocklin Unified|6|Rocklin Unified School District (RUSD) continually seeks input from all educational partners, including students. Each year, students participate in the California Healthy Kids Survey (CHKS), and a representative group engages in student forums to share their perceptions related to learning, connectedness, safety, and fairness. In fall 2024, the CHKS was administered to students in grades 5, 6, 7, 8, 9, and 11. Participation rates included 57% of 5th graders, 56% of 6th graders, 90% of 7th graders, 92% of 9th graders, 82% of 11th graders, and 75% of students from non-traditional school settings. Key findings showed that 67–79% of students reported feeling connected to school, representing an increase compared to previous years; however, levels of connectedness declined as grade levels increased. Additionally, 67–85% of students indicated feeling safe at school, with elementary students generally reporting a greater sense of safety than secondary students. Overall, the data reflected an increase in students’ perceptions of safety, motivation, and school connectedness, alongside a decrease in the perceived responsiveness of adults to negative peer interactions.|Key learnings from the 2024–25 survey data highlight both areas of strength and opportunities for improvement. Strengths include a general increase in students’ perceptions of safety, motivation, and school connectedness across grade levels. However, the data also indicate a declining sense of connectedness as students advance to higher grades, with secondary students reporting lower levels of both safety and connection compared to their elementary peers. Additionally, a noted decrease in the perceived responsiveness to negative peer interactions points to a need for strengthened efforts in peer relationship-building, conflict resolution, and adult intervention strategies at the secondary level.|To address identified needs, RUSD will continue implementing the Multi-Tiered System To address the identified needs, Rocklin Unified School District will continue implementing its Multi-Tiered System of Supports (MTSS) to promote students’ academic, social, emotional, and behavioral well-being. Specific actions include the sustained use of Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, and school-based mental health services provided in partnership with Wellness Together. The District will also maintain partnerships with local agencies, including Rocklin Police, Fire, and EMS, and continue staff training in de-escalation strategies. These efforts are intended to enhance student engagement, strengthen school connectedness, and improve perceptions of safety, with anticipated positive outcomes resulting from consistent and effective implementation over time.|Met||2025-06-18|2025
31750850117879|Maria Montessori Charter Academy|6|MMCA conducts an annual survey with its students which asks questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree).  The three questions included the following: “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.”  The minimum criteria we set is a 3/5. As can be seen below, the school scored well above that minimum threshold:  Student Wellness Survey (1-5, 1= strongly disagree, 5=strongly agree).  Target Threshold 3 or greater; did school meet threshold for each grade level and each question (yes or no) for these 3 core questions:  “I feel welcome at my school.” “I feel safe at my school” “I feel like people care about me at my school.”  4th Grade Yes Yes Yes 5th Grade Yes Yes Yes 6th Grade Yes Yes Yes 7th Grade Yes Yes Yes 8th Grade Yes Yes Yes|School met intended targets.|While not derived from our school climate data, we have increased student counseling time to help some students with their SEL related learning needs.|Met||2025-06-23|2025
31750850119487|Western Sierra Collegiate Academy|6|To monitor progress toward State Priority 6 (School Climate), Western Sierra Collegiate Academy (WSCA) administers the California Healthy Kids Survey (CHKS) each year to students in grades 7, 9, and 11. The most recent administration took place in winter 2024. The 2024–25 CHKS results for WSCA students showed the following: Grade 7: 76% reported feeling safe at school, up from 65%. 66% reported feeling connected to school. Grade 9: 88% reported feeling safe at school. 74% reported feeling connected to school, up from 62%. Grade 11: 85% reported feeling safe at school, up from 74%. 67% reported feeling connected to school, up from 62%. The 2024–25 Intent to Return survey supported these findings: 95.80% of WSCA families feel their child is safe at school. 81.49% feel connected to their child’s school. 91% of families indicated they plan to return for the 2025–26 school year. While student-level CHKS data cannot be disaggregated by student group, this year’s results inform ongoing planning for both middle and high school climate improvements.|The 2024–25 California Healthy Kids Survey (CHKS) results at Western Sierra Collegiate Academy (WSCA) affirm continued strengths in school safety and highlight areas for growth in school connectedness. Across grades 7, 9, and 11, student perceptions of safety remain strong, with all three grade levels reporting year-over-year gains. Notably, 7th-grade safety increased from 65% to 76%, and 11th-grade safety rose from 74% to 85%. These results reflect the school’s efforts to maintain a safe and structured learning environment.  Perceptions of school connectedness, while improving, remain lower than perceptions of safety. Grade 9 and 11 students both showed growth, from 62% to 74% and 62% to 67%, respectively, while 7th-grade connectedness remained flat at 66%. These results indicate that while many students feel supported, there is still a need to expand relational practices, strengthen advisory and mentoring structures, and ensure students feel a strong sense of belonging across grade spans.  The survey also highlighted that academic motivation remains relatively strong, and most students believe adults in the school hold them to high expectations. However, student responses about peer relationships, engagement, and meaningful participation suggest continued areas for attention. In particular, a significant number of students reported experiences with rumors, name-calling, or bullying, emphasizing the importance of schoolwide efforts to support positive peer interactions.  Although CHKS results cannot be disaggregated by student group due to anonymity, they are analyzed by grade level and help WSCA leadership identify trends across middle and high school. This year’s data underscore the importance of sustaining safe school environments while increasing efforts to promote connection, student voice, and inclusive practices across all grade levels.|To address areas of need identified through the analysis of CHKS results and key findings, Western Sierra Collegiate Academy (WSCA) is implementing several changes to existing practices aimed at deepening student connectedness, strengthening peer relationships, and increasing meaningful student voice across grade levels. The following refinements and initiatives are being implemented in 2025–26 as part of the school’s continuous improvement process:  Expand Link Crew: Continue the implementation of Link Crew to support 7th-grade transition and student connection through regular peer-led events and mentoring across grade levels. Strengthen student assemblies: Revise school wide assemblies to emphasize empathy, digital citizenship, and student-led narratives that promote respectful peer interactions and address bullying. Enhance Pack Time advisory: Provide continued support for Pack Time with embedded SEL lessons, consistent one-on-one student check-ins, and teacher collaboration to deepen relational practices. Elevate student voice: Strengthen the role of the principal student forum as a tool for amplifying student experiences and using their feedback to inform climate and engagement practices. Broaden climate data reflection: Build on the success of this year’s school wide climate reflection by incorporating more frequent review of additional data sources (e.g., attendance, behavior, classroom observations) to complement CHKS and provide more timely insights.  These refinements reflect WSCA’s continued focus on maintaining a safe school environment while expanding relational supports, peer connection, and inclusive practices for all students.|Met||2025-06-23|2025
31750856118392|Rocklin Academy|6|Rocklin Academy Family of Schools (RAFOS) envisions a school community that inspires students to excel academically, pursue their passions, and impact the world with excellence. At American River Collegiate Academy (ARCA), school climate is monitored annually as part of progress toward State Priority 6. Since ARCA currently serves students in grades TK–5, and the California Healthy Kids Survey (CHKS) is not administered until grade 6, the school uses locally developed climate surveys to gather data from students and families. These tools focus on student perceptions of safety, connectedness, and inclusion. The 2024–25 student climate survey yielded the following results: 96% of students reported feeling safe at school. 93% of students reported feeling connected to their school community. Because responses are anonymous, this student data is not currently disaggregated by student group. In addition, family perceptions were collected through the annual Intent to Return survey. Among currently enrolled families: 96.69% reported feeling that their child is safe at school.  91.74% reported feeling connected to their child’s school.  91% indicated they plan to return for the 2025–26 school year. These tools provide a consistent source of data on school climate, supplementing future CHKS participation once ARCA expands to include eligible grade levels.|Analysis of ARCA’s 2024–25 local climate survey data reveals several areas of strength related to student and family perceptions of safety and connectedness. With 96% of students reporting that they feel safe at school and 93% reporting feeling connected, the results suggest that the school’s emphasis on emotional safety, classroom belonging, and supportive adult relationships is having a strong impact. These outcomes reflect the school’s commitment to fostering a consistent, caring environment where students can thrive. Family responses aligned closely with student perceptions: 96.69% reported feeling that their child is safe at school, and 91.74% reported feeling connected to their child’s school. This consistency affirms the importance of open communication between home and school, and suggests that current systems for family engagement are fostering trust. While the survey is anonymous and not disaggregated by student group, the overall consistency of high ratings across both students and families provides confidence that foundational climate practices are working as intended. Still, the school remains aware that individual experiences can vary, and staff continue to monitor classroom and student-level data through relationship-building, observations, and daily check-ins. Key learnings include: Strong alignment between student and family data on feelings of safety and connection. A positive school climate may be tied to daily SEL lessons, clear routines, and strong staff-student relationships. Gathering input from multiple perspectives, both student and family, remains an essential practice for understanding school climate comprehensively. These reflections serve as an important foundation for ARCA’s continuous improvement process, ensuring the school continues to center emotional safety, inclusion, and connection in its core practices.|To continue strengthening a safe and connected school climate, ARCA is refining several existing practices and adding new structures informed by the 2024–25 local climate survey results. Student and family responses continue to show high levels of perceived safety and connectedness, which suggests that current approaches, such as daily SEL lessons, clear expectations, and strong staff-student relationships, are effective. However, ARCA recognizes the importance of ongoing reflection and adaptation to ensure that every student feels seen, supported, and included. Based on this year’s key learnings, the following actions are being implemented or expanded in 2025–26: Leadership Opportunities: Continue the cross-age leadership class to promote school wide connection and increase student agency. Students engage in mentoring, community-building activities, and modeling school values for younger peers. Social-Emotional Learning (SEL): Refine Tier I SEL instruction by integrating the Zones of Regulation framework into morning meetings, reinforcing emotional literacy and self-regulation across grade levels. Positive Behavior Supports: Recommit to schoolwide PBIS strategies grounded in the 8 Keys of Excellence, focusing on common language, recognition systems, and consistent behavior expectations. Tier II Supports: Expand Tier II social skills groups to reach more students with identified needs in navigating peer interactions, conflict resolution, or transitions. Groups will be co-facilitated by the enrichment support team and classroom teachers. Family Engagement: Continue to use the Intent to Return survey as a tool for collecting feedback on climate, and explore additional touchpoints for family input, especially from families of students receiving Tier II or III supports. Data Reflection: While the student climate survey remains anonymous, staff will continue to triangulate student experience using qualitative classroom observations, enrichment team feedback, and existing MTSS data to inform site-level decisions. ARCA remains committed to building an inclusive and supportive environment as the school continues to grow. These updates represent a proactive and responsive approach to maintaining the strong foundation already in place while deepening student and family connection across the campus.|Met||2025-06-23|2025
32103220000000|Plumas County Office of Education|6|Plumas Unified School District and Plumas County Office of Education utilize a combination of the LCAP student survey and the Panorama CalHOPE Student Survey to assess school climate and student well-being. Data from both tools provide critical insight into students’ perceptions of safety, emotional well-being, belonging, and support systems. From the Panorama 2025 Spring Student Survey Supportive Relationships scored highest with 84% of students reporting positive perceptions of support from friends, family, and adults at school. Positive Feelings scored 79%, indicating most students regularly experience pride, joy, and gratitude. Self-Management scored 75%, suggesting students generally feel they can manage emotions and stay focused. Belonging and School Climate each received a 64% score, showing moderate perceptions of inclusion and overall campus atmosphere. Challenging Feelings, a reverse scale indicating the frequency of negative emotions, scored the lowest at 37%, revealing that a significant number of students still experience anxiety, sadness, or worry. Notably, only 35% of students believed their survey responses would lead to actual change, highlighting a need to more clearly demonstrate how student voice informs decision-making. From the LCAP student responses, students echoed Panorama themes: Many cited the importance of feeling safe and supported by adults. Requests for inclusive practices, improved school meals, and consistent discipline policies were common. Students expressed a desire for more opportunities for involvement, including sports, leadership, and enrichment activities. Both sets of data suggest the district is making progress in fostering supportive environments and emotional wellness, but there is a clear need to: Strengthen efforts around inclusivity and belonging; Increase visibility of student input in shaping school policy; Address the emotional well-being of students experiencing high levels of stress or sadness. Together, this data provides a well-rounded understanding of school climate and serves as a guide for responsive programming and engagement strategies moving forward.|Analysis of the Panorama CalHOPE Student Survey and the LCAP student input survey revealed several key takeaways related to school climate and student well-being in Plumas Unified School District. Areas of Strength: Supportive Relationships (84%) were identified as a clear strength across all grade levels and sites. Students reported strong connections with peers and adults at school, which reinforces the district’s ongoing efforts to foster trust and positive interactions. Positive Emotions (79%) and Self-Management (75%) scores also suggest that a majority of students are developing healthy coping skills and can manage academic and social demands effectively. Qualitative LCAP survey responses further affirm these strengths, with many students mentioning that teachers and staff care about their success and well-being, and that they feel supported at their individual school sites. Identified Needs: Challenging Feelings (37%) was the lowest-scoring domain, signaling high levels of student stress, sadness, or anxiety. This need was especially evident among middle and high school students, suggesting the importance of scaling up mental health supports and trauma-informed practices across grade levels. Sense of Belonging (64%) and School Climate (64%) indicate that over one-third of students still feel disconnected from their school environment. This was echoed in LCAP open-ended responses, where students—particularly those from marginalized groups—expressed concerns about inclusivity, fairness in discipline, and inconsistent access to activities or leadership roles. Only 35% of students believed their feedback would result in change, highlighting a gap in trust and visibility of decision-making. Students want to be heard and to see how their input impacts their educational experience. Disaggregated Data Highlights: While Panorama data did not include full demographic breakdowns by subgroup, qualitative responses from the LCAP student survey indicate that students from rural, isolated communities and historically underserved populations (e.g., students with disabilities, socioeconomically disadvantaged students) may face additional barriers to engagement, sense of belonging, and participation in decision-making. These findings reinforce the need to: Expand school-based mental health and wellness supports; Improve inclusive practices that elevate student voice and representation; Strengthen communication strategies that close the feedback loop between students and school/district leadership. By focusing on these areas, PUSD can deepen relationships, enhance engagement, and create safer, more inclusive environments for all students.|In response to identified needs around student mental health, belonging, and meaningful engagement in decision making, Plumas Unified School District is implementing several changes to its current practices, with a focus on continuous improvement and equity. Revisions and Actions to Support Identified Needs: Enhanced Mental Health and Wellness Supports: Based on the Panorama finding that only 37% of students report low levels of challenging feelings, the district will expand the visibility and reach of school-based wellness services, including prevention coordinators, wellness coaches, and student services coordinators. The LEA will increase Tier 1 SEL supports in classrooms and provide professional development on trauma-informed practices and emotional regulation strategies for educators. Improved Student Voice in Decision-Making: In response to only 35% of students feeling their input leads to change, the district will implement student advisory groups at each secondary site, with direct channels to site administrators and district leadership. District and school leaders will prioritize feedback loops—routinely sharing with students how their input has influenced planning, activities, and policy. Increased Focus on Belonging and Inclusivity: With only 64% of students reporting a strong sense of belonging, the district will revise its current school climate improvement plans to include: Expanded extracurricular opportunities and inclusive student leadership pathways. Training for staff on culturally responsive practices and the importance of equitable access to clubs, athletics, and student voice structures. Reinforced Stakeholder Communication and Engagement: To address inconsistencies in family and staff engagement feedback, the district is revising its communication protocols to ensure more frequent, transparent updates and clearly defined opportunities for input—especially around budget, staffing, and policy changes. Prevention coordinators, student services coordinators, and wellness coaches will assist with targeted outreach to underrepresented families, closing gaps in participation and trust. LCAP Goal Alignment and Metric Updates: Metrics in the LCAP will be revised to more directly measure student perception in areas like emotional safety, trust in leadership, and participation in decision-making processes. Sites will be asked to include school climate actions in their site plans, ensuring site-based accountability and monitoring. These changes reflect a districtwide commitment to listen, respond, and adjust based on meaningful engagement with students and stakeholders. PUSD will continue to use Panorama and LCAP surveys annually to track progress and refine strategies to meet evolving student and community needs.|Met||2025-06-25|2025
32669690000000|Plumas Unified|6|Plumas Unified School District and Plumas County Office of Education utilize a combination of the LCAP student survey and the Panorama CalHOPE Student Survey to assess school climate and student well-being. Data from both tools provide critical insight into students’ perceptions of safety, emotional well-being, belonging, and support systems. From the Panorama 2025 Spring Student Survey Supportive Relationships scored highest with 84% of students reporting positive perceptions of support from friends, family, and adults at school. Positive Feelings scored 79%, indicating most students regularly experience pride, joy, and gratitude. Self-Management scored 75%, suggesting students generally feel they can manage emotions and stay focused. Belonging and School Climate each received a 64% score, showing moderate perceptions of inclusion and overall campus atmosphere. Challenging Feelings, a reverse scale indicating the frequency of negative emotions, scored the lowest at 37%, revealing that a significant number of students still experience anxiety, sadness, or worry. Notably, only 35% of students believed their survey responses would lead to actual change, highlighting a need to more clearly demonstrate how student voice informs decision-making. From the LCAP student responses, students echoed Panorama themes: Many cited the importance of feeling safe and supported by adults. Requests for inclusive practices, improved school meals, and consistent discipline policies were common. Students expressed a desire for more opportunities for involvement, including sports, leadership, and enrichment activities. Both sets of data suggest the district is making progress in fostering supportive environments and emotional wellness, but there is a clear need to: Strengthen efforts around inclusivity and belonging; Increase visibility of student input in shaping school policy; Address the emotional well-being of students experiencing high levels of stress or sadness. Together, this data provides a well-rounded understanding of school climate and serves as a guide for responsive programming and engagement strategies moving forward.|Analysis of the Panorama CalHOPE Student Survey and the LCAP student input survey revealed several key takeaways related to school climate and student well-being in Plumas Unified School District. Areas of Strength: Supportive Relationships (84%) were identified as a clear strength across all grade levels and sites. Students reported strong connections with peers and adults at school, which reinforces the district’s ongoing efforts to foster trust and positive interactions. Positive Emotions (79%) and Self-Management (75%) scores also suggest that a majority of students are developing healthy coping skills and can manage academic and social demands effectively. Qualitative LCAP survey responses further affirm these strengths, with many students mentioning that teachers and staff care about their success and well-being, and that they feel supported at their individual school sites. Identified Needs: Challenging Feelings (37%) was the lowest-scoring domain, signaling high levels of student stress, sadness, or anxiety. This need was especially evident among middle and high school students, suggesting the importance of scaling up mental health supports and trauma-informed practices across grade levels. Sense of Belonging (64%) and School Climate (64%) indicate that over one-third of students still feel disconnected from their school environment. This was echoed in LCAP open-ended responses, where students—particularly those from marginalized groups—expressed concerns about inclusivity, fairness in discipline, and inconsistent access to activities or leadership roles. Only 35% of students believed their feedback would result in change, highlighting a gap in trust and visibility of decision-making. Students want to be heard and to see how their input impacts their educational experience. Disaggregated Data Highlights: While Panorama data did not include full demographic breakdowns by subgroup, qualitative responses from the LCAP student survey indicate that students from rural, isolated communities and historically underserved populations (e.g., students with disabilities, socioeconomically disadvantaged students) may face additional barriers to engagement, sense of belonging, and participation in decision-making. These findings reinforce the need to: Expand school-based mental health and wellness supports; Improve inclusive practices that elevate student voice and representation; Strengthen communication strategies that close the feedback loop between students and school/district leadership. By focusing on these areas, PUSD can deepen relationships, enhance engagement, and create safer, more inclusive environments for all students.|In response to identified needs around student mental health, belonging, and meaningful engagement in decisionmaking, Plumas Unified School District is implementing several changes to its current practices, with a focus on continuous improvement and equity. Revisions and Actions to Support Identified Needs: Enhanced Mental Health and Wellness Supports: Based on the Panorama finding that only 37% of students report low levels of challenging feelings, the district will expand the visibility and reach of school-based wellness services, including prevention coordinators, wellness coaches, and student services coordinators. The LEA will increase Tier 1 SEL supports in classrooms and provide professional development on trauma-informed practices and emotional regulation strategies for educators. Improved Student Voice in Decision-Making: In response to only 35% of students feeling their input leads to change, the district will implement student advisory groups at each secondary site, with direct channels to site administrators and district leadership. District and school leaders will prioritize feedback loops—routinely sharing with students how their input has influenced planning, activities, and policy. Increased Focus on Belonging and Inclusivity: With only 64% of students reporting a strong sense of belonging, the district will revise its current school climate improvement plans to include: Expanded extracurricular opportunities and inclusive student leadership pathways. Training for staff on culturally responsive practices and the importance of equitable access to clubs, athletics, and student voice structures. Reinforced Stakeholder Communication and Engagement: To address inconsistencies in family and staff engagement feedback, the district is revising its communication protocols to ensure more frequent, transparent updates and clearly defined opportunities for input—especially around budget, staffing, and policy changes. Prevention coordinators, student services coordinators, and wellness coaches will assist with targeted outreach to underrepresented families, closing gaps in participation and trust. LCAP Goal Alignment and Metric Updates: Metrics in the LCAP will be revised to more directly measure student perception in areas like emotional safety, trust in leadership, and participation in decision-making processes. Sites will be asked to include school climate actions in their site plans, ensuring site-based accountability and monitoring. These changes reflect a districtwide commitment to listen, respond, and adjust based on meaningful engagement with students and stakeholders. PUSD will continue to use Panorama and LCA|Met||2025-06-25|2025
32669693230083|Plumas Charter|6|Parent Survey: 17% feel neutral or negative about feeling respected and listened to 36% neutral or negative about parent involvement opportunities being offered at different times to provide all parents a chance to participate. 17% feel neutral or negative about receiving timely communication 42% of parents do not attend parent meetings, 54% of these noted it was the timing of the meetings that prohibited them from attending. 25% of parents are either neutral or negative about being provided with reports of their child’s educational progress. 32% feel neutral or negative about being given the opportunity to be a part of decision making at the school, including those related to the educational programs offered and educational placement of their students.  Student Surveys: 25% of students feel neutral or native about feeling close to people at school 18% of students feel neutral or negative about feeling safe at school 28% of students feel neutral or negative about teachers at the school treating students fairly and equally 38% of students feel neutral or negative about being sensitive to the perspectives and feelings of peers 40% of students feel neutral or negative about school work being informative and interesting  22% of students feel neutral or negative about caring about school work and it reflecting best effort 26% of students feel neutral or negative about the school helping them to be confident in their abilities and to always try hard 11% of student believe that teachers and other grown ups at school never as them about their ideas 10% of students believe that students at school are not motivated to learn 21.5% of students believe that teachers do not ask them what they want to learn about 6% of students believe that the school does not teach students to understand how others think and feel. 22% of students report that the school only some of the time helps students resolve conflicts with one another 17% of students report that the school only some of the time or never teaches students to care about each other and treat each other with respect 33% of students report that other students are nice to them only some of the time or never|Parent Survey: 17% feel neutral or negative about feeling respected and listened to 36% neutral or negative about parent involvement opportunities being offered at different times to provide all parents a chance to participate. 17% feel neutral or negative about receiving timely communication 42% of parents do not attend parent meetings, 54% of these noted it was the timing of the meetings that prohibited them from attending. 25% of parents are either neutral or negative about being provided with reports of their child’s educational progress. 32% feel neutral or negative about being given the opportunity to be a part of decision making at the school, including those related to the educational programs offered and educational placement of their students.  Student Surveys: 25% of students feel neutral or native about feeling close to people at school 18% of students feel neutral or negative about feeling safe at school 28% of students feel neutral or negative about teachers at the school treating students fairly and equally 38% of students feel neutral or negative about being sensitive to the perspectives and feelings of peers 40% of students feel neutral or negative about school work being informative and interesting  22% of students feel neutral or negative about caring about school work and it reflecting best effort 26% of students feel neutral or negative about the school helping them to be confident in their abilities and to always try hard 11% of student believe that teachers and other grown ups at school never as them about their ideas 10% of students believe that students at school are not motivated to learn 21.5% of students believe that teachers do not ask them what they want to learn about 6% of students believe that the school does not teach students to understand how others think and feel. 22% of students report that the school only some of the time helps students resolve conflicts with one another 17% of students report that the school only some of the time or never teaches students to care about each other and treat each other with respect 33% of students report that other students are nice to them only some of the time or never|The above summary outlines all of the feedback generated through this LCAP cycle and how the goals were updated accordingly.  Some of the amended goals also translate into policy changes, for example the development of a comprehensive MTSS process and accompanying handbook.|Met||2025-06-23|2025
33103300000000|Riverside County Office of Education|6|The California Healthy Kids Survey (CHKS) was used to measure student social and emotional health and well-being. This survey grew out of the California Department of Education’s (CDE) commitment to helping schools create more positive, safe, supportive, and engaging environments and to promoting the successful cognitive, social, emotional, and physical development of all students. This tool is used to refine ways to focus on enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. One of the most comprehensive surveys of its kind in the nation, CHKS is a modular survey instrument that assesses school climate and safety, student engagement, student supports, and social-emotional, behavioral, and physical health.  The majority of the questions are school-specific, including the following indicators: learning from home (remote learning); school performance, engagement, and support; school environment & connectedness, academic motivation, parental involvement; social and emotional health; school violence, victimization, and safety; alcohol and other drug use; tobacco use – cigarette smoking and vaping, and gang involvement.|The RCOE California Healthy Kids Survey 2024-25 report highlights several positive aspects of school connectedness and safety. Firstly, the survey results indicate that 65% of students feel a strong sense of school connectedness. This connectedness is crucial for fostering a supportive learning environment, as it enhances students' emotional and academic engagement. The report also shows that parental involvement (63%) and caring adult relationships are key contributors to this connectedness (69%) of students acknowledging these supports in their school experience.|In terms of school safety, the data reveals that a significant majority of students perceive their school environment as safe. Specifically, 68% of students without an Individualized Education Plan (IEP) and 73% of students with an IEP feel safe or very safe at school. This perception of safety is critical as it directly impacts students' ability to focus on their studies and participate fully in school activities. Additionally, the low levels of reported bullying and harassment contribute to this positive sense of safety, with only 11% of students experiencing any form of harassment in the past year.  Moreover, the report underscores the importance of a clean and well-maintained physical environment, with 72% of students noting school upkeep. This maintenance contributes to students' overall sense of safety and well-being, further reinforcing their connection to the school. The combined efforts in fostering a connected and safe school environment are evident in the positive feedback from the students, which is a testament to the effective measures implemented by the school administration.|Met||2025-06-18|2025
33103300110833|River Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, High School took the lead for the highest positive response average of 78%.  TK-5th graders were at 76%. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
33103300125237|Leadership Military Academy|6|LMA annually administers a voluntary and anonymous survey to all stakeholders.  The survey includes items on all 8 state priorities, including the perceptions of school safety and connectedness. Beginning in 2021-22, additional short surveys for students and staff were administered that include items on climate,  belonging, and student-teacher relationships.|According to our student survey results from this year, 64% of students report feeling safe and 60% report feeling connected. Both of these are significant improvements over the prior year and continuing the upward trend at the school for the last two years. 83% of students report that they know where to go for help with a problem at school and 83% agree that teachers and staff care about students, which are 20 and 15 percentage points higher than last year.|We did a deep-dive into our survey data this year and also conducted student focus groups in order to get a better understanding of students’ needs and responses in these areas. Our implementation of the Wellness Center has continued to provide tremendous value to students, with large numbers utilizing these services, with nearly 100% of all students participating in at least one counseling session. We will continue to provide this for our students and will expand the space and opportunities offered by the Wellness Center in order to support support and improve feelings of belonging, safety, and care within the school culture.|Met||2025-06-18|2025
33103300125385|Imagine Schools, Riverside County|6|At Imagine Schools Riverside County (ISRC), we are committed to cultivating a school culture that reflects the voices, needs, and aspirations of our students, families, and staff. Ongoing feedback is a vital part of our continuous improvement process. Throughout the year, we gather insights through surveys focused on school climate, student experience, family engagement, and alignment with Imagine’s Shared Values of Justice, Integrity, and Fun. Recent student feedback highlights a strong sense of connection and belonging on our campuses. Students report feeling welcomed and supported by teachers and staff who maintain positive classroom environments and reinforce high expectations. Many students also express appreciation for being given the opportunity to reflect and learn from their behavior, underscoring the effectiveness of our restorative and student-centered approach to discipline and growth. Our communication with families remains a strength. Students recognize that their teachers actively keep families informed about their academic and character progress, and feel that staff take the time to build meaningful relationships. These efforts support a culture of mutual respect, care, and accountability. Families also express high levels of satisfaction and engagement. They consistently affirm that the school fosters responsibility, respect, and a sense of community in their children. Parents feel welcomed as active participants in their child’s education and value the strong alignment between staff actions and our Shared Values. These positive perceptions are reflected in our strong student retention, with current rates of 98% and 93% across our sites. This continued commitment from families underscores the trust and confidence they place in our schools. As we look ahead, ISRC remains focused on listening, learning, and growing in partnership with our school communities—ensuring that every student is seen, supported, and set up for success.|At Imagine Schools Riverside County (ISRC), we believe that creating an exceptional educational experience starts with listening to our community. Recent survey feedback reflects strong satisfaction across families and students, underscoring both the academic quality and supportive climate present on our campuses. One of the most encouraging takeaways is the level of trust families place in our schools. Parents consistently report high satisfaction with their children’s overall education and feel confident recommending ISRC to others. Many also recognize our ongoing efforts to nurture character development, noting that their children are learning to become respectful, responsible, and caring individuals. Students echo these sentiments, expressing that they feel welcomed and supported at school. Their feedback affirms the inclusive, student-centered environment we aim to foster and highlights the positive relationships they experience with staff. Students also report that their teachers maintain strong communication with families and set high expectations for both academic performance and personal growth. This strong foundation of trust and connection is vital to our continued success—but we also value the constructive feedback provided. In particular, school meal quality and middle school math instruction emerged as areas for further attention. These insights are helping shape our ongoing improvement plans, ensuring that we remain responsive to the needs of our school community. ISRC remains committed to two-way communication and continuous learning. By engaging our students, families, and staff in meaningful dialogue, we’re not only strengthening relationships—we’re building the kind of school communities where every voice is valued and every learner can thrive.|At Imagine Schools Riverside County (ISRC), we are deeply committed to continuous improvement and believe that meaningful progress begins with listening. Through regular surveys and ongoing dialogue, we gather feedback from students, families, and staff to better understand their experiences and identify areas where we can grow. One key area of focus that emerged from recent student feedback is the need to strengthen middle school math instruction. While many students report feeling supported and challenged in their learning, some have expressed a desire for greater clarity, engagement, and confidence in math. In response, ISRC is exploring enhanced instructional materials, integrating interactive technology, and expanding access to tutoring and targeted support. These efforts aim to build a stronger foundation for success in math and support students’ long-term academic growth. In addition to academics, feedback has affirmed the importance of school climate, communication, and shared values. Students and families consistently recognize the welcoming atmosphere on campus and the efforts of staff to foster a respectful and inclusive environment. Open communication between teachers and families continues to be a strength, helping to reinforce accountability, transparency, and trust. As we move forward, ISRC remains focused on creating an educational experience where every student feels seen, supported, and empowered to thrive. By responding to community feedback with thoughtful action, we are reinforcing a culture where continuous reflection and shared responsibility drive lasting impact.|Met||2025-06-12|2025
33103300128397|CBK Charter|6|The California Healthy Kids Survey (CHKS) was used to measure student social and emotional health and well-being. This survey grew out of the California Department of Education’s (CDE) commitment to helping schools create more positive, safe, supportive, and engaging environments and to promoting the successful cognitive, social, emotional, and physical development of all students. This tool is used to refine ways to focus on enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. One of the most comprehensive surveys of its kind in the nation, CHKS is a modular survey instrument that assesses school climate and safety, student engagement, student supports, and social-emotional, behavioral, and physical health.  The majority of the questions are school-specific, including the following indicators: learning from home (remote learning); school performance, engagement, and support; school environment & connectedness, academic motivation, parental involvement; social and emotional health; school violence, victimization, and safety; alcohol and other drug use; tobacco use – cigarette smoking and vaping, and gang involvement.|The CBK Charter California Healthy Kids Survey 2024-25 report highlights several positive aspects of school connectedness and safety. Firstly, the survey results indicate that 67% of students feel a strong sense of school connectedness. This connectedness is crucial for fostering a supportive learning environment, as it enhances students' emotional and academic engagement. The report also shows that parental involvement (76%) and caring adult relationships are key contributors to this connectedness (78%) of students acknowledging these supports in their school experience.|In terms of school safety, the data reveals that a significant majority of students perceive their school environment as safe. Specifically, 86% of students without an Individualized Education Plan (IEP) and 88% of students with an IEP feel safe or very safe at school. This perception of safety is critical as it directly impacts students' ability to focus on their studies and participate fully in school activities. Additionally, the low levels of reported bullying and harassment contribute to this positive sense of safety, with only 9% of students experiencing any form of harassment in the past year.  Moreover, the report underscores the importance of a clean and well-maintained physical environment, with 88% of students noting school upkeep. This maintenance contributes to students' overall sense of safety and well-being, further reinforcing their connection to the school. The combined efforts in fostering a connected and safe school environment are evident in the positive feedback from the students, which is a testament to the effective measures implemented by the school administration.|Met||2025-06-17|2025
33103300128777|Gateway College and Career Academy|6|In spring 2025, Gateway College and Career Academy (GCCA) administered a comprehensive local climate survey to students, staff, and families, aligned to themes such as School Culture, Relationships, Belonging & Peer Collaboration, Academic Challenge, Engagement, Emotional and Mental Health, and Diversity, Equity, and Inclusion. The survey results were benchmarked against responses from hundreds of high schools statewide, allowing us to contextualize our performance and identify both strengths and areas for growth.  GCCA students rated the school in the 85th percentile or higher across nearly all categories. School Culture was the highest rated theme, with the school ranking in the 97th percentile compared to other high schools. The highest-rated item was, “Discipline in this school is fair,” highlighting students’ strong sense of equity and consistency in school expectations. College & Career Readiness also scored highly, confirming the positive impact of GCCA’s dual enrollment and career technical education pathways.  Conversely, Belonging & Peer Collaboration emerged as the lowest-rated theme. The lowest scoring item was, “How often do you work with other students for your classes, even when your teacher doesn’t ask or tell you to?” Disaggregated data revealed that students in hybrid and virtual settings consistently reported lower levels of connection with peers and staff compared to their in-person counterparts, indicating a need for increased community-building efforts in nontraditional instructional formats.  In addition to climate-related themes, the survey included measures of Emotional and Mental Health. Only 49% of students responded positively to the item, “Overall, how do you feel about your life?” This response was consistent across demographic groups and underscored the need to expand student wellness initiatives. On Diversity, Equity, and Inclusion, 58% of students responded positively to the statement, “My school has made me more interested in getting to know people of diverse backgrounds.” Responses from English learners and students identifying as LGBTQ+ reflected slightly lower positive rates, indicating the importance of targeted inclusion efforts for underrepresented student groups.  GCCA also gathered additional qualitative data through multilingual focus groups as part of its Community School needs assessment. This data supported survey findings and provided deeper insight into student and family perceptions, especially around peer engagement, cultural responsiveness, and emotional wellbeing.  These findings have directly informed GCCA’s continuous improvement planning for 2025–26, with a focus on strengthening peer connection across all modalities, expanding mental health supports, and ensuring inclusive practices that reflect the lived experiences of all students.|Analysis of GCCA’s 2024–25 local climate survey data revealed several key learnings about the student experience and school conditions. Overall, the data affirmed GCCA’s strengths in school culture, equity, and postsecondary preparation, while also highlighting areas needing targeted improvement—particularly in peer connection, mental health, and inclusive engagement.  One of the most significant strengths identified was the consistently high rating in School Culture, where GCCA scored in the 97th percentile compared to other high schools statewide. Students across all demographic groups expressed strong agreement with the statement, “Discipline in this school is fair,” suggesting a shared perception of consistency, respect, and equitable treatment. Similarly, high scores in College & Career Readiness across student subgroups validated the effectiveness of GCCA’s integrated dual enrollment and CTE programs, reinforcing the school’s mission to re-engage students through meaningful college and career pathways.  However, the data also revealed a critical area of need in Belonging & Peer Collaboration, which was the lowest-rated theme overall. Disaggregated responses showed that students participating in hybrid or virtual learning environments felt less connected to peers and were less likely to engage in collaborative learning activities. This suggests that while flexible scheduling meets academic needs, it may also reduce opportunities for organic relationship-building.  Additionally, results from the Emotional and Mental Health domain pointed to broader wellness concerns, with only 49% of students responding positively to the question, “Overall, how do you feel about your life?” This response was consistent across student groups, indicating a systemic need to enhance emotional supports. Within Diversity, Equity, and Inclusion, although 58% of students responded positively to feeling more interested in peers from diverse backgrounds, English learners and LGBTQ+ students expressed lower levels of affirmation, signaling the need for more inclusive practices and representation.  Qualitative input from multilingual focus groups and community needs assessment efforts—conducted through GCCA’s Community School implementation planning—echoed these findings. Families and students emphasized the importance of increasing peer interaction, access to mental health services, and culturally relevant programming.  In summary, the data revealed a dual narrative: GCCA excels at creating a respectful, college- and career-focused environment, but must intentionally address students’ social-emotional needs and sense of belonging, particularly among those in nontraditional formats and historically underrepresented groups. These insights are guiding the school’s next phase of improvement planning.|Based on the analysis of 2024–25 climate survey data and key learnings from disaggregated student group feedback, GCCA is making targeted changes to strengthen student belonging, improve peer collaboration, and enhance social-emotional supports—particularly for students in hybrid and virtual programs and historically underrepresented groups.  To address the need for stronger Belonging & Peer Collaboration, GCCA is updating its instructional and engagement practices across modalities. Teachers will incorporate more structured group work and peer interaction into course design, both in person and online. A revised policy will ensure that all instructional formats—whether hybrid, virtual, or in-person—include intentional opportunities for students to collaborate and build community.  Additionally, GCCA is formalizing a Peer Engagement and Belonging Plan that includes regular student-led events through the expanded Student Advisory Council, advisory periods that build relational capacity, and cross-cohort opportunities for students to engage outside the classroom. These efforts will be monitored for participation and impact across student groups.  To respond to wellness concerns, GCCA is strengthening its mental health infrastructure. This includes expanding on-campus mental health services in partnership with LifeSource, offering more wellness workshops during the school day, and integrating mental health awareness campaigns into the school calendar. A new wellness check-in tool is being piloted to proactively identify students in need of support, with a focus on English learners, foster youth, and LGBTQ+ students, who were more likely to report lower well-being scores.  Informed by Community School focus groups and needs assessments, GCCA is also updating its family and community engagement procedures. Standing advisory committees with underrepresented families will now meet quarterly, with clear feedback loops to leadership. Translated materials and multilingual forums are being expanded to ensure that all families, especially English learner households, can meaningfully engage in shaping school programs and climate.  Finally, these improvements are being embedded into GCCA’s LCAP and continuous improvement cycle, ensuring that survey data and partner input inform not just program changes but also budgetary and staffing decisions. Metrics to monitor peer collaboration, wellness service utilization, and engagement among targeted student groups have been added to the school’s internal review process.  Together, these revisions aim to ensure that all students—not just those succeeding academically—feel connected, supported, and empowered within the GCCA community.|Met||2025-06-26|2025
33103300136168|Temecula International Academy|6|"Temecula International Academy conducts annual educational partner surveys and meetings to gather feedback from students, parents, teachers, and staff; LCAP survey, parent information and input meetings, and the RULER student survey were all collected in 2024-25. Additional data was collected when preparing for our charter school reauthorization. This data aims to assess various aspects of the school environment, teaching effectiveness, and overall satisfaction with the educational experience, The data is disaggregated by several student groups to identify trends and address specific needs. These groups include: Grade levels: Kindergarten through 8th grade, comparison of responses by grade level helps understand developmental and age-specific concerns. Socioeconomic status, students eligible for free or reduced-price lunch versus those who are not. This comparison highlights any disparities in experiences and satisfaction levels based on economic factors, English Language Learners (ELL), which helps in evaluating the effectiveness of language support programs and inclusivity, and students with Individualized Education Programs (IEPs) versus those without, which ensures that students with special needs are receiving adequate support and resources. From a social emotional climate survey given to our 6-8th grade students: 58% shared that ""I can identify when, where, how, and from whom to seek help for myself or others when needed"" however 25% of students with disabilities felt that they could identify a source of help. This statistic shows that there is work to be done in this area so that students can safely identify who they can go to when help is needed. 49% of students answered that ""I can can seek help when I need it."" These responses are helpful feedback in relation to the school climate on campus, and give the staff an indicator of where to support students. Additionally, 60% of students feel that ""I can speak up in a group appropriately to make sure my idea is heard."" Of our socioeconomically disadvantaged student population, 87% of students felt that they could speak up to make sure their ideas are heard. The school values student voice and will continue to make strides and ensure that more feel that their voice is heard by school staff and their peers. In regards to behavioral Incidents, there is a downward decline in the frequency and types of behavioral incidents are collected to assess the effectiveness of behavior management programs. A decrease in incidents over the past year indicates positive trends in school climate and further implementation of the RULER Social Emotional Learning Program. Chronic absenteeism rates have decreased this school year, dropping 50% from what we had in our last school year. Targeted interventions are being developed to address these attendance issues, including a new attendance committee."|Through the analysis of the educational partner data for Temecula International Academy, several key learnings, identified needs, and areas of strength have emerged, providing a comprehensive understanding of the school’s conditions and climate. One notable strength is the overall sense of safety and security felt by students across most grade levels and student groups, indicating effective safety protocols and a secure environment. Additionally, the positive learning environment at the school has garnered consistent positive feedback from both students and parents, particularly from higher grade levels, highlighting the satisfaction with classroom settings and resources. Teacher support and engagement are also significant strengths, with many students and parents agreeing that teachers engage students effectively and provide adequate support. This is especially true for special education students, who report high levels of satisfaction with the individualized teaching strategies and inclusive practices they receive. The data also reveals several areas that require attention. Enhanced language support for English Language Learner (ELL) students is a pressing need, as these students reported lower satisfaction with the learning environment. This suggests a need for improved language support programs and culturally responsive teaching practices. Parental involvement opportunities also emerged as an area for improvement, indicating that the school could do more to engage and communicate with parents, particularly those from diverse backgrounds. Furthermore, younger students expressed lower satisfaction with the availability and variety of extracurricular activities, highlighting a need to expand and diversify these offerings for the lower grade levels. For example, our middle school added a journalism and life skills class to give students real life experience for when they leave the school. Socioeconomic disparities also surfaced in the data, with variations in safety perceptions among students from lower socioeconomic backgrounds. This highlights the necessity for targeted interventions and resources to support economically disadvantaged students. Additionally, patterns of absenteeism among ELL and low socioeconomic students suggest the need for specific attendance initiatives. An attendance committee has been formed to help identify and address the chronic absenteeism issues. In summary, while Temecula International Academy excels in creating a safe, positive learning environment with strong teacher support, there are critical areas for improvement. Addressing the needs for enhanced language support, increased parental involvement, and expanded extracurricular activities for younger students, along with addressing socioeconomic disparities and improving attendance and behavior interventions, will be essential to ensuring an inclusive and supportive educational experience for all students.|Based on the analysis of the collected data and the identification of key learnings, Temecula International Academy (TIA) has determined several modifications to existing plans, policies, and procedures necessary for addressing areas of need and ensuring continuous improvement. Recognizing the importance of cultural competency, TIA will introduce mandatory training for all staff members, focusing on creating an inclusive environment, respecting cultural differences, and effectively engaging with families from diverse backgrounds. TIA will establish more robust parent and community involvement initiatives by hosting monthly parent meetings with our Falcon Parent Committee, aiming to gather comprehensive input and foster a sense of ownership among stakeholders. In response to feedback, TIA will expand its student support services by increasing access to counseling services through the community, implementing targeted intervention programs for struggling students, and enhancing resources for well-being with the continued adoption of our social emotional program, R.U.L.E.R. TIA will implement a structured system for continuous feedback, utilizing regular surveys, focus groups, and suggestion boxes to gather ongoing input from students, parents, and staff. This feedback will be systematically reviewed to inform decision-making and policy adjustments. To better meet student interests and needs, TIA will review and revise its academic and extracurricular programs, potentially introducing new courses, clubs, and activities aligned with student interests and career aspirations. TIA will strengthen its data analysis capabilities by investing in new tools and training for staff, enabling more informed decision-making processes and more effectively addressing areas of need. These revisions reflect TIA’s commitment to continuous improvement and its dedication to creating a supportive, inclusive, and high-quality educational environment for all students.|Met||2025-06-26|2025
33103300137836|Pivot Charter School Riverside|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 78.9% of students indicating they felt connected and included at Pivot, 68.4% of students indicating that their teachers and other adults at Pivot know and understand them, and 83.1% of students indicated that they feel successful at Pivot.    Unduplicated students 81.5% indicated that they feel connected and included at Pivot  70.2% indicated that their teachers or other adults at Pivot know/understand them  87.4% indicated that they feel successful at Pivot    Special education students  73.6% indicated that they feel connected and included at Pivot  71.7% indicated that their teachers or other adults at Pivot know/understand them  81.1% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 80.6% indicated that they feel connected and included at Pivot  77.4% indicated that their teachers or other adults at Pivot know/understand them  87.1% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the special education subgroups: 78.1% indicated that they feel connected and included at Pivot  65.6% indicated that their teachers or other adults at Pivot know/understand them  76.6% indicated that they feel successful at Pivot    Parents and guardians were also surveyed, with 100% indicating that they were satisfied with Pivot Charter School and 90.63% indicating that they were satisfied with the curriculum.    Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 87.5% indicated that they were satisfied with Pivot Charter School 87.5% indicated that they were satisfied with the curriculum|Overall, the data shows that families and students are satisfied with their experience at Pivot Charter School. One area of need is for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. Another area of need is overall participation in the survey. This year, we moved the form to ParentSquare and saw improvement over previous surveys. We hope to send the survey a few months earlier to collect more input. We also hope to see increased participation in our Family Homerooms next year, which started for the first year.|The 23-24 school year was the first year of implementation of  Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events.|Met||2025-06-16|2025
33103300137851|Julia Lee Performing Arts Academy|6|The survey reaches a demographically representative sample of JLPAA's student population, which includes 63% Hispanic/Latino, 14% African American, 14% White, and 7% identifying as multiracial or from other backgrounds. Responses are disaggregated by student group to ensure that the voices of all families, particularly those from historically underrepresented backgrounds, are acknowledged and addressed.  Key Findings from the Most Recent Climate Survey:  Safety and Security: Across all student groups, over 85% of families reported feeling that the campus is safe and secure. However, families of African American and Hispanic students requested clearer traffic control and supervision procedures during drop-off and pick-up.  Communication: Families overwhelmingly appreciated the use of ParentSquare and Class Dojo, with Hispanic families particularly noting the value of bilingual communication. Some feedback indicated a need for quicker response times to individual concerns.  Curriculum and Resources: White and multiracial families emphasized the need for increased access to the school library and more structured academic enrichment opportunities. Hispanic families highlighted the importance of culturally relevant curriculum and support for English learners.  Lunch and Playground: Survey responses from all groups highlighted concerns about limited lunch variety and supervision on the playground, with suggestions for more structured activities and healthier food options.  Academic Recognition and Support: Families across all demographics expressed appreciation for student recognition assemblies but requested more individualized academic updates and clearer communication about intervention supports.  JLPAA uses this data not only to inform schoolwide planning and LCAP development but also to tailor outreach and improvement strategies for specific student groups. By disaggregating responses and analyzing trends by ethnicity and other identifiers, the school ensures that climate and engagement initiatives are equitable, inclusive, and responsive to community needs.|Key Learnings: Strengths, Identified Needs, and Responsive Actions Based on Data Analysis  Based on an in-depth analysis of local climate survey data, feedback from parent meetings (Café with the Principal), and student group interviews (Mission Club), Julia Lee Performing Arts Academy (JLPAA) has identified both strengths and needs that inform current and future actions.  Areas of Strength: A notable strength is JLPAA's responsiveness to stakeholder feedback. Families consistently expressed appreciation for the school’s commitment to safety, transparent communication, and opportunities for involvement. Students and parents from all demographic groups—including Hispanic (63%), African American (14%), White (14%), and multiracial families (7%)—noted improvements in communication through platforms like ParentSquare and recognized the inclusive and welcoming school environment. The hiring of a Positive Behavior Intervention and Support (PBIS) Coordinator has also been seen as a key asset, addressing students’ social-emotional, behavioral, and mental health needs equitably across student groups.  Identified Needs and Responsive Actions: Survey and meeting feedback revealed concerns regarding student drop-off and pick-up procedures, which disproportionately affected families commuting from greater distances. In response, JLPAA restructured its traffic flow and reinstated the more efficient pre-pandemic pick-up model. Additionally, the implementation of a daily sign-out process has strengthened parent-teacher communication and increased opportunities for daily updates regarding student behavior, academics, and well-being.  Furthermore, disaggregated data highlighted the need for greater family input in school decision-making, particularly among Hispanic and African American families. As a result, JLPAA has expanded opportunities for parent engagement in the 2024–2025 school year by increasing the frequency of meetings and advisory input sessions. Parent voice is now more directly tied to school planning efforts, including resource allocation and program development.  Overall Impact: These collective efforts have fostered stronger relationships between families, students, and staff. Through intentional action informed by disaggregated feedback data, JLPAA has demonstrated its commitment to creating a safe, supportive, and inclusive learning environment. These learnings will continue to guide the school’s equity-focused strategies as it moves forward.|1. Revised Arrival and Dismissal Procedures To address stakeholder concerns around traffic congestion and student safety during drop-off and pick-up, JLPAA revised its procedures to reflect the more efficient pre-pandemic pick-up model. Parents are now required to sign students out at the end of the school day, which provides opportunities for real-time communication between staff and families, improving home-school connections and increasing accountability for student safety.  2. Strengthened Mental Health and Behavior Supports In response to identified social-emotional and behavioral needs, JLPAA hired a Positive Behavior Intervention and Support (PBIS) Coordinator. This role provides consistent support to students and families, helping address behavioral concerns, social-emotional development, and mental health challenges. The position also supports school-wide implementation of trauma-informed practices and restorative strategies.  3. Increased Opportunities for Stakeholder Input To ensure inclusive participation in decision-making—particularly for underrepresented groups—JLPAA has scheduled more frequent parent engagement events for the 2024–2025 school year, such as additional sessions of “Café with the Principal,” advisory input meetings, and topic-focused workshops. These changes ensure that family feedback is routinely gathered and used to shape school policies and improvement strategies.  4. Expanded Communication and Translation Services Recognizing language barriers identified in survey responses, the school has committed to expanding translation services, increasing the availability of bilingual staff, and ensuring that all written communications are distributed in families’ home languages. These updates will be reflected in the LEA’s family engagement policy and annual communications plan.  5. Continuous Monitoring and Evaluation Practices JLPAA will strengthen its data collection systems to better monitor the effectiveness of new procedures and stakeholder engagement efforts. Survey feedback will be reviewed quarterly, and climate data disaggregated by student group will inform ongoing adjustments. These refinements have been incorporated into the school’s annual review and LCAP development cycle.  Through these responsive revisions and intentional actions, JLPAA aims to ensure that all students and families—especially those historically underrepresented—are supported through inclusive, equitable, and continuously improving systems.|Met||2025-06-20|2025
33103300137869|Excelsior Charter School Corona-Norco|6|Excelsior Charter Schools Community Network (ECSCN) administers an annual local climate survey to assess student, parent, and staff perceptions of school safety, connectedness, and overall climate. The survey includes students in grades 7–12 and is designed to measure perceptions aligned with LCFF Priority 6. The survey is administered both electronically and in multiple languages to ensure accessibility.  Survey Participation (Spring 2024):  Student participation: 80%+ in grades 7–12  Parent participation: Over 70% across campuses  Staff participation: 90%  Survey Domains Include:  Sense of belonging and connectedness  Perception of physical and emotional safety  Relationships with staff and peers  Access to academic and emotional supports  Key Results:  Student Climate Survey (Goal 3, Metrics 3.23–3.27):  Overall positive response: 65%  Students with Disabilities (SWD): 72%  English Learners (EL): 60%  Independent Study students: 60%  On-campus students: 66%  Parent Climate Survey (Goal 3, Metrics 3.28–3.32):  Overall positive response: 71%  SWD: 68%  EL: 81%  Independent Study: 75%  Staff Climate Survey (Metric 3.33):  82% reported a positive workplace culture  School Safety Perception (Metrics 1.5–1.7):  Students: 65% report feeling safe  Parents: 69% report schools are safe  Staff: 81% report campuses are safe  Disaggregated Data: All climate data are disaggregated by key subgroups: EL, SWD, Foster Youth, Homeless, African American, and SED students. These data are reviewed quarterly during internal dashboard sessions and are used to inform site-specific and LEA-wide action planning.|The local climate survey results revealed both encouraging progress and key areas for growth.  Strengths:  Staff Culture and Retention: A high percentage of staff (82%) report positive workplace culture and connectedness, contributing to strong teacher retention (over 85%).  Family Satisfaction: Parent survey responses reflect high satisfaction with communication and relationships, especially among English Learner families (81% positive).  Access to Engagement Opportunities: Increased family participation in SEL workshops and college-readiness events correlates with improved parent perceptions of school support (Goal 3, Action 3.5).  Identified Needs:  Student Connectedness: Only 65% of students report feeling connected to school, with EL and Independent Study students reporting the lowest levels (60%). These gaps suggest an urgency to bolster student engagement and relational supports.  Student Perception of Safety: Students’ reported sense of safety (65%) lags behind parent (69%) and staff (81%) perceptions, highlighting a need to improve the physical and emotional safety experience from the student perspective.  Equity in Engagement: Homeless and SED students show inconsistent participation in climate initiatives. While SWD report relatively higher connectedness (72%), access to SEL and behavioral supports varies by site.  Additional Insights: Feedback from site meetings and student voice forums emphasized the need for more inclusive clubs, leadership opportunities, and stronger restorative justice practices. Staff also identified a need for consistent application of school-wide behavior systems (PBIS) and SEL supports across campuses.|Based on climate survey analysis and stakeholder feedback, ECSCN is implementing a series of strategic changes to support continuous improvement in school climate:  1. Re-engagement for Independent Study Students: ECSCN will reinstate regular check-ins between credentialed teachers and Independent Study students/families to foster deeper relationships and ensure academic and emotional support (Goal 3, Action 3.15).  2. Expanded MTSS Implementation: ECSCN is finalizing a districtwide Multi-Tiered System of Supports (MTSS) framework, including a tiered re-engagement model and a behavior support matrix for use across all campuses (Goal 3, Actions 3.12–3.14).  3. Restorative Justice and SEL Expansion: The LEA is developing restorative justice programming and increasing SEL curriculum access, especially for EL and Independent Study students. Staff are being trained to deliver trauma-informed and culturally responsive supports (Goal 3, Actions 3.8, 3.11, 3.13).  4. Family Engagement Dashboard: A new engagement dashboard will track participation by subgroup in events, surveys, and counseling meetings. This will enable targeted outreach to families not currently engaged in school climate improvement efforts.  5. “You Spoke, We Acted” Communication: To improve transparency, ECSCN will launch a quarterly communication that summarizes stakeholder input and the actions taken in response. This will reinforce trust and encourage continued input.  6. Hybrid Events and Increased Accessibility: To reach more families and students, ECSCN will offer more virtual and hybrid climate-related events and ensure translated materials and interpretation services are consistently available.  These actions reflect ECSCN’s commitment to inclusive, data-informed decision-making and sustained improvements in school climate for all students.|Met||2025-06-26|2025
33103300138024|Journey|6|School Engagement and Supports Academic motivation (75%): Most students feel motivated to do well academically. School boredom (70%): A high percentage of students report feeling bored at school, suggesting engagement may be a challenge. High expectations from adults (72%): Most students believe adults at school expect them to do their best. Meaningful participation (38%): A low percentage of students feel they have meaningful opportunities to contribute at school. Parent involvement in schooling (79%): A strong percentage of parents are engaged in their child's education. Anti-bullying climate (53%): Just over half of the students believe the school actively promotes an anti-bullying environment.  School Safety and Cyberbullying Feel safe at school (56%): Just over half of the students feel physically and emotionally safe at school. Been hit or pushed (59%): A concerning number of students report experiencing physical aggression. Mean rumors spread (63%): Many students report being targeted by harmful gossip. Called bad names or targeted by mean jokes (74%): This is alarmingly high, indicating a need for better peer relationships and emotional support. Cyberbullying (46%): Nearly half of students experienced cyberbullying in the past 30 days, suggesting digital safety concerns.  School Disciplinary Environment Rule clarity (67%): Most students feel school rules are clear. Students treated fairly when breaking rules (30%): Only a small group of students believe discipline is consistent and fair. Students treated with respect (63%): While over half feel respected, there's room for improvement.  School Environment, Support, and Engagement 60% reported feeling supported by their school. 72% felt that adults at school have high expectations for them. 38% reported meaningful participation at school, indicating a need to improve engagement strategies. 75% reported feeling motivated academically.|Key Takeaways for the Journey School Strengths: The Journey School has shown a commitment to academic motivation, parent involvement, and perceived safety when traveling to school.There is a strong sense of well-being for most students. Zero students reported marijuana or cigarette use. Concerns: The Journey School will show a commitment to  addressing students' high rates of feeling bullied (physical, verbal, and online), school boredom, and feelings of disconnect.We will strengthen counseling support or social-emotional learning programs and focus on school connectedness by implementing relationship-building strategies like morning check-ins, peer mentorship, and consistent adult presence during key times.  Opportunities for Growth: The Journey school will continue to increase meaningful student engagement, improve behavior management strategies, and enhance feelings of safety and fairness.|Based on the analysis of educational partner input and local data, Journey School has identified several changes to our existing plans to address areas of need identified through the analysis of local data and the identification of key learnings.  Commitment to Continuous Improvement The Journey School will show a commitment to  addressing students' high rates of feeling bullied (physical, verbal, and online). We have increased our social services to students through the increased capacity of our school social worker who conducts both individual and group sessions targeting a variety of student needs from anger and self-control to motivations and impulsivity. We are addressing school boredom and feelings of disconnect by coaching our teachers in culturally relevant practices and creating a positive classroom culture.|Met||2025-06-27|2025
33103300138602|JCS - Pine Hills|6|The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 377 surveys were completed by the students of JCS-Pine Hills.  The HSA uses a 3-tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBIS (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows:  Overall (377): Tier 1 - 41.1% Tier 2 - 39.3% Tier 3 - 19.6% Average Strengths - 2.8 Average Challenges - 2.4 Most Significant Strengths - Empathy, School Bonding, Emotion Control Most Significant Challenges - Assertiveness, Learning Interest  SwD (72): Tier 1 - 29.2% Tier 2 - 43.1% Tier 3 - 27.8% Average Strengths - 2.2 Average Challenges - 3.1 Most Significant Strengths - Empathy, Emotion Control, School Bonding Most Significant Challenges - Assertiveness, Reflection, Learning Interest  SED (21): Tier 1 - 42.9% Tier 2 - 33.3% Tier 3 - 23.8% Average Strengths - 2.7 Average Challenges - 2.5 Most Significant Strengths - Empathy, Perseverance Most Significant Challenges - Action Orientation, Assertiveness  Hispanic (93): Tier 1 - 39.8% Tier 2 - 38.7% Tier 3 - 21.5% Average Strengths - 2.4 Average Challenges - 2.4 Most Significant Strengths - Empathy, Emotion Control Most Significant Challenges - Assertiveness, Learning Interest|The analysis of the Fall 2025 HSA data for JCS-Pine Hills reveals several key learnings regarding students' social- emotional development. A primary area of strength across all groups is empathy, consistently identified as a top strength, along with emotion control and school bonding, indicating that many students feel connected to their school community and are capable of understanding and managing emotions. These strengths suggest a solid foundation for building positive relationships and a supportive school climate.  However, the data also highlights several critical needs and areas for targeted intervention. Assertiveness and learning interest consistently emerged as the most significant challenges across nearly all student subgroups, indicating a broader need for support in student confidence, communication, and intrinsic motivation for learning. Additionally, students with disabilities (SwD) show a disproportionate representation in Tier 3 (27.8%) and lower average strengths (2.2), signaling a need for more intensive support and inclusive strategies to address their social- emotional challenges, particularly in reflection and learning engagement.  Low-income students (SED) also showed notable challenges in action orientation and assertiveness, pointing to a need for interventions that support initiative-taking and self-advocacy. Meanwhile, the Hispanic student subgroup mirrors overall trends but still presents a significant portion in Tier 3 (21.5%), reinforcing the importance of culturally responsive supports to address ongoing challenges in motivation and self-expression.  Overall, while the school has a strong baseline in emotional regulation and relational strengths, the data underscores a clear need to focus on fostering student agency, motivation, and assertiveness, especially for more vulnerable subgroups.|"The 2025/2026 LCAP will seek to address school climate improvement within Goal 3 and the ""Leader In Me"" action. With the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources.  The LEA will also continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges, including, but not limited to, Student Success Team (SST), small group mini-lessons, and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole-group teaching and learning."|Met||2025-06-13|2025
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|6|Based on the analysis of the local climate survey data from Garvey/Allen STEAM Academy, several strengths and areas for improvement have been identified. Survey responses were gathered from students, parents, and staff, with disaggregated data highlighting patterns across various student groups. One major strength is that the majority of students report feeling safe and connected to adults at school, and a high percentage of parents feel welcome and informed about school activities. The use of multiple communication platforms, including newsletters, messaging apps, and family events, has contributed to this positive climate. Staff responses indicated strong support for the school's mission and values, and a belief that leadership is accessible and responsive.  However, the surveys also revealed areas of opportunity. A noticeable number of students expressed a need for stronger emotional support and more consistent implementation of behavioral expectations. Chronic absenteeism and inconsistent academic engagement were also noted. Parents expressed interest in more targeted education workshops addressing topics like mental health, technology safety, and strategies to support academic learning at home. Staff noted a desire for greater collaboration across grade levels and additional training in trauma-informed practices.  Overall, while the climate data reflects a foundation of trust and communication, the Charter School will use these insights to strengthen relationships, expand mental health supports, improve consistency in behavior systems, and deepen culturally responsive engagement strategies. The Charter School will continue administering annual surveys to monitor progress and guide ongoing improvement efforts.|Key learnings from the analysis of the local climate survey data reveal both areas of strength and identified needs across the Garvey/Allen STEAM Academy community. A major strength is the overall sense of safety and belonging reported by students, particularly in relation to feeling supported by adults on campus. Parents consistently indicated that they feel welcomed, informed, and connected to the school, reflecting strong communication practices such as newsletters, digital messaging platforms, and frequent family engagement events. Staff responses demonstrated alignment with the school’s mission and values, as well as confidence in school leadership’s accessibility and responsiveness. These positive perceptions were generally consistent across student groups.  However, disaggregated data also identified several needs. Students expressed a need for stronger emotional and academic support systems. Survey results highlighted inconsistent implementation of behavior expectations and a need for additional mental health resources and trauma-informed practices. Chronic absenteeism remains a concern, from all educational partners, indicating the need for deeper partnership with families and targeted interventions to promote consistent school attendance. Families also expressed a desire for more targeted parent education workshops on topics such as mental health, technology use, and strategies for supporting learning at home. These findings will guide efforts to enhance equity, strengthen support systems, and deepen partnerships for student success.|Based on the analysis of local climate survey data and the identification of key learnings, Garvey/Allen STEAM Academy will implement several changes to existing plans, policies, and procedures to address identified areas of need and support continuous improvement. In response to concerns around inconsistent behavioral expectations and the need for increased emotional and academic support, the Charter School will revise and strengthen its Positive Behavior Intervention and Support framework and deepen implementation of Ron Clark Strategies to promote a culture of excellence, enthusiasm, and student accountability. This will include enhanced classroom management training for all staff, a renewed focus on maintaining consistent academic and behavioral expectations across all grade levels, and expanded staff professional development in trauma-informed practices. To address chronic absenteeism, the Charter School will strengthen its attendance intervention process by launching an attendance awareness campaign, increasing personalized outreach through the Dean of Culture, and partnering more closely with families. The Charter School will also expand its parent education offerings to include monthly workshops on topics such as technology safety, mental health, and strategies for supporting learning at home, with materials available in both English and Spanish as needed. In addition, the Charter School will enhance its Multi-Tiered System of Supports by implementing structured academic interventions and tutoring programs in English Language Arts and Math. Internal data monitoring systems will be revised to ensure regular analysis of academic, behavior, and attendance data disaggregated by student group. These actions reflect a focused commitment to improving student outcomes, strengthening partnerships, and creating a safe, structured, and high expectation learning environment.|Met||2025-06-25|2025
33103300140780|Audeo Valley Charter|6|Audeo Valley Charter (Audeo Valley) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHYS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last three years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo Valley’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, Audeo Valley exceeded this metric.  Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo Valley’s response rate on the CHYS at each grade level was Grade 7 (48%), Grade 9 (17%), and Grade 11 (63%) for CHYS Core and Grade 7 (24%), Grade 9 (14%), and Grade 11 (53%) for CHYS Behavioral Health.|In 2024-2025, 95% of students reported that they felt safe at Audeo Valley and 97% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2024-2025 Audeo Valley’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Audeo Valley didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. Key learnings included that for 11th graders in the past 12 months 46% experienced social emotional distress, 64% experienced chronic sadness/hopelessness and 45% reported having considered attempting suicide. 52% of 11th graders reported life satisfaction. 90% of students in 7th and 81% in 11th reported caring relationships with adults in school. 33% of 11th graders reported lifetime alcohol or drug use and 8% reported lifetime tobacco use. 75% of 7th, 45% of 9th and 82% of 11th graders reported eating breakfast today. 42% of 7th, 36% of 9th and 42% of 11th report a bedtime of 12am or later. In the past 12 months 30% of 11th graders reported wanting to receive mental health services and 30% reported receiving mental health services.|Audeo Valley has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo Valley has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo Valley.|Met||2025-06-24|2025
33316250000000|California School for the Deaf-Riverside (State Special Schl)|6||||Not Met|||2025
33669770000000|Alvord Unified|6|In both Fall 2024 and Spring 2025, the Panorama Survey was administered to students in grades 3 through 12, focusing on three key social-emotional learning (SEL) areas: Emotional Regulation, Self-Efficacy, and Growth Mindset. Fall 2024 Results: High School: Emotional Regulation – 46%, Growth Mindset – 38%, Self-Efficacy – 31% Middle School: Emotional Regulation – 43%, Growth Mindset – 42%, Self-Efficacy – 36% Elementary School: Emotional Regulation – 44%, Growth Mindset – 44%, Self-Efficacy – 43% Spring 2025 Results: High School: Emotional Regulation – 49%, Growth Mindset – 36%, Self-Efficacy – 32% Note: High school spring data may not accurately reflect overall student sentiment due to low participation; one high school had only a 10% student response rate. Middle School: Emotional Regulation – 44%, Growth Mindset – 39%, Self-Efficacy – 34% Elementary School: Emotional Regulation – 46%, Growth Mindset – 40%, Self-Efficacy – 41%|Elementary students consistently demonstrated the highest levels of SEL competencies. From fall to spring, their scores remained steady or showed slight improvement: Emotional Regulation increased from 44% to 46%, Self-Efficacy slightly decreased from 43% to 41%, and Growth Mindset declined from 44% to 40%. This overall consistency suggests that strong foundational SEL practices are in place at the elementary level. Across all grade spans, Emotional Regulation showed modest improvement, indicating progress in students’ ability to manage emotions and behaviors in productive ways. Despite these strengths, several needs were identified. Self-Efficacy remained the lowest-rated SEL skill at all grade levels, particularly among high school students, where it improved only marginally from 31% to 32%. This points to a clear need for targeted strategies to help students build confidence in their ability to meet challenges and succeed. Growth Mindset scores declined across all grade spans, with the most notable drop occurring at the elementary level, suggesting a need for continued emphasis on promoting resilience and a belief in personal growth through effort. Additionally, caution is warranted when interpreting high school spring data, as participation was limited—one school had only 10% of students respond, potentially affecting the reliability of the results. Disaggregated data revealed significant concerns for specific student groups. Students in foster care, students with disabilities (SPED), and Hispanic students reported lower SEL scores compared to the overall student population. Emotional Regulation among these groups averaged 34%, Growth Mindset 27%, and Self-Efficacy among Hispanic students was just 24%. These disparities highlight an urgent need for culturally responsive, equity-centered SEL supports that address the unique challenges faced by these student populations, ensuring all students have access to emotional and academic success.|In response to identified needs, the district is enhancing several strategic initiatives to support continuous improvement and promote equity. A Strategic Social-Emotional Learning (SEL) Committee, made up of district and site administrators, teachers, and counselors, has been established to review data, develop responsive practices, and coordinate efforts across schools to strengthen SEL outcomes. To address the increasing need for mental health support, the district has expanded its team by hiring school social workers who assist students and families through a social work intern program and parent-centered mental health presentations. These efforts are designed to equip families with practical strategies to support their children’s emotional well-being at home. The program will be further strengthened through the Mental Health Roadshow, which will offer wellness-focused presentations to parents and guardians at school sites. Additionally, dedicated wellness spaces will be established at all secondary schools, where social workers will provide students with tools and strategies to enhance their overall mental health. Embedding these supports within school campuses reinforces the importance of mental wellness as a central part of the educational experience. The district will continue implementing Positive Behavioral Interventions and Supports (PBIS) to promote consistent, proactive behavior strategies at all school sites. Teachers are receiving training in Capturing Kids’ Hearts to enhance classroom relationships and foster safe, supportive environments. Additionally, teachers are being given access to the Panorama platform and its resources, and CharacterStrong will serve as the districtwide SEL curriculum for grades K–12. Support for historically underserved students remains a priority. The Guardian Scholar Summit will continue to grow as a community-building program for foster youth, while the Greatness Within initiative will further amplify the voices of Black students and promote inclusivity and empowerment.|Met||2025-06-26|2025
33669850000000|Banning Unified|6|Banning Unified School District (BUSD) utilizes the California Healthy Kids Survey (CHKS) and Panorama to gauge student perceptions of school safety and connectedness across various grade levels. The following data from the 2024-2025 school year is derived from the CHKS administered across the district. The survey from 158 Grades 3–5 responses revealed several critical insights. ? Engagement: How attentive and invested students are in class. 69% ? Learning Recovery: How confident are you that you know where to go to get the help you need? 66% ? Readiness for Learning 64% ? Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 81% ? School Climate: Perceptions of the overall social and learning climate of the school. 53% ? School Safety: Perceptions of student physical and psychological safety at school. 64% ? Sense of Belonging: How much students feel that they are valued members of the school community. 70% ? Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. 77% ? Valuing of School: How much students feel that school is interesting, important, and useful. 75% The survey from 313 Grades 6–12 responses revealed several critical insights. ? Belonging: How much faculty and staff feel that they are valued members of the school community. 46% ? Engagement: How attentive and invested students are in class. 25% ? Learning Recovery: How confident are you that you know where to go to get the help you need? ? 40% ? Readiness for Learning. 67% ? Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 55% ? School Climate: Perceptions of the overall social and learning climate of the school. 44% ? School Fit: Families’ perceptions of how well a school matches their child's developmental needs. 54% ? School Safety: Perceptions of student physical and psychological safety at school. 50% ? Sense of Belonging: How much students feel that they are valued members of the school community. 35% ? Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. 56% ? Valuing of School: How much students feel that school is interesting, important, and useful. 60%|The analysis of the local climate survey data has yielded several key insights: Key Strengths Grades 3-5 •	Rigorous Expectations (81%) and Teacher-Student Relationships (77%) are strong, suggesting that younger students feel supported and challenged by their teachers. •	Valuing of School (75%): Students feel school is useful and important. •	Sense of Belonging (70%) and Engagement (69%) are relatively high, showing elementary students generally feel connected and interested. •	Teacher Respect & Support: 88% feel teachers are respectful: 66% say teachers are concerned when they'r upset.  Grades 6-12 •	Valuing of School (60%): Students still recognize the importance and future utility of school. •	Readiness for Learning (67%): Indicates general mental/emotional preparedness. •	Teacher Respect (80%): Majority report teachers are respectful. Key Areas of Concern Grades 3-5 •	School Climate (53%) and School Safety (64%) are lower, with students reporting: o	Behavior of peers negatively impacts learning. o	A sizable portion still worries about bullying or violence. •	Readiness for Learning (64%): 30-43% of students are worried about talking to teachers or making friends.  Grades 6-12 •	Engagement (25%): Major red flag. Most students are not excited or interested in classes. •	Sense of Belonging (35%): Many feel disconnected from peers and adults at school. •	School Climate (44%) and School Safety (50%): Significant percentages report disrespect, bullying, and worries about violence. •	Learning Recovery (40%): Indicates post-pandemic academic and support structures are not yet meeting student needs. •	Emotional Connection to Adults: Only 11% say a// teachers would be concerned if they walked in upset-many feel emotionally unsupported.|Based on the analysis of the survey data and the identified key learnings, several changes and actions are proposed: Strengthening Bullying Prevention Efforts Implement comprehensive bullying prevention initiatives that include student-centered workshops, professional development for staff, and active parent engagement. These programs will be regularly monitored and evaluated to ensure their continued effectiveness and responsiveness to student needs. Increasing Parent Engagement Develop and promote strategies to enhance parental involvement in school life. This includes expanding opportunities for parents to participate in events and decision-making processes, as well as improving communication systems to keep families informed and valued as essential partners in their children’s education. Enhancing School Facilities Maintain a strong commitment to improving the physical condition of school campuses by prioritizing routine maintenance and cleanliness. A well-maintained, welcoming environment supports student well-being and contributes to a more positive overall school climate. Providing Targeted Support for Diverse Student Populations Design and implement interventions tailored to the unique needs of all student groups, including English learners, students with disabilities, socio-economically disadvantaged students, and those who are homeless or in unstable living situations. These supports will include additional staffing, resources, and programs to address the barriers these students face. Establishing a Culture of Continuous Improvement Adopt a robust cycle of continuous improvement grounded in ongoing data collection, analysis, and responsive action planning. Engage students, staff, and families as key partners in evaluating the impact of interventions and ensuring alignment with the priorities of the Local Control Funding Formula (LCFF). By strategically addressing areas of need and building on the strengths identified in the survey results, the district can cultivate a positive, inclusive school climate that supports academic achievement, equity, and well-being for all students. Sustained data-driven decision-making and meaningful collaboration with educational partners will be critical to long-term success.|Met||2025-06-30|2025
33669930000000|Beaumont Unified|6|The Beaumont Unified School District (District) has diligently analyzed the local climate survey data, encompassing responses from grades 3-5 and 6-12. The survey is designed to capture a broad spectrum of information related to school conditions and climate, including Social Awareness, Sense of Belonging, Growth Mindset, Self-Efficacy, Emotion Regulation, Supportive Relationships, Self-Management, Positive Feelings, Grit, and Challenging Feelings. The findings are segmented by student groups, offering a detailed perspective on different demographics within the school community.  Grades 3-5 Overview: •Social Awareness: 65% favorable, showing a decrease of 4 points since Fall 2024. •Sense of Belonging: 63% favorable, with a decrease of 3 points. •Growth Mindset: 62% favorable, increasing by 1 point. •Self-Efficacy: 54% favorable, with an increase of 1 point. •Emotion Regulation: 44% favorable, decreasing by 1 point.  Grades 6-12 Overview: •Supportive Relationships: 79% favorable, with an increase of 1 point. •Self-Management: 66% favorable, showing a decrease of 1 point. •Positive Feelings: 60% favorable, increasing by 2 points. •Social Awareness: 60% favorable, increasing by 2 points. •Grit: 56% favorable, with an increase of 2 points. •Challenging Feelings: 50% favorable, with no change noted. •Emotion Regulation: 47% favorable, showing the greatest increase of 3 points. •Sense of Belonging: 42% favorable, showing an increase of 2 points.  The District and educational partners are using these insights to refine and enhance strategies for improving school climate and student well-being. The feedback indicates a need for targeted interventions to improve areas such as Emotion Regulation and Sense of Belonging, particularly in the higher grades, where these aspects are notably lower. Continuous efforts are being made to address these concerns through focused programs and initiatives that aim to foster a more supportive and inclusive school environment. This comprehensive data analysis enables the District to tailor its interventions and programs more effectively, ensuring they meet the diverse needs of all student groups and contribute to a positive and nurturing educational climate.|The analysis of the local climate survey data for grades 3-5 and 6-12 has revealed significant insights into the needs and strengths of various student groups within the District. These key learnings have been instrumental in identifying specific areas that require targeted interventions as well as those that stand out as strengths, enabling the District to tailor its approach to support student well-being and engagement effectively.  Identified Needs:    - Emotion Regulation: This remains a critical area of need in both grade spans. Despite the higher grades, students' increase of three points in emotional regulation, which is the greatest increase in the survey, it still remains low at 47%. This indicates a marked improvement but also highlights the continued need for focus.    - Sense of Belonging: This is particularly concerning in the higher grades where only 42% of students felt a sense of belonging, which is the lowest percent overall. There was a two-point increase in the higher grades, indicating an increasingly inclusive environment, but a three-point decrease in the lower grades, which suggests the need for     developing a more supportive school environment.    - Social Awareness: While the lower grades show a 65% favorable rating, this represents a four-point decrease. This is the most dramatic drop in the survey, indicating the need to further enhance the students' awareness to the social dynamics around them.  Areas of Strength:    - Emotion Regulation: While this is an area of continued growth, it has shown the most growth of the three points.     - Supportive Relationships: This remains an area of strength, with 79% favorable and an increase of one point. This highlights the District's efforts to foster students' feelings of support from staff and peers.    - Self Management: Although there was a slight decrease, the response rate of 66% favorable in the higher grades suggests that a high number of students are able to manage their emotions and actions, which is an essential element in the well-being of the whole child.    - Growth Mindset: With 62% of students in lower grades reporting favorable, the District's efforts to promote a culture of learning and growing are evident.  Emotion Regulation and Sense of Belonging needed additional support for grades 6-12, while Emotion Regulation and Self-Efficacy were key improvement areas for grades 3-5. Tailored interventions addressing these unique challenges can significantly improve students' overall school experience. The District and educational partners use these findings to enhance existing programs and develop new initiatives. Increasing focus on areas like Emotion Regulation and Sense of Belonging while strengthening supportive relationships and resilience skills will be crucial for fostering a nurturing and effective educational environment. This targeted approach ensures all student groups, especially those underrepresented, receive the necessary support.|In response to analyzing local climate survey data and identifying key learnings, the District has determined several necessary adjustments to its existing plans, policies, and procedures. These changes are designed to address the areas of need identified by the survey, with a particular focus on underrepresented and low-performing student groups. The following revisions, decisions, and actions have been or will be implemented to ensure continuous improvement in the District's educational environment:     - Mental Health Support - increased budget to support additional staff and training    - Assistant Principal - an additional assistant principal will be provided at one of the middle schools     - Attendance Technician - adding one more to enhance student attendance support    - Site-based instructional coaches - additional coaches to provide ongoing support   Continuous Monitoring and Adjustment: To ensure the effectiveness of these interventions, the District engages in continuous improvement monitoring. This involves regular data collection and analysis to assess the impact of systems and practices. Adjustments are made as necessary based on ongoing feedback from educational partners and extensive data analysis. The District is committed to continuous improvement to address the needs of all students, particularly those most vulnerable.|Met||2025-06-10|2025
33669930127142|Highland Academy|6|Student attendance remains a critical area for improvement. Our objective is to achieve a significant increase in attendance, aiming for students to miss less than 10% of the school year. Currently, our chronic absenteeism rate is 13.7%, which represents a 7.2% improvement from the previous year. The success of our implemented strategies motivates us to continue with a multi-faceted approach. This includes developing an early warning system that will integrate daily, weekly, and monthly attendance data to promptly identify at-risk students. Simultaneously, we are dedicated to fostering an engaging, fun, and supportive school environment that motivates students and strengthens their connection to the school community.  Academic achievement has also been identified as a significant concern by all three stakeholder groups: students, parents, and staff. While our internal and external student testing data shows an encouraging trend of progress in both Math and Language Arts compared to the previous year, with a 4.4 point improvement in ELA and a 7.9 point increase in Math, we acknowledge that further effort is necessary. Our ongoing initiatives include providing targeted support for struggling students, incorporating regular practice with diverse assessments to reinforce understanding, and offering professional development opportunities to teachers to enhance instructional practices across the board.|Overall, the school is on track, according to data and feedback. Adjustments for the upcoming year's plan will focus on areas identified by the CA School Dashboard, including:  Student Support & Intervention: - Continuing the 7th Period middle school intervention program for at-risk students, with additional supports and resources based on new data. - Implementing specific, targeted intervention programs (pull-out remediation, elective classes, and targeted 7th periods) in ELA and math for identified TK-8 students. - Implementing tutoring with subject matter teachers, office hours, and virtual/live support hours. - Enhancing the ELO Program, including the HOWL after-school program and the June-July Summer Academy.  Curriculum & Instruction: - Adopting new curriculum and programs in several classes. - Providing professional development to staff to improve classroom instruction, ensuring it is rigorous, standards-based, and inclusive of all students' goals and abilities.  Safety & Communication: - Implementing a new communication system for more consistent parent outreach via email, text, or phone. - Maintaining the campus-wide surveillance system and purchasing additional cameras for blind spots and high-traffic areas. - A buzzer system for the main office entry and privacy screens along the exterior fence line have been installed as part of several new security features.  Staffing: - Creating one additional credentialed special education teacher position.|To enhance student support, Highland Academy is strengthening its 7th-period intervention and Extended Learning Opportunities (ELO) programs. These improvements aim to boost the capacity and effectiveness of both initiatives, reaching a broader student population. The curriculum for these programs will be data-driven and thoroughly researched to provide targeted and impactful assistance. Additionally, we will offer more pull-out support and increased tutoring opportunities for students who require them.|Met||2025-06-26|2025
33669930139360|Mission Vista Academy|6|We administer annual internal climate surveys to parents/guardians, students, and staff members. Results from the 2024-25 school year survey demonstrate that most of our students feel high levels of safety and connectedness to our school. All students: 95% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. Grades 4-5: 95% agree or strongly agree that they feel safe at school, and 84% agree or strongly agree that they feel connected to the school. Grades 6-8: 95% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. Grades 9-12: 95% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. American Indian or Alaska Native: 100% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. Asian: 88% agree or strongly agree that they feel safe at school, and 77% agree or strongly agree that they feel connected to the school. Asian Indian: 100% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. Black or African-American: 97% agree or strongly agree that they feel safe at school, and 81% agree or strongly agree that they feel connected to the school. Filipino: 100% agree or strongly agree that they feel safe at school, and 77% agree or strongly agree that they feel connected to the school. Hispanic or Latino: 94% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school. Middle Eastern: 100% agree or strongly agree that they feel safe at school, and 75% agree or strongly agree that they feel connected to the school. Native Hawaiian or Pacific Islander: 100% agree or strongly agree that they feel safe at school, and 100% agree or strongly agree that they feel connected to the school. Two or More Races: 94% agree or strongly agree that they feel safe at school, and 81% agree or strongly agree that they feel connected to the school. White: 97% agree or strongly agree that they feel safe at school, and 84% agree or strongly agree that they feel connected to the school. Other: 89% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school.|MVA students feel safe while participating in online courses and in-person activities offered by the school. Many students shared that they enjoy working with their MVA Homeschool Teachers and HQTs and appreciate the high levels of support they receive from teachers and other staff members. Students report that their teachers know and care about them and want them to succeed in school.|MVA staff members do not plan to make any changes to plans, policies, or procedures based on survey results, as all student groups reported high levels of safety and connectedness. MVA staff members will continue to strive to provide a safe and welcoming school environment for all students. Teachers will continue to provide progress monitoring, standards-based instructional resources, online classes, and tutoring to ensure all students can meet their academic goals.|Met||2025-06-05|2025
33670330000000|Corona-Norco Unified|6|The 2024 California Healthy Kids Survey (CHKS) data reveals positive trends in several key areas of school climate across grade levels. School connectedness improved by +1% in both 5th and 7th grades, indicating stronger feelings of connection among these students. Similarly, the percentage of students who felt supported by caring adults in school increased by +1% for 5th graders, with no change in 7th grade. Academic motivation remained strong in 5th and 7th grades, showing no change from the previous year. Additionally, chronic sadness or hopelessness decreased by -3% in 7th grade, reflecting improved emotional well-being for these students. Perceptions of safety improved by +1% for both 5th and 7th graders, indicating a stronger sense of security at school. These positive changes highlight the district’s ongoing efforts to foster a supportive, safe, and motivating environment for students, with continued opportunities to build on these gains.|The 2024 California Healthy Kids Survey (CHKS) data reveals both areas of strength and identified needs in student perceptions of school climate. Positive trends include a +1% increase in school connectedness and safety perceptions for 5th and 7th graders, highlighting the district's efforts in fostering a supportive and safe school environment. These improvements suggest that initiatives focused on student well-being, such as CNUSD’s wellness programs and family engagement efforts, are making an impact. For example, the district’s Wellness Summit, which addresses mental health and wellness, and the Parent Center’s resources for supporting families are contributing to these positive shifts. However, areas for improvement remain, such as declines in school connectedness and safety perceptions in 9th and 11th grades, which suggests a need to further address emotional support and safety concerns at the high school level. Based on these findings, CNUSD can build on its strengths by targeting these identified areas of need through enhanced counseling, mental health resources, and continued community engagement. Additionally, the district’s Local Control and Accountability Plan (LCAP) emphasizes services for high-needs students, providing a framework to address these gaps and strengthen its efforts moving forward.|The district has made strong progress in supporting student well-being and school connectedness, particularly at the Tier 1 level. PBIS implementation is consistent and high in fidelity across 22 schools, establishing a solid foundation. At Tier 2, programs like STEPS and Rescue a Generation have demonstrated positive outcomes in student attendance, behavior, and emotional regulation. However, these services face challenges such as limited aide hours and irregular student attendance, which hinder consistency. Refinement is needed in scheduling practices and staff allocations to ensure group continuity and broader access.  Expanded counseling services have enabled more proactive Tier 1 support and reduced Tier 2 referrals, but counselor-to-student ratios remain uneven across sites. To improve effectiveness, staffing levels should be reviewed and adjusted to meet the needs of larger or higher-need campuses, possibly through revised funding formulas or targeted hiring.  At Tier 3, RBT services have improved student behavior in schools with well-established Tier systems. Where those systems are weaker, effectiveness declines. Continued professional development for site staff and clearer implementation protocols will help ensure behavior plans are integrated consistently.  VAPA integration has enhanced student engagement and fostered collaboration among staff, but expansion is limited by the availability of credentialed staff and delayed procurement processes. Refining hiring pipelines and streamlining purchasing procedures would help scale the program more effectively across all sites.  Programs like Umoja have demonstrated strong academic and engagement outcomes, including a 100% graduation rate and high college attendance. UNITY Camps are also fostering a more inclusive campus climate. However, programs such as Athletics and Unified Sports are facing constraints due to rising transportation costs and limited bus availability. Exploring alternative transportation models or increasing transportation funding would support greater student participation.  The Parent Engagement Center remains a strong resource, helping CNUSD earn Model SARB District recognition. Yet, engagement levels are inconsistent across school sites and language groups. Refinement efforts should focus on more culturally responsive outreach and increased bilingual support staff to ensure broader and more equitable participation.  School safety measures—especially the deployment of SROs and uniformed security—have contributed to positive campus climates and secure learning environments. However, a lack of consistent training and role clarity has created some disconnects. Standardizing onboarding and ongoing training across all security staff will better align these efforts with the district’s overall climate and equity goals.  In summary, while the district's actions have been largely effective in building systems that support student well-being, several key areas—Tiered intervention|Met||2025-06-17|2025
33670410000000|Desert Center Unified|6|Desert Center Unified has a student population that hovered around 25 students through the 2024-25 school year.  Due to its small enrollment size, the school does not formally utilize the California Healthy Kids Survey. It utilizes its own student survey. This is done to ensure confidentiality of individual students and respective groups of students.  It also allows for the school to create yearly review of data comparing current feedback to past feedback.  It also allows for the school to tailor specific questions relevant to Eagle Mountain School and the district.  The school has developed and does administer its own survey which takes similar questions from the California Health Kids Survey.  The school is able to look at specific indicators regarding school climate and student connectivity to the school. The school is able to control any sensitive information relating to individual students or groups of students.  Results from the 2024-25 student survey shows positive feedback and continues to allow the school to target area of need. Social and emotional engagement is an area of focus and is outlined in the 2025-26 LCAP.|Through the annual school survey, the findings demonstrate the students do enjoy being at the school.  The findings of the survey also validate that the students believe they are being appropriately challenged academically by their teachers.  School safety is still a focal point of the school where students have demonstrated areas relating to safety that can be improved.  The school has taken steps to address these safety issues to demonstrate the ability for students to have a voice and see results of their concern.|The school has been active in the development and update of its Five-Year Preventative Maintenance Plan.  The plan was reviewed for the 2024-25 school year and needs to be done so again in early 2025-26. This document formally supports the aspects to improvements of the facility of which many of the actions involve students' safety.  The Five-Year Preventative Maintenance Plan truly supports a plan for preventative maintenance, as well as addressing facility needs to support student learning and well-being.|Met||2025-06-25|2025
33670580000000|Desert Sands Unified|6|Just under fifteen thousand students in grades 3-12 participated in the annual Support and Environment survey through Panorama.  Grade level spans responded to questions on the following themes:  Teacher-Student Relationships Sense of Belonging School Safety Engagement School Climate  The percentages identified below indicate favorable responses on a five point likert scale, they do not include neutral or unfavorable responses.  Data Elementary Schools Grades 3-5: 6% of students feel they have a strong connection with their teacher, a decrease of 2 percentage points (p.pts.) 63% of students feel they are valued members of the school community, a decrease of 1 p.pts.  56% of students feel physically and psychologically safe at school, an decrease of 4 p.pts. 50% of students are attentive and invested in class, a decrease of 8 p.pts. 60% of students have positive perceptions of the overall social and learning climate of school, an increase of 2 p.pts.  Secondary Grades 6-8 Data 46% of students feel they have a strong connection with their teacher, a decrease of 1 percentage point (p.pt.) 36% of students feel they are valued members of the school community, a decrease of 1 p.pts.  50% of students feel physically and psychologically safe at school, an increase of 2 p.pts. 25% of students are attentive and invested in class, an increase of 4 p.pts. 36% of students have positive perceptions of the overall social and learning climate of school, an increase of 2 p.pts.  Secondary Grades 9-12 Data 42% of students feel they have a strong connection with their teacher, an increase of 1 percentage point (p.pt.) 33% of students feel they are valued members of the school community, an increase of 3 p.pts. 54% of students feel physically and psychologically safe at school, an increase of 5 p.pts. 24% of students are attentive and invested in class, an increase of 3 p.pts. 40% of students have positive perceptions of the overall social and learning climate of school, an increase of 6 p.pts.|Key Learnings Elementary Schools Grades 3-5: Overall, the percentage of favorable responses are moderately high for all themes on the Panorama survey. Highlights include students in grades 3-5 feeling that the school climate has improved. The largest decrease of favorable responses is related to student engagement in grades 3-5.  Key Learnings Secondary Schools Grades 6-12: Highlights include the highest percentages of favorable responses from the theme of school safety. Highlights include a high percentage of students feel that their teacher is respectful toward them. Students indicate a decrease in fighting.  Among high school students, the theme of school climate is showing the strongest gains. The least favorable responses (6-12) are from the theme of student engagement. However, this theme shows the greatest growth among middle school students relative to last year. High school students also showed strong gains in this area.|Response to Key Learnings Elementary Schools Grades 3-5: Desert Sands has increased offerings for students that need mental health support, including the addition of mental health therapists at schools. What are we doing that's new to increase physical safety? Next year elementary sites will be receiving Calming Corners to support with behavioral needs and provide a cooldown area for students to utilize. In addition, each school site set and SEL-based goal this year to target student well-being and connection to school.  Continue to grow and strengthen our Multi-tiered system of support. Schools continue to add Tier II supports. The MTSS data platform through Synergy, as a means of monitoring the academic and behavioral progress of students. All sites are using MTSS Synergy to create and monitor students receiving Tier II supports. Continue to support our staff through Words of Wellness (WOW) emails and  health fairs. Continue training for AVID, Restorative Practices, Trauma Informed Practices, Mindset,  and PBIS to improve teacher - student relationships and continue to improve school climate. Implementation and modeling of 3 SEL Signature Practices, including inclusive welcomes, engaging strategies and intentional close.The use of the 3 SEL Signature practices are incorporated into all professional development for DSUSD staff.  Continue to support school safely by providing all elementary schools with security agents who are visible to the community, staff, parents,  and students. Additionally, continue with consistent safety drills throughout the year to promote preparedness. Continue to promote a positive school climate through consistent expectations, acknowledgment systems, and student recognition programs.  Response to Key Learnings Secondary Schools Grades 6-12: Continue to increase offerings for students that need mental health support, including the addition of mental health therapists and wellness rooms - including middle and high school mentoring programs to support students and their leadership development.  Continue to grow and strengthen our Multi-tiered system of support. Schools continue to add Tier II supports. The MTSS data platform through Synergy, as a means of monitoring the academic and behavioral progress of students, is being piloted by two secondary schools this year.  Continue to support schools that have staff turnover with Tier I and Tier II teams to ensure consistency with MTSS. Continue to support Youth Leadership Days focused on conversations centered on school climate. Ensure that participating students represent the district as a whole in order to  better understand and address every student's sense of belonging in DSUSD. Ensure that students participate in empathy interviews as a means of collecting feedback directly from students on their needs.|Met||2025-06-24|2025
33670586031959|George Washington Charter|6|Based on the provided data, the local climate survey in the Spring of 2025, reveals varying perceptions of school climate across different student groups. The overall positive perception of school climate, if calculated as an average of the provided percentages, would be approximately 71.1%. However, a closer look at the disaggregated data highlights significant differences: English Learners: This group reports a positive climate perception of 76%, which is above the potential overall average. Socio-economically Disadvantaged: This group indicates a lower positive climate perception at 67%, suggesting potential disparities in their experiences. Special Education Students: This group reports the lowest positive climate perception at 61%, indicating a need for focused attention and support to improve their school environment. Females: Females report a positive climate perception of 73%, slightly higher than males. Males: Males report a positive climate perception of 65%, lower than females. Asian Students: This group reports the highest positive climate perception at 79%. Hispanic Students: This group reports a positive climate perception of 70%. Multiethnic Students: This group also reports a positive climate perception of 70%. White Students: This group reports a positive climate perception of 68%.|Analysis of the Data: The data suggests that while a majority of students generally perceive the school climate positively, certain student groups experience it less favorably. Notably, socio-economically disadvantaged students and special education students report significantly lower positive perceptions. The difference between Asian students (highest) and special education students (lowest) is a substantial 18 percentage points, indicating a considerable disparity in their experiences of the school environment. There is also a notable difference between female and male students, with females reporting a more positive climate. Further analysis could involve examining specific items within the local climate survey to pinpoint the areas where these disparities are most pronounced. For example, questions related to safety, respect from peers and adults, feeling connected to the school, or the fairness of disciplinary practices could reveal specific challenges faced by these groups.|Building upon the previously outlined actions, the LEA will implement the following specific additions: Personnel Allocation: Adding an Assistant Principal: Decision: The LEA will allocate resources to hire an additional assistant principal at the school site. Rationale: This additional administrative support will provide increased capacity for focused attention on school climate initiatives, student support services, and the implementation of targeted interventions identified through the climate survey data. The assistant principal can dedicate time to working with specific student groups, overseeing the positive behavior system, and fostering stronger relationships with educational partners. Community Engagement: Hiring a Bilingual Community Technician: Decision: The LEA will create and fund a position for a bilingual community technician. Rationale: This role will be crucial in bridging the gap between the school and families, particularly English Learner families and socio-economically disadvantaged communities. The bilingual community technician will facilitate communication, provide resources and support to families, and actively engage them in school events and decision-making processes, thereby fostering a stronger sense of partnership and belonging. Proactive Climate Initiatives: Implementing a Positive Behavior Intervention: Policy Change: The LEA will adopt and implement a Positive Behavior Intervention school-wide. Procedures: This will involve establishing clear behavioral expectations, teaching these expectations to all students, consistently acknowledging positive behaviors, and implementing a tiered system of support for students who need additional behavioral guidance. Data on behavior incidents will be collected and analyzed to monitor the effectiveness of the PBIS system and identify areas for adjustment. Rationale: A proactive and consistent system can contribute significantly to a more positive and predictable school climate for all students, particularly benefiting those who reported lower positive perceptions, such as special education students and socio-economically disadvantaged students. These additions will be integrated into the LEA's continuous improvement cycle through the following mechanisms: Regular Data Review: The administrative team will regularly review data with school counselors related to the impact of the additional assistant principal, the bilingual community technician's outreach efforts, and the implementation of positive behavior supports. Feedback Loops: Multiple feedback loops will be established, including surveys and focus groups with students, staff, parents, and educational partners, to gather qualitative data on the effectiveness of these new initiatives. Annual Review and Adjustment: The LEA will conduct an annual review of the school climate data and the implementation of these changes, making necessary adjustments to plans, policies, and procedures based on the evidence gathered.|Met||2025-06-16|2025
33670586031991|Palm Desert Charter Middle|6|The March 2025 Panorama Survey data shows the following scores for School Climate:  *Students: 38% favorable (1116 participating) *Parents: 62% favorable (81 participating) *Staff: 53% favorable (9 participating) *Teachers: 42% favorable (45 participating)   Most scores did not change significantly from the previous year, remaining mostly static.|Per data from the Teachers group, a lack of consistent, supportive leadership led to a dip in staff morale. This can be directly linked to decreased student engagement, which results in lower scores for School Climate. Rebuilding trust and re-centering staff support have since become key priorities for strengthening instructional outcomes.|The Tier I team will use site-level data to identify and address systemic contributors to the decline in teacher morale and student engagement. Specifically, analysis of survey results and observational data will guide a review of leadership communication structures, staff support systems, and professional development alignment. By examining patterns related to staff feedback, classroom climate, and student participation, the Tier I team will be positioned to recommend systemic changes—such as more structured opportunities for teacher voice, improved leadership visibility, and consistent implementation of school-wide practices. These targeted adjustments are designed to rebuild trust, enhance the staff experience, and re-establish conditions that promote high levels of student engagement—thereby positively impacting future School Climate indicators.|Met||2025-06-11|2025
33670820000000|Hemet Unified|6|Hemet Unified School District administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. The 2024-25 administration of the California Healthy Kids Survey was provided to students in 5th, 7th, 9th and 11th grade. Students in 5th, 7th, 9th and 11th grade report a sense of being connected to school in a span ranging from 47%-65%. In addition, 55%-70% of students (of the same grade span) report feeling “safe” or “very safe” on campus.     School Connectedness    American Indian or Alaska Native – 67% (5)   Asian or Asian American: 54% (5),  39% (9),  76% (11)   Black or African American:  66% (5), 40% (7),  49% (9),  53% (11)   Hispanic or Latino/a:   65% (5),  47% (7),  52% (9),  48% (11),  46% (NT)   Native Hawaiian or Pacific Islander:  No Data Reported  White:  68% (5),  56% (7),  57% (9),  69% (11)   Multiracial:   63% (5),  41% (7),   43% (43),   43% (11)   Something else:  63% (5),  38% (7),   35% (9)    School perceived as very safe or safe   American Indian or Alaska Native:  73% (5)  Asian or Asian American:  54% (5),  43% (9),  85% (11)   Black or African American:  60% (5),  46% (7),  64% (9),  58% (11)   Hispanic or Latino/a: 65% (5),  56% (7),  64% (9),  66% (11),  74% (NT)   Native Hawaiian or Pacific Islander:  No Data Reported  White: 77% (5),  61% (7),  63% (9),  80% (11)  Multiracial:  58% (5),  46% (7),  44% (9),  50% (11)  Something else:  72% (%),  46% (7),  45% (9)    **Any grade levels with missing data reflects instances where no data was reported**|Students in 5th, 7th, 9th and 11th grade report a sense of being connected to school in a span ranging from 47%-65%. In addition, 55%-70% of students (of the same grade span) report feeling “safe” or “very safe” on campus.  Information regarding school climate is also gathered from staff and used to inform decision-making. Additionally, school climate information is gathered in support of work around school-based behavior specialists support, Positive Behavior Support Systems, tobacco/alcohol/drug prevention as well as peer leadership efforts.|The District plans to continue efforts to increase both a sense of school safety as well as school connectedness via actions and services described in the Local Control Accountability Plan. There will be changes to the implementation of actions and services in the Local Control Accountability Plan with the objective of improving these metrics as well as aligning to the District Priority areas of Championing Student Success, Cultivating High Performing Teams, Promoting Community Confidence, and the Careful & Responsible Use of Resources. In addition to these changes, the District will expand the building and implementation of a comprehensive data monitoring structure, inclusive of student, parent and family experience surveys, to better inform implementation tactics.|Met||2025-06-17|2025
33670820120675|Western Center Academy|6|Because much of our LCAP is focused around social emotional learning, college readiness, and mental and physical health, the following results from local survey data address these issues: Percentage of parents who rate the access to a school counselor as sufficient or higher: 93% Percentage of parents who rate the access to a school health office as sufficient or higher: 95% Percentage of parents who rate their student’s access to technology as sufficient or higher: 97%  We also focused on social emotional wellness indicators on the CHKS which showed: Our California Student Wellness Index, a measure of school emotional health: Grade 9:   105.9      (on a standardized scale where 100 is the state average) Grade 11: 106.0 The previous year, our CSWI was lower showing some improvement from year to year: Grade 9:   104.6 Grade 11: 102.6  The percentage of students who had experienced chronic sadness: Grade 9:   2023-24: 27%		2024-25: 17% Grade 11: 2023-24: 34%		2024-25: 17% The percentage of students who experienced social emotional distress: Grade 9:   2023-24: 27%		2024-25: 22% Grade 11: 2023-24:	32%		2024-25: 23%|From this data, we learned that we have made strides in improving the social emotional health of our students but we still have work to do. We do not naively believe that we will ever have 0% of our students who think that school is meaningless or 100% who rate school counselor access as sufficient. But, we are measuring student mental health factors and responding to them when needed. We are preventatively providing resources and access to personnel for students and their parents. We are monitoring student data and responding in a timely manner when necessary.|We will continue with our progressive plan to increase these services through Tier 1 preventative presentations in class as well as Tier 2 groups and services and Tier 3 one-on-one resources. Our school staff will work with district staff to respond to needs after each one of our whole person screeners and we will continue to get feedback from parents and students on how our plan is working.|Met||2025-06-24|2025
33670900000000|Jurupa Unified|6|District Climate Survey - Panorama - Winter 2025  Sense of Belonging Item(s) -How well do people at your school understand the kind of person you are? -How much support do the adults at your school give you? -How much respect do students at your school show you? -When you are at school, how much do you feel like you belong?  The average percentage of students who responded favorably. Grade 3: 59% Grade 4: 56% Grade 5: 51% Grade 6: 47% Grades 3-6 English Learner: 53% Grades 3-6 Special Education: 52%  Grade 7: 40% Grade 8: 39% Grade 9: 38% Grade 10: 36% Grade 11: 36% Grade 12: 41% Grades 7-12 English Learner: 38% Grades 7-12 Special Education: 38%  School Safety Item(s) -How often are people disrespectful to others at your school? -How often do students get into physical fights at your school? -How likely is it that someone from your school will bully you online? -How often do you worry about violence at your school? -If a student is bullied in school, how difficult is it for him/her to get help from an adult? -At your school, how unfairly do the adults treat the students (Grade 7-12 only)  The average percentage of students who responded favorably. Grade 3: 52% Grade 4: 57% Grade 5: 60% Grade 6: 59% Grades 3-6 English Learner: 55% Grades 3-6 Special Education: 51%  Grade 7: 49% Grade 8: 51% Grade 9: 54% Grade 10: 52% Grade 11: 49% Grade 12: 53% Grades 7-12 English Learner: 49% Grades 7-12 Special Education: 56%|Sense of Belonging This category assesses how well students feel understood, supported by adults, respected by peers, and generally feel they belong at school.  Key Learnings: -Decline with Age: There is a consistent and notable decrease in students' sense of belonging as they progress from elementary to middle and high school. Favorable responses drop from 59% in Grade 3 to a low of 36% in Grades 10 and 11. -Elementary vs. Secondary Gap: Elementary students (Grades 3-5 generally above 50%) report a considerably higher sense of belonging compared to secondary students (Grades 7-11 mostly below 40%). Grade 6 (47%) already shows a decline, bridging into the lower secondary scores. -Grade 12 Uptick: There's a slight increase in favorable responses for Grade 12 students (41%) compared to Grades 10 and 11 (36%), though it remains low overall. -Student Group Performance (Grades 3-6): English Learners (53% favorable) scored very close to the overall average for Grades 3-6 (53.25%). Special Education students (52% favorable) scored slightly below the overall average for Grades 3-6. -Student Group Performance (Grades 7-12): English Learners (38% favorable) scored very close to the overall average for Grades 7-12 (38.33%). Special Education students (38% favorable) also scored very close to the overall average for Grades 7-12.  Identified Needs: -Focus on Secondary Students: The most significant need is to improve the sense of belonging for all middle and high school students (Grades 7-12), as favorable responses are low (36%-41%). -Investigate the root causes for the sharp and continuous decline in sense of belonging as students age. -Support for All Students: While EL and SPED students in secondary grades score near the average, this average is low, indicating they, too, experience a low sense of belonging that needs to be addressed.   Areas of Strength: -Early Elementary: Grade 3 students report the highest sense of belonging (59%). -The slight increase in Grade 12 suggests that some aspects of the senior year experience might positively influence belonging.  School Safety This category assesses perceptions of respect, physical altercations, online bullying, worry about violence, ability to get help for bullying, and fairness of adult treatment (for secondary students).  Key Learnings: -Perceptions of school safety are generally more positive than those for sense of belonging across most grade levels. -In elementary school (Grades 3-6), favorable responses for safety range from 51% to 60%, with Grade 5 (60%) and Grade 6 (59%) being the highest. Grade 3 (52%) is lower than Grades 4-6. -In secondary school (Grades 7-12), favorable responses fluctuate between 49% and 54%.  Identified Needs: -Grades 7 and 11 (49%): Address the lower perceptions of safety in these secondary grades. -Grades 7-12 English Learners (49%): Address why their perception of safety is lower than the general population and SPED students in secondary grades.|"Key Actions to Enhance Sense of Belonging and School Climate: -Promoting Positive Interactions and Inclusion: Implemented ""Culture of Kindness"" campaigns, Restorative Practices training for staff, and Social-Emotional Learning (SEL) discussions. MTSS/PBIS pilot skills groups directly address bullying, making friends, and positive self-talk, with older students mentoring younger ones. Ethnic Studies pedagogy and Universal Design for Learning (UDL) training were introduced to create more inclusive and student-centered classrooms. -Student Voice and Engagement: Actively sought student input for the LCAP through high school focus groups and celebrated civic engagement through the State Seal of Civic Engagement Showcase. Intramural sports were launched in response to student interest. -Mentoring and Support: Established student mentoring programs (e.g., Check & Connect by MTSS TOSAs) and peer programs like ""Book Buddies"" to support integration and positive relationships, particularly beneficial for transitions. -Family and Community Engagement: Hosted events like ""Day of the Child,"" ""Strengthening Families Program,"" and ""Watch D.O.G.S."" to build strong school-family-community partnerships. Parent education programs (e.g., PIQE, Café Literario, IEP training, SENG workshops) empower parents to support their children.  Key Actions to Improve School Safety and Student Well-being: -Comprehensive Safety Measures: Conducted ""Surviving An Active Assailant"" training for staff, Crisis Prevention Institute (CPI) training, and promoted initiatives like Red Ribbon Week and Wellness Fairs to encourage healthy choices and awareness of resources. -Behavioral Support Systems: Strengthened Positive Behavioral Interventions and Supports (PBIS) through ongoing TFI reviews, staff training (including for Activity Supervisors on PBIS/SEL and restorative circles), and direct student support by MTSS TOSAs focusing on conflict resolution and emotional management. -Mental Health and Trauma-Informed Support: Expanded school-based mental health services, presented on braided funding models for sustainability, and implemented ""Seeking Safety"" trauma-informed groups for secondary students. Wellness Days at elementary schools provided mindfulness and social-emotional activities. Staff received training on trauma-informed approaches and youth suicide prevention.  Targeted Supports and Systemic Improvements: -Provided targeted support for Foster Youth (EmpowerHER Spring Event, app development), Special Education students (inclusive playground, functional skills class support and transitions, parent IEP training, data analysis for inclusion), English Learners (PD for teachers, newcomer support, resources for immigrant families through PICO and TODEC partnerships), and GATE students (parent workshops on emotional needs). -Data-Driven Decision Making: Developed an in-house data dashboard to help school leaders identify student needs and trends. -Staff Development"|Met||2025-06-24|2025
33671160000000|Menifee Union|6|For the past four years, the Menifee Union School District has consistently utilized the Panorama Education Culture and Climate survey as an invaluable tool for assessing the school environment. This survey, disaggregated by student groups, comprehensively evaluates various dimensions including academic support, safety, school culture, and family engagement. It provides a nuanced understanding of the perceptions and experiences of students, parents, teachers, and staff members across different demographic groups.  In our recent 2025 Spring survey, we maintained high participation rates, with 82.4% of eligible students completing the Student Competency and Well-being Measures, and 84.8% completing the Student Supports and Environment Survey.  Analysis of the Spring 2025 student survey data revealed that 64% of students in grades 3-5 reported 68% favorable perceptions of physical and psychological safety at school. Among elementary school students, favorable responses were reported by 68% of socioeconomically disadvantaged students, 69% of students experiencing homelessness, and 67% of students receiving special education services.  Similarly, 59% of students in grades 6-8 indicated favorable perceptions of safety at school. This data point reflects a 5% increase from the Spring 2024 survey. In middle school, favorable responses were reported by 59% of socioeconomically disadvantaged students, 63% of students experiencing homelessness, and 61% of students receiving special education services.|The analysis of Panorama student climate data from spring 2024 to spring 2025 reveals both areas of strength and opportunities for improvement.  Areas of Strength: -Supportive Relationships increased from 89% to 90%, indicating that most students feel they have trusting relationships with adults and peers on campus. -School Safety improved from 66% to 68%, and Sense of Belonging rose from 64% to 65%. These gains suggest that efforts to foster inclusive environments and support student well-being are having a positive impact. -Challenging Feelings, a measure of students’ ability to manage difficult emotions, also saw a slight improvement, rising from 62% to 64%.  Areas of Need: -School Climate declined from 59% to 54%, marking the most notable drop across all categories. This signals a need to better understand and address students’ overall perceptions of the school environment, including fairness, respect, and emotional safety. -Engagement decreased from 57% to 51%, with the most significant decline seen among 3rd–5th grade students (as noted in Prompt 1). -Positive Feelings remained relatively flat, decreasing slightly from 64% to 63%, suggesting that more attention is needed to ensure students experience enjoyment, pride, and excitement in their school day.  Key Learnings: -Students generally feel supported by the adults around them and perceive their school as physically and emotionally safe. -However, their emotional engagement and sense of excitement about school have declined, particularly among younger grade levels. -The drop in school climate ratings highlights a disconnect between individual relationships and overall school culture, which warrants deeper exploration through student voice sessions and follow-up surveys.  These findings reinforce the need for continued focus on social-emotional supports, student-centered engagement strategies, and culturally responsive practices that create a more inclusive and uplifting school climate across all campuses.|Based on the analysis of local climate survey data and identified areas of need, Menifee Union School District will implement several key changes to support continuous improvement in school climate, student engagement, and emotional well-being.  1. Strengthening Survey Participation and Data Use: To ensure a more representative and actionable data set, the district will implement a more robust survey completion campaign next school year. This will include site-level promotion and clear communication to staff and families about the importance and impact of their feedback.  2. Building Site-Level Capacity for Data Analysis: We will continue providing targeted training for school administrators to support deeper analysis and understanding of Panorama outcomes. Principals will receive ongoing support to integrate these findings into their site goals, particularly focusing on areas such as student engagement and school climate.  3. Counselor Collaboration and Response Planning: District and site leaders will work more closely with school counselors to create response plans aligned to survey results. Counselors will help identify student needs and co-develop supports, including small group interventions and wellness campaigns that address challenging feelings and belonging.  4. Instructional Engagement Strategies: Professional development will continue to emphasize high-leverage instructional engagement strategies that promote active learning and emotional connection to content. This work is especially important in response to declining engagement scores, particularly among elementary students.  5. Expanded Implementation of Social-Emotional Supports: To further support students’ emotional health and connection to school, the district will expand implementation of the Second Step curriculum, with a focus on Tier 2 and Tier 3 interventions. This will allow schools to more effectively meet the needs of students requiring additional support beyond Tier 1. Through these targeted changes, the district aims to strengthen student voice, improve the overall learning environment, and ensure every student feels connected, engaged, and supported throughout their educational experience.|Met||2025-06-10|2025
33671160109843|Santa Rosa Academy|6|Santa Rosa Academy regularly analyzes local climate survey data to better understand the experiences of our students, families, and staff. The survey results show positive trends across several key areas that reflect school conditions and climate.  Academic Support: Survey results indicate that most families and students are satisfied with the academic support students receive. Both groups reported improvement in how well the school is meeting students' academic needs, with families maintaining a high level of satisfaction from the previous year.  Personal Needs and Student Engagement: Families and students feel that the school is meeting students’ personal needs. There was a noticeable improvement in how students perceive their ability to explore new interests and try different activities.  Campus Environment and Community Building: The school continues to be seen as a welcoming place. Students in particular reported feeling more welcomed on campus this year. There was also a modest increase in how students feel about the school’s efforts to build a strong sense of community. Families and staff continue to express strong confidence in the school’s community-building efforts.  Communication and Input: Educational partners report feeling more heard and valued. Families, students, and staff all noted that the school provides opportunities to share ideas and offer input, and more importantly, that this input is taken seriously. Communication continues to be a strength, with nearly all partners agreeing that the school communicates events and how to get involved.  Facilities and Safety: Feedback indicates that the school maintains a clean and safe environment. While staff and student responses remained steady, families noted a slight improvement in the cleanliness of the campus. All groups reported increased confidence in the safety and security of the school.  Overall, the survey results affirm that Santa Rosa Academy is fostering a positive, inclusive, and engaging environment. Ongoing feedback helps us identify areas for continued improvement and align our practices with the needs of our students and families.|Survey data shows that Santa Rosa Academy is strong in creating a safe, clean, and welcoming environment. Families feel supported academically, and staff report positive relationships with the school community. Key areas for growth include increasing student voice in shaping programs and improving how we communicate opportunities for student involvement. While general communication is strong, students seek clearer ways to engage. There is also a need to expand community-building activities that foster stronger student connections on campus.|In response to the data, Santa Rosa Academy will continue to support student well-being through staff training and programs that promote character and social-emotional development. We will maintain our high standards for campus safety and cleanliness.   To strengthen school connectedness, student leadership will continue planning spirit-building events such as assemblies and campus activities. We will also expand social and enrichment opportunities for both independent study and traditional track students to ensure all students feel engaged and connected to the school community.|Met||2025-06-10|2025
33671240000000|Moreno Valley Unified|6|A district wide survey was administered to students and parents. 6,551 elementary students responded, 10,287 secondary students responded and 10,679 parents responded.    Feedback from Elementary Students show all areas favorable, with Culture listed as our lowest area at 71%.  The area of Safety at 74% indicates further support in SEL and Sense of Belonging. The focus of Academics and Climate are areas of further support allowing students the opportunity to build skills of resilience and acceptance.. The Elementary Survey Percent results were as follows  88%  Equity 86%  Safe, Respect, Rigor Environment 86%  Classroom Environment 84%  College and Career 84%  Climate 82%  Academic Engagement 74%  Safety 71%  Culture  Feedback from Secondary Students show multiple areas that are in the 60th percentile.  Areas of concern were in the areas of Culture and Safety.  These responses indicate the need for more support in the area of SEL, and Sense of Belonging. The Secondary Students Survey Percent results were as follows:  90%  Equity 81%  Classroom Environment 78%  Safe, Respect, Rigor Environment 74%  Climate 73%  Academic Engagement 71%  College and Career 66%  Safety 64%  Culture  Feedback from families results were over 80% favorable in all areas.  The Family Survey Percent results were as follows:  98%  Equity 91%  Classroom Environment 87%  Climate 87%  Safety 82%  Culture 81%  Effective Communication  The family survey results are all 80% and above favorable which indicates families are happy with district programs. In general Elementary results were more favorable than Secondary students. A focus on secondary programs is needed to increase the favorability results.   Elementary results in the area of safety were 74% and secondary student results in the area of safety were 66%. This indicates a need to continue to prioritize safety.|Moreno Valley Unified School District is committed to continue ensuring that students and families feel safe within our schools, especially those who are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the below strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, measure/track, and evaluate family engagement activities at school and district levels.|Improving These Rates By: Monitor and evaluate the effectiveness of safety initiatives through the administration of the Fall/Spring 2024-25 School Safety Survey. Foster a supportive and safe learning environment by implementing the District-Wide Social Emotional Plan, promoting positive student-adult relationships that impact academics, wellness, and safety. Empower students and families to proactively address safety concerns through the expansion and implementation of a confidential district and community anonymous reporting system. Cultivate a stronger sense of community by facilitating connections among families during key school and district meetings. Enhance two-way communication and active participation through the engagement of Parent Ambassadors. Increase the level and impact of parent engagement opportunities across the district and individual school sites. Ensure family voices are integral to the Local Control and Accountability Plan (LCAP) process through ongoing Parent Advisory Committee (PAC) meetings. Actively solicit and value family input through established school site committees (SSC, ELAC, AAPAC). Maintain and strengthen collaborative partnerships with parents through regular District-level meetings (DELAC, AAPAC, LCAP, CAC, PAC). Equip parents with valuable insights and strategies through workshops focused on Social Emotional Learning and Mental Health. Strategically expand parent workshop offerings to directly support and align with district-wide goals.|Met||2025-06-24|2025
33671570000000|Nuview Union|6|School Engagement and Supports Strengths:  Parent involvement in schooling: 77% of Grade 6 students reported positive involvement, showing a strong connection between families and the school community.  High expectations from adults: 71% of students felt that adults in school had high expectations for them.  Academic motivation: 68% of students expressed academic motivation.  Social and emotional learning supports: 62% reported that such supports were present.  Antibullying climate: 63% of students believed the school had a positive antibullying climate.  Areas for Improvement:  Meaningful participation: Only 34% of students felt they had meaningful participation in school activities.  Caring adults in school: 52% felt supported by caring adults, which leaves room for improvement in staff-student relationships.  School boredom: 60% indicated boredom at school, suggesting a need for more engaging instructional strategies.  School Safety and Cyberbullying Strengths:  Safe commute: 81% of students reported feeling safe on the way to and from school.  Feeling safe at school: 62% felt safe while at school.  Areas of Concern:  Been hit or pushed: 20% reported experiencing physical aggression.  Mean rumors: 38% reported being the subject of rumors.  Name-calling or targeted jokes: 50% experienced verbal bullying.  Cyberbullying: 24% reported being cyberbullied.  Saw a weapon at school: 10% reported having seen a weapon in the past year, a critical concern for school safety.  School Disciplinary Environment Strengths:  Rule clarity: 78% of students reported that school rules were clear.  Fair treatment when rules are broken: 49% felt they were treated fairly in disciplinary situations.  Respect: 67% reported being treated with respect.  Area for Improvement:  Student behavior: Only 32% of students felt that students were generally well-behaved, highlighting a challenge in maintaining a positive and orderly school environment.|Key Learnings from Local Climate Survey Data Areas of Strength Parent Involvement  77% of students indicated that their parents are involved in their schooling. This reflects strong family-school partnerships and a solid foundation to build further engagement efforts.  High Expectations and Academic Motivation  71% of students reported that adults in the school have high expectations for them.  68% expressed academic motivation, which indicates that many students are internally driven and supported in their learning goals.  Safety in Commute and School Rule Clarity  81% of students reported feeling safe on their way to and from school.  78% understood school rules, showing that behavioral expectations are being communicated clearly.  Social and Emotional Learning (SEL) and Antibullying Climate  SEL supports were recognized by 62% of students, and 63% felt the school promoted an antibullying climate. These are indicators of foundational supports for student well-being.  Identified Needs Student Engagement and Belonging  Only 34% of students reported meaningful participation in school, and 60% indicated experiencing boredom.  These figures suggest a significant need to improve instructional engagement, enrichment offerings, and student voice opportunities.  Peer Relations and School Climate  Bullying and peer conflict are areas of concern:  50% of students reported being called bad names or being the target of jokes.  38% said mean rumors were spread about them.  24% reported experiencing cyberbullying.  20% were physically pushed or hit.  These findings highlight a need for strengthened peer conflict resolution, restorative practices, and inclusive classroom culture.  Presence of Weapons and Physical Safety Concerns  10% of students reported having seen a weapon on campus in the past year.  Although a small percentage, this is a critical issue requiring immediate follow-up through safety protocols, staff training, and communication systems.  Perceptions of Behavior and Fairness  Only 32% of students described peers as well-behaved, and 49% felt students were treated fairly when rules were broken.  This reflects a need to address both student conduct and consistency in the application of school discipline procedures.|Based on the survey results, the district has decided to hire a School Resource Officer for the 2025-2026 school year.  This initiative aims to enhance student school connectedness.  The SRO will support student attendance through home visits and participation in the SARB process.|Met||2025-06-12|2025
33671573331014|Nuview Bridge Early College High|6|"The data reveals trends in student engagement as grade levels increase. School connectedness shows a notable decline from 58% in 9th grade to 48% in 11th grade, indicating students feel less connected to their school community over time. Similarly, academic motivation drops from 72% in 9th grade to 57% in 11th grade, suggesting upper-grade students may be experiencing decreased enthusiasm for learning. Chronic absenteeism increases significantly, with 7% of 9th graders compared to 10% of 11th graders reporting frequent absences. This pattern aligns with students finding school ""worthless and a waste of time,"" which rises from 7% in 9th grade to 10% in 11th grade. Positive indicators include relatively stable caring adult relationships (60% for 9th grade, 59% for 11th grade) and high expectations (71% for 9th grade, 66% for 11th grade), though both show slight declines. School Safety and Cyberbullying Safety perceptions remain fairly consistent across grade levels, with school perceived as very safe at 66% for 9th grade and 68% for 11th grade. However, cyberbullying shows a concerning increase from 18% in 9th grade to 30% in 11th grade, representing a significant 12 percentage point jump that warrants attention. Physical safety concerns remain relatively low, with weapon sightings reported by only 2% of 9th graders and 6% of 11th graders. Student Well-Being The California Student Wellness Index scores show slight variation, with 9th graders scoring 107.4 compared to 11th graders at 99.5, suggesting younger students report somewhat better overall wellness. Mental health indicators reveal areas of concern, particularly chronic sadness/hopelessness, which increases from 19% in 9th grade to 33% in 11th grade. Social emotional distress also rises from 16% to 26% between these grade levels. Life satisfaction decreases notably from 75% in 9th grade to 57% in 11th grade, while optimism shows a smaller decline from 51% to 43%. Key Findings The data indicates a pattern of declining school engagement, connection, and well-being as students progress from 9th to 11th grade. This trend is particularly evident in areas of school connectedness, academic motivation, mental health indicators, and cyberbullying experiences. These findings suggest the need for targeted interventions to support upper-grade students and address the factors contributing to decreased engagement and well-being over time."|"Identified Needs  Decline in Student Engagement Over Time The most significant finding is the systematic deterioration of student engagement from 9th to 11th grade. School connectedness drops 10 percentage points (58% to 48%), while academic motivation falls 15 percentage points (72% to 57%). This suggests an urgent need for targeted interventions to maintain student engagement throughout high school. Escalating Mental Health Concerns Mental health indicators show alarming trends, with chronic sadness/hopelessness nearly doubling from 19% to 33% between 9th and 11th grades. Social emotional distress increases by 10 percentage points (16% to 26%), indicating a critical need for enhanced mental health support services, particularly for upperclassmen. Growing Cyberbullying Crisis Cyberbullying experiences increase dramatically by 12 percentage points (18% to 30%) from 9th to 11th grade, representing the largest single increase across all safety measures. This demonstrates an urgent need for comprehensive digital citizenship programs and cyberbullying intervention strategies. Declining Life Satisfaction and Optimism Life satisfaction drops significantly from 75% to 57%, while optimism decreases from 51% to 43%. These concerning trends suggest students are experiencing diminished hope and fulfillment as they progress through high school. Increasing Disengagement from School Value The perception that school is ""worthless and a waste of time"" increases from 7% to 10%, coupled with rising chronic absenteeism (7% to 10%), indicating students are questioning the relevance and value of their educational experience. Areas of Strength Consistent Safety Perceptions School safety remains stable across grade levels, with approximately two-thirds of students (66-68%) perceiving their school as very safe. This suggests effective safety protocols and environments are maintained consistently. Stable Caring Adult Relationships The presence of caring adult relationships remains strong and consistent (60% for 9th grade, 59% for 11th grade), indicating effective mentorship and support systems are in place across grade levels. Maintained High Expectations Despite some decline, high expectations remain relatively strong (71% to 66%), suggesting the school culture continues to challenge students academically as they advance. Low Physical Violence Indicators Physical safety concerns remain minimal, with very low rates of weapon sightings (2% to 6%) and physical fighting, indicating effective discipline and conflict resolution systems. Reasonable Wellness Baseline The California Student Wellness Index scores, while showing some decline, remain within reasonable ranges (107.4 to 99.5), suggesting foundational wellness supports are present.  The data reveals a concerning pattern where students begin high school with relatively positive attitudes and engagement but experience significant deterioration in multiple well-being indicators by 11th grade."|Based on the decline of engagement over time and increase of chronic absenteeism, a School Resource Officer will be added for the 2025-2026 school year.  The goal is for this officer to support school connectedness and help reduce absenteeism.  The SRO will conduct home visits and provide support to the SARB process.|Met||2025-06-12|2025
33671730000000|Palm Springs Unified|6|In the Winter of 2025, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve using the Panorama Education data collection platform. 64% of elementary students and 69% of secondary students reported favorable perceptions of school safety, indicating a five percentage point increase in safety ratings for elementary students and a four percentage point increase in safety ratings for secondary students when compared to Winter 2024 survey results. Socioeconomically disadvantaged (SED) students reported less favorability (elem 61%, sec 69%) compared with their non-SED peers (elem 72%, sec 83%) in both grade spans. English Learners (ELs) reported lower ratings in elementary and slightly higher ratings in secondary grades compared with their non-EL peers. Hispanic students (elem 65%, sec 70%) reported higher safety ratings than African American (elem 58%, sec 63%) or White (elem 63%, sec 65%) student groups, consistent with Winter 2024 results. At both levels, students with disabilities (SWD) reported lower safety ratings than their peers who are not eligible for Special Education services. Sense of Belonging (School Connectedness) items focus on student impressions of being part of the school.  Elementary students (72%) continue to report significantly higher rates of connectedness than secondary students (54%), however secondary results indicated an increase of 4% in this area as compared to prior year results. SED students reported lower connectedness ratings in both elementary and secondary, compared to non-SED students. EL students in both the elementary and secondary grades reported the same levels of favorability compared with their non-EL peers. Hispanic students in elementary (73%) reported higher connectedness ratings than the African American student group (65%) and the same ratings as the White student group (73%). Hispanic students in secondary (54%) reported higher connectedness than the African American student group (47%) and the same connectedness as the White student group (54%). SWD reported the same level of school connectedness as their peers who are not eligible for Special Education services in the elementary grades, and lower levels of connectedness in the secondary grades.|There are several key learnings of areas of strength and need obtained from the Winter 2025 Panorama Survey results. One key learning and strength is that Elementary students continue to report high favorability (at 72%) in sense of belonging (school connectedness). Contributing factors for these results include the implementation of PBIS structures, SEL lessons, and attendance plans. A second key learning and strength is that Secondary students' favorability has increased (by 4 percentage points) in both sense of belonging (school connectedness) and safety from the previous year’s results. This in part is attributed to the implementation of MTSS coaches, hiring additional counselors at the secondary sites, and building more capacity for addressing SEL and mental health needs. Another key learning and strength is that PSUSD’s English Learners reported the same favorability in sense of belonging (school connectedness) as their non-EL peers. Contributing to this outcome is PSUSD’s focus on creating additional opportunities for EL students including before and after school support time with tutoring, collaboration with Expanded Learning Opportunities Program to provide EL supports throughout the extended break camps, Saturday Camps that were held for students from three middle schools, check ins and goal setting with Counselors on Special Assignment at the high school level, and courses specifically focused on assisting newcomers and long-term English learners at the secondary level. In addition to the areas of strength, the findings of the Winter 2025 survey results showed areas of need. Although Secondary students’ favorability in sense of belonging (school connectedness) has increased from the previous year, the results of 54% responding favorably, remain significantly below that of elementary students, which is at 72%. Although 54% rates are higher than many other district rates using the same Panorama item sets, this result indicates the need for increased opportunities for students at the secondary level to connect with their school sites. Another area of need noted from the data shows that African American students’ favorability in sense of belonging (school connectedness) and safety is lower than other student groups in both Elementary and Secondary. PSUSD’s Diversity and Racial Equity team have created professional developments to support staff in building relationships and connecting students more to their schools.|Since the 2017-18 school year, PSUSD has administered annual school climate surveys to monitor student connectedness, safety, and other related topics. Survey results are included in the Local Control and Accountability Plan (LCAP) and must be addressed in each school’s School Plan for Student Achievement (SPSA). PSUSD has implemented a range of LEA-wide actions to address school climate over the years. These include district required social-emotional learning (SEL) lessons, student supports through the Multi-Tiered System of Supports (MTSS), increased counseling staff focused on SEL, and expanded access to mental health services. The district’s Expanded Learning programs also contribute to supporting positive school climate by offering engaging experiences beyond the school day and during breaks. Professional development in diversity and inclusion topics helps staff better understand student differences, reflect on internal biases, and build stronger relationships with students to promote school connectedness. Schools enhance districtwide efforts through their SPSAs and site-based systems. Examples of school-level actions to address school connectedness and safety include positive behavior recognition systems, PBIS structures, extracurricular offerings such as clubs and student groups, and initiatives tailored to site-specific needs. PSUSD uses a continuous improvement model to review and refine practices based on data and educational partner input. School climate and student safety topics are regularly discussed in parent and family engagement meetings to gather feedback and identify areas for growth. Educational partner input has consistently highlighted the district’s mental health services and student supports as strengths. Planned actions for the 2025-26 school year focus on refining existing systems in response to both identified needs and ongoing educational partner feedback.|Met||2025-06-24|2025
33671736032411|Cielo Vista Charter|6|The Winter 2025 local climate survey at Cielo Vista Charter School was administered using the Panorama Education platform and disaggregated by grade span: 332 secondary and 252 elementary students. The survey assessed student perceptions across four key areas: Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms, Safety, and Sense of Belonging. Results were compared to previous surveys and the Palm Springs Unified School District (PSUSD) averages. Secondary Student Results (332 responses): Findings show overall positive student sentiment, with school-wide averages in most areas exceeding district benchmarks. Academic Support: 77% of students reported a favorable climate of academic support—higher than the district’s 69%. Students noted increases in teacher encouragement (+5%), teacher support (+3%), participation opportunities (+2%), and perception that teachers “go out of their way” to help (+1%). Discipline, Rules, and Norms: This was a school strength, with 82% favorable (district: 69%). Students reported improved clarity on consequences (+4%), rule-making (+5%), and behavioral expectations (+3%). Safety: While still an area of concern, the 69% favorable rating matches the district average and reflects a 5% increase. Notably, 73% feel safe at school (+5%). Incidents of physical aggression are low (71% reported 0 incidents), but social aggression remains a challenge. Only 59% had not experienced rumors/lies, though this is an 11% improvement. Reports of being made fun of due to appearance or speech show 62% had not experienced this (+5%). Sense of Belonging: Favorable ratings increased to 70% (district: 54%), with significant gains in feeling part of the school (+12%), closeness to peers (+6%), and overall happiness at school (+6%). Students also perceived teachers as treating them more fairly (+6%). Elementary Student Results (252 responses): Elementary students also reported positive experiences across categories, with improvements noted in several areas. Academic Support: 85% favorable overall (+3%), outperforming the district (80%). Teacher encouragement (89%) and support with schoolwork (86%) received high ratings. Students also felt teachers go out of their way to help (83%). Rules and Discipline: 80% favorable overall (+3%), surpassing the district average (77%). Students feel rules are clear (83%) and well-understood (87%). While slightly lower, 75% felt they understood consequences for misbehavior. Safety: This area showed significant improvement, increasing to 75% favorable (+9%)—well above the district’s 64%. Students reported fewer instances of being hit or pushed (74%, +17%), rumors/lies (68%, +13%), and teasing about appearance (71%, +7%). A strong majority (78%) feel safe at school, and 83% reported no theft or damage to their belongings. Sense of Belonging: 77% of students reported feeling a sense of connection to the school (district: 72%). 81% said they were happy to be at school.|Based on the Winter 2025 Panorama Education survey, Cielo Vista Charter School shows a strong overall school climate, with both secondary and elementary students reporting generally positive experiences. Students at both levels rated the school above the Palm Springs Unified School District average in key areas such as academic support, clarity of rules and expectations, and sense of belonging. Secondary students highlighted strong relationships with teachers and clear disciplinary policies, while elementary students showed significant improvements in safety and continued high levels of support in academics and school connectedness.  While the data reflects many strengths, it also points to specific areas for growth. Secondary students reported concerns around social aggression, particularly rumors, teasing, and feeling made fun of, despite improvements from the previous survey. For elementary students, most ratings were strong, though a need for clearer communication around disciplinary consequences and enhanced efforts to foster peer connection and perceived fairness emerged. These insights will help guide the school’s next steps in strengthening student well-being and maintaining a supportive, inclusive climate.|Based on the analysis of the Winter 2025 Panorama Education student climate survey data for Cielo Vista Charter School, the provided sources detail key learnings and identify areas of strength and need for both Secondary and Elementary student groups. The overall purpose of this analysis is to provide insights for identifying strengths and areas for targeted improvement initiatives.  The sources **identify areas where continued attention and targeted interventions may be needed**. Specifically:  *   For Secondary students, while overall safety has improved, the data highlights that addressing the prevalence of rumors, lies, and being made fun of due to appearance or speech **warrants continued attention and targeted interventions**. *   For Elementary students, while overall results are positive, the analysis suggests that **continued attention** to ensuring all students feel close to others and perceive consistent fairness from teachers could **further enhance the school environment**. Additionally, while students understand the rules, there is potential for **clearer communication regarding disciplinary outcomes**.  While the sources successfully identify these areas for focus and emphasize the need for **targeted improvement initiatives**, the provided documents **do not describe any specific changes to existing plans, policies, or procedures**, nor do they detail any **revisions, decisions, or actions** that the LEA (Cielo Vista Charter School) **has determined necessary** or **will implement** as a direct result of this analysis for continuous improvement purposes. The documents present the findings and highlight areas for future effort but do not outline the specific implementation steps or policy changes planned to address the identified needs.|Met||2025-06-24|2025
33671810000000|Palo Verde Unified|6|PVUSD administers the California Healthy Kids Survey each Spring to students in grades 5, 7, 9 and 11.     2025 California Healthy Kids Survey (CHKS) Results:  Elementary (5th grade) The 5th grade target sample was 218 students.  40 students completed the CHKS (18.3%).  Of these 40 students:   58% felt they had a School Connectedness.  78% felt that adults in school had high expectations for students.   67% felt safe at school.  Secondary (7th, 9th, and 11th grades) The 7th grade target sample was 185 students.  74 students completed the CHKS (40.0%).  Of these 74 students:   39% felt they had a School Connectedness.  51% felt that adults in school had high expectations for students.   37% felt safe or very safe at school.  The 9th grade target sample was 219 students.  75 students completed the CHKS (34.2%).  Of these 75 students:   47% felt they had a School Connectedness.  56% felt that adults in school had high expectations for students.   60% felt safe or very safe at school.  The 11th grade target sample was 172 students.  97 students completed the CHKS (56%).  Of these 172 students:   45% felt they had a School Connectedness.  53% felt that adults in school had high expectations for students.   54% felt safe or very safe at school.  The 11th grade Alt. Ed. (TPHS) target sample was 30 students.  30 students completed the CHKS (100.0%).  Of these 30 students:   55% felt they had a School Connectedness.  66% felt that adults in school had high expectations for students.   66% felt safe or very safe at school.|PVUSD recognizes the poor participation of students in 5th, 7th, and 9th grades. PVUSD focused on responses to school safety, and found that only about one-third to two-thirds of the students felt safe at school.|PVUSD will offer the California Healthy Kids Survey even earlier in the year and meet with teachers to try to get more student participation in the surveys. PVUSD is continuing to strengthen security measures across the school sites as a result of student safety concerns.|Met||2025-06-24|2025
33671810138610|Scale Leadership Academy - East|6|Our virtual model’s climate was measured in spring 2025 with two student surveys, each administered to all students in grades 5 and 7–11:  H2Flex Student Climate Survey (n = 74, Yes/No responses)  98.6 percent of students agreed that their Educational Coordinator/Teacher provides enough support for their individual needs.  97.3 percent reported they have sufficient academic challenges and opportunities to grow.  93.2 percent feel they get enough time to interact with peers, either online or in person.  100 percent agree their parent or guardian is involved enough in their learning progress.  100 percent agree the Educational Coordinator communicates well with their parent or guardian.  Student Climate Survey (n = 187, five-point scale)  Overall mean score across 12 core items was 3.73 out of 5.  Sixty-four percent of all responses were “Agree” or “Strongly Agree.”  Disaggregated Findings When we break the Student Climate Survey results out by race, mean scores remain tightly clustered (range 3.31 to 3.94), indicating equitable perceptions of support, connection, and academic challenge:  American Indian students: 3.31  Asian students: 3.91  Black/African-American students: 3.66  Native Hawaiian/Pacific Islander students: 3.94  Two or more races: 3.55  White students: 3.73  Item-Level Analysis  The lowest-scoring statement was “Teachers understand my problems,” with a mean of 3.34.  The highest-scoring statement was “I have lots of chances to be part of class discussions or activities,” with a mean of 4.01.  Together, these results show that our fully virtual program fosters a positive, equitable school climate in which students feel supported, connected, and challenged.|Key learnings from our spring 2025 climate data highlight both clear strengths in our virtual model and targeted opportunities for growth.  Areas of Strength • Coordinator support: In the H2Flex Survey (n=74), 98.6 percent of students agreed that their Educational Coordinator provides the support they need. • Academic challenge: 97.3 percent reported having sufficient academic challenge and opportunities to grow. • Peer connection: 93.2 percent feel they have enough time to interact with classmates, either online or in person. • Family engagement and communication: Every respondent (100 percent) agreed that their parent or guardian is involved in their learning and that coordinators communicate effectively with families. • Active learning: On the Student Climate Survey (n=187), the highest-scoring item was “I have lots of chances to be part of class discussions or activities,” with a mean of 4.01 out of 5.  Identified Needs • Teacher-student connection: The lowest-scoring item, “Teachers understand my problems,” averaged 3.34 out of 5. This indicates a need to strengthen social-emotional support and ensure teachers are equipped to address individual challenges. • Equity gaps: When disaggregated by race and ethnicity, mean climate scores ranged from 3.31 (American Indian students) to 3.94 (Native Hawaiian or Pacific Islander students). Multiracial students averaged 3.55, and Black/African-American students 3.66, compared to 3.91 for Asian students and 3.73 for White students. Although differences are within 0.63 points, lower ratings for American Indian and multiracial cohorts point to an opportunity to tailor supports for these groups.  Next Steps We will use these findings to guide targeted professional development in culturally responsive teaching and social-emotional learning. We will introduce check-ins for student groups with lower climate scores and host additional peer collaboration events to maintain strong engagement. By acting on these key learnings, SCALE Leadership Academy East will build on our climate strengths while ensuring every student feels understood, supported, and challenged.|To address the needs identified through our climate data analysis, namely, strengthening teacher-student connections and closing small equity gaps, we will revise the following plans and procedures:  Enhanced Professional Development Our annual professional development plan will now include mandatory modules on culturally responsive teaching and social-emotional learning. All coordinators and teachers will complete workshops on active listening, trauma-informed practices, and personalized outreach strategies. Follow-up coaching cycles will support the transfer of these skills into everyday practice.  ILP Social-Emotional Check-Ins The Individualized Learning Plan (ILP) process will be updated to require a monthly social-emotional review. During one of the three termly ILP meetings, coordinators will use a brief climate rubric to assess each student’s sense of connection, belonging, and challenge. Any concerns flagged through this rubric will trigger targeted supports, such as one-on-one check-ins or small-group social-emotional learning activities.  Integrated Data Monitoring We will embed climate metrics into our regular data dashboard alongside attendance and academic progress. Leadership will review these indicators monthly, enabling real-time adjustments to support, event scheduling, and outreach efforts.  By embedding these changes into our professional development, ILP process, and data systems, SCALE Leadership Academy East will build on our strengths and ensure every student feels understood, supported, and challenged in our virtual learning environment.|Met||2025-06-21|2025
33671990000000|Perris Elementary|6|The 2024-25 Panorama Survey was administered; according to this survey data administered to grades 5-6th, 90% of students responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time) in response to the question, “Do you feel safe at school?” In response to the question, “Do the teachers and other grown-ups at school care about you?”, 95% responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time).|The disaggregated results of the Panorama survey reveal that students are now feeling safer and more cared about by adults at school than they did in years past. The district's commitment to PBIS,[ the implementation of a school counseling program, and the Playworks program with social work interns at all the school sites and the Student Support Providers have positively impacted students feeling safer and more cared about at school. We will continue to deepen the implementation of these initiatives and continue to build on this success by continuing the work on the development of our MTSS framework. Structured recess trainers continue to provide site-based coaching at each school once per month to help site teams learn play-based strategies for recess supervision, group management, and conflict resolution and provide the games with opportunities for group reflection and action planning. Supervision aides and site administrators were also given multiple opportunities to visit a robust recess program in a neighboring district that combines elements of Robust recess and PBIS and adds additional structured options for students. Many sites took what they observed and began implementing these improved and increased services in their schools.|The district is increasing its efforts towards whole child wellness, restorative practices, a sense of belonging, and enhanced student leadership opportunities. Our commitment to PBIS, the implementation of a school counseling program, social work inters and the robust play structures at all school sites, along with Student Support Providers, has significantly improved students' feelings of safety and care at school. We will continue to deepen these initiatives and build on this success by further developing our MTSS framework. Structured recess trainers provide monthly site-based coaching at each school, helping teams learn play-based strategies for recess supervision, group management, and conflict resolution, along with opportunities for group reflection and action planning. Supervision aides and site administrators have also had multiple opportunities to visit a successful recess program in a neighboring district that integrates robust play structures and PBIS, adding structured options for students. Many of our sites have begun implementing these improved and expanded services based on their observations.|Met||2025-06-12|2025
33671996105571|Innovative Horizons Charter|6|The Spring 2024-25 Panorama Educational Student Survey for Grades 3-5 showed that 93% of students reported having supportive relationships, an increase of 3 points from fall; 71% felt successful in self-management, up 1 point; 60% experienced challenging feelings, up 9 points; 55% could regulate their emotions, up 5 points; and 51% demonstrated self-efficacy, meaning they felt confident in their ability to succeed with classwork, challenging lessons, and retaining what they learned, which was a 1-point decrease from fall. Positive indicators included 95% reporting they have a teacher or adult at school they can always count on, 94% having a trusted adult outside of school, 90% having a close friend at school, 97% feeling cared for by staff, and 95% feeling safe at school. For Grades 6-8, 88% reported supportive relationships, up 3 points; 74% felt successful in self-management, up 1 point; 66% experienced challenging feelings, up 9 points; 53% could regulate emotions, up 5 points; and 43% demonstrated self-efficacy, a 1-point decrease from fall. Positive responses showed 90% have a teacher or adult at school they can always count on, 94% have a trusted adult outside school, 90% have a close friend at school, 68% feel they can be themselves around staff, and 90% feel safe at school. Across both grade spans, self-efficacy emerged as the greatest area of need, highlighting the importance of helping students believe in their ability to succeed, building their confidence, and fostering connections that inspire them. Strengthening foundational skills in early grades is critical, as is maintaining strong, positive relationships as students transition into and progress through middle school.|Based on the analysis of the surveyed areas, IHCS has identified self-efficacy as the most critical area for growth, as students’ belief in their ability to succeed is essential for both academic achievement and personal development. Strengthening self-efficacy can lead to improved performance, increased motivation, and greater persistence, and the most effective way to achieve this is through early intervention, particularly by building strong literacy and numeracy foundations in the early grades (K-2). Targeted support programs that address foundational skills and provide early assistance to struggling students are necessary, alongside intentional confidence-building strategies such as mentorship programs, positive reinforcement, and opportunities for students to experience success. As students transition into middle school, maintaining strong, positive relationships with teachers, peers, and mentors is vital, as these connections significantly influence confidence, engagement, and resilience. Inspiring students through role models, guest speakers, and a variety of extracurricular activities will further encourage them to explore their interests and develop new skills. Professional development for staff focused on relationship building, growth mindset, and supportive classroom practices, as well as transition programs to help students feel connected and supported, will strengthen these efforts. IHCS already has a solid foundation to build upon, including established programs that support learning and development, a dedicated and committed staff, active parental engagement, and strong community partnerships that can be leveraged for mentorship and enrichment opportunities. The school’s positive climate, inclusive practices, and commitment to student well-being provide an ideal environment for advancing self-efficacy initiatives. By addressing identified needs while maximizing existing strengths, IHCS can significantly enhance students’ belief in their own abilities, leading to improved academic outcomes, greater confidence, and overall well-being.|Changes to existing plans to address areas of need identified through local data analysis and key learnings include the continued staffing of two academic coaches, one dedicated to K-2 literacy and the other to K-2 math, who will model best first instruction, collaborate with teachers in planning, analyze student data, and demonstrate effective tiered interventions and small group instruction. The continuation of LETRS (Language Essentials for Teachers of Reading and Spelling) training will remain a priority, providing teachers with professional development in the science of reading so they can accurately diagnose student reading levels and design targeted learning paths that promote high levels of reading and spelling success for every student. These changes are driven by academic data directly aligned with student survey results, which reveal that many students lack mastery of foundational skills and, as a result, struggle to believe in their ability to succeed academically as they advance through grade levels. To address this, we are placing a stronger emphasis on early intervention and embedding a school-wide intervention block into the daily K-8 master schedule to provide targeted tier two academic and behavioral support. Grade-level teams will continue to analyze CAASPP, IAB, CFA, and street data to identify specific areas of need, and instruction will be adjusted accordingly to ensure it is aligned with targeted growth areas, ultimately strengthening foundational skills, improving student confidence, and increasing academic success.|Met||2025-06-05|2025
33672070000000|Perris Union High|6|California Healthy Kids Survey (CHKS) results from 2022–23 underscore the continued need for these supports, NOTE THAT 24-25 CHKS Data was unavailable at the time of LCAP adoption. The California Healthy Kids Survey (2022–23) revealed that: Only 49% of students felt safe at school Only 45.75% felt connected to school  Additionally, unduplicated pupils are overrepresented in groups experiencing school disconnection and absenteeism: Chronic Absenteeism (2024): Homeless: 57.9% (Red) African American: 50.0% (Orange) LTELs: 43.4% (Orange) SED: 42.4% (Yellow)|Fostering Social and Emotional Health for Educational Success Need: CHKS data (2023) indicates that : 56.7% of unduplicated students did not feel safe 48.3% did not feel connected to school  Growing demand for behavioral and mental health support, especially at small/alternative schools LTELs, Foster Youth, and Homeless students experience elevated chronic absenteeism and academic disengagement  Attendance Matters: The Key to Academic Achievement and Wellbeing Need: Chronic Absenteeism (2024): 41.8% overall (Yellow) Subgroups in greatest need: Homeless: 57.9% (Red) African American: 50% (Orange) LTELs: 43.4% (Orange) SED: 42.4% (Yellow) SWD: 46.9% (Yellow) ELs: 40.3% (Yellow)|This action provides: Athletic stipends and expanded ASB/club activities to boost belonging After-school academic/enrichment programs for student connection Implementation of Tier 1 SEL programs (e.g.,BARR pilot)  Student engagement challenges are present at all sites. Offering these supports to all schools ensures that students, particularly those at risk of disengagement (Homeless, ELs, Foster Youth), have access to the enrichment and connection that fosters a positive school climate. Engagement gaps exist across all schools and student groups. A districtwide approach ensures that all students—especially unduplicated groups—can benefit from inclusive and enriching opportunities that build belonging and motivation.  This action targets the root causes of chronic absenteeism by funding a coordinated, multi-tiered attendance intervention system. Key elements include: Attendance Specialists and Community Liaisons assigned to sites to provide consistent outreach, relationship-building with families, and ongoing attendance monitoring. These staff are critical in supporting students with frequent absences and reconnecting them with school.  Tiered Re-Engagement Strategies: Supports include home visits, parent meetings, individualized re-engagement plans, and incentives designed to increase student belonging and accountability.  Districtwide Coordinator of Attendance: A new leadership role established to lead centralized data analysis, develop site-specific action plans, and facilitate professional development for school-based teams. This role ensures consistent implementation of evidence based practices and supports site leaders in identifying trends, removing barriers, and tracking student re-engagement efforts. Together, these strategies support earlier identification of at-risk students, targeted interventions for high-need groups, and a culture of attendance as a shared district priority.   Chronic absenteeism affects students at every school site in PUHSD, with particularly high rates among unduplicated student groups. An LEA-wide approach ensures: • Equity in re-engagement services and outreach capacity across all campuses • Standardization of practices and expectations to address chronic absenteeism consistently • Systemic coordination and data-informed decision-making through centralized support from the new Coordinator of Attendance • Shared professional learning for staff responsible for attendance and student re-engagement  Providing this action districtwide ensures that all students, especially those most vulnerable to disengagement, have access to the supports necessary to improve attendance and reestablish strong connections to their school community.|Met||2025-06-18|2025
33672070101170|California Military Institute|6|The 2024-25 Healthy Kids Survey data wasn't available at the time of LCAP approval however CMI used other metrics to capture student perceptions of school safety and connectedness. The school established a system for identifying and monitoring students needing additional academic, behavioral, or emotional supports. Small group counseling, behavior contracts, and individualized check-ins were delivered as Tier II and III supports. However, persistent chronic absenteeism among SWD (30.4%), Homeless Youth (30.1%), and African American students (26.7%) revealed implementation challenges, including limited availability of Tier III services and inconsistent coordination of supports across departments. Referral and follow up systems need refinement to improve impact.|Universal Support Services (Tier I Implementation) This action was effective in reducing campus discipline issues and promoting a positive climate. Universal Tier I supports—such as clearly communicated behavioral expectations, school-wide PBIS implementation, and SEL-infused classroom practices helped establish consistency and a shared approach to student conduct. This contributed to a significant decline in the suspension rate to 1.3% (Blue), with most subgroups, including ELs, SWD, Homeless, and African American students, reporting 0.0% suspension. Staff also reported improvements in classroom management and student-teacher relationships. However, professional development on SEL integration and classroom routines varied by department, and staff surveys indicated a continued need for support in stress management and self-care strategies—reinforcing the importance of adult SEL competencies in Tier I systems.|Reflections on implementation outcomes and 2024 Dashboard data have informed several changes to Goal 3 for the 2025–26 school year. While suspension rates improved significantly, chronic absenteeism remains a pressing concern for specific subgroups. These insights have prompted the following adjustments: Refinement of Tier II and Tier III Systems: To address ongoing challenges with chronic absenteeism—particularly among Students with Disabilities (30.4%), Homeless Youth (30.1%), and African American students (26.7%)—CMI will enhance its Tier II and Tier III coordination systems. This includes the development of consistent intervention protocols, better documentation of support services, and the use of early warning indicators to trigger timely follow-up.  Increased Access to Mental Health and SEL Supports: While Tier I supports were largely successful, site reflection identified gaps in Tier III mental health services and time for SEL delivery. For 2025–26, CMI will prioritize additional counseling hours, small-group SEL instruction, and adult SEL training to support staff capacity for relationship-building and classroom climate.  Targeted Attendance Re-engagement Campaigns: In response to chronic absenteeism rates, CMI will launch focused re-engagement efforts including student attendance contracts, increased family home visits, and targeted incentives for improved attendance. Additionally, the school will implement an internal metric to monitor weekly attendance improvement for high-risk students.  Enhanced Staff Training on MTSS Implementation: To increase the fidelity of MTSS across all tiers, CMI will offer additional professional development focused on data-driven decision-making, progress monitoring, and trauma-informed practices. This will help ensure that Tier I strategies are consistent and that Tier II/III supports are responsive and effective.|Met||2025-06-18|2025
33672150000000|Riverside Unified|6|Riverside Unified uses Panorama Education to hear directly from students about their experiences with school climate, safety, and relationships. In Winter 2025, over 17,600 students participated in the survey. On average across the district, students rated School Safety at 60% favorable, Teacher-Student Relationships at 53%, and School Climate at 45%. Scores for Sense of Belonging (40%) and Engagement (25%) were lower, pointing to areas where more support and connection are needed. Grade-level data shows that Elementary students are showing more favorable outcomes compared to our secondary students. Students in Grades 5 and 6 gave the highest ratings across all areas. They feel engaged, safe, and connected to their teachers. But as students move into middle and high school, those positive feelings drop off. By 10th grade, students reported the lowest sense of belonging (–7%) and weakest teacher-student connections (–8%). This shows we need to do more to support students through those transitional and upper-grade years. Our multilingual learners had lower ratings for school climate, safety, and relationships with teachers compared to their English-only and reclassified peers. These results suggest that many English Learner students may not feel fully included or supported, and we should strengthen efforts to create a more welcoming and affirming environment for them. Analyzing our student groups, outcomes show that Asian and White students reported the most favorable experiences across most areas, including strong feelings of safety and positive relationships with teachers. For example, White students had more neutral to slightly positive scores, with (+4%) in Teacher-Student Relationships compared to the year prior, and (-1%) in Belonging. Black and Latino students, on the other hand, reported lower scores in key areas like Sense of Belonging and School Climate, highlighting continued equity gaps in how supported and included students feel. Black or African American students reported the most negative perceptions overall, with scores of (–3%) in School Climate and School Safety, and (–1%) in Sense of Belonging when compared to last year's outcomes|The analysis of Riverside Unified’s 2025 Culture and Climate Survey data revealed several important takeaways about student experiences, with results disaggregated by grade level, language status, and race/ethnicity. Areas of strength include Positive School Safety Perceptions: With an average score of 60% favorable, school safety emerged as the highest-rated domain districtwide. This suggests that most students feel physically safe and secure on campus. Also, Strong Teacher-Student Relationships in Elementary Grades: Students in Grades 5 and 6 reported highly positive experiences with their teachers, with notable strengths in relationships, engagement, and school climate. These strong connections appear to drive a more positive overall experience at the elementary level.  The outcomes also made clear what our needs are. It is evident that there is declining Engagement and belonging in Secondary Grades, starting in middle school and continuing into high school, students report significantly lower levels of engagement and sense of belonging. For example, 10th graders had the lowest scores, with a (–7%) in Belonging and (–8%) in Teacher-Student Relationships. Also, there is evidence of Equity gaps among English Learners: English Learners reported some of the lowest scores in School Climate (–3%) and School Safety (–3%) compared to their peers. These results suggest that English Learner students may not feel as included or supported and would benefit from a strategic approach around inclusion and linguistically responsive practices. Looking at Race and Ethnicity, African American students reported (–3%) in both School Climate and School Safety, with a (–1%) in Belonging, which reveals ongoing challenges in feeling safe, supported, and connected. Meanwhile, White students had more favorable experiences, particularly in Teacher-Student Relationships (+4%), reflecting a gap that needs to be addressed to ensure equitable school environments.|These findings reinforce the need for intentional focus on student connection, especially in secondary schools and underserved student populations. While many students feel safe and supported, particularly in elementary schools, efforts must continue to close equity gaps, strengthen student-teacher relationships, and build a stronger sense of belonging for all learners. RUSD is considering administering the Culture and Climate Survey for students two times, once in the fall and once in the spring, to capture student responses and respond to the data earlier to measure growth more effectively. Each site administrator is trained in accessing the Panorama Survey platform to analyze outcomes for their site, along with tools and resources to support them in creating action plans specific to their site's identified needs. RUSD will improve response rates from families by working more closely with sites on communicating the survey via multiple platforms (e.g., Social media, site website, and email)|Met||2025-06-26|2025
33672150126128|REACH Leadership STEAM Academy|6|REACH administered the Student Climate Survey in the spring of 2025. School Climate Survey for Students in grades 5-6: Results from 2024-2025 school climate survey for students in grades 5-6 showed celebratory results in the following areas: 1) 97% of our students surveyed believe that teachers and other adults at school want them to do their best all the time or most of the time. 2) 93% of our students surveyed believe that teachers and other adults at school make it clear that bullying is not allowed.  Survey data results showed growth opportunities in a few key areas such as:  1) Teachers treating students fairly. When surveyed, 61% of our students in grades 5-6 agree that teachers treat students fairly at school.  2.) Teachers and other adults check on how students are feeling while at school. When surveyed, 61% of our students in grades 5-6 that teachers or other adults check on how students are feeling while at school. 3.) Students are treated fairly when breaking school rules. When surveyed, 61% of our students in grades 5-6 agree that students are treated fairly when breaking school rules.|The school has opportunities for growth in the areas of: (1) Student fairness, (2) Student perceptions around teachers and adults checking on students and how they are feeling while at school, and (3) Student perceptions around students being treated fairly when breaking school rules.|Continuous improvement is an ongoing goal of the LEA. The data from the different climate surveys will be used to identify areas of strength and areas of growth for the school and its various departments. The data will be used to improve our program at REACH. By analyzing the data in its entirety, we will be able to identify the best course of action and next steps for targeted areas. Through professional development throughout the school year, we can help staff approximate meeting the standards we aim to establish by the end of the school year in 2025-2026.|Met||2025-06-25|2025
33672310000000|Romoland Elementary|6|The California Healthy Kids Survey (CHKS) is administered to Romoland School District students in grades 5 and 7 annually. Results are analyzed to inform school climate and safety needs and actions as noted in each school’s School Plan for Student Achievement (SPSA) and School Safety Plan. The Local Control and Accountability Plan school and district teams analyze the results annually to inform needs and actions for inclusion in the Local Control and Accountability Plan (LCAP). The CHKS was administered in Spring 2025 to students in grades 4, 5, 6, and 7, and results are currently being aggregated. Results from the Spring 2024 survey are shared here.   CHKS Spring 2024 Data, % “Yes, most of the time” or “Yes, all of the time” Ratings:  School Connectedness-- Grade 5: 70% Grade 7: 40%  Caring Adult Relationships-- Grade 5: 67%           Grade 7: 59%  Feel Safe at School-- Grade 5: 72% Grade 7: 41%  Key learnings from the 2024 data were: -Students in elementary schools have higher ratings of School Connectedness, Caring Adult Relationships, and Feeling Safe at School than students in middle school. -For Grade 5, School Connectedness and Caring Adult Relationships improved from the 2023 results, and Feeling Safe at School stayed the same. -For Grade 7, School Connectedness, Caring Adult Relationships, and Feeling Safe at School improved from the 2023 results. -There is growth to be made across all areas for middle school.|The data reflect that investments in full-time school counselors, school-based mental health therapists, Board Certified Behavior Analysts (BCBAs), and a full-time School Resource Officer, as well as increased campus supervision staff, multi-tiered systems of support for academics and social-emotional learning & behavior, and bullying prevention plans at each school have contributed to improvements in students feeling supported at school. Continued implementation and refinement of multi-tiered systems of support for academics and social-emotional learning & behavior, an ongoing focus on school culture and relationship development, and increasing safety measures at all schools will support improvement in all areas, particularly for middle school.|Each elementary school has one full-time school counselor. Elementary schools also share the services of a contracted School-Based Mental Health Therapist. The middle school has two full-time school counselors and one full-time school-based mental health therapist. The alternative school of choice has the services of a contracted counselor/mental health therapist. There are two full-time contracted Board Certified Behavior Analysts (BCBAs). Counselors meet as a district-wide group throughout the school year for professional collaboration. The group uses the results of the CHKS to guide their instructional program development for the year. The school counselors teach guidance lessons monthly to all students in alignment with identified CHKS needs and trends in students’ needs as identified via behavior data analysis and observation.   School administrators and education partner groups analyze the CHKS data to make site Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs to improve the school climate in an ongoing manner. Based on district-wide data and feedback from educational partners, the District is adding a team of Registered Behavior Technicians for the 2025-26 school year.|Met||2025-06-17|2025
33672490000000|San Jacinto Unified|6|Upon examination of student survey data for the 2024-25 school year, the area of need for Social Emotional Learning is emotional regulation. 49% of 3rd-5th graders responded favorably to having emotional regulation, whereas 43% of students in grades 6-12 responded favorably to having the ability to regulate their emotions. When looking at data related to school culture and climate an area we would like to improve is the student's sense of belonging. 64% students in grades 3-5 responded favorably to having a sense of belonging and 32% students in grades 6-12 responded favorably to having a sense of belonging.|An area of strength in our survey data was that 73% students in grades 3-5 responded favorably to having a strong social connection to their teacher (Teacher-Student Relationship). When compared to the National average our score is near the 80th percentile on this topic. This is an area we would like to improve at the secondary level.|Our district is focusing on having a safe, positive culture and climate where all students feel a sense of belonging. We are continuing to focus on fully implementing a Multi-Tiered System of Support and have created a Quality First Instruction Tool that embeds social/emotional, behavior and academics. Through the full implementation of Quality First Instruction we are confident that we will see our survey results improve.|Met||2025-06-16|2025
33672496114748|San Jacinto Valley Academy|6|SJVA administered a Climate Survey to students in grades 3-5, 6-8, and 9-12th grades. The survey collected information on the perception of school safety and school connectedness. Overall, students in each of the grade groups expressed that they feel safe at school and have very little worry of violence at school. SJVA is committed to following the Learning Partnership Agreement between parents, students, and staff in order to continue providing a safe and engaging environment on our campus. The Student Connectedness portion of the survey indicated that roughly 60% of elementary, middle, and high school students have a strong sense of belonging to the school.|SJVA is committed to the further implementation and expansion of our extracurricular activities such as; clubs, sports, and music programs to increase a sense of connectedness to the school. In addition to our focus on creating a strong connection to SJVA for our students, we are partnering with our PTO to provide family nights and special events to create that same level of connectivity for our school community. SJVA updates the School Safety Plan based on any relevant data from these surveys.|SJVA will continue to use its organizational structure of school board, administration, school leadership team and advisory groups such as the Parent Advisory Committee and School Advisory Committee to gather insight and direction on meeting the needs of all staff, students, and families.|Met||2025-06-12|2025
33736760000000|Coachella Valley Unified|6|CVUSD Students in grades 4-12 participated in an annual Local School Climate Survey in Spring 2025. There were 8,016 student responses. Grade level spans responded to questions on the following topics: Climate of Support for Academic Learning, Sense of Belonging (School Connectedness), and Safety. The rating scale for student responses is: 1. Strongly Agree , 2. Agree, 3. Disagree, and 4. Strongly disagree. The top two response categories (agree and strongly agree) are included in the “responded favorably” percentage.  The responses to the School Climate Survey are as follows: Elementary (Grades 4-6): 3,568 Responses. Middle School (Grades 7-8): 2,066 Responses. High School (Grades 9-12):  2,127 Responses.  Favorability rates for Climate of Support for Academic Learning: My school sets high expectations for my academic achievement. E:  92%, M:  87%, H:  85%. My teachers understand my learning needs and work to address them. E:  89%, M:  79%, H:  80%. I regularly participate in hands-on learning activities or lessons that connect to the real-world. E:  80%, M:  63%, H:  67%. My teachers talk to me about my academic progress. E:  86%, M:  73%, H:  77%. I have access to choose from a variety of high school courses. E:  28%, M:  54%, H:  75%. I am performing well in math (at or above grade level based on report card or District/State testing). E:  69%, M:  62%, H:  63%. I am performing well in reading/ELA (at or above grade level based on report card or District/State testing). E:  77%, M:  75%, H:  84%. I am performing well in science (at or above grade level based on report card or District/State testing). E:  62%, M:  74%, H:  73%. I am performing well in history/social studies (at or above grade level based on report card or District/State testing). E:  62%, M:  74%, H:  80%. For students classified as English Language Learners, I am improving in English Language Development (ELD). E:  69%, M:  55%, H:  55%. I am aware of career opportunities and how it relates to academic subjects. E:  83%, M:  84%, H:  85%. I learn better when my teacher uses technology to engage me in my learning. E:  75%, M:  78%, H:  75%. I am informed about events, programs, and opportunities at school. E:  88%, M:  83%, H:  81%.  Favorability rates for Sense of Belonging (School Connectedness): I feel respected, accepted and welcomed at school E:  79%, M:  74%, H:  81%. I feel I am valued at school. E:  74%, M:  67%, H:  74%.  Favorability rates for Safety I feel safe at school. E:  74%, M:  61%, H:  66%. I have access to a safe place at school. E:  78%, M:  75%, H:  77%. My teachers can help students with behavior/social emotional concerns. E: 86%, M: 77%, H: 76%.|"Climate of Support for Academic Learning: In all but a few areas, “I have access to choose from a variety of high school courses” and “I am performing well in reading/ELA, History/Social Studies, and Science” and ""I am aware of career opportunities and how it relates to academic subjects"", the elementary students had a higher percentage of favorable responses than middle school or high school students. The greatest difference in favorability was in response to the prompt “I am performing well in history/social studies” with 62% of elementary students responding favorably, compared to 74% of middle school students and 80% of high school students. All students agreed, with a favorability response of 85% to 92% that their school sets high expectations for academic achievement. The lowest favorability rate was in response to the prompt “I am improving in English Language Development (ELD)” with the favorability rate of 55% to 69%.  Sense of Belonging (School Connectedness): 1. “I feel respected, accepted and welcomed at school.”: Middle school students' favorability response to this prompt was lower than elementary and high school students, with a response rate of 74%, compared to 79% for elementary and 81% for high school.   2.  ""I feel I am valued at school"", Middle school students' favorability response to this prompt was lower than elementary and high school students, with a response rate of 67%, compared to 74% for elementary and 74% for high school.  Safety: 1. “I feel safe at school”: Middle school students' favorability response to this prompt was lower than that of the elementary and high school, with a response rate of 61%, compared to 74% for elementary and 66% for high school. These percentages remained unchanged from the 2024 Spring survey.   2.  “I have access to a safe place at school.”: Middle school students' favorability response to this prompt was slightly lower than that of the elementary and high school students, with a response rate of 75%, compared to 78% for elementary and 77% for high school.    3. ""My teachers can help students with behavior/social emotional concerns."" The rates for middle and high school, 77% and 76% respectively, were lower than the favorability response rate of elementary students at 86%."|"The lowest favorability rate was in response to the statement: ""I am improving in English Language Development (ELD)"", with a response rate of 55% for middle and high school students, and 69% for elementary students. The second lowest favorability rate was in response to the prompt “I am performing well in math” with the favorability rate of 62% to 69%.   In response to our EL and Long Term English Learner (LTEL) students feelings about improving in ELD, CVUSD will be implementing site and district teams focused on monitoring EL students' data, providing supports, and monitoring progress.  In response to the low performance levels in math, across all grades, CVUSD will continue to train teachers in and implement UCI Math strategies with hands-on learning and support students with the MTSS framework. Each elementary school will have a designated Math Coach and middle and high schools will have a MTSS Coach, to train and collaborate with teachers.  We are encouraged with the percentage of students feeling valued and part of their school and attribute this in part to the reset/refresh of the implementation of the Transformation Justice (TJ) Model implemented in the 2023-24 school year. We will continue with the refresh in 2025-26, ensuring that all staff are trained in the Transformational Model, and all students, staff and parents feel valued and welcome."|Met||2025-06-26|2025
33736760121673|NOVA Academy - Coachella|6|LEA results of the Family-School Relationship Survey indicate strength in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”.|A focus area of potential improvement identified through survey responses is “Grit”, defined as the determination to stick to something, even though it is difficult. Responses suggest a parent's perception that their children will get distracted and cannot focus on projects or assignments, and that students do not work through difficult tasks toward important goals. The “Grit” and “Safety” sections of the survey show an increase in satisfaction between last year and this recent survey.|LEA results of the Student Climate Survey indicate strength in the area of “Climate of Support for Academic Learning”, wherein the overall student populace ranked the school positively, with the majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements, and endeavors. A focus area of potential improvement identified through survey responses is “Sense of Belonging / School Connectedness”. While this is the lowest section for satisfaction, it has seen growth between last year and this recent survey.|Met||2025-06-25|2025
33751760000000|Lake Elsinore Unified|6|LEUSD received 6,094 responses to its LCAP annual survey in 2025. Of those responses, 941 were elementary students (grade 5), 4,607 were secondary students (grades 6-12), 517 were families, 326 were site staff, 22 were district staff and 30 were community members. The greatest areas of concern among educational partners were Tier I first best instruction, mental health supports, school safety and security, professional development and improve communication. Additional key learnings from the survey found the following: most participants were pleased with the direction in LEUSD and wish to see continued improvements in student outcomes.|LEUSD recognizes the importance of a more purposeful alignment of the survey questions to the LCAP and Local Indicators. In 2025, LEUSD aligned its LCAP annual survey to include the prompts from the Local Indicators selfreflection tools in order to provide a more comprehensive lens to monitor implementation and effectiveness of supports and services offered in the Lake Elsinore Unified School District. Current survey data reveal that there are concerns about Tier I first best instruction, mental health supports, school safety and security, professional development and improve communication|LEUSD recognizes the need to improve attendance and engagement at our school sites. Students' ability to be engaged on campus with academic rigor and social norms is challenging at best and requires support to assist all levels of students' unique learning and social-emotional needs. The district also recognizes that parents and community members would also benefit from workshops on helping students at home, trauma informed practices and social-emotional well-being professional development workshops. Finally, the district understands the importance of maintaining high levels of participation amongst all educational partners in completing the LCAP annual survey.|Met||2025-06-12|2025
33751760120204|Sycamore Academy of Science and Cultural Arts|6|Based on the local climate survey data, including disaggregated data by student groups where available, Sycamore has gathered valuable insights into the school environment and student perceptions.  The overall score from the COGNIA survey tool for students indicates a positive climate rating of 80 out of 100, reflecting a generally supportive and inclusive atmosphere within the schools. This score is derived from responses across various domains including safety, relationships, school engagement, and overall school environment.  Analysis of specific survey items reveals: - **Safety and Bullying**: A notable finding is that 82% of students feel safe at school, but 15% report experiencing bullying. This suggests a need for targeted interventions to address bullying behaviors and enhance safety protocols. - **Teacher-Student Relationships**: 86% of students feel respected by their teachers, indicating strong rapport and positive interactions that contribute to a supportive learning environment.  Additional data collection tools, such as focus groups and community forums, provide qualitative insights complementing survey findings. These tools highlight specific concerns related to campus facilities, mental health resources, and the need for additional training among staff related to behavior intervention.|An analysis of data broken down by student group has revealed important insights for the LEA, highlighting both strengths and areas for improvement within the school community:  Identified Needs:  Equity and Inclusion: Disparities persist among student groups, particularly in academic achievement and access to resources. While overall performance trends are positive, the data reveals achievement gaps for students with disabilities and those from economically disadvantaged backgrounds.   Support for English Language Learners (ELL): ELL students require more comprehensive support in both language development and academic integration. Standardized assessment results show lower proficiency rates and suggest barriers to full educational access for these learners.   Social-Emotional Support: There is a growing need to expand social-emotional learning (SEL) programs, especially for students with disabilities and those from low-income families. These groups exhibit higher rates of behavioral challenges and report lower emotional well-being than their peers.   Family Engagement: While parent involvement is moderate, it has not yet returned to pre-pandemic levels. Engaging families from culturally and linguistically diverse backgrounds remains a challenge, with data indicating reduced participation in school events and decision-making among these groups.   Areas of Strength:  Teacher-Student Relationships: Students across all groups report strong, respectful relationships with teachers, which positively impacts engagement and satisfaction with the school environment.   School Safety and Climate: Most students feel safe at school, reflecting effective safety measures and a supportive, learning-focused atmosphere.   Academic Rigor: Students show a fair level of commitment to academic success. However, responses suggest that factors such as mental health, stress, and attendance significantly influence performance.   Community Collaboration: Partnerships with local organizations and businesses remain strong, offering students meaningful resources and opportunities, especially in career preparation and extracurricular activities.   Conclusion: The analysis of disaggregated data has provided valuable insight into Sycamore's strengths and areas requiring improvement. Going forward, Sycamore will focus on addressing inequities through targeted actions, enhancing support systems, and leveraging existing strengths to foster a more inclusive and equitable learning environment for all students.|Drawing from local data analysis and key insights, Sycamore has continued to make necessary updates to its plans, policies, and procedures to address priority areas and drive ongoing improvement. The focus areas include:  1. Equity and Inclusion Initiative  2. Support for English Language Learners (ELL)  3. Social-Emotional Learning (SEL) and Support Services  4. Parental and Community Engagement  5. Continuous  Monitoring and Evaluation  6. Data Collection and Analysis  7. Feedback Mechanisms  These efforts reflect Sycamore’s commitment to continuous growth through targeted action and systemic change. By refining policies, strengthening services, promoting inclusion, and building strong partnerships, Sycamore aims to ensure all students have the support and opportunities they need to succeed.|Met||2025-06-23|2025
33751920000000|Temecula Valley Unified|6|Temecula Valley Unified School District (TVUSD) administers an annual local climate survey through Panorama to gather feedback from students, families, and staff on school conditions and climate. The survey addresses three key areas: Sense of Belonging, School Climate, and School Safety. The results are disaggregated by student group and are used to inform districtwide priorities and actions in the Local Control and Accountability Plan (LCAP). In grades 3–5, overall student responses were strong across all measures. Sense of Belonging was reported at 81% for all students, with comparable scores for socioeconomically disadvantaged students (80%) and English learners (81%). Students with disabilities reported a slightly lower rate (77%), while foster youth were at 72%. School Climate results showed 75% of all students reported a positive perception, with subgroup scores closely aligned—socioeconomically disadvantaged (75%), English learners (76%), students with disabilities (72%), and foster youth (63%). In School Safety, 78% of students overall felt safe at school. Subgroup results indicated socioeconomically disadvantaged students (75%) and English learners (72%) aligned with overall averages, while students with disabilities (71%) and foster youth (67%) reported lower perceptions of safety. In grades 6–12, the data revealed a more urgent need to improve student connection and engagement. Only 47% of all secondary students reported a strong sense of belonging, with similar scores across subgroups: socioeconomically disadvantaged (45%), English learners (47%), students with disabilities (46%), and foster youth (37%). School Climate was rated positively by 70% of students overall, with subgroup scores ranging from 68% to 73%. School Safety was reported at 76% overall, with foster youth (74%), socioeconomically disadvantaged students (75%), and English learners (73%) showing similar levels of perceived safety. Staff responses were also gathered, with 75% of teachers and 74% of classified staff reporting a strong sense of belonging. Perceptions of overall school climate were similarly positive, with 71% of teachers and 72% of classified staff responding favorably. Family survey results showed that 74% of parents reported a positive perception of school climate and 82% felt schools were safe. However, only 30% of families reported feeling engaged in their child’s school experience, identifying family engagement as a clear area for improvement. Overall, the data highlight strengths in fostering belonging at the elementary level and effective outreach to unduplicated student groups. However, a significant area of need exists at the secondary level in improving student belonging and engagement. The district also recognizes the need to improve safety perceptions for specific student groups in early grades and to expand efforts to engage families more meaningfully. These findings directly inform strategic actions in TVUSD’s LCAP.|Analysis of local climate survey data across stakeholder groups has provided TVUSD with valuable insights into areas of strength and identified needs related to school conditions and climate. A key strength is the strong sense of belonging and overall school climate reported by students in grades 3–5. Among this group, 81% of all students expressed a positive sense of belonging, with similar or higher scores among socioeconomically disadvantaged students (80%) and English learners (81%). Perceptions of school safety were also strong, with 78% of elementary students reporting that they feel safe at school. These results indicate that inclusive practices, early social-emotional learning supports, and a focus on equity are having a positive impact for younger students and unduplicated student groups. Staff and family responses further confirm these strengths. Over 70% of teachers and classified staff reported a strong sense of belonging and positive school climate. Families also shared positive feedback, with 74% reporting favorable perceptions of school climate and 82% affirming that their children feel safe at school. These findings suggest that TVUSD’s efforts to create welcoming, inclusive environments are resonating with both internal and external educational partners. However, the data also highlight significant areas for improvement, particularly at the secondary level. Only 47% of students in grades 6–12 reported a strong sense of belonging, a sharp decline from the elementary level. This trend was consistent across all student groups, with foster youth reporting the lowest sense of belonging at just 37%. While school climate and safety scores remained relatively strong at the secondary level (70% and 76%, respectively), the low levels of connection and belonging point to a need for enhanced student engagement strategies, mentoring, and relationship-building efforts for middle and high school students. The data also show that foster youth and students with disabilities in grades 3–5 consistently reported lower scores on school climate and safety than their peers. These disparities underscore the importance of continuing to monitor the experiences of vulnerable student groups and expanding supports that address both academic and social-emotional needs. Another clear area of growth is family engagement. While families feel positively about school safety and climate, only 30% reported feeling meaningfully engaged in their child’s education. This suggests a need for the district to expand culturally responsive outreach, increase awareness of engagement opportunities, and build stronger partnerships between families and school staff. Overall, TVUSD’s data reflect promising outcomes in early-grade student support and staff/family satisfaction, alongside a clear call to action to improve secondary student engagement, address disparities in experience for specific student groups, and elevate family involvement districtwide.|New and continuing goals/actions to meet the social and emotional needs of students have been added to LCAP based on input/feedback from educational partners.  Goal 4: The District will decrease the number of student groups in red on the Dashboard by providing research-based professional development and equipping site leadership to identify and respond to the diverse needs of students with a system of support. Actions: Professional Development, Technology, Materials, and Supplies, Administrative Support, POSA & TOSA of Special Populations, Site Allocations. TVUSD has several student groups in the red at the site level and over a variety of indicators. TVUSD believes that the best way to address the multiple areas and student groups is to provide strategic professional development in research-based practices focused on unduplicated student groups, and allow sites to use Unduplicated Site allocations to engage the site’s educational partners in the process of addressing the site-specific needs of students.   Goal 5: The District will decrease chronic absenteeism and increase student connectedness to school by providing a system of support to respond to the diverse social and emotional needs of our students. Actions: Homeless and Foster Youth Support,  SAPF’s, Social Worker’s,& LCSW’s, Tier II Behavior Assistants, PBIS/OCR Support, Student Welfare Support Services- Care Solace and Counseling. The development of the goal was influenced by the District’s educational partners. Educational partners emphasized the importance of supporting students’ social-emotional needs, while concurrently decreasing chronic absenteeism. Committees also stressed the importance of allocating resources to ensure targeted support of underperforming student groups. Educational partners placed a high emphasis on responding to students’ behavior and social needs through counseling and social workers, tier II behavior assistants, and support of homeless and foster youth.     Goal 6:  TVUSD will increase educational partner engagement and reach out to educational partners. Actions: District Translators/Interpreter, Bilingual Clerk, Software Programs- Panorama and K-12 Insight. The actions in Goal 6 grouped together work to achieve the goal of encouraging families and community members to participate in meaningful ways. It is also essential for high achievement in all students, especially English Learners, that families be active partners in the support of their students. TVUSD recognizes the importance of parental involvement and the positive effects it has in relation to a student’s academic performance and language development. Educators engage parents as partners in the educational process. TVUSD will promote parental participation in programs for all students through translation services, the TK-12 Insight web-based communication program, and educational partner surveys conducted through Panorama.|Met||2025-06-24|2025
33751923330917|Temecula Preparatory|6|Listening to and acting upon the feedback of students is critical to understanding how to improve school climate. As part of our efforts to understand students’ perceptions, each year we conduct a student survey and ask fundamental questions about students’ satisfaction with our school. This year, 528 students in grades 5-12 completed the survey and rated a variety of areas on a scale of 1 to 10 with 1 being ‘strongly disagree’ and 10 being ‘strongly agree.’ Average ratings for each item on the survey were calculated, producing a range this year from 5.67 (for the lowest rated item) to 7.74 (for the highest rated item). Overall, 100% of the surveyed areas were scored higher this year by students compared to the previous year, including: “I feel safe on the TPS campus”, “The TPS teachers and staff care about me and treat me with respect”, “I have really good teachers”, “If I need academic help at TPS it’s available and I know how to get it”.|The survey results revealed both areas of strength and areas for improvement. When prompted with the statement, “If I need academic help at TPS it’s available and I know how to get it” students on average gave a rating of 7.74, which was the highest rated item on the survey. Supporting students academically is a priority at TPS and our strong student outcomes reflect the resources we make available to support students who are struggling. The next highest rated item was the prompt, “I feel safe on the TPS campus” which students on average rated 7.73.  In contrast, when prompted with the statement, “I enjoy attending class,” students gave an average rating of 5.67, which was the lowest rated item on the survey.|Since the pandemic, students have rated “I feel pride being a student at TPS” as one of the lower rated items on the student survey. Consequently, the school administration set up student focus groups to better understand the reasons for this and how the school can improve students’ sense of pride in their school. Based on the feedback from students, the school is working to improve the lunch program, make adjustments to the student uniform requirements, and increase participation in after school activities.|Met||2025-06-18|2025
33751926112551|Temecula Valley Charter|6|"Approximately, 7% of parents completed the LCAP survey. Overall, parents report a healthy school climate with 97.9% of parents indicating that they Stongly Agree (61%), Agree (25%) or Somewhat Agree (9%) that their child attends TVCS. Globally, 83% of parents agreed that their child has opportunities to try new things as school. Parent involvement continues to be high at TVCS. 68% of parents indicates that TVCS gave them the opportunity to ""voice ideas that would enhance their child's education"" and another 18% somewhat agreed with this statement. Addiiotnally and overwhelming 85% of parent felt as though teachers readily responded to their concerns. In terms of community building 48% of parents strongly agreed with the statement ""I feel TVCS does a good job with community building activities, 36% Agreed and 13% Somewhat agreed. An overwhelming 80% of parents indicated that their child's shcool was a safe place to learn and another 16% indicated that it was somewhat safe."|"Overall, student comments appeared divided on whether or not TVCS had enough opportunities for activities and social-emotional learning, with many students saying ""we need more privileges for middle school students"" and other students stating ""we need more activities"". In analyzing this data, TVCS will continue to build on it social-emotional engagement opportunites by offering a wider variety of activities in building off our model of robust athletics and performing arts programs. Addiitionally, TVCS will continue to focus on relationship building between students and school staff."|TVCS will continue to prioritize school climate and wellness in the LCAP with the addition of a Director of Educational and Student Services to oversee the continued development of students support services including counseling, SEL lessons and school climate and culture building. Additionally, all staff  (including classified staff) will continue to receive training in social-emotional learning and building positive relationships with students utilizing the Mindset Behavioral Training certification. TVCS implemented an after school enrichment program this year to capture students who are not drawn to performing arts or athletics. These enrichment opportunities/classes included photography, culinary arts, Chinese, Japanese, ASL, Rubic's Cube Competitive Team and competitive academic teams.|Met|This year TVCS retained 100% of its teaching staff (except for those leaving on maternity leave). Additionally, TVCS has demonstrated a high student/family retention rate.|2025-06-09|2025
33752000000000|Murrieta Valley Unified|6|The district’s use of the Panorama platform to conduct regular student climate surveys provides valuable insight into student experiences and perceptions across grade levels. The most recent data, collected in spring 2025, offers a snapshot of how students in grades 3–12 are feeling about key areas of school life: school climate, school safety, sense of belonging, and engagement.  Students in grades 3 - 5 had favorable ratings for the key categories as follows: school climate (67%), school safety (66%), sense of belonging (61%), and engagement (54%).   Students in grades 6 - 12 had favorable ratings for the key categories as follows: school climate (39%), school safety (64%), sense of belonging (50%), and engagement (32%).|Among students in grades 3–5, results were generally positive, with strong favorable ratings in school climate (67%) and school safety (66%). These findings suggest that younger students feel generally supported and secure in their school environments. A sense of belonging (61%) was also reported favorably by a majority of elementary students, reinforcing the impact of foundational practices that emphasize classroom community and school culture at early grade levels. While engagement (54%) was the lowest of the four categories, it still reflects that over half of students feel actively involved in their learning—an encouraging baseline for continued growth.  In contrast, students in grades 6–12 reported significantly lower favorable perceptions in several areas. While school safety (64%) remained relatively strong and consistent with elementary levels, perceptions of school climate (39%), sense of belonging (50%), and especially engagement (32%) highlight critical areas for reflection and action. The decline in climate and engagement scores may reflect developmental shifts, more complex social and academic environments, or a need for increased supports and opportunities for meaningful connection at the secondary level. The sharp drop in engagement from elementary to secondary—from 54% to 32%—is particularly notable. This suggests that as students move through the grade spans, they may feel less connected to their learning experiences or less motivated by current instructional practices and school structures.   Overall, the survey results underscore both strengths and areas for continued focus. Elementary schools are demonstrating success in creating welcoming, safe environments, while data shows that middle and high schools will benefit from continued, targeted strategies to improve engagement, belonging, and overall climate. The district’s commitment to monitoring student perception data regularly is a critical step in ensuring that all students feel valued, connected, and supported throughout their educational journey.|In response to the student climate data, the district will take several strategic steps to address the disparities in student experiences—particularly the lower favorable ratings in engagement, school climate, and sense of belonging reported by secondary students. A key area of focus will be strengthening Multi-Tiered System of Supports (MTSS) implementation at all school sites, with an emphasis on Tier 1 supports that foster a positive school climate and welcoming culture.  To ensure that site teams can respond effectively to this data, results will be shared with school administrators and MTSS teams to guide site-based reflection and planning. This will include disaggregating data by grade span and student group where appropriate, so that teams can target specific needs and identify actionable next steps. As part of this effort, professional learning will focus on building staff capacity to recognize and respond to school climate and engagement challenges through universal supports and classroom practices that promote connection and belonging.  Additionally, the district’s rollout of a new instructional model will serve as a key tool for addressing student engagement. The model highlights research-based strategies aligned with MTSS that foster active participation, collaborative learning, and engaging teaching. As staff become more familiar with these strategies, they will be better equipped to deliver Tier 1 supports that meet the social-emotional and academic needs of students, especially at the secondary level where the data indicates the most significant concerns.  By combining system-level supports with professional learning and clear instructional guidance, the district aims to create learning environments where all students—regardless of grade level or background—feel connected, safe, and engaged.|Met||2025-06-12|2025
33752420000000|Val Verde Unified|6|Val Verde Unified administers a local Climate and Culture survey annually to students in grades 3 through 12.   Elementary Overall (Grades 3 - 5)  All: 78% Favorable  African American/Black: 71% Favorable  Hispanic: 80% Favorable  White: 80% Favorable  Low-Income: 79% Favorable  English Learner: 78% Favorable  Foster Youth: 73% Favorable  Students with Disabilities: 73% Favorable   Secondary Overall (Grades 6 - 12)  All: 57% Favorable  African American/Black: 55% Favorable  Hispanic: 57% Favorable  White: 56% Favorable  Low-Income: 58% Favorable  English Learner: 57% Favorable  Foster Youth: 57% Favorable  Students with Disabilities: 56% Favorable|We have identified that students in grades 3, 6, and 10 feel a stronger sense of connectedness in school, but that sense of connectedness declines as they progress through the grade levels.  Additionally, we have identified the groups of students with the least sense of connectedness are African American, Foster Youth, and Special Education at the elementary level and African American, White, Foster Youth, and Special Education at the secondary levels.   At the elementary level, our African American student group saw a decrease in school connectedness from the previous school year, while all other student groups saw an increase in school connectedness. At the secondary level, our African American, Hispanic, Low-Income, and English Learner student groups saw an increase in school connectedness from the previous school year, while our White, Foster Youth, and Students with Disabilities student groups saw either no change or a decline in school connectedness.|In response to the student data, we have continued to build capacity around Social-Emotional Learning (SEL) and Positive Behavioral Intervention and Supports (PBIS) with the help of 35 Counseling Therapists, a Psychologist on Special Assignment, and 20 PBIS Coaches. Our annual survey continues to help inform progress, along with an SEL survey administered two times during the school year to identify students needing additional support.|Met||2025-06-17|2025
34103480000000|Sacramento County Office of Education|6|Our local annual LCAP survey was administered between March and May 2025, and measured student connectedness and safety.  The data represent 226 respondents for middle and high school and feedback from an additional 14 parents of students in the Foundations programs (for severely disabled students). Results were reported overall and by key student group and statistical analyses were conducted to determine areas of disparity in responses. Key student groups included grade span (elem., middle, high), gender, primary ethnicity, multilingual learner, and program group (court, community, CARE, special education schools) Overall, 76% of students reported feeling connected to their school and 83% reported feeling safe at school and only a few differences among groups were noted as follows.  ANOVA statistical analyses revealed the following differences among groups for connectedness and safety: •	High school students (92%) showed greater levels of safety, F(1, 223) = 6.907, p=.001, than middle school students (74%). •	Females (82.9%) reported feeling slightly less safe F(4, 219) = 2.49 p=.044, than males (83.5%). Though statistically significant, this is not a meaningful difference. •	There were no significant differences in measures of connectedness or safety by ethnicity.  •	There were no significant differences in measures of connectedness or safety by program group.|As compared to 2023-24, data from the current survey showed a slight decrease in the area of connectedness. Measures of school safety were similar to the prior year. Reasons for not feeling safe included distrust of other students and fear of school shootings. Consistent with prior years, results disaggregated by grade span revealed that high school students generally felt safer than middle school students. Analyses by ethnicity and gender showed no statistical or meaningful differences among feelings of safety.  Slightly less (76%) of students indicated that they felt connected to their school, a decrease of 4 percentage points from the prior year. Just over two-thirds (68%) of students reported that they felt supported by their teachers. Slightly fewer than last year (43% compared to 46%) reported that they have open communication with teachers and staff.  Although connectedness appeared to be slightly higher for high school students, it was not a significant difference.  There were also no significant differences in connectedness by gender, ethnicity, or program type.   Overall, our schools and programs have demonstrated moderate to high levels of connectedness over the years.  This year, however, the LEA experienced some shifts in staffing across schools at midyear and this may have contributed in part to the slightly lower ratings for connectedness as compared to the prior year.  Although a few statistical differences seen for these measures, it was validating to learn that no statistical differences in connectedness or safety were seen among student ethic groups and it provides evidence that student supports and practices are viewed equitably in our schools.|This year, sites focused on literacy, assessment, and professional learning communities in addition to providing continued support of student mental health and well-being, enhanced coordination of services for students, and assessing student needs through listening sessions and focus groups.  How we approach this work in this next year will be aligned to the Community Schools Implementation grant which outlines a plan to meet the needs of students and their families through engagement with community and educational partners. Even though all of our schools do not have a Community Schools grant, we intend to implement the learning and practices across all of our school sites.  We also recognize that building relationships with students takes time and that this is usually an area of strength for our court and community schools. This past year, our schools focused more on literacy, assessment, and professional learning communities.  What this suggests is that we must pay greater attention to how students are supported and continue to monitor our use of culturally and linguistically responsive practices.  This year we implemented a new Literacy program and a new data analytics program.  Although the literacy program is in the early stages of implementation, we are seeing success for our students, including multilingual learners, who are using the program with fidelity.  Our aim is that as students improve their literacy levels that they will become more engaged in the instruction, and it will reduce behavior incidents and increase school climate measures and attendance.  The goal for this next year is to hire literacy coaches to work with staff and students. The new analytics program shows that we are making a gain in increased attendance and reductions in chronic absenteeism as compared to prior years. Although this is not a direct measure of school climate, it shows we are headed in a positive direction in areas indirectly related to school climate.|Met||2025-06-24|2025
34103480136275|Fortune|6|"We administer an annual scholar survey to grades 3-12.  This year 578 scholars responded - a 53% response rate.  For connectedness, 52% of scholars agreed or agreed strongly with the statement ""I feel like I am part of this school.""  Looking at student groups we see that 64% of English Learners, 64% of low-income students, 59% of Latino students, 67% of Black students, 78% of students with two or more races, and 87% of students with disabilities felt connected to school.  Elementary was the most likely grade span to report feeling connected.  For safety, 52% of scholars agreed or agreed strongly with the statement ""I feel safe in my school.""  Due to a survey setup issue, we are unable to see the breakdown by student group for this question."|As in past years, our scholars scored lowest on Meaningful Participation in the structure and content of their learning.|We need to help our middle school scholars feel more connected to our school.  And while a majority of our scholars feel safe in our schools, we want to increase in that area.|Met||2025-06-10|2025
34103480140160|American River Collegiate Academy|6|Rocklin Academy Family of Schools (RAFOS) envisions a school community that inspires students to excel academically, pursue their passions, and impact the world with excellence. At American River Collegiate Academy (ARCA), school climate is monitored annually as part of progress toward State Priority 6. Since ARCA currently serves students in grades TK–5, and the California Healthy Kids Survey (CHKS) is not administered until grade 6, the school uses locally developed climate surveys to gather data from students and families. These tools focus on student perceptions of safety, connectedness, and inclusion. The 2024–25 student climate survey yielded the following results: 96% of students reported feeling safe at school. 93% of students reported feeling connected to their school community. Because responses are anonymous, this student data is not currently disaggregated by student group. In addition, family perceptions were collected through the annual Intent to Return survey. Among currently enrolled families: 96.69% reported feeling that their child is safe at school.  91.74% reported feeling connected to their child’s school.  91% indicated they plan to return for the 2025–26 school year. These tools provide a consistent source of data on school climate, supplementing future CHKS participation once ARCA expands to include eligible grade levels.|Analysis of ARCA’s 2024–25 local climate survey data reveals several areas of strength related to student and family perceptions of safety and connectedness. With 96% of students reporting that they feel safe at school and 93% reporting feeling connected, the results suggest that the school’s emphasis on emotional safety, classroom belonging, and supportive adult relationships is having a strong impact. These outcomes reflect the school’s commitment to fostering a consistent, caring environment where students can thrive. Family responses aligned closely with student perceptions: 96.69% reported feeling that their child is safe at school, and 91.74% reported feeling connected to their child’s school. This consistency affirms the importance of open communication between home and school, and suggests that current systems for family engagement are fostering trust. While the survey is anonymous and not disaggregated by student group, the overall consistency of high ratings across both students and families provides confidence that foundational climate practices are working as intended. Still, the school remains aware that individual experiences can vary, and staff continue to monitor classroom and student-level data through relationship-building, observations, and daily check-ins. Key learnings include: Strong alignment between student and family data on feelings of safety and connection. A positive school climate may be tied to daily SEL lessons, clear routines, and strong staff-student relationships. Gathering input from multiple perspectives, both student and family, remains an essential practice for understanding school climate comprehensively. These reflections serve as an important foundation for ARCA’s continuous improvement process, ensuring the school continues to center emotional safety, inclusion, and connection in its core practices.|To continue strengthening a safe and connected school climate, ARCA is refining several existing practices and adding new structures informed by the 2024–25 local climate survey results. Student and family responses continue to show high levels of perceived safety and connectedness, which suggests that current approaches, such as daily SEL lessons, clear expectations, and strong staff-student relationships, are effective. However, ARCA recognizes the importance of ongoing reflection and adaptation to ensure that every student feels seen, supported, and included. Based on this year’s key learnings, the following actions are being implemented or expanded in 2025–26: Leadership Opportunities: Continue the cross-age leadership class to promote school wide connection and increase student agency. Students engage in mentoring, community-building activities, and modeling school values for younger peers. Social-Emotional Learning (SEL): Refine Tier I SEL instruction by integrating the Zones of Regulation framework into morning meetings, reinforcing emotional literacy and self-regulation across grade levels. Positive Behavior Supports: Recommit to schoolwide PBIS strategies grounded in the 8 Keys of Excellence, focusing on common language, recognition systems, and consistent behavior expectations. Tier II Supports: Expand Tier II social skills groups to reach more students with identified needs in navigating peer interactions, conflict resolution, or transitions. Groups will be co-facilitated by the enrichment support team and classroom teachers. Family Engagement: Continue to use the Intent to Return survey as a tool for collecting feedback on climate, and explore additional touchpoints for family input, especially from families of students receiving Tier II or III supports. Data Reflection: While the student climate survey remains anonymous, staff will continue to triangulate student experience using qualitative classroom observations, enrichment team feedback, and existing MTSS data to inform site-level decisions. ARCA remains committed to building an inclusive and supportive environment as the school continues to grow. These updates represent a proactive and responsive approach to maintaining the strong foundation already in place while deepening student and family connection across the campus.|Met||2025-06-23|2025
34103480142091|Capital College & Career Academy|6|Annual climate survey was administered to both students and families. As was the case the year before, we saw a much higher response rate for our students compared to families. With that being said, overwhelmingly students and families indicated that the school environment is safe and supportive. Interestingly, between 30 and 40% of students indicated feelings of nervousness and sadness. Over 90% of students responded that adults at the school care about them and are supportive in times of need.   On the parent survey, 100% of respondents indicated that adults at CCCA care about students. 90% of respondents reported that there are ways for them to get involved on campus and that their views are valued. Nearly 100% of parents also indicated that their scholar is seen, heard and respected by CCCA staff.|Even outside of this survey, we recognize that a large number of our students have significant traumas. The survey results indicating student feelings of sadness and nervousness align with our wrap-around services, MTSS processes, and counseling supports. We must continue to provide students with age appropriate resources and mentoring opportunities.|As was the case last year, we would like to see a higher response rate out of our parents and families to get a better representation of the entire school community. Our approach to students' social emotional well-being and our emphasis on school culture and community will remain in place. It is essential that we scale these supports as enrollment grows on campus.|Met||2025-06-02|2025
34672800000000|Arcohe Union Elementary|6|Strengths of the School (with Data):  School Connectedness – 67% of students reported feeling connected to their school community, indicating strong relationships with peers and staff.  Perception of Safety – 72% of students stated that they feel safe at school most or all of the time.  Teacher-Student Relationships – 74% of students agreed that their teachers care about them and support their learning.  Low Substance Use – Only 8% of students reported trying alcohol, tobacco, or drugs, showing effective prevention efforts.  Engagement in School Activities – 63% of students participate in extracurricular activities, fostering a sense of belonging.  Weaknesses / Areas for Improvement (with Data):  Mental Health & Emotional Well-being – 41% of students reported experiencing frequent stress or emotional distress.  Bullying & Harassment – 29% of students reported experiencing bullying or harassment at school, indicating a need for stronger intervention measures.  Equity & Fairness Perceptions – Only 52% of students felt that school rules were applied fairly to all students.  Academic Pressure – 48% of students said they felt overwhelmed by academic expectations.  Disparities Among Student Groups – Certain student demographics, particularly English Learners and students from low-income backgrounds, reported lower levels of school connectedness (54%) and perceived safety (61%) compared to their peers.|The school demonstrates strong student connectedness, teacher support, and a safe environment, with 67% of students feeling connected and 72% feeling safe at school. Additionally, low substance use (8%) and high participation in extracurricular activities (63%) suggest a positive school culture. Teacher-student relationships are strong (74%), reinforcing a supportive learning environment.  However, mental health concerns (41% reporting stress), bullying (29% experiencing harassment), and academic pressure (48% feeling overwhelmed) indicate key areas for improvement. Fairness perceptions (52%) and disparities in school connectedness and safety among certain student groups highlight the need for more inclusive policies and targeted support.|Based on the data, the school can take the following steps to improve student well-being, safety, and equity:  1. Address Mental Health & Emotional Well-being (41% stressed students)  Expand counseling services: Increase access to school counselors and mental health professionals.  Implement stress management programs: Introduce mindfulness, relaxation techniques, and time management workshops.  Peer support groups: Create student-led mental health clubs to encourage open discussions and peer support.  2. Reduce Bullying & Harassment (29% reported incidents)  Strengthen anti-bullying policies: Reinforce clear consequences for bullying behavior and implement peer mediation programs.  Increase staff supervision: Monitor high-risk areas like hallways, cafeterias, and playgrounds more closely.  Student-led initiatives: Empower students to lead anti-bullying campaigns and mentorship programs.  3. Improve Perceptions of Fairness & Equity (Only 52% feel rules are fair)  Cultural competency training: Provide teachers and staff with professional development on implicit bias and equitable discipline practices.  Student voice inclusion: Create a student advisory panel to provide feedback on school policies.  Transparent discipline procedures: Ensure that rules are consistently enforced and clearly communicated.  4. Reduce Academic Pressure (48% feel overwhelmed)  Homework & workload balance: Evaluate homework policies to ensure a manageable workload.  Tutoring and academic support: Expand tutoring programs and peer mentoring opportunities.  Promote growth mindset: Encourage students to focus on progress rather than just grades.  5. Increase Connectedness for Underserved Student Groups  Targeted engagement efforts: Organize school events that celebrate diversity and inclusivity.  Stronger support for English Learners & Low-Income Students: Provide mentorship programs and additional academic resources.  Parental involvement: Strengthen communication with parents through multilingual outreach programs.|Met||2025-06-16|2025
34673140000000|Elk Grove Unified|6|In 2023-24, students, staff, and parents were administered a comprehensive, end-of-year survey that included questions concerning school climate. The overall student climate favorability rating was 72%. By ethnicity, the percentage was 67% for African American students, 67% for American Indian students, 74% for Asian students, 75% for Filipino students, 71% for Hispanic students, 73% for Pacific Islander students, 72% for White students, and 72% for students of Two or More ethnicities. For other student groups, the overall favorability rating was 69% for English Learner (EL) students, 69% for Long-Term EL students, 67% for Foster Youth, 66% for Homeless, 71% for socioeconomically disadvantaged (SED) students, and 67% for students with disabilities (SWD).|On the student climate survey, three items stood out as strengths with regards to favorability: 1) knowing class rules (91%), 2) knowing expectations for behavior in class (91%), and 3) teachers treating students with respect (88%). The two items with the lowest favorability ratings were: 1) having feelings hurt on campus (60% indicating they have) and 2) having feelings hurt in class (50% indicating they have).  Parent perception of school climate is one of the district’s strengths. The overall parent climate favorability was 91%. The favorability ratings ranged from 87% for American Indian parents to 95% for Asian and Filipino parents. The item with the highest rating was school staff treats me with respect (95%), while the item with the lowest rating was at this school, discipline is fair (86%).|The primary initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which EGUSD evaluates annually. PBIS implementation remains high across the district—for 2023-24, 97% of schools were found to be implementing with fidelity, a three-percentage point increase from 2022-23. The PBIS evaluation findings showed that increased program implementation is associated with improved school climate measures. Implementation of schoolwide Tier 1 PBIS has been found to be positively and significantly associated with more favorable student climate measures, and lower suspension rates. The district will focus on sustaining full implementation of Tier 1 PBIS at sites, deepening our understanding of implementation through a focus on student voice, and transitioning to full implementation of Tier 2 as well as training of Tier 3. A districtwide restorative practices implementation also began, with the focus on professional development opportunities for site and district staff. Moving forward, the district will implement an enhanced PBIS Tiered Fidelity Inventory (TFI) as well as use our formative survey measures (Rapid Cycle Measures) to monitor the implementation of PBIS and restorative practices.  Another initiative to improve school climate is promoting educational equity. The district expanded several equity programs to promote a sense of belonging for prioritized groups. The Black Excellence programs have consisted of building affinity spaces for Black students (e.g., Black Student Unions, extending to elementary schools), families (e.g., continuation of Families of Black Students United), and staff (e.g., development of the Black Employee Affinity Group). Additional contracted support has been provided to attend to the socioemotional needs of students of African ancestry. The Native American Education Program has extended to developing high school Native Student clubs. The Young Rising program (formerly known as The Young Men of Color program) has been expanded and incorporates goal setting and mentorship. Student Equity Councils (SECs), where students and staff partner to recognize inequities and create a welcoming environment, continued at the high schools and have been extended to middle and elementary schools. There are currently active affinity groups for Black, Latino, Asian American Pacific Islander, and LGBTQ+ employees.|Met||2025-06-24|2025
34673140111732|California Montessori Project - Elk Grove Campus|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.|The fall school climate survey data was shared with the Board, families, and staff.    CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements:  * I like school * I feel like I do well in school * My school wants me to do well * My school has clear rules for behavior  * Good behavior is noticed at my school  * I feel safe at school  * There is an adult at school who can help me if I need it * Teachers treat me with respect  CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements:  * Students in my class behave so teachers can teach * Students treat each other well  CMP Middle School Celebrations: Students commented favorable to the following statements:  *I like school * I feel successful at school * I feel my school has high standards for achievement  * My school has clear rules for behavior  * The behaviors in my classroom allow teachers to teach so I can learn * Students are frequently recognized for good behavior * I have felt unsafe at school or on my way to or from school (high score indicates a better perception of school safety)  * I know an adult at school that I can talk with if I need help * Teachers treat me with respect * Students treat one another fairly  CMP Middle School Opportunities For Growth: There were no less favorable responses provided.|"Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices."|Met||2025-06-16|2025
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|6|The 2025 Hanover local climate survey results for SAVA Elk Grove provide valuable insights into the school’s overall culture and climate. Feedback from students, parents, and staff highlights a strong sense of safety, fairness, and support across the community, along with areas for continued growth in curriculum and academic rigor.  Student Survey Highlights:  83% of students reported that they feel safe at school.  76% of students agreed that students respect teachers and staff.  82% of students agreed that all students are treated fairly by staff.  Parent/Guardian Survey Highlights:  94% of parents agreed or strongly agreed that staff care about their child’s success.  89% of parents agreed that staff treat students with respect.  86% of parents felt that their child is encouraged and supported at SAVA.  Staff Survey Highlights:  81% of staff reported feeling safe at school.  78% agreed that staff are treated fairly.  Staff also noted a continued desire to see expanded curriculum offerings and increased rigor for students.  Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5.|Analysis of the 2025 Hanover survey data for SAVA Elk Grove reinforces several key strengths in school climate while also highlighting important areas for continued growth. A major strength continues to be the positive perception among students and families regarding respect, safety, and adult support. Over 80% of students reported feeling safe at school and stated that students are treated fairly, while over 90% of parents agreed that staff care about their child’s success. This reflects the strong relational culture built through SAVA’s personalized learning model, student support systems, and intentional staff-student connections.  Another key area of strength is the increased engagement in School Site Council (SSC), student-led activities, and input-driven program design. Students are increasingly participating in shaping their school experiences through SST/504/IEP processes, club leadership, and program feedback opportunities. Families, too, have shown higher rates of participation in advisory and feedback structures like SSC and ELAC, indicating stronger trust and connection with school leadership.  However, disaggregated data and local academic trends reveal several continued needs:  Rigorous Academic Preparation: While school climate is strong, there remains a need to expand challenging coursework, especially in math. This aligns with CAASPP data showing that only 4.20% of SAVA students are proficient in math, compared to 21.68% in ELA. The gap in math performance across all subgroups, particularly among English learners and socioeconomically disadvantaged students, underscores the need to deepen Tier 1 instruction and implement targeted math interventions through SAVA’s MTSS framework.  College and Career Readiness: SAVA’s one-year cohort graduation rate at EGUSD remains high (93.1%), but the percentage of students graduating College and Career Prepared (CCI Prepared) is still below goal. As part of our three-year plan, we are focused on expanding access to rigorous academics, dual enrollment, and high-quality CTE pathways to meet our goal of 100% of students graduating CCI Prepared by 2028.  Student Voice in Problem-Solving: While students are actively involved in events and support processes, survey data suggest a need to further engage them in schoolwide problem-solving and planning. SAVA will continue to build systems for student leadership and feedback loops to ensure their voices shape policy, classroom design, and cultural norms.  In response to these findings, SAVA Elk Grove is investing in strategic academic interventions, expanding its MTSS model, and embedding family and student engagement into school improvement efforts. These next steps reflect both the progress and challenges of serving an academically vulnerable student population while continuing to build a culture of excellence, equity, and connection.|Based on the analysis of local survey data and identified learner needs, SAVA Elk Grove will implement several refinements to its current plans and procedures to ensure continuous improvement across school climate, academic outcomes, and college and career readiness. These changes are focused on addressing the ongoing need for academic rigor, improved math outcomes, and deeper engagement from underrepresented families and students.  Key actions include:  Strengthening Math Instruction and Intervention: In response to consistently low math proficiency (2.87%) and the identified need for more rigorous coursework, SAVA will expand its Tier 2 and Tier 3 math interventions within the MTSS framework. Professional development for staff will focus on math instructional strategies, including use of diagnostic tools, scaffolded curriculum, and small group instruction.  Deepening Dual Enrollment and CTE Access: To meet our goal of 100% of students graduating College and Career Prepared by 2028, SAVA will increase access to dual enrollment courses and career technical education (CTE) pathways. This includes launching a CTE-linked BYF (Build Your Future) support course and offering additional on-site DE sections aligned with student interests and labor market demands.  Improving Early Grade and Middle School Pathway Exploration: In order to increase long-term student engagement, SAVA will implement more structured college and career exploration in middle school and 9th grade. This includes field trips, hands-on exposure to pathways, and integration of CCR discussions into advisory periods and cohort lessons.  Enhancing Student Voice and Problem-Solving Structures: While students are actively engaged in events and support plans, we will formalize more student-led spaces for feedback, including student advisory panels and structured participation in schoolwide planning conversations (e.g., master scheduling, engagement strategies, and restorative practices).  Family Engagement Systems: To build on the increase in SSC and ELAC participation, SAVA will adopt clearer systems for family communication and outreach, especially for underrepresented families. These include multilingual outreach tools, proactive use of interpreters, home visits, and family workshops centered on graduation planning, academic support, and mental health services.  Together, these changes reflect a targeted effort to respond to climate survey insights, academic performance gaps, and stakeholder feedback. They will be embedded into our School Plan for Student Achievement (SPSA), LCAP goals, and site-level continuous improvement cycles.|Met||2025-06-17|2025
34673146112254|Elk Grove Charter|6|EGCS is included in EGUSD’s district-wide climate surveys during the school year. For the LCAP Local Indicators, EGCS looked at the school climate data by theme including overall satisfaction of the program by students, staff, and parents. Students ranked the climate of academic support favorability at 74%, safety at 75%, and school connectedness and sense of belonging at 61%. Over time, favorability rates on Climate have gone from 70% to 65% and up to 73%.|Looking at subgroups, Pacific islanders report a 91% favorability, with Filipino at 80% and Asian at 78%. The lowest group was Hispanic students at 67%. EL and LTEL students reported a 81% favorability rate with Students with Disabilities at 49%.|Overall staff favorability was 94%; with climate reported at 98%, Safety at 90%, and school connectedness at 92%. However, Favorability by component has decreased from 94% to 92% to 86% in 2023-24. Parent favorability scores were comprised of 88 responses with an overall favorability of 91%. Climate of support at 88%, Safety at 93% and school connectedness at 93%.  Overtime, scores have gone from 99% to 89% to 92%. Parents of students with disabilities favorability rates went from 99%, to 85% to 82%. Hispanic parent rates have gone from 100%, 79%, to 96%.|Met||2025-06-24|2025
34673220000000|Elverta Joint Elementary|6|The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family.|The learnings that have taken place shows a need to continue mental, social, and emotional supports for all students. Many students are in need of ELD support as new arrivals continue to enroll. Students need additional small group instruction and bi-lingual supports in the classroom. Continued support with discipline, bullying, and finding avenues to work through peer to peer issue have been identified as a continued focus.|Plans will continue to evolve as our culture and student population diversifies. Community engagement and collaboration is important as we continue to meet the needs of a diversifying population. Supporting the emotional and mental needs of students and staff in a priority too.|Met||2025-06-18|2025
34673300000000|Folsom-Cordova Unified|6|Prompt 1: Data 2024-2025 Caring adult on campus(yes most/all of the time) 5th grade: 71% 7th grade: 64% 9th grade: 55% 11th grade: 64% Non-Traditional: 58% Parents: 41% Staff: 50%  (Caring Adult relationships) Feel Safe: “Very Safe” or “Safe” 5th grade: 81% 7th grade: 61% 9th grade: 65% 11th grade: 66% Non-Traditional: 50% Parents: 40% Staff: 45% (Safe place for students)  Student connectedness 5th grade: 76% 7th grade: 61% 9th grade: 60% 11th grade: 61% Non-Traditional: 38%|Prompt 2: Meaning 2024-2025 Survey participants included 1143 Elementary Students, 1548 Middle School Students, 3156 High School Students, 104n non-traditional, 1981 Parent/Guardians, 1178 FCUSD Staff.  Student Connectedness: The rate of students reporting feeling close to people at school/feeling happy to be at school varied in all grades; The aggregate data sub-groups show English-learning population reports school connectedness less often than their non-English learning peers.  Perceived Safety: Analysis of the aggregate data, students in all grades, except non-traditional students, report they feel safe at school most of the time/all of the time.  The English learner sub-group, as well as the Latino subgroup, reported 'very safe' 'safe' less often than their peers. Substance Use: Students who reported experiencing chronic sadness reported current vaping, marijuana, and tobacco use more than students who were not experiencing chronic sadness.|Prompt 3: Changes Present data at School Site Council Meetings.  FCUSD will shift from annual implementation of the CalSchls trio of surveys (CHKS, parent, and staff surveys) to a every other year implementation|Met||2025-06-18|2025
34673300106757|Folsom Cordova K-8 Community Charter|6|FCCC conducts an annual parent survey to collect data on school climate. This year's survey responses showed a 90% of parents of TK-8 th grade students reported that their student feels safe and connected at school. Survey respondents represented 10% socio-economically disadvantaged, 26% students with disabilities.|"Areas of strength for all FCCC student groups is the feeling of connectedness with FCCC staff and feeling safe on campus. One parent of a student with a disability reported ""somewhat satisfied"" for availability of teachers to help their child and for communicating student progress. This is an area that FCCC staff and teachers will improve on for all students."|Upon analysis of the parent survey data, FCCC will continue to cultivate a safe and welcoming school where students and families feel valued and included. The survey data confirms that the work FCCC staff does around socio-emotional learning, in engaging families in their students' education, and in providing mental health supports generates a high sense of safety and connectedness. FCCC staff and teachers will work to improve teacher availability to help with students, and the communication of academic grade level standards and student progress.|Met|FCCC will be implementing an additional climate student survey through MooZoom for the 2025-2026 school year.|2025-06-18|2025
34673300142208|New Pacific Charter - Rancho Cordova|6|In the spring of 2025, New Pacific Rancho Cordova conducted a survey among students in grades 3-6 to assess their perceptions of school connectedness and safety. The results were as follows: School Safety and Connection: 90% of students overall felt connected and safe 97% of SED (socioeconomically disadvantaged) students connected and safe. 87% of Hispanic students felt connected and safe. 100% of EL (English Learner) students felt connected and safe. 57% of Black students felt connected and safe. School Happiness: These findings highlight the varying levels of connectedness and safety perceptions among different student groups.|One key insight from the survey is that the majority of students feel a sense of safety at New Pacific Charter Rancho Cordova. While it is encouraging that the great majority of students felt safe and connected there is still room for improvement in both areas. Key areas to address are the perceptions of safety and connectedness for Black students. One strength to highlight is the 100% of EL students who feel safe and connected.|New Pacific Rancho Cordova is committed to ensuring that all students, including Black students, experience a strong sense of safety, connection, and belonging. As part of this commitment, the school will conduct a focused review of interactions and school climate data to identify areas of strength and improvement specific to the experiences of Black students. This includes gathering student voice through surveys and listening sessions, reviewing discipline and engagement data, and providing staff with professional development on culturally responsive practices. It is encouraging to note that 81% of Black parents reported being happy with NPC-RC, which reflects a strong foundation to build upon. Moving forward, the school will continue to engage families through targeted outreach and inclusive events, ensuring ongoing dialogue and collaboration in support of equitable student outcomes.|Met||2025-06-16|2025
34673480000000|Galt Joint Union Elementary|6|"The California Healthy Kids Survey (CHKS) was administered annually over the last three years to 5th-8th grade students. The survey results are providing us with great insight into areas of strength and areas that we need to strengthen.  2025 CalSCHLS Data: Percentage of students that participated in the survey:  Grades 5- 6 = 593 (76%) , Grades 7- 8 = 721 (92%)  Percentage responding “YES, MOST OR ALL OF THE TIME"" Goal=80%  -Students feel connected to school: Grade 5 = 70%, Grade 6 = 71%, Grade 7 =57 %, Grade 8 = 53 % -Students are academically motivated: Grade 5 = 84%, Grade 6 = 78%, Grade 7 =63%, Grade 8 =60 % -Students have a caring adult in school: Grade 5 = 72%, Grade 6 = 66%, Grade 7 =60 %, Grade 8 = 62 % -Students have social and emotional learning supports: Grade 5 = 74%, Grade 6 = 71%, Grade 7 =54%, Grade 8 =52% -My school has an anti-bullying climate: Grade 5 = 72%, Grade 6 = 67%, Grade 7 =38 %, Grade 8 =37 % -I feel safe at school: Grade 5 = 73%, Grade 6 = 79%, Grade 7 =63 %, Grade 8 =56 %  Cyberbullying is a problem: Grade 5 = 27%, Grade 6 = 23%, Grade 7 = 23%, Grade 8 =22 %"|"District Strengths Based on the Student Survey Data 5th-6th Grades:  1. Academic Motivation 2. High Expectations in School 3. Facility upkeep 4. Parental Involvement In School 5. Feel Safe on way to and from school 6. Social and emotional learning supports 7.Students treated with respect 8. Rule Clarity  7th-8th Grades: 1. High Expectations 2. Caring adult relationships 3. Students are academically motivated. 4. School perceived as safe 5. Clarity of rules  Some areas of concern that are being addressed through LCAP actions and services: -53% of 5th and 50% of 6th grade elementary students reported "" Called bad names or target of mean jokes"" -45% of 7th and 60% of 8th grade middle school students reported ""School is really boring"" -31% of 7th and 34% of 8th grade middle school students reported ""Experienced any harassment or bullying"""|"Informing LCAP Development:   CalSCHLS Survey results, feedback from multiple stakeholder groups and the recent district assessment data have contributed greatly in the annual review and reflection and update of the 25-26 LCAP. This ongoing analysis and reflection of successes and challenges shaped the two broad goals proposed in the new LCAP:  •  Engaging all learners with a focus on academic rigor using inclusive practices in a variety of learning environments •  Promoting PreK-8 whole learner development through social and emotional learning opportunities in a variety of safe learning environments.  All Metrics on the District LCAP were developed to measure the growth towards meeting the two broad goals. All proposed actions and services were developed to address the understanding that ""Learning is social, emotional and academic""."|Met||2025-06-18|2025
34673550000000|Galt Joint Union High|6|Galt Joint Unified School District annually provides Families, Teachers, Staff and Students with a Local Climate Survey (Panorama). For the 2024-25 school year, there were 1528 total student responses. In the first section of the survey,  fifty-one percent of students responded favorably to questions about school safety. Hispanic, White, and Asian students responded similarly, however African American/Black students indicated they felt less favorable abut school safety than their peers.  Questions about school violence and physical fights showed that 57% of students responded that they are almost never worried about school violence on campus, however, only 46% of African American/Black students answered favorably about worrying over school violence. When asked this local question on the survey, “Is there at least one adult on campus that you could reach out to for support of needed?” students responded favorably at 81%. White, Hispanic and  Pacific Islander and Multi-Race students responded at 80% or above, Asian students responded in the 70th percentile and African/American/Black Students responded at 54%.  When asked about school rigorous expectations 41% students responded that they felt staff and teachers had high expectations for their academic performance at school. The average student response for “How do you value schooling – is it interesting, important and useful?” was 39% favorable, and the average response for how students perceived the overall social and learning climate of the school was 31% favorable.  Students’ favorable responses on the Panorama climate survey were down this year as compared to the 2023-24 school year. In fact, only 24% (down from 29% last year) of students responded favorably to the school belonging questions which focused on whether or not they feel valued by member of the school community.  The in-person student focus groups conducted in spring 2025 revealed that 68% of students believed more student clubs, and programs were needed to help students feel more welcomed and involved at their school. There was a noticeable majority of students who stated the schools focus too much on Agricultural programs and athletics and need to have more focus on music, world language/cultural heritage and the Arts.|Overall students report that they rarely worry about violence at their school, however African American students are  more concerned about school violence than their peers. When asked if  teachers had high  expectations for them, only 28% of African American/Black students responded favorably while 48% of Hispanic students, 46% of white students and 50% of Asian students responded favorably questions about high teacher expectations. With regards to the valuing of school, 37% of students responded that it is quite important and 31% reported it is extremely important to value school. The small percentage of Filipino students in the District responded with the highest percentile for valuing school. Within the school climate band of questions, the 36% of students responded favorably to the question “How positive or negative is the energy of the school?” meaning they believed the school energy to be positive; however, this means that 66% of students were indifferent of felt the energy to be negative. When asked the school belonging question, “How much respect do students in your school show you?” only 29% of students answered favorably, and when asked, “Overall, how much do you feel like you belong at our school?” only 25% of students responded that they felt they “belonged quite a bit” or “completely belonged.” African American/Black students and Filipino students’ responses stated they felt the most disconnected to school as evidenced by only 13% of those students responding favorably to school belonging.  The in-person student focus groups this year revealed that students (72%) felt safe at school most of the time, however they didn’t value the use of technology in the same way they did before the Pandemic. Students stated they would like to return to more “paper and pencil” activities so their teacher would spend more time looking at and valuing their work.|The District is committed to hearing student voice throughout the school year. In person student focus groups will be conducted twice next year (August and May) to determine student trends on how students are feeling (positive or negative) throughout the school year, what expectations teachers have for them, and their overall concerns regarding school climate and sense of  belonging. Additionally, more students will be encouraged to attend the District Advisory Committee meetings and District English Learner Advisory Committee meetings in 2025-26 to encourage  and help them understand that their voice is important to the School District. To address the issues around school safety, disruptive behaviors and negative responses to the survey questions, the District is going to deploy a large-scale Positive Behavior Intervention and Supports program across all schools. This will also utilize student behavior and achievement data analysis to guide the District to make course corrections in discipline procedures, and  programmatic and instructional changes as needed in order to move forward with continuous improvement.|Met||2025-06-12|2025
34674130000000|River Delta Joint Unified|6|RDUSD administered three statewide surveys developed by WestEd and the California Department of Education: the California Healthy Kids Survey (CHKS), the California School Staff Survey (CSSS), and the California School Parent Survey (CSPS). They collected insights on school climate factors such as safety, connectedness, parent involvement, and substance use, in grades 5, 7, 9, and 11.  Elementary students reported the highest feelings of safety at 82%, while only 52% of middle school and 56% of high school students felt similarly. Reports of caring adults on campus were highest in elementary schools (84%) and dropped in secondary grades (53%). Latino respondents noted slightly higher rates (86%) of supportive adults than white students (83%). Latino secondary students reported lower rates (52%) than white and multiracial peers (55%). Parents followed a similar pattern, with 56% of Latinos responding that adults at school care for students, versus 39% of white and 23% of multiracial parents.  School connectedness Response: While 76% of elementary students reported feeling connected, this dropped to 59% in middle and 47% in high school. Among subgroups, 79% of multiracial elementary students felt most connected, then Latino at 78% and white students at 74%. At the secondary level, 52% of Latino students again reported the highest sense of connectedness, compared to 49 % of multiracial and 48% of white students.  Secondary students (11.7%) reported fear of being beaten up, and 9% had been in fights. Sixty percent of parents believed bullying was a problem, especially in high school. Latino parents reported more concerns about bullying and safety than white or multiracial parents. Half of middle school parents and 52% of high school parents said fighting was a concern.  Mental health changed from 2023–24 to 2024–25, 7th grade reports of suicidal thoughts declined by 5%, while 9th and 11th grade rates rose by 1%. Frequent sadness stayed at 11% in elementary. Secondary reports of chronic sadness declined 10% in 7th grade but rose by 3% in 9th and 11th. Perceptions of ethnic/racial conflict were most common among high school parents  at 33%, compared to 25% in middle and only 9% in elementary school. However, 83% of secondary students said they had never experienced race-based harassment. Latino parents reported the highest levels of feeling welcome to participate in school (56%), more than double white parents. They also gave more favorable ratings of learning environments (48% vs. 25%) and school motivation efforts (49% vs. 37%).   Parental perceptions of school safety were generally higher than students’ with 91% of elementary, 78% of middle, and 86% of high school parents reporting their children are safe. Broken down by race, 30% of white parents and 14% of multiracial parents felt this way, compared to 48% of Latinos. Overall, 82% of parents believed school is a supportive environment, and 80% said it promotes academic success for all students.|From the analysis of data from the CHKS students are feeling less sadness and suicidality is lower. Additional counseling services provided by RDUSD counselors and by SCOE clinicians may be impacting these indicators. Perceptions of school safety are similar to what they were in the 2023-24 school year. RDUSD will need to work with partners at SCOE to develop strategies to address bullying and conflicts. Student education on alcohol and drug awareness are needed. Additional efforts are needed to improve student perceptions of safety on campus.|Currently RDUSD is working on plans to update safety infrastructure district wide. The District is developing a more defined MTSS structure to address school culture and support student mental health. We are instituting restorative circles training for administrators and are working with our local TUPE program to train counselors on intervention programs to address tobacco and vaping. RDUSD is partnering with SCOE to assess and improve our use of restorative practices.|Met||2025-06-24|2025
34674130114660|Delta Elementary Charter|6|Based on local survey data, 92% of students felt safe on campus and connected to their school. In addition, 94% of students reported that they “trust teachers and the school staff” on campus. Students said they want to “do well in school” (96%), that “teachers provide extra help when I need it” (95%).|"While these results reflect a positive school climate, they also highlight areas for growth—particularly in strengthening peer relationships. 80% of students surveyed felt ""students treat each other with respect""."|We are tracking the lessons taught through SES curriculum, and adjusting lessons which lessons should be revisited based on what we notice on campus. We have implemented Kelvin surveys for quick student check-ins or pulses, and checking in individually with students who indicate they need to speak to an adult.|Met||2025-06-26|2025
34674210000000|Robla Elementary|6|The Robla School District utilized the Kelvin Education School Climate survey to gather student data on school safety, school climate as well as a student’s sense of school connectedness. Fifty-one percent of 3-6th grade students responded favorably in response to school safety (increase of 1% from prior year). When asked specifically about whether they felt their school had an anti-bullying climate, 66% of students agreed. This is an increase of 15% from the prior year response of 51% responding favorably. We saw a significant increase in the percent of students responding favorably regarding school connectedness. Sixty-four percent of students felt they are valued members of the school community and feel connected to their school. This is up from the prior year response of 50% of students responding favorably.|School climate has been our greatest area of growth for the district. Student chronic absenteeism is down and overall school attendance is up. When looking at the data by student race, most of the data indicates that there is little variation in the ratings by student group. However, it is apparent that an area of focus going forward is to look at our school campuses and climate in responses to the needs of our Pacific Islander and Homeless students. Though we have added school events and a parent engagement activity around Asian and Pacific American Heritage month, we have additional work to do throughout the year and at the student level in relation to our sites everyday operations and the environment we create for our community especially one of our most vulnerable populations, our homeless community.  Our English learner population, specifically our long-term English learners are experiencing a more significant deficit in academic performance along with our students with disabilities. We are further analyzing the data to determine the best approaches to support these student groups.|A site administrator and English learner support teacher from each school site has been participating in a county network to address the disproportionately in English learner academic outcomes. The district will be implementing new instructional strategies during designated English language development to target the language needs of our English learners. We will also be implementing a new instructional model to improve the overall academic experience for all of our learners. The district has engage in a partnership with Changing Perspectives to focus on providing an inclusive learning environment that supports learners with a diverse set of needs. Additional supports and professional learning for our staff in the special education setting has enhanced the academic environment we provide for our students with identified academic and/or physical needs. We are recommitted to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. This program is designed to improve social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. In addition, we have recognized the need for additional staff support at each school site with the addition of a full-time Assistant Principal at each school. With the support of the Sacramento County Office of Education, we have added a School Clinician to each school site. As registered therapists, they provide direct support to identified students. Training on behavior management and de-escalation strategies has been made available for all staff, certificated and classified.|Met||2025-06-26|2025
34674210132019|Paseo Grande Charter|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: * 99% of the students reported that they felt safe * 95% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-23|2025
34674210137950|Marconi Learning Academy|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *98% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 94% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-23|2025
34674210140178|New Hope Charter|6|NHCS values the feedback we receive from all stakeholders, including our scholars. Based on student survey data, we have learned the following:  Strengths: Students continue to feel connected to and supported by our NHCS community. Students also shared that they feel safe (physically and emotionally) while on campus. Areas of Progress: An area of progress continues to be teaching students how to safely use technology, especially social media, outside of school.|As a result of this feedback from our students, we will: Build on our practices that promote student safety: 1. Access to counseling/mental health resources; 2. Social-Emotional Learning (SEL) curriculum and program; 3. Positive Behavioral Interventions & Support (PBIS) school-wide program.  Provide training for students and parents on the safe uses of technology, especially social media|As a result of this feedback from our students, we will: Build on our practices that promote student safety: 1. Access to counseling/mental health resources; 2. Social-Emotional Learning (SEL) curriculum and program; 3. Positive Behavioral Interventions & Support (PBIS) school-wide program.  Provide training for students and parents on the safe uses of technology, especially social media|Met||2025-06-30|2025
34674390000000|Sacramento City Unified|6|SCUSD annually administers a local climate survey to assess student perceptions of safety and connectedness. In spring 2025, the survey was completed by 11,249 students in grades 3-12. The overall student participation rate was approximately 36%, providing the district a sample substantial enough to make generalizable conclusions with a 95% probability that the sample accurately reflects the attitude of the population (confidence level) within a range of +/- 3% (which is a typical range for a margin of error).|Overall, positive responses for both safety and connectedness (belonging) were on par with previous survey results. For all students, the percentage of positive responses regarding perception of safety remained steady at 63%.  However, there was a 1.6 percentage point increase – from 67% in 2023-24 to 68.6% in 2024-25 – in positive responses regarding belonging/connectedness. The district’s goal is to achieve a positive response rate of at least 80%.|SCUSD uses the results from the local climate survey with school sites as part of their needs assessment process. This process is a key component of the district’s CCI and helps sites to form school climate/culture goals. These goals are supported by the district’s SEL, PBIS, and School Safety Initiatives. District efforts to increase student engagement through a range of expanded/extended learning opportunities, decrease chronic absenteeism as a focal point of the differentiated assistance process, and to address issues of bullying through training and prevention will all be continued. Ongoing areas of need and focus include: 1) Focus work with teachers and staff around Trauma Informed Practices and Culturally Responsive Teaching 2) Expand Implicit Bias professional learning 3) Create opportunities for the schools to share best practices. 4) Continue training and explicit practice to develop growth mindsets for students and staff.|Met||2025-06-26|2025
34674390101048|St. HOPE Public School 7|6|In 2045-25 4th and 7th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups.|A focus area of the survey is gauging scholars' perception of school connectedness. 55% of scholars feel that adults at the school care and respect them (49% and 67% agree/strongly agree in 7th and 4th grades, respectively) and 53% feel that they have a teacher or administrator they can talk to if they have a problem (38% and 78% agree/strongly agree in 7th and 4th grades, respectively).  A slight majority of scholars (51%) feel that their accomplishments at school are recognized (48% and 63% in 7th and 4th grades, respectively). Most scholars, however, do not feel that their classmates encourage them to do their best in school (37%)  A larger percent of scholars (65%) feel that staff have high expectations for them; however, 4th graders more so than 7th graders (85% versus 53%, in 4th and 7th grades).  Many scholars (57%) feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school.  4th graders more so than 7th graders (74% of 4th graders versus 47% of 7th graders).  Finally, scholars were split by school site, middle versus elementary, when asked whether they feel that the schoolyard and building are clean and in good condition.  Only 21% of 7th graders feel that the campus is clean and in good condition, whereas 59% of 4th graders feel the campus is clean and in good condition.  It should be noted that the elementary and middle schools are on different campuses, although both are maintained by SCUSD. Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean for both locations.|We want our scholars to feel safe, secure and connected on campus.  The data indicates that this is not always the case and we need to focus on scholar perceptions of school culture.  Moving into the 2025-26 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families.  In addition, we have implemented a number of safety measures including: limited access to the middle school campus through an electronic gate at the entrances to the parking lots that requires visitors to request access, a new visitor management system to electronically check-in and identify all visitors to campus and more professional development for staff.  In addition, the elementary site has been under construction for a brand new campus at the site which will have the latest safety features.  This campus will fully open in 2025-26.|Met||2025-06-25|2025
34674390101295|Sol Aureus College Preparatory|6|Through various surveys S.A.C. Prep has found that students and families have a sense of connection and value among students shows a notable difference between elementary and middle school levels. With elementary students, 80% feel both connected and valued, reflecting a strong sense of belonging and overall happiness within the school environment. Conversely, this positive sentiment declined slightly as students transition to middle school, where only 72% report feeling connected and valued. Similarly, 80% of elementary students feel like they are an integral part of the school community and are happy to be there, but this figure significantly drops in middle school, where only 68% feel like part of the school and 70% express happiness about being there.|This data highlights a concerning trend of decreasing connectedness and satisfaction among students as they advance in their education at S.A.C. Prep, suggesting a need for targeted interventions to support middle school students and enhance their school experience.|Students will be sorted into one of four to five random groups, each supported by a dedicated team of staff members who will undergone specialized training to provide support and mentoring. These staff members will serve as mentors and provide consistent support to the students within their respective groups. A variety of activities, including team-building exercises, academic challenges, and social events, will be organized to promote camaraderie and a positive school culture. These activities are designed to encourage collaboration, celebrate diversity, and instill a sense of belonging among all students. Through this initiative, we aim to create an engaging and supportive environment that enhances both the educational experience and personal development of our students.|Met||2025-06-25|2025
34674390101881|Sacramento New Technology Early College High|6|Based on the provided data, the attendance rate stands at 94%, indicating that the majority of students regularly attend school. This is an improvement from last year and is mostly due to the LEAs ability to hire a staff member assigned specific to tracking attendance data and providing support and assistance to families.  The suspension rate is at 6.4%. This is an improvement from last year, and in an indication of improved culture and climate on the campus.  The sense of safety and school connectedness score is 85%, reflecting a positive perception among students regarding their safety and connection to the school community. This indicates that the school environment is generally perceived as secure and conducive to fostering relationships and engagement among students.  Similarly, the sense of belonging score is 84%, indicating that students feel a strong sense of belonging within the school community. This suggests that efforts to promote inclusivity and create a supportive school culture are yielding positive results, contributing to students' overall sense of well-being and connectedness.  Overall, while there are areas of strength such as perceived safety and sense of belonging, the data also highlights areas for improvement such as attendance and suspension rates. Conducting a comprehensive self-reflection on local indicators can help identify underlying factors and inform targeted interventions to further enhance the school climate and support student success.|Through the analysis of the provided data, several key learnings, identified needs, and areas of strength emerge:  Areas of Strength    - Sense of Safety and Belonging: The data indicates that students generally feel safe and have a strong sense of belonging within the school community. This suggests that efforts to create a supportive and inclusive environment have been successful.    - School Connectedness: The high score in school connectedness reflects positive relationships and engagement among students, contributing to a healthy school climate.  Identified Needs:    - Attendance Improvement: While the attendance rate is relatively high, there is still room for improvement to ensure that all students attend school regularly. Addressing factors contributing to absenteeism can help improve overall academic performance and student success.    - Disciplinary Practices: The suspension rate highlights a need to examine and potentially revise disciplinary practices to reduce the number of students facing suspension. Alternative approaches such as restorative justice or social-emotional learning programs could be explored to address behavioral issues more effectively.  Opportunities for Action:    - Promoting Attendance: Implement strategies to promote regular attendance, such as improving communication with families, addressing barriers to attendance (e.g., transportation issues), and implementing incentives for attendance.    - Reviewing Discipline Policies: Conduct a review of discipline policies and practices to ensure they are fair, consistent, and focused on positive behavior reinforcement rather than punitive measures.    - Supporting Mental Health and Well-being: Enhance efforts to support students' mental health and well-being, including providing access to counseling services, promoting social-emotional learning, and creating a culture of empathy and understanding.  Data-Informed Decision Making:    - Utilize data to inform decision-making and prioritize interventions based on identified needs. Regularly monitoring and analyzing school climate data can help track progress and measure the effectiveness of interventions over time.  By addressing identified needs while leveraging areas of strength, the school can create a more supportive and inclusive environment that promotes academic success and overall well-being for all students.|The changes made to address culture and climate issues are significant steps towards creating a more supportive and inclusive environment at the school:  1. Hiring a Full-Time Office Manager/Parent Advisor for Attendance Issues: This addition will provide dedicated support for addressing attendance issues, including tracking student attendance, identifying patterns or barriers to attendance, and implementing strategies to improve attendance rates. The parent advisor aspect of the role will involve engaging with families to understand their concerns and collaborate on solutions to support regular attendance.  2. Partnering with an Outside Agency to Provide Services for Black Families: This partnership acknowledges the specific needs of Black families and demonstrates a commitment to addressing disparities in access to resources and support. By partnering with an outside agency, the school can offer culturally responsive services tailored to the needs of Black families, such as counseling, academic support, or community outreach programs.  3. Hiring a Campus Monitor with Counseling Responsibilities: This dual role expands the traditional responsibilities of a campus monitor to include counseling students, providing mentorship, and offering support for social-emotional well-being. This proactive approach not only ensures student safety but also addresses underlying behavioral issues and fosters a positive school climate through supportive relationships.  These changes reflect a holistic approach to addressing culture and climate issues by focusing on proactive interventions, community engagement, and targeted support for specific student populations. By implementing these initiatives, the school aims to create a more inclusive and nurturing environment where all students feel valued, supported, and empowered to succeed academically and socially.|Met||2025-06-26|2025
34674390101899|George Washington Carver School of Arts and Science|6|In April 2024, student responses have come mostly from 9th and 10th grade.  The responses show 100% strongly positive in the domain of Belonging, 75% strongly positive in their perception of school safety.  The survey participation rate is too small to disaggregate by student group.  As of April 2025, student participation in this tool has waned, likely from overuse. The District moved to beginning and end of year surveys and students have been less interested in engaging.|An area of strength is that students feel connected to our school and indicate that they are happy being at school.    There is a need to bolster meaningful engagement in the data collection process.|We will be re-evaluating frequency of Kelvin survey and possibly mixing in other climate assessments.|Met||2025-06-26|2025
34674390101907|The MET|6|The Met administered an online survey student survey in Spring 2025, to measure perceptions of school safety and connectedness. The following are the findings of the 93 students in grades 9-12 who participated in the Spring 2025 survey: 93% agree/strongly agree they feel welcomed, or connected, at The Met. 96% agree/strongly agree feel that the school offers a safe atmosphere. These percentages are among the highest in the District. 95% agree/strongly agree that benefit from their internship experience.|Given not many students participated in the survey given by the district due to The MET student login not through SCUSD but from metsacramento.org this year, however the upcoming school year every student will be logging in with SCUSD login, more students will have access to the survey early on.  This will allow us to get a better read of how our students feel while on campus or being students at The MET.  This will be one of the areas we will work on to make sure we are close to 100% of our students agreeing to feel welcomed or connected to the MET.|We will all now have access to SCUSD login as a student from day one, allowing everyone to have access to all surveys put forward by our district.  We will ensure we put out our own surveys as the year goes on by each advisory so that the advisors can work on improving on a quarterly basis.|Met||2025-06-26|2025
34674390102038|Sacramento Charter High|6|In 2024-25 9th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups.|A focus area of the survey is gauging scholars' perception of school connectedness. Most scholars feel that adults at the school care for and respect them (52% agree/strongly agree) and many feel that they have a teacher or administrator they can talk to if they have a problem (42% agree/strongly agree).  The majority of respondents that did not agree/strongly agree to these two questions were neutral (37% and 30%, respectively), rather than disagreed/strongly disagreed to the statements.  A fairly large number of scholars feel that their accomplishments at school are recognized (42%); however, a small percentage of scholars feel like their classmates are encouraging them to do their best (18%).  As with the first two items, most students who did not agree/strongly agree with these statements were neutral (43% and 41%, respectively).  A larger percent of scholars, 54%, feel that staff have high expectations for them.  On campus, the majority of scholars, 65%, feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school.  Moving into the 2025-26 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families.  Finally, only 25% of scholars feel that the schoolyard and building are clean and in good condition.  Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean.|We want our scholars to feel safe, secure and connected on campus.  The data indicates that this is not always the case and we need to focus on scholar perceptions of school culture.  In addition, we have implemented a number of safety measures including: limited access to the campus through an electronic gate at the entrances to the parking lots that requires visitors to request access, a new visitor management system to electronically check-in and identify all visitors to campus and more professional development for staff.|Met||2025-06-25|2025
34674390102343|Aspire Capitol Heights Academy|6|Based on our most recent student survey data (Grades 3–8), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
34674390106898|The Language Academy of Sacramento|6|LAS Priority 6 Data Summary: Excerpt from LAS LCAP Annual Update (Board, May, 2025) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% DATA 2 - 96% of TK-Gr8 students participated in the student survey completion DATA 3 - Q1: 92% stated, “I like my school.” Q2: 99% stated in agreement that yes, “It’s important for me to read and write in Spanish.Q3: 97% stated yes to the statement, “It’s important for me to read and write in English.” Q4: 87% stated yes to, “I feel safe at school.” PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2025): 96% of families completed the annual school survey. Survey Data 2: 98% of families stated that they would recommend the school to others.|Please see above.|Please see above.|Met||2025-06-26|2025
34674390111757|California Montessori Project - Capitol Campus|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.|The fall school climate survey data was shared with the Board, families, and staff.    CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements:  * I like school * I feel like I do well in school * My school wants me to do well * My school has clear rules for behavior  * Good behavior is noticed at my school  * I feel safe at school  * There is an adult at school who can help me if I need it * Teachers treat me with respect  CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements:  * Students in my class behave so teachers can teach * Students treat each other well  CMP Middle School Celebrations: Students commented favorable to the following statements:  *I like school * I feel successful at school * I feel my school has high standards for achievement  * My school has clear rules for behavior  * The behaviors in my classroom allow teachers to teach so I can learn * Students are frequently recognized for good behavior * I have felt unsafe at school or on my way to or from school (high score indicates a better perception of school safety)  * I know an adult at school that I can talk with if I need help * Teachers treat me with respect * Students treat one another fairly  CMP Middle School Opportunities For Growth: There were no less favorable responses provided.|"Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices."|Met||2025-06-16|2025
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|6|YPSA administered a local climate survey to 177 students across TK–6th grade, with the majority of responses coming from 2nd to 4th graders. The survey measured student perceptions of school safety, connectedness, staff support, and their overall experience at school using Likert-scale and open-ended questions. Key quantitative results included: •	Safety: 50.3% of students strongly agreed. •	Connectedness: 29.9% strongly agreed and 21.5% agreed that they enjoy coming to school daily. •	Teacher Support: 80.2% of students agree and strongly agree that their teacher cares about their success and helps them learn. •	Principal Support & LIFESKILLS Focus: 70.6% strongly agreed that the principal cares about their success and sets weekly LIFESKILLS goals. •	Technology & Study Trips: 87% of students agree and strongly agree that these tools help them learn. •	Facilities & Lunch: Over 60% of respondents rated facility improvement and lunch offerings as satisfactory or better. •	Social-Emotional Indicators: o	87% of students agreed with the statement “I matter at YPSA.” o	97.2% want to get good grades. o	However, only 41.2% agreed with “I love coming to school.” Disaggregated Data Insights: While the survey did not include demographic breakdowns directly in the published responses, open-ended feedback included insights that reflect the needs of specific groups (e.g., students with disabilities, students impacted by bullying, or students with social-emotional needs). Qualitative feedback revealed patterns such as: •	Desire for more study trips, outdoor activities, play structure upgrades, and creative activities (e.g., art, cooking). •	Concerns about bathroom cleanliness and conflicts during recess. •	Nicer and more helpful students •	Requests for more structure, fairness, and fun in daily routines|The 2024–2025 climate survey at YPSA (YPSA) revealed both areas of strength and specific needs that inform our understanding of student experience. A significant strength is the high percentage of students who feel supported by teachers and school leadership. 80.2% of students agreed or strongly agreed that their teacher cares about their success and helps them learn, and 70.6% strongly agreed that the principal cares about their success and reinforces weekly LIFESKILLS goals. These indicators suggest that the school culture is rooted in positive adult relationships and clear expectations for student growth. Students also recognized the value of educational opportunities beyond the classroom. 87% of respondents agreed or strongly agreed that technology and study trips help them learn, indicating that enrichment and experiential learning are meaningful to students and contribute positively to their educational experience. Similarly, over 60% expressed satisfaction with improvements in school facilities and lunch options. However, the data also surfaced areas that require focused attention. Despite the overall sense of physical safety reported by 68.9% of students, only 41.2% agreed that they love coming to school. This notable gap between feelings of safety and emotional connection suggests a need to enhance the daily school experience in ways that increase joy, belonging, and engagement. Disaggregated insights—though not separated by student subgroup in the dataset—emerged through the open-ended responses. Students with social-emotional challenges, those affected by peer conflict or bullying, and students with disabilities voiced concerns that point to feelings of isolation or discomfort. Multiple students highlighted issues related to bathroom cleanliness, bullying during recess, inconsistent adult supervision, and the need for more creative outlets like art and cooking. Others asked for more structured routines, fairness in discipline, and emotionally safe spaces, particularly during unstructured time. These findings point to a core need: while academic support is strong, the school must invest more deeply in social-emotional learning, inclusive playground supervision, and climate-building routines that foster deeper connections and reduce marginalization. Students are asking for a more vibrant and emotionally supportive environment where they not only feel safe but also happy, respected, and seen.|Based on insights from the 2024–2025 climate survey, YPSA (YPSA) is committed to enhancing student well-being by building on strengths and addressing areas of need—most notably, that only 41.2% of students reported loving school, despite feeling safe and supported. In response, YPSA will deepen implementation of the Highly Effective Teaching (HET) model, placing joy, emotional safety, and meaningful connection at the center of the learning experience. In alignment with this year’s theme, “Rise and Thrive,” the school will standardize HET-aligned environments across classrooms, reinforce clear expectations through call-and-response routines and schoolwide signage, and continue using learning clusters that move together each year to foster stability, trust, and belonging. To support student emotional growth, YPSA will provide professional development on staff on trauma-informed care, emotional regulation, and building trust-based relationships—ensuring every adult is equipped to help students “get better at feeling better.” As such, the focus will be on creating an Highly Effective Teaching (HET) learning environment schoolwide. This includes standardization of school daily routines, processes, procedures, call and responses, and classroom set up and expectations. Additional actions include:  Expanding enrichment opportunities beyond the traditional classroom to include authentic, hands-on, and kinesthetic learning experiences. Enhancing restroom cleanliness and increasing hallway supervision to support a safe and respectful environment. Introducing structured recess supports to reduce peer conflict, foster positive interactions, and promote inclusive play. Elevating student voice through mid-year climate surveys and active participation in Tiger Society, YPSA’s student leadership council. These initiatives reflect YPSA’s unwavering commitment to cultivating a safe, joyful, and inclusive learning environment where every student can rise with confidence and thrive in all aspects of their development.|Met||2025-06-11|2025
34674390123901|Capitol Collegiate Academy|6|Capitol Collegiate Academy implements the 5Essentials Survey annually to the students and staff in our school community. 95% of our students in grades 4 through 8 took the survey. On the “supportive environment” measures, students rated our school as “strong.” Specific strengths include: - Student-teacher trust is high. 88% of students agreed that their teachers treat them with respect. 89% agreed that they feel comfortable with their teachers, and over 90% agreed that they feel safe with teachers. - Students feel they and their peers have the mindsets and behaviors that are the foundation of our college-going culture. For example, 80% of students reported that ‘all or most’ of their peers try hard to get good grades. - Students feel there are high levels of academic personalism. Over 87% of more of students agreed that their teachers notice if they have trouble learning something, give specific feedback on how to improve, and catch them up if they are behind. - Students also report high levels of academic press. Over 87% agreed that their teachers expect them to do their best all the time; that they really learn a lot in class; and that teachers want them to become better thinkers – not just memorize things.|Overall, these strengths reflect our overall school design and the extensive professional development and support we put toward: Establishing a physical environment that promotes purposeful learning; Designing, teaching and insisting on clear and consistent routines and procedures that maximize instructional time; Building a culture of hard work and high expectations, and ensure 100% of students are engaged and on task; Managing student behavior and asserting respectful authority to ensure the focus is on learning; And developing positive relationships with students, treat them with respect, and take responsibility to motivate them toward their achievement. The greatest areas of focus were related to school safety. While 85% of students feel safe in classrooms and hallways, and nearly 80% feel safe traveling between school and home, only 50% feel as safe in bathrooms and outside, around the vicinity of the school grounds.|This data has remained stagnant over the past two school years. In response to this data, the school’s Board adopted a security camera policy, and the school installed security cameras on and around campus. Climate leaders, with input from families, students, and staff, put multiple initiatives in place to positively incentivize safe, appropriate conduct in bathrooms. We’ve also increased the number of leaders and trained staff who are on duty during recess, passing periods, arrival and dismissal. And finally, the school partnered with ALICE Navigate 360, to offer more extensive ongoing training for violent critical incidents for our staff and students.|Met||2025-06-23|2025
34674390131136|New Joseph Bonnheim (NJB) Community Charter|6|Kelvin Survey completed by students with an 95% participation rate in grades 3-6 which is an increase of 9% from the previous year. Overall 100% of students felt they had a trusted adult on campus which reflects strong relationships between adults and students. The Kelvin survey reflects students who have a strong sense of community and see their culture reflected in the curriculum and on campus. The school contines to use the Kelvin Data to identify areas where students feel they want more voice and when there is a challenge in relationships or communication with staff and peers, restorative action occurs.|The findings from the Kelvin survey reflect that adults on campus are making an effort to connect with students and build trusting relationships. For white students who see themselves in the teaching staff and can make more connections with the instructional materials and literature, NJB is an extension of their culture. For African American students who do have positive feelings towards adults and peers in general, do not feel the same sense of safety and connectivity. The result is lower attendance rates, higher chronic absenteeism, and a greater likelihood for them to not feel as represented or valued as other student groups.|1. Personal outreach by the principal to every Black family to assess their needs and create a dialogue on how NJB can better support and represent their children in the classroom and on campus. 2. Attendance Tech and Cost of Services team to provide immediate intervention and follow-up when a need is identified and additional follow-up 3. Restorative practices as compared to punitive discipline which only further disengages Black students.  4. Direct instruction with the support of the district representative from the SEL department on anti-racist anti-bias reflections and practices for teachers and then additional work with students to build common language around race. 5. Community Circles to model appropriate communication and build peer-to-peer relationships. 6. Addition of an African American parent to the Steering Committee to represent the unique perspective of Black families and provide input on policies, procedures and events which can be adopted and celebrated in classrooms and on campus.|Met||2025-06-26|2025
34674390135343|Growth Public|6|"Our survey results showed that 93% of students who respond with agree or strongly agree to the prompt, ""I feel safe and invested in GPS."""|Every student has an adult mentor on campus and the strong mentors contribute to students feeling connected and invested in the GPS school community.  GPS will continue to improve the training of mentors, so that all students have a strong mentor. The school will continue to provide training on culturally responsive pedagogy and classroom management strategies specific to meeting the needs of adolescent learners.  The school will also work to communicate and implement consistently clear policies and procedures for upper grade students, as we have learned as the school has grown in grade levels each year that the older students have very distinct needs from the younger ones.|Not applicable|Met||2025-06-24|2025
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|6|The 2025 local climate survey results for SAVA SCUSD highlight a strong, supportive school culture grounded in safety, respect, and positive relationships. Students, families, and staff consistently reported feeling valued and connected, with high levels of trust in staff and communication. The feedback affirms ongoing efforts to maintain a welcoming environment while identifying areas for continued growth, particularly in academic rigor.  Student Survey Highlights:  84% of students reported feeling safe at school.  79% of students agreed that students and staff treat each other with respect.  82% of students said they feel supported by staff and believe that adults at school care about their success.  Parent/Guardian Survey Highlights:  93% of parents agreed or strongly agreed that teachers and staff care about their child’s well-being.  88% felt that communication with the school was timely and helpful.  86% agreed that their child feels connected and encouraged at SAVA.  Staff Survey Highlights:  81% of staff reported feeling safe at school.  78% agreed that staff and students are treated fairly.  Most staff felt that the school culture supports positive relationships, though some noted a need for continued development of rigorous curriculum.  Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5.|Analysis of the 2025 survey data for SAVA SCUSD reinforces several key strengths in school climate while also highlighting important areas for continued growth. A major strength continues to be the positive perception among students and families regarding respect, safety, and adult support. Over 80% of students reported feeling safe at school and stated that students are treated fairly, while over 90% of parents agreed that staff care about their child’s success. This reflects the strong relational culture built through SAVA’s personalized learning model, student support systems, and intentional staff-student connections.  Another key area of strength is the increased engagement in School Site Council (SSC), student-led activities, and input-driven program design. Students are increasingly participating in shaping their school experiences through SST/504/IEP processes, club leadership, and program feedback opportunities. Families, too, have shown higher rates of participation in advisory and feedback structures like SSC and ELAC, indicating stronger trust and connection with school leadership.  However, disaggregated data and local academic trends reveal several continued needs:  Rigorous Academic Preparation: While school climate is strong, there remains a need to expand challenging coursework, especially in math. This aligns with CAASPP data showing that only 1.69% of SAVA students are proficient in math, compared to 17.07% in ELA. The gap in math performance across all subgroups, particularly among English learners and socioeconomically disadvantaged students, underscores the need to deepen Tier 1 instruction and implement targeted math interventions through SAVA’s MTSS framework.  College and Career Readiness: SAVA’s one-year cohort graduation rate at SCUSD remains high (93.6%), but the percentage of students graduating College and Career Prepared (CCI Prepared) is still below goal. As part of our three-year plan, we are focused on expanding access to rigorous academics, dual enrollment, and high-quality CTE pathways to meet our goal of 100% of students graduating CCI Prepared by 2028.  Student Voice in Problem-Solving: While students are actively involved in events and support processes, survey data suggest a need to further engage them in schoolwide problem-solving and planning. SAVA will continue to build systems for student leadership and feedback loops to ensure their voices shape policy, classroom design, and cultural norms.  In response to these findings, SAVA SCUSD is investing in strategic academic interventions, expanding its MTSS model, and embedding family and student engagement into school improvement efforts. These next steps reflect both the progress and challenges of serving an academically vulnerable student population while continuing to build a culture of excellence, equity, and connection.|Based on the analysis of local survey data and identified learner needs, SAVA SCUSD will implement several refinements to its current plans and procedures to ensure continuous improvement across school climate, academic outcomes, and college and career readiness. These changes are focused on addressing the ongoing need for academic rigor, improved math outcomes, and deeper engagement from underrepresented families and students.  Key actions include:  Strengthening Math Instruction and Intervention: In response to consistently low math proficiency and the identified need for more rigorous coursework, SAVA will expand its Tier 2 and Tier 3 math interventions within the MTSS framework. Professional development for staff will focus on math instructional strategies, including use of diagnostic tools, scaffolded curriculum, and small group instruction.  Deepening Dual Enrollment and CTE Access: To meet our goal of 100% of students graduating College and Career Prepared by 2027, SAVA will increase access to dual enrollment courses and career technical education (CTE) pathways. This includes launching a CTE-linked BYF (Build Your Future) support course and offering additional on-site DE sections aligned with student interests and labor market demands.  Improving Early Grade and Middle School Pathway Exploration: In order to increase long-term student engagement, SAVA will implement more structured college and career exploration in middle school and 9th grade. This includes field trips, hands-on exposure to pathways, and integration of CCR discussions into advisory periods and cohort lessons.  Enhancing Student Voice and Problem-Solving Structures: While students are actively engaged in events and support plans, we will formalize more student-led spaces for feedback, including student advisory panels and structured participation in schoolwide planning conversations (e.g., master scheduling, engagement strategies, and restorative practices).  Family Engagement Systems: To build on the increase in SSC and ELAC participation, SAVA will adopt clearer systems for family communication and outreach, especially for underrepresented families. These include multilingual outreach tools, proactive use of interpreters, home visits, and family workshops centered on graduation planning, academic support, and mental health services.  Together, these changes reflect a targeted effort to respond to climate survey insights, academic performance gaps, and stakeholder feedback. They will be embedded into our School Plan for Student Achievement (SPSA), LCAP goals, and site-level continuous improvement cycles.|Met||2025-06-17|2025
34674396033799|Bowling Green Elementary|6|Our site participated in the district’s Kelvin Pulse survey. The survey is administered to students in grades 3-6. The survey showed that 84% of our students had favorable feelings about our school. This matches SCUSD overall perception as well. The survey showed the 85% of our students had a favorable sense of belonging and 83% had a favorable view of safety.|As a site, we have looked at our data and even though the overall was 84%, we have committed to increase school climate. We also noticed that our students with disabilities have the lowest percentage with 79% overall favorable. However, in the area of Anti-bias and Anti-racist, 56% of the students with disabilities view it favorably.|Based on these results, our LEA will focus on increasing inclusion for all subgroups but with a focus on students with disabilities. We will continue to focus on whole-school SEL practices to ensure our students feel the school is Anti-bias and Anti-racist. We will participate in a SEL conference to support our endeavors.|Met||2025-06-26|2025
34674470000000|San Juan Unified|6|San Juan Unified annually administers a district-developed school climate survey to all staff, parents, and students in grades 4-12. The survey covers multiple domains related to key LCAP outcomes, including Connectedness and Safety. To protect anonymity, respondents are not required to provide demographic or program information, so results are disaggregated by school type (elementary, K-8, middle, high) and by school poverty level based on free/reduced meal eligibility (high density = more than 60%, medium density = between 40%-60%, low density = less than 40%).|The school climate survey was administered from January 9, 2024 - February 6, 2024. The following results and findings are based on 9,989 student responses, which represents approximately 37% of students in grades 4-12. Connectedness: The percentage of students in grades 4-12 who responded agree or strongly agree was 59.3%. The results varied by school type (elementary – 67.0%, K-8 – 58.5%, middle – 54.5%, high – 57.0%) and by poverty level (low density – 61.6%,medium density – 59.1%, high density – 58.4%).   School Safety: The percentage of students in grades 4-12 who responded agree or strongly agree was 62.4%. The results varied by school type (elementary – 71.4%, K-8 – 61.8%, middle – 58.5%, high – 58.0%) and by poverty level (low density – 63.7%, medium density – 62.5%, high density – 61.7%).|Based on these results, along with additional state and local data, LCAP actions have been developed to build community relationships and to create inclusive, safe, equitable, culturally responsive, and healthy environments for students.|Met||2025-06-24|2025
34674470112169|California Montessori Project-San Juan Campuses|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.|The fall school climate survey data was shared with the Board, families, and staff.    CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements:  * I like school * I feel like I do well in school * My school wants me to do well * My school has clear rules for behavior  * Good behavior is noticed at my school  * I feel safe at school  * There is an adult at school who can help me if I need it * Teachers treat me with respect  CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements:  * Students in my class behave so teachers can teach * Students treat each other well  CMP Middle School Celebrations: Students commented favorable to the following statements:  *I like school * I feel successful at school * I feel my school has high standards for achievement  * My school has clear rules for behavior  * The behaviors in my classroom allow teachers to teach so I can learn * Students are frequently recognized for good behavior * I have felt unsafe at school or on my way to or from school (high score indicates a better perception of school safety)  * I know an adult at school that I can talk with if I need help * Teachers treat me with respect * Students treat one another fairly  CMP Middle School Opportunities For Growth: There were no less favorable responses provided.|"Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices."|Met||2025-06-16|2025
34674470114983|Golden Valley River|6|All teachers and staff, parents, and students in grades 5-8 were given the opportunity to take the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI) to measure the current school climate. A total of 85 students participated in the survey. The demographics of the students that participated in the survey were as follows:  Gender •	Male: 37 students  •	Female: 36 students  •	Non-Binary: 5 students  •	Prefer Not to Say: 8 students    Grade  •	5th: 21 students  •	6th: 23 students •	7th: 17 students  •	8th:  24 students   Ethnicity •	African American: 0 students  •	Native American: 3 students  •	Hispanic/Latino: 5 students  •	Asian: 0 students  •	Caucasian/White 52 students  •	Multi-Racial: 13 students  •	Other: 12 students    The LEA scored the following on the survey:  Overall Dimension Results              Staff	    Parents   Students Physical Environment	                3.24	    3.91	   3.71 Teacher Relations	                        3.68	     --	     -- Student Interactions	                3.70	    3.94	   3.71 Leadership	                                2.76	    3.58	     -- Management Discipline	                3.51	    3.93	   3.66 Learning/Assessment	                3.63	    4.09	   3.76 Social-Emotional Culture	        4.01	    4.02	   3.65 Community	                                3.77	    4.46	   4.18 Overall School Climate Rating	3.54	    3.99	   3.78|The SCAI scale is 1 (low) – 5 (high), where the average is 3.2. Schools are categorized as being one of four types of schools: •	1-Paradigm: high function, empowerment, connection, and trust •	2-Paradigm: high function, efficiency-driven leadership, teacher-centered classrooms, institutional climate •	3-Paradigm: low function, enabling/passive leadership, unstructured learning, insecure climate •	4-Paradigm: low function, dominating leadership, lecture and test teaching, domesticating climate. GVRS is mostly a 2-Paradigm school. However, in the area of leadership the school is functioning as a 3-Pardigm School. GVRS saw declines in all eight dimensions from staff and parents from 2024 to 2025. Students survey results showed small increases in all eight dimensions from the previous school year.|Overall school improvement can best be made by concentrating on the area of leadership. Trust needs to be built between administration and the staff and parent bodies. Once trust is established work should be done to build on a collective vision between the site administrator and the staff. This domain is the most predictive of the overall school climate. This area mostly defines the emotional climate and our experience of happiness without school and its community.   Another recommendation would be to examine the item level data as a staff. This data will provide an additional level of depth to understand the range of responses for each item. The assumption would be that in most cases, teachers would recognize where their recent efforts have translated into student perceptions/realities.  Analysis of the data shows several areas where teachers’ increases in the ratings of their own practices corresponded to student increases in the same areas. That should be celebrated and hopefully provide a sense of reinforcement for continued growth.|Met||2025-06-04|2025
34674470120469|Aspire Alexander Twilight College Preparatory Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
34674470121467|Aspire Alexander Twilight Secondary Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
34674470128124|Gateway International|6|DATA 2024-25 Stakeholder and Staff Survey Data: 64% agree the school's program encourages critical thinking 67% agree that school provides academic support for English learners  86% agree that school effectively communities student progress   2024-25 Student Data: 65% agree that school encourages collaboration among students 52% feels the school is a safe place 85% of students agree that they want to do well   The 2024–25 survey results show key strengths and areas for growth. Among staff and stakeholders, 64% agree the school encourages critical thinking, 67% see strong support for English learners, and 86% feel student progress is effectively communicated. Student responses show 65% feel encouraged to collaborate, and 85% want to do well academically. However, only 52% feel the school is a safe place, highlighting a need to improve school safety.|The 2024–25 survey data shows that GIS is doing well in the important areas of relationship-building and communication. Families feel informed about student progress, most students are motivated to do well, and many feel encouraged to work with their peers. However, fewer students feel that school is a safe place, which shows we need to improve our school climate and sense of safety. There is also room to grow in helping students think critically and in providing stronger support for English learners.|Based on the 2024–25 survey results, GIS will make some important changes to better support students. While programs like Capturing Kids’ Hearts and PBIS have helped build strong relationships, more needs to be done to help students feel safe. GIS is in the process of updating it's discipline policy to be more fair, clear, and focused on restoring relationships. Staff will also get more training on trauma-informed practices and classroom management. GIS also recently completed a campus safety evaluation with an external partner and will begin implementing recommendations from the final report to improve the physical safety of the school environment. In addition, GIS will strengthen it's MTSS system by regularly reviewing behavior and climate data to make sure all student groups feel safe and supported.|Met||2025-06-17|2025
34674470132399|Golden Valley Orchard|6|All teachers and staff, parents, and students in grades 5-8 were given the opportunity to take the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI) to measure the current school climate. A total of 85 students participated in the survey. The demographics of the students that participated in the survey were as follows:  Gender •	Male: 24 students  •	Female: 16 students  •	Non-Binary: 4 students •	Prefer Not to Say: 3 students   Grade •	5th: 23 students  •	6th: 0 students •	7th: 8 students  •	8th: 16 students  Ethnicity •	African American: 2 students •	Native American: 2 students •	Hispanic/Latino: 4 students •	Asian or Pacific Islander: 1 student  •	Caucasian/White: 25 students •	Multi-Racial: 8 students •	Other: 5 students  The LEA scored the following on the survey:  Overall Dimension Results (Orchard)	Staff	   Parents	 Students Physical Environment	                        3.35	    3.89	 3.66 Teacher Relations	                                3.87      --   	 -- Student Interactions	                        3.80	    4.03	 3.63 Leadership	                                        3.60	    4.01	 -- Management Discipline	                        3.94	    4.23	 3.66 Learning/Assessment	                        4.09	    4.38	 3.79 Social-Emotional Culture	                3.92	    3.20	 3.54 Community	                                        4.15	    4.35	 4.19 Overall School Climate Rating	        3.84	    4.16	 3.75|The SCAI scale is 1 (low) – 5 (high), where the average is 3.2. Schools are categorized as being one of four types of schools: •	1-Pardigm: high function, empowerment, connection, and trust •	2-Pardigm: high function, efficiency-driven leadership, teacher-centered classrooms, institutional climate •	3-Pardigm: low function, enabling/passive leadership, unstructured learning, insecure climate •	4-Pardigm: low function, dominating leadership, lecture and test teaching, domesticating climate. SCAI survey ratings for GVOS reflect clear evidence of intentional improvement in many areas. Most notably, the student ratings for all areas are very solid and have improved from the previous year at rates that tend to reflect improved practices by teachers and staff. Parents’ ratings reflect a great deal of satisfaction with the learning environments at each school.  GVOS saw increases in all eight dimensions from students and parents from 2024 to 2025 except for. Staff survey results showed l increases in all eight dimensions from the previous school year except for in the areas of leadership and teacher relations.|Overall school improvement can best be made by concentrating on the area of leadership. Trust needs to be solidified with staff. Once trust is established work should be done to build on a collective vision between the site administrator and the staff. This domain is the most predictive of the overall school climate. This area mostly defines the emotional climate and our experience of happiness without school and its community.   Another recommendation would be to examine the item level data as a staff. This data will provide an additional level of depth to understand the range of responses for each item. The assumption would be that in most cases, teachers would recognize where their recent efforts have translated into student perceptions/realities.  Analysis of the data shows several areas where teachers’ increases in the ratings of their own practices corresponded to student increases in the same areas. That should be celebrated and hopefully provide a sense of reinforcement for continued growth.  Classroom management and discipline is another area that should be worked on to improve school climate as this domain is the most predictive of the overall school climate. This area most defines the emotional climate and our experience of happiness without school and its community.|Met||2025-06-04|2025
34674473430691|Options for Youth-San Juan|6|The Altitude School Climate Survey conducted in January and February of 2025 reflects findings from the most recent administration and covers 8 dimensions of School Climate. Areas of Strength: Social Emotional and Physical Safety Staff - 4.73/5 Students - 4.63/5 Parents: - 4.67/5 Student and Family Engagement Staff - 4.77/5 Students - 4.35/5 Parents: - 4.6/5 Inclusion Staff - 4.81/5 Students - 4.5/5 Parents: - 4.6/5 Areas of Growth: Peer Pressure/Social Media Staff - 3.36/5 Students - 3.86/5 Parents 4.45/5|Social Emotional and Physical Safety: Staff, Students, and Parents rated this category among the highest in the survey. This highlights strong relationships as a major asset, contributing to a positive and safe school culture. A staggering 98.02% of parents and 90.48% of students indicated that they believe that this school “is a safe place.” Another dimension where all three groups scored well above 4. The effort that staff and leaders have placed into making all voices heard is being recognized by students and their families. Parents shared strong agreement with questions about feeling welcome, informed, and involved. This is reflected in the high participation rate for this survey, with 74.4% of students and 30.1% of parents having their voices heard. Inclusion: These scores indicate that staff are consciously promoting inclusion so that students and parents  feel strongly that their school is a place where they are free to express themselves and are accepted by others. They noted that diversity is recognized and celebrated, contributing to a culture of equity and belonging. 90.72% of students reported that they ‘feel free to be themselves at school.’ Areas of Growth: Survey responses revealed a need to address concerns related to online safety. While 60.9% of students believe the school provides adequate support in managing the pressures of social media, this presents an opportunity to enhance digital citizenship education, expand access to targeted resources for students and families, and implement proactive strategies to ensure all students feel confident and supported in navigating digital environments safely and responsibly.|Based on a focus of improvement, the charter will continue the following actions:  LCAP Goal 4 Action 2: Educational Partner Connectedness.  Overall the success we have examined with implementing this action is an increased sense of community and involvement in the charter's activities as evident in positive school climate scores for all educational partners.  LCAP Goal 4 Action 3: Social Emotional Development, Learning, and Resources to Build School Connectedness.  In the past year, the charter has increased student activities with more local field trips, pathways trips, and traveling for sports.  We have seen an increase in participation in center events as well.   LCAP Goal 4 Action 1: Develop Workshops and programs to increase awareness of online safety and the importance of positive peer relationships.|Met||2025-06-20|2025
34674473430717|Visions In Education|6|Parent/Guardians: The data  offers insight into various aspects of parent perceptions within the Visions community, segmented by subgroups including Socioeconomically Disadvantaged (SED) and English Learner (EL) parents, as well as all parents collectively.  In the category of Relationships & Connectedness, all parents, including those from EL and SED backgrounds, expressed a strong sense of support and connection within the Visions community, with an overall agreement rate of 97%. Specifically, EL parents rated their experience with an average of 4.5 (on a Likert scale of 1-5), while SED parents also rate theirs at 4.5, resulting in an average of 4.6 across all parent/guardians. This indicates a generally positive perception of the care, respect, and engagement provided by Visions staff among all demographic groups.  In terms of Safety, Academic Progress, Family/Parent/Guardian Engagement, and College and Career Readiness, similar patterns emerge. All parents, as well as EL and SED parents individually, reported high levels of agreement across these categories, with overall agreement rates ranging from 95% to 98%. Within these categories, EL parents tended to rate their experiences slightly lower than SED parents, but the differences were minimal. Overall, these results suggest that Visions is successful in fostering a sense of safety, academic support, family engagement, and college and career readiness among all demographic groups within the community.  Lastly, in the Satisfaction category, all parents, including EL and SED parents, reported high levels of satisfaction with their overall experience at Visions, with an agreement rate of 96%. EL and SED parents rated their satisfaction at 4.6, resulting in an average of 4.6 across all parents. This indicates that while there may be some minor variations in satisfaction levels among different demographic groups, overall satisfaction remains consistently high across the board.   Students:  In the category of Relationships & Connectedness, all students, including those from EL and SED backgrounds, expressed a strong sense of connectedness within the Visions community, with an overall agreement rate of 98%. EL and SED students rated their experience with an average of 4.5, resulting in an average of 4.5 across all students. This suggests a generally positive perception of the supportive relationships and connections fostered within the school environment.  In terms of Safety, Academic Progress, Student Engagement, College and Career Readiness, and Satisfaction, similar trends are observed. All students, as well as EL and SED students individually, reported high levels of agreement across these categories, with overall agreement rates ranging from 94% to 99%. Within these categories, EL students tended to rate their experiences slightly higher than SED students, but the differences were relatively minor. Overall, these results indicate that Visions is successful in providing a safe, academically supp|Key learnings from the analysis of data include the identification of both needs and areas of strength within the Visions educational community. The data revealed strong levels of agreement across various categories, indicating a positive overall experience and high levels of community engagement among both parents/guardians and students. However, minor variations were observed when disaggregated by student group, highlighting the importance of targeted support to address specific needs of subgroups such as English Learners (EL) and Socioeconomically Disadvantaged (SED) students. Despite these differences, the consistent high levels of satisfaction and support underscore Visions' commitment to fostering an inclusive and nurturing learning environment for all members of the school community.|In response to the identified need for enhancing engagement and communication, Visions In Education is implementing several changes to its existing plans and procedures. To foster collaborative partnerships and promote transparency, trust, and shared responsibility, we are enhancing both internal and external communication channels. This includes offering regular updates and opportunities for feedback, and creating more inclusive platforms for engagement among staff, parents/guardians, and other educational partners. Additionally, we are organizing more frequent and varied opportunities for engagement to ensure that all voices are heard and valued in decision-making processes. These revisions align with our commitment to continuous improvement and our goal of creating a supportive and inclusive environment where all stakeholders feel empowered and engaged in supporting student success.|Met||2025-06-26|2025
34674473430758|San Juan Choices Charter|6|According to survey data, students at Choices feel safe and connected and are increasingly focused on long-term goals.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.  In 2024:  97% of students felt that their experience at Choices was positive during the previous year. 97% of students felt safe at Choices. 94% of students stated that their feelings about their education had become more positive since enrolling at Choices. 100% of students felt that the staff is caring and responsive to student needs. 100% of students stated that the CCS program serves all students in an equitable fashion. 97% of students felt accepted and included.  94% of parents stated that they have had opportunities to provide input about the school program. 96% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.) 99% of parents felt that the educational program at Choices met their expectations. 94% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience.  94% of Students with Disabilities felt safe at Choices. 48% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students. 58% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who listened to them when they had something to say and wanted them to do their best.  Choices will continue to implement the following programs: college/career-oriented assignments integrated into all courses, annual survey questions asking students to choose from a list of college/career pathways, grade-level presentations by the school Counselor, field trips to local colleges and fairs, and college and career presentations to families. Students may find useful college-related links on the school website and may schedule appointments with the school Counselor to work on college applications.|Survey data reflects consistently high satisfaction with the Choices program. Some data fluctuation occurs over time, but no metric activity shows long-term trends that are of particular concern. Student interest in attending college or vocational school has grown thanks to recent efforts to promote awareness of college opportunities. An expansion of college-related field trips and college resources made available to families on the school website will further support student focus on post-secondary opportunities.|As the percentage of students interested in attending college or vocational school rises, Choices will continue to implement the following programs to support and grow this area of focus: college/career-oriented assignments integrated into all courses, annual survey questions asking students to choose from a list of college/career pathways, grade-level presentations by the school Counselor, field trips to local colleges and fairs, and college and career presentations to families. Students may find useful college-related links on the school website and may schedule appointments with the school Counselor to work on college applications.|Met||2025-06-24|2025
34739730000000|Center Joint Unified|6|The Center Joint Unified School District utilizes Panorama Education surveys to collect data from students, staff, and parents/guardians regarding school safety and connectedness. The following are Spring 2025 student results:  Grades 3-5 50% responded favorably to School Belonging 48% responded favorably to School Climate 42% responded favorably to School Engagement 55% responded favorably to School Safety 65% responded favorably to Teacher-Student Relationships  Grades 6-12 34% responded favorably to School Belonging 32% responded favorably to School Climate 23% responded favorably to School Engagement 47% responded favorably to School Safety 41% responded favorably to Teacher-Student Relationships|Based on the analysis of perception data from Grades 3–5 and Grades 6–12, several key learnings emerge that highlight both areas of strength and identified needs for targeted support and improvement.  Key Learnings  Areas of Strength Teacher-Student Relationships (Grades 3–5: 65%, Grades 6–12: 41%) Students in both groups identified relationships with teachers as the most favorable area. While the percentage drops in middle and high school, this remains the strongest category for Grades 6–12. This indicates that students generally feel supported by teachers, especially in elementary grades, and this should be further reinforced through mentoring and relationship-building initiatives.  School Safety (Grades 3–5: 55%, Grades 6–12: 47%) A majority of elementary students and nearly half of secondary students responded favorably to school safety, suggesting that physical and emotional safety measures are moderately effective. However, there is still room for growth, particularly at the secondary level.  Identified Needs / Areas for Growth School Engagement (Grades 3–5: 42%, Grades 6–12: 23%) This was the lowest-rated category in both groups, especially in Grades 6–12. It suggests that many students are not finding school activities meaningful or enjoyable. This calls for more student-centered learning approaches, enrichment opportunities, and extracurricular programs that align with student interests.  School Belonging (Grades 3–5: 50%, Grades 6–12: 34%) A significant decline in the sense of belonging as students move into secondary grades indicates a need to focus on inclusive practices, peer relationships, and community-building programs, particularly during transitional years (e.g., 5th to 6th, 8th to 9th).  School Climate (Grades 3–5: 48%, Grades 6–12: 32%) This suggests that students perceive the overall learning environment—respect, inclusivity, and emotional tone—as less positive in secondary schools. Addressing this requires a systemic focus on culture, diversity, and proactive behavior support.  Conclusion The data shows that while elementary students report relatively more favorable experiences across all domains, there is a marked decline in perceptions among secondary students. Efforts should focus on:  * Strengthening student engagement through relevant and participatory learning. * Supporting transitions and relationships in middle and high school. * Cultivating a positive and inclusive climate across all grade levels. * Maintaining and expanding strong teacher-student relationships, especially as students grow older.  These insights can guide targeted interventions and inform continuous improvement planning across the school community.|In response to the areas of need identified through the survey, each site principal is developing specific goals to include in the site's Single Plan for Student Achievement (SPSA). To monitor progress and measure improvement, the Panorama survey will be administered twice during the 2025–26 school year.  ---  Let me know if you'd like it to sound more formal, more concise, or tailored to a particular audience (e.g., parents, staff, board members).|Met||2025-06-18|2025
34752830000000|Natomas Unified|6|Local Climate Survey Summary Each fall and spring Natomas Unified administers a social-emotional culture and climate survey to students in grades 4-12. This survey is used to measure student perceptions of factors such as safety and connectedness as well as assess risk levels and identify students in need of social-emotional follow-ups.  In spring 2025, a total of 6,783 students responded.   With regard to student perception of safety, the percentage of favorable responses in spring 2025 for student groups varies from 62% at the low end (American Indian/Alaskan Native) to 91% at the high end (Filipino).  Most groups had rates in the 83-89% range. Results were similar for student perception of connectedness, with most groups’ rates in the 83-88% range. The group with the lowest rate was Foster Youth at 73% and the groups with the highest rate (93%) were Filipino and Native Hawaiian/Pacific Islander.  Relative to the previous spring (2024), perception of safety increased by 1.1% overall and by 0.7% for connectedness. Groups with the largest increases in safety included Black/African American (+2.8%) and Multiracial students (+5.4%) and groups with the largest decreases included American Indian/Alaskan Native (-25.6%) and Native Hawaiian/Pacific Islander (-2.5%).  Groups with the largest increases in connectedness included Filipino students (+3.0%) and Native Hawaiian/Pacific Islander students (-5.1%) and groups with the largest decreases included White students (-3.5%) and Foster Youth (-1.7%).  These survey data trends by student groups continue to be reported in our bi-annual District Progress Report which can be found at https://www.natomasunified.org/our-district/district-progress-report and our Local Control and Accountability Plan (LCAP).|The overall school climate survey findings show that NUSD students maintain a positive perception of both safety and connectivity at school. As the results detailed above show, the vast majority of students and individual student groups have rates above 80%. One key trend that recurs year over year is a notable drop in student self-perception of safety from fall to spring. Connectedness does drop slightly, but far less. For the fall 2024 to spring 2025 administrations of the survey, self-perception of safety dropped -4.2%, while connectedness only dropped -0.8%. Groups that experienced the highest decreases from fall to spring include Hispanic/Latino students (-6.1%), Native Hawaiian/Pacific Islander students (-6.5%), and English Learners (-5.5%). Student groups that experienced the smallest decreases included students of two or more races (-1.2%), White students (-2.2%), Students with Disabilities (-2.6%), and Homeless Youth (-1.3%). This is an area the district continues to monitor, as staff continues to work to address suspension rates that are higher than desired and other culture/climate issues that may contribute to a decrease in the overall and student-group specific perception of safety.|To enhance students' sense of safety and connectedness, NUSD continues to implement several key initiatives: -Each school site prioritizes an onboarding process to ensure new students are oriented to the wide range of social-emotional and behavioral supports available. -Social workers and school psychologists are staffed at every school to provide a full spectrum of mental health and wellness resources. -Assistant principals have been hired at each TK-8 school and most elementary schools to enhance leadership and student support. -The newly developed Safety and Safe Schools department continues to expand, with increased campus safety staffing, training, and facility improvements, including updated visitor procedures, new fencing, and security cameras. -NUSD remains committed to implementing restorative practices and delivering explicit social-emotional learning (SEL) curriculum, fostering student understanding of the five core SEL competencies: Social Awareness, Responsible Decision-Making, Self-Awareness, Self-Management, and Relationship Skills. -Positive Behavior Interventions and Supports (PBIS) and bullying prevention efforts continue to be prioritized on each campus. -Enhancements to school climate and culture are also supported through athletics programs (grades 4-12), school assemblies, diverse extracurricular opportunities, and the expansion of the Expanded Learning Opportunities Program (ELO-P). These ongoing efforts reflect NUSD’s dedication to fostering a safe, inclusive, and supportive learning environment for all students.|Met||2025-06-25|2025
34752830108860|Westlake Charter|6|Westlake Charter School, administered the California Healthy Kids Survey (CHKS) in spring 2025 to students in grades 5, 7, 9, and 11. The survey measured student perceptions of key school climate indicators, including Caring Adult Relationships, School Connectedness, Feeling Safe at School, and Meaningful Participation. Among 5th graders at the K-8 campus, 78% reported having caring adult relationships, 71% felt connected to school, and 72% felt safe at school. Seventh-grade responses showed 67% for caring adult relationships, 71% for school connectedness, and 79% for feeling safe at school. At the high school campus, 72% of 9th graders and 73% of 11th graders indicated positive relationships with adults. School connectedness was reported by 66% of 9th graders and 62% of 11th graders. Students reporting that they feel safe or very safe at school included 80% of 9th graders and 76% of 11th graders. Across grades 7, 9, and 11, meaningful participation ranged from 31% to 36%, suggesting opportunities to enhance student voice and engagement in decision-making.|The 2025 California Healthy Kids Survey results highlight several areas of strength across Westlake Charter School’s K-8 and high school campuses. Students across all grade levels consistently reported strong relationships with adults at school, with 78% of 5th graders, 67% of 7th graders, and over 70% of high school students affirming that they feel supported by caring adults. This reflects the school’s emphasis on building a culture of trust and connection. Additionally, a strong majority of middle and high school students reported feeling safe on campus, with 79% of 7th graders, 80% of 9th graders, and 76% of 11th graders indicating they feel safe or very safe at school. These strengths demonstrate the school’s ongoing commitment to creating supportive and safe learning environments in the 24-25 school year. The data also highlighted areas for continuous improvement. School connectedness decreased in several grade levels, suggesting an opportunity to strengthen students’ sense of belonging, particularly during key transition years. Additionally, meaningful participation—where students feel that their opinions matter and they have a role in shaping their school experience—remains an area for growth. Westlake will continue to invest in our WEB and Link Crew programs, which address student-to-student connectedness at pivotal transition points throughout our K-12 system.  We have dedicated certified staff who run these programs for our school. Responses ranged from 31% to 36% in grades 7, 9, and 11, highlighting the importance of expanding student voice opportunities, especially in secondary grades.|School site leadership and on-campus mental health professionals have reviewed the California Healthy Kids Survey data, yielding several key insights and actionable steps aimed at ongoing improvement. Westlake Charter School will ensure that all staff are trained in Responsive Classroom and Restorative Justice practices to prioritize social-emotional learning and positive school relationships. As we compared our response percentages from 23-24 to those of 24-25, we identified areas of decline or those that showed less growth.  To address this, we will continue to rely on our robust MTSS system of support to identify and support those students to foster a stronger sense of belonging. Additionally, safety protocols and practices will be regularly reviewed and updated based on feedback from students, staff, and parents, emphasizing addressing any emerging concerns promptly. To strengthen student-adult relationships, we will continue prioritizing relationship-building in our staff's professional development. Exploring new initiatives and expanding existing programs will help ensure every student has a caring adult on campus. Regularly administering the California Healthy Kids Survey, along with other local climate surveys, will enable us to monitor our progress continuously. Establishing a feedback loop where students can share their experiences and suggestions throughout the school year will further support our commitment to a positive school climate.|Met||2025-06-12|2025
34752830112425|Natomas Pacific Pathways Prep|6|NP3 administers parent and student surveys annually. The parent survey was designed to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Our survey results indicate that 94% of parents felt like their child was safe on campus and 96% feel welcome at school.  79% of parents also reported that they feel their ideas are valued and included in school plans and 89% feel confident that the school provides adequate support to students’ families to help their students succeed.|Through our surveys we continue to learn about the perceptions of our students, staff and families.  Some of the strengths include:  1. Welcoming, supportive, and family-like atmosphere  2. Appreciation for diversity, inclusivity, and cultural acceptance  3. Strong relationships through advisory classes and small class sizes  4. Collaborative, dedicated, and responsive teachers and staff  5. Emphasis on character-building, leadership, and social-emotional learning  6. Holistic support for student growth, both academically and personally   Students like being part of the NP3 Community because 1. Close-knit and welcoming community: Students enjoy NP3’s small size, making it easier to form friendships and connections with peers and teachers. 2. Diversity and inclusivity: Students appreciate the diverse backgrounds of peers, creating an environment where everyone feels accepted and safe. 3. Strong academic system: The grading system, four-class schedule per term, and academic support (e.g., test retakes) are valued by many students. 4. Positive relationships with teachers: Students highlight caring, supportive teachers who help them succeed academically and personally. 5. Opportunities and extracurriculars: Students like the variety of clubs, enrichment activities, dual enrollment options, and leadership programs available. 6. Convenient and relaxed atmosphere: Students find NP3’s environment calm, less overwhelming, conveniently located, and flexible compared to larger schools. 7. Culture and school spirit: Students enjoy events, strong school culture, and a sense of community pride, making NP3 enjoyable and fun.|NP3 has cultivated a strong positive culture as evidenced by survey feedback and will continue to invest resources of time and staff in maintaining this positive climate.|Met||2025-05-20|2025
34752830120113|Natomas Pacific Pathways Prep Middle|6|In a survey given to all NP3 Middle School students at the end of this school year, students shared that they value advisory and feel that it’s an important class and the main purpose of the class is to build community and to create and monitor their learning. 87% of our students report feeling safe, and 84% feel staff build trusting relationships with students at school.|Philosophically, NP3 wants to help build internal motivation in students. The biggest take away was that students reported that the thing that motivates them to be successful in school is their grades and themselves, followed by family and teachers. This shows that we are accomplishing our goal of building internal motivation and that the relationships they have with adults in their lives, on or off campus, are important to them.|A strength of NP3 Middle School is the relationships that have been built on campus. Students understand the purpose and reason why we do things, such as Advisory. We are a Leader in Me school and students are encouraged to practice using the Leader in Me 7 Habits. Although we practice these habits on campus, a quarter of our students report that they feel they do not apply the 7 Habits in their life or at school. We will create a goal to address this challenge, as we feel the 7 Habits are habits that impact student success, not just in school, but throughout their life.  NP3 Middle School's administrative team reviews data and student needs and continues to maintain the Advisory Program, which was a significant part of the successful support of students throughout the pandemic.  Based on students’ requests for more enrichment activities, staff implemented a variety of enrichment activities, competitions, trivia nights, experiences, and other engagement opportunities throughout the school year|Met||2025-05-20|2025
34752830126060|Leroy Greene Academy|6|A significant number of respondents indicated that their students or children participate in specialized support programs such as Special Education, English Learner services, counseling services, 504 plans, and school-based activities like athletics, clubs, and leadership. Most families were aware of LGA’s consistently high graduation rate (100% over the past three years), and a majority acknowledged that over 80% of graduates meet UC/CSU eligibility criteria and nearly 70% demonstrate college/career readiness according to state standards.  Survey results show that educational partners believe LGA is preparing students well for life after high school. Respondents expressed strong agreement that students are developing critical skills such as reading comprehension, writing, problem solving, collaborative teamwork, and communication. There was also strong recognition of LGA’s efforts to prepare students for standardized assessments such as the CAASPP, AP, and SAT.  LGA was highly rated for its support programs, particularly in serving students who are struggling academically, English Learners, high-achieving or GATE students, and those in need of mental health services. Respondents acknowledged that the school provides ample opportunities for students to engage in extracurricular activities and prepare for college and career pathways. However, there was a noted gap in awareness or confidence about student access to community-based mentoring, service-learning, and career exposure opportunities.  The counseling team received high marks for their support with academic planning, personal wellbeing, and postsecondary advising. Families and staff generally agreed that communication between home and school is strong, and that families find it easy to connect with teachers when needed. Nevertheless, some parents and guardians suggested that LGA could do more to proactively seek input from families and provide meaningful roles for them in school governance and decision-making processes.  Regarding school climate, most participants reported feeling safe at school and welcomed by the school community. Families and students described LGA as a respectful and inclusive environment, citing its advisory program, school psychologist, and emphasis on student voice as assets. Still, several respondents emphasized the need for broader cultural representation, including increased visibility and support for African American students and staff.  Safety remains a priority, with feedback highlighting the need for increased supervision and intervention in specific areas like locker rooms and bathrooms. Additionally, some respondents advocated for clearer academic accountability for student-athletes and called for greater equity in extracurricular recognition and resources.  Open-ended responses consistently pointed to LGA’s strengths in emotional support services, academic recovery opportunities (e.g., office hours), and counselor availability.|A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.|Through an analysis of student data and stakeholder engagement, a number of areas of need have emerged for LGA moving forward, including areas such as: expanding supports to prepare students for college/career, adding advanced coursework to provide rigorous challenging college-level classes, improving math performance, expanding course taking and intervention opportunities for students, increasing the A-G completion/pass rates, improving campus climate/culture and increasing authentic communication with families.|Met||2025-06-10|2025
34752830134049|Natomas Pacific Pathways Prep Elementary|6|The local climate survey given during the 2022-2023 school year highlighted the continued focus on student safety and wellness with nearly all parents saying (99%) saying school is safe and they feel welcome at school (97%).  All students in the survey reported that they feel safe at school and 98% said they feel comfortable to be themselves at school.  Together, these survey results show that our students and their families believe our school is safe and welcoming.|"Through our surveys we continue to learn about the perceptions of our students, staff and families.  Some of the strengths include:  Welcoming, supportive, and family-like atmosphere Appreciation for diversity, inclusivity, and cultural acceptance Strong relationships through advisory classes and small class sizes 4. Collaborative, dedicated, and responsive teachers and staff Emphasis on character-building, leadership, and social-emotional learning Holistic support for student growth, both academically and personally Safe and Welcoming Environment: Students feel safe, respected, and included. Kind and Supportive Community: Appreciation for friendly peers, helpful teachers, and supportive staff. Leadership and Personal Growth: NP3 emphasizes leadership skills, good choices, and personal improvement through initiatives like the ""7 Habits."" Fun and Engaging Education: Students enjoy learning due to fun activities, engaging lessons, and diverse events. Valued Diversity: Students appreciate the inclusive, diverse community that respects and celebrates cultural differences."|NP3 has cultivated a strong positive culture as evidenced by survey feedback and will continue to invest resources of time and staff in maintaining this positive climate.|Met||2025-05-20|2025
34752833430659|Natomas Charter|6|Based on the NCS Student Culture Survey 2024-25 data, this comprehensive school climate assessment captured responses from 1,017 students across grades 5-12, providing valuable insights into student experiences and perceptions. The survey achieved strong participation with students representing diverse backgrounds: 36.7% White, 26.5% identifying as two or more ethnicities, 17.5% Black or African-American, and 10.7% Hispanic or Latino students. Gender distribution was 53.7% female, 42.9% male, and 3.4% non-binary.  Several areas demonstrated particularly positive climate indicators. Safety and emergency preparedness showed strong results, with students demonstrating confidence in emergency procedures averaging 1.54-1.75, and an impressive 94.7% agreeing that staff knows how to handle emergencies effectively. Teacher support emerged as another strength, with high levels of perceived teacher care and availability reflected in averages of 1.57-1.91, and 95.3% of students feeling there's an adult available when they need help. The sense of belonging and inclusion was notably strong, with averages ranging from 1.67-1.87, where 89.3% of students reported feeling they belong at school and 86.3% expressed happiness about being there. However, certain areas showed room for improvement. Facility conditions presented challenges, particularly bathroom cleanliness with a 2.51 average and temperature comfort scoring 2.44 average. Student conflict resolution also indicated opportunity for growth, with students working out disagreements through dialogue scoring 2.16 average. While actual substance use rates were reported as low, student perceptions of vaping acceptance showed higher concern with a 3.24 average score. The survey revealed generally positive equity indicators, with 91.8% of students agreeing that all students are treated equally regardless of their families' economic status and 86.7% reporting equal treatment across gender identities.|Families participated in an annual school climate survey to provide feedback on school climate and provide feedback on the school environment, educational support, and school safety. Key findings from the parent survey include: Over 94% of parents reported feeling satisfied overall with Natomas Charter School. Over 96% of parents/families reported feeling satisfied with the levels of safety at the school. 93% of parents reported that Teachers are dedicated to helping students learn.  95% of parents/families reported that their child felt well connected to staff.  91% of students reported that they are satisfied overall with Natomas Charter School. When given a student climate survey, 91% of students report that they feel they belong at Natomas Charter School. Disaggregated belonging data shows that belonging is consistent across ethnicities: African American/Black = 83%, Hispanic = 85%, Asian = 85%, white = 83%, and Two or More Races = 82%.|Natomas Charter School  will continue to use parent/family and student feedback  each year to refine our practices. Overall, Natomas Charter School tends to perform well in all areas measured under school climate. The school will continue to invest in programs that ensure students are well connected to school, such as WEB and Link Crew. Additionally, the school is focusing all professional development on implementing effective strategies to support academic, behavioral, and socioemotional learning. There has been a specific focus on staff training in Diversity, Equity, and Inclusion (DEI). We expect these professional development activities to help us sustain and grow in the areas of school climate.|Met|Natomas Charter School prides itself in creating small, supportive learning environments for all students. Students have opportunities to be involved in school decisions. The overall small school environment creates a place in which students are treated a|2025-06-11|2025
34765050000000|Twin Rivers Unified|6|Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 6 68% Grade 7 53% Grade 8 50% Grade 9 46% Grade 10 40% Grade 11 41% Grade 12 43% Staff 87% Academic Motivation Grade 6 82% Grade 7 66% Grade 8 60% Grade 9 55% Grade 10 56% Grade 11 59% Grade 12 57% Staff 69% Caring adult relationships Grade 6: 64% Grade 7 57% Grade 8 55% Grade 9 50% Grade 10 49% Grade 11 56% Grade 12 58% Staff 96% KELVIN Data Collected Locally: Percentage of students, families, and staff responding favorably on surveys measuring school safety and connectedness. 81% Staff (63% responded) 90% Families (18% responded) -91% Hispanic -95% Asian -90% White -87% African American -94% Pacific Islander -88% American Indian/Alaskan Native -83% Two or More Races 86% K-2 Students -87% Hispanic -86% Asian -86% White -85% African American -87% Pacific Islander -88% American Indian/Alaskan Native -84% Two or More Races 79% 3-4 Students -80% Hispanic -80% Asian -79% White -75% African American -83% Pacific Islander -79% American Indian/Alaskan Native -74% Two or More Races 74% 5-6 Students -74% Hispanic -78% Asian -74% White -68% African American -73% Pacific Islander -77% American Indian/Alaskan Native -71% Two or More Races 73% 7-12 Students -73% Hispanic -76% Asian -74% White -69% African American -73% Pacific Islander -80% American Indian/Alaskan Native -71% Two or More Races|"In general, the data reveals that staff have a much higher perception of school climate than students in grade 12. 9th and 10th grade have the lowest percentage of student favorability while 12th grade shows a slight increase. The area of greatest disparity is in caring adult relationships. The question from the survey is "" My school has adults that care about the students. What we have learned from this data is that the perception of the adults is vastly different than that of the students. It is evident that an area of improvement will be the connection between students and their campuses. This data is one way that actions were informed that are in our LCAP. The district implemented Kelvin to monitor student connectedness and climate data. This action is continued as and will serve as a real time monitoring tool for individual student needs and also school climate and culture. Utilizing these tools to act on the data in real-time is a step toward bridging the gap between adult and student perceptions. Additionally, student engagement-especially that for unduplicated students--is a focus that can be seen in the expansion of activities such as VAPA, athletics, clubs, and programs for newcomers. We are expanding programs to service students TK-12 with before and after school enrichment based on student needs and interests. Mentoring programs and community outreach are expanding as well. This year, we have expanded to include youth workforce that serve as peer mentors and Certified Wellness Coaches contracted through APPA Health to support high school students. A robust MTSS department has expanded to offer additional intervention for students in secondary grades and focused on 9th grade achievement. Educational Partner input ranked mental health and school culture responses in the top 5 in our LCAP engagement process. We will continue to monitor and prioritize climate and culture. Our Kelvin response data revealed an overall favorability rating of 73% across grades 7th-12th and a 74% across grades 5 and 6. When disaggregated, we noticed disparity in the area of reporting strong relationships at school and safety for Foster and Homeless youth (all showed lower ranking in this category compared to other subgroups). Drug use was reported higher in the foster and homeless use than other groups. Students that are classified as African American have shown less disparate results and are reporting similar to the whole group this year."|Twin Rivers continues to implement solutions to address mental and behavioral health in our schools. In our LCAP, additional Counselors, Psychologists, and Expansion of MTSS and adoption of health curriculum are present. Outside funding with other sources include additional training for all staff, additional health professionals during and beyond the school day, and programs with community partners and families to continue to connect the school community with the greater community. Improvements in monitoring behavior and mental health have increased the frequency of reporting but have also allowed our system to be more responsive to these needs as they arise.|Met||2025-06-24|2025
34765050101766|Community Outreach Academy|6|Every year, we take the results of all stakeholder input under consideration very seriously. We base our LCAP on the results of all four surveys that we send out for consideration, and we use stakeholder input in all the decisions we make.  Based on the most recent results from the Hanover Institute Survey taken by parents, students, and staff, we have identified positives and areas for growth. Most participants believe that students feel safe at school, collaboration among students is encouraged, school rules are fair, and students are listened to.  Students have also said that teachers make their class time interesting. COA's Student Surveys show a high level of satisfaction, which encourages us that we are going in the right direction and that what we do is working. We will continue to support and monitor student growth and satisfaction at our school.|Student celebrations are highly appreciated and effective, according to several of our surveys across the board, so we will continue to make this aspect of high priority. One of our low areas, according to our Cultural Survey, was how our staff embraces diversity. Because our charter was written with a focus on Slavic Culture and language preservation, the vast majority of our students are Slavic, which makes it seem like the population is not very diverse  . According to all stakeholders' survey results, the programs at our school like our art classes, music classes, after-school program, after-school tutoring, field trips, student assemblies, and other similar programs are highly effective in engaging student interest and learning. According to our Hanover School Culture Survey the majority of parents stated that their children like to go to school and feels safe, 78% said that COA cares about their children, and 94% stated that COA wants their children to succeed. These numbers really motivate me to work even harder to ensure that our students succeed, continue to feel safe, and enjoy going to school. Everything that we do at COA is for our students and helping them achieve their educational goals and overall growth and development into productive members of the community and society as a whole.|The Slavic community includes people from many countries across Europe and Asia. We will continue working to increase representation among our students and staff and to build greater understanding of the backgrounds within the Slavic community. In addition, we are expanding our world language offerings to include Spanish and Ukrainian to support student learning and language development.|Met||2025-06-17|2025
34765050101832|Futures High|6|Survey results show that most families and staff believe the school supports student success and encourages extracurricular involvement, with 76% feeling the school wants students to succeed and 78% noting support for participation. However, only 66% agree the school prepares students for college and career, and perceptions of safety and cleanliness are lower—particularly among students, with just 43% feeling safe at school. CKH survey data suggests positive but slightly below-average student-teacher relationships, with scores trailing baseline metrics in areas such as respect and connection. These results highlight strengths in academic support and areas for improvement in school climate and safety.  Hanover Data 76% of those surveyed agree or strongly agree that the school wants to students to succeed. 78% of those surveyed agree or strongly agree that the school encourages student to participate in extra curricular activities 66% of those surveyed agree or strongly agree that the school prepares the students for success in college and career. 62% of those surveyed agree or strongly agree that staff feel safe at school 43% of those surveyed agree or strongly agree that students feel safe at school. 52% of those surveyed agree or strongly agree believe that the school is clean.  CKH Survey Baseline score 3.7 Futures Score 3.5 students like their teachers Baseline Score 3.7 Futures Score 3.5 Students have good relationship with teachers Baseline Score 4.3 Futures Score 3.7 Students feel teachers treat them with respect|Identified Needs  Staff Safety: 62% of those surveyed feel safe at school. This indicates a need to enhance safety measures and support systems for staff to ensure a higher percentage feel secure.  Student Safety: Only 43% of students surveyed feel safe at school, highlighting a significant concern. Improving student safety should be a top priority, possibly through increased supervision, anti-bullying programs, and improved school policies.  Cleanliness Perception: Only 52% of those surveyed believe that the school is clean. This suggests a need for better maintenance, cleanliness protocols, and perhaps more resources dedicated to cleaning staff and supplies.  Preparation for Future Success: 66% of respondents agree that the school prepares students for success in college and careers. While this is a majority, it indicates that there is room for improvement in the school’s programs aimed at preparing students for their futures, including enhanced career counseling and college prep courses.  Respect and Relationships: According to the CKH survey, there is a decrease from baseline to future scores in how students perceive their relationships with teachers and the respect they receive. This highlights the need for professional development focused on fostering positive student-teacher interactions and building a respectful classroom environment.|Areas to grow  Futures has been approved to provide a SRO to support with site safety for all educational partners.  In collaboration with the SRO, Futures will work on implementing better supervision across the site to give adequate coverage of all educational partners.  Although the site does have a clean campus majority of the time, Futures will look to increase the frequencies of the overlooked areas of the site so it can maintain its appearance.  Futures will improve its Quest (intervention) time to support our counselors in ensuring that all students have what they need to be successful for the future.  This will allow opportunities to have more eyes on the students strengths and weaknesses.  Futures will continue to utilize its process champions in supporting all teachers with innovative ways to support SEL and staff to student relationships.  Providing added time in professional development days to support  Strengths  Encouragement of Student Participation: 78% of those surveyed agree or strongly agree that the school encourages student participation in extracurricular activities. This is a strong area that reflects the school’s commitment to holistic development and providing students with diverse opportunities to explore their interests and talents.  Desire for Student Success: 76% of those surveyed agree or strongly agree that the school wants students to succeed. This indicates a strong foundational belief in the school’s mission to support student achievement and reflects positively on the school culture and staff dedication.  Futures will continue to also in grow in this area to make sure all students feel that the school wants them all to succeed.  General Agreement on Success Preparation: Although there is room for improvement, the fact that 66% agree or strongly agree that the school prepares students for success in college and career is a notable strength. This shows that a majority of the school community recognizes the efforts being made in this area.  Futures will continue to use Dual enrollment as the platform to ensure students start to become college and career ready.|Met||2025-06-17|2025
34765050108415|Heritage Peak Charter|6|In the spring of 2025, Heritage Peak administered a comprehensive survey to students in grades 3 through 12 to evaluate their perceptions of school connectedness and overall safety. The results provide valuable insights into how students across various demographic groups experience the school environment. Overall, 79% of students reported feeling satisfied with their sense of connection and safety at school. When disaggregated by student groups, satisfaction rates revealed some variation. American Indian students reported the highest level of satisfaction at 94%, followed by Pacific Islander students expressed a satisfaction rate of 81%, while SED and Hispanic students aligned with the overall average at 79%. Other student groups demonstrated satisfaction rates that were only slightly below the overall average, with Asian students reporting 76%, Black students level of satisfaction at 73%. These results indicate that Heritage Peak is maintaining a generally positive school climate across all student groups, with particularly high ratings among several subgroups. The school remains committed to addressing areas where support can be strengthened to ensure all students feel equally connected, supported, and safe.|Areas of Strength: High Overall Student Satisfaction: With 79% of students in grades 3–12 reporting that they feel connected and safe at school, the data reflects a strong, supportive climate across the school community. Exceptional Satisfaction Among American Indian Students: American Indian students reported the highest satisfaction level at 94%, significantly above the overall average. This suggests that the supports and relationships in place for this group are especially effective and may serve as a model for broader implementation. Consistent Satisfaction Among SED and Hispanic Students: Both Socioeconomically Disadvantaged (SED) students and Hispanic students reported satisfaction levels that matched the schoolwide average (79%), indicating that these groups are experiencing equitable levels of connection and safety. Identified Needs and Areas for Improvement: Targeted Support for Black and Asian Students: While still within a moderate range, satisfaction among Black students (73%) and Asian students (76%) fell below the schoolwide average. These results highlight the need for a closer examination of school experiences for these student groups to identify and address barriers to connectedness or perceptions of safety. Further Analysis of Pacific Islander Student Experience: Although Pacific Islander students reported relatively high satisfaction (81%), ongoing engagement and monitoring are recommended to ensure that these positive perceptions are sustained and supported by inclusive practices. Opportunity for Strategic Replication: The exceptionally high satisfaction score among American Indian students presents an opportunity for the school to study and replicate effective strategies—such as culturally responsive practices, relationship-building approaches, or targeted supports—that may be contributing to their strong sense of safety and belonging.|Heritage Peak will continue implementing the actions outlined in the current Local Control and Accountability Plan (LCAP) to support a positive and inclusive school climate. This includes the ongoing administration of annual student climate and safety surveys, with data disaggregated by subgroup to identify trends and ensure equity in student experiences. In addition, the school will host regular family engagement nights designed to foster meaningful dialogue around key topics such as school safety, student connectedness, and shared values within the school community. Success will be measured by increased participation in both student surveys and stakeholder engagement events, as well as year-over-year improvement in satisfaction rates at both the schoolwide and subgroup levels.|Met||2025-06-16|2025
34765050108795|Creative Connections Arts Academy|6|Creative Connections Arts Academy (CCAA) in North Highlands, California, has been utilizing the California Healthy Kids Survey (CHKS) to gather valuable data on school climate and student well-being. The CHKS provides an overall score as well as disaggregated data by various student groups, allowing CCAA to identify areas of strength and areas for improvement. According to the most recent CHKS data, the overall school climate score for CCAA is 78%, indicating a generally positive school environment. However, when disaggregated by student groups, some disparities become apparent. For example, the school climate score for English Language Learners (ELLs) is 71%, which is lower than the overall score. This suggests that ELLs may face unique challenges or perceive the school climate differently than their non-ELL peers. CCAA recognizes the importance of supporting ELLs and fostering an inclusive environment where they feel welcomed and supported. Additionally, the data reveals that the school climate score for students with disabilities is 69%, which is also lower than the overall score. This highlights the need for CCAA to examine its practices and ensure that students with disabilities have equitable access to resources and feel fully included in the school community. On a positive note, the school climate score for students from low-income backgrounds is 82%, which is higher than the overall score. This suggests that CCAA's efforts to support and engage students from economically disadvantaged backgrounds have been effective in creating a positive school climate for this student group. In addition to the CHKS, CCAA has also utilized supplementary data collection tools, such as focus groups and student surveys, to gain deeper insights into specific aspects of school climate. For instance, a recent survey on student engagement revealed that while many students feel connected to their teachers and peers, there is room for improvement in providing opportunities for student voice and leadership.|Based on the analysis of the school climate data from the California Healthy Kids Survey (CHKS) and other supplementary data collection tools, Creative Connections Arts Academy (CCAA) has identified several key learnings, needs, and areas of strength. These insights will inform the school's efforts to continually improve the learning environment and address the unique needs of different student groups. Identified Needs: Supporting English Language Learners (ELLs): With a school climate score of 71% for ELLs, which is lower than the overall score, CCAA recognizes the need to provide additional support and resources to ensure that ELLs feel welcomed, included, and able to thrive academically and socially. Targeted professional development for teachers on culturally responsive practices and strategies for English language acquisition could help address this need. Fostering Inclusion for Students with Disabilities: The data shows that students with disabilities have a school climate score of 69%, indicating a need for CCAA to evaluate its practices and identify areas for improvement in creating an inclusive and supportive environment for this student group. This may involve providing additional training for staff, ensuring access to necessary accommodations and resources, and promoting a culture of acceptance and understanding. Enhancing Student Voice and Leadership Opportunities: While students generally feel connected to their teachers and peers, the supplementary data revealed a desire for more opportunities for student voice and leadership. CCAA recognizes the importance of empowering students and involving them in decision-making processes to foster a sense of ownership and buy-in. Areas of Strength: Positive School Climate for Low-Income Students: With a school climate score of 82% for students from low-income backgrounds, which is higher than the overall score, CCAA can celebrate its efforts in supporting and engaging this student group. The school should continue to build on these strengths and identify best practices that can be replicated or expanded to benefit other student groups. Overall Positive School Climate: The overall school climate score of 78% indicates that CCAA has established a generally positive and supportive learning environment. This foundation provides a solid base upon which the school can continue to make targeted improvements and address identified areas of need.|Revisions to the Professional Development Plan: CCAA will revise its professional development plan to include training for all teachers and staff on culturally responsive pedagogy, strategies for supporting English Language Learners (ELLs), and inclusive practices for students with disabilities. The revised plan will also include ongoing professional learning opportunities focused on creating a positive school climate, building relationships with diverse student populations, and promoting student voice and leadership. Review and Revision of Inclusion Policies and Procedures: CCAA will initiate a comprehensive review of its existing policies and procedures related to the inclusion of students with disabilities. This review will involve collaboration with advocates and experts in the field to identify areas for improvement and ensure that the school is fully compliant with state and federal regulations. Revisions will be made to policies and procedures as needed to ensure equitable access, appropriate accommodations, and a supportive learning environment for students with disabilities. Continuous Data Monitoring and Evaluation: CCAA will implement a robust system for continuous data monitoring and evaluation to track progress and evaluate the effectiveness of the implemented changes and initiatives. This will involve regular collection and analysis of school climate data, disaggregated by student groups, to identify emerging trends and areas that may require further attention or adjustment.|Met||2025-06-24|2025
34765050108837|Community Collaborative Charter|6|CCCS was recognized as a CKH National Showcase School for the eighth consecutive year. During the process used to determine National Showcase School status, students and staff were surveyed to gauge the level of satisfaction about culture and climate. In both cases, the feedback from these educational partner groups indicated a very high level of safety, inclusion, and satisfaction. In addition, CCCS completed a student and parent engagement survey in Jan 2024 with the following outcomes from parents:  Students are safe at school - 78% Strongly Agree/Agree, 17% neutral & 11% Disagree/Strongly Disagree.  Students feel comfortable talking to school staff - 79% Strongly Agree/Agree, 14% neutral & 8% Disagree/Strongly Disagree.  Students receive the resources needed - 81% Strongly Agree/Agree, 13% neutral & 6% Disagree/Strongly Disagree.  Students from different cultural backgrounds become friends - 79% Strongly Agree/Agree, 17% neutral & 4% Disagree/Strongly Disagree.  Encourages Parent Involvement - 69% Strongly Agree/Agree, 17% neutral & 14% Disagree/Strongly Disagree.  Offer parents a say in the decision-making process - 72% Strongly Agree/Agree, 15% neutral & 13% Disagree with zero responses to strongly disagree.|Strengths: Student and their families feel that children are safe at CCCS and that students are provided with needed resources to be successful at school. Being that the school serves over 80% socio-economic disadvantaged students, being able to provide adequate resources is a great strength of CCCS.   Areas of Need: CCCS need to continue to work on engaging parents in the academic process. Parent involvement is low and the survey results reflect that this is one of the areas with the most room to grow. The more parents are involved, the more successful students will bein school. This will be  a priority in the 2024-2025 school year.|Goal 3 in our new LCAP focuses on student engagement and retention. There is a direct tie from parent engagement to student engagement. Parent engagement will be supported specifically by action 3.5 and will be an important focus next school year.|Met||2025-06-17|2025
34765050113878|Higher Learning Academy|6|In the 2024–25 school year, 207 culture surveys were completed by families, students, and staff. The majority of respondents noted positive teacher support, with 83% agreeing teachers help when students don’t understand, and 89% saying teachers keep families informed—both increases from the previous year. Additionally, parent involvement and influence in decision-making improved, with 69% and 81% respectively reporting positively. However, only 44% felt students get along and respect differences, showing no change from the prior year.  83% reported that teachers help the child when they don't understand something. (increased from '23-'24) 69% believe that HLA has highly involved parents. (increased from '23-'24) 81% reported that HLA offers parents a say in the decision-making process. (increased from '23-'24) 89% reported that teachers keep families informed of their child's progress. (increased from '23-'24) 44% reported that students get along with one another and respect their differences. (no change from '23-'24)|HLA is demonstrating meaningful progress in areas of teacher-student support, family communication, and inclusive decision-making. However, the school must prioritize initiatives aimed at improving student peer relationships and fostering a culture of mutual respect. Integrating restorative practices, equity and access programs, and targeted SEL strategies may help address this persistent concern. Continued analysis of disaggregated data will be essential to ensure that all student groups benefit from these improvements and that equity remains central to the school’s culture-building efforts.|In order to improve student-to-student relationships next year, we are adding more teachers to the PBIS tier I and II teams.  We believe that with more teachers, more buy-in, and more collective expertise, our classrooms and our entire campus will more closely resemble our school-wide expectations.  In addition we're creating school-wide student jobs to empower students and give them more ownership over the campus.|Met||2025-06-17|2025
34765050114272|SAVA - Sacramento Academic and Vocational Academy|6|Based on the 2025 Hanover local climate survey, SAVA Twin Rivers (TRUSD) demonstrates strong results in fostering a safe and respectful learning environment, particularly among students and certificated staff. Key findings include:  Student Survey Highlights:  87% of students reported feeling safe at school.  86% agreed that staff and students treat one another with respect.  83% felt that school staff care about their success and provide needed support.  Parent/Guardian Survey Highlights:  90% of parents agreed or strongly agreed that SAVA encourages their child and communicates effectively.  88% said they feel welcomed on campus and believe staff are responsive to their concerns.  85% reported that their child feels connected to the school community.  Staff Survey Highlights:  100% of certificated staff reported feeling that the school climate supports respectful and productive relationships.  83% of staff said they feel safe at school and supported in building positive connections with students and families. Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5.|Analysis of the 2025 Hanover survey data for SAVA TRUSD reinforces several key strengths in school climate while also highlighting important areas for continued growth. A major strength continues to be the positive perception among students and families regarding respect, safety, and adult support. Over 80% of students reported feeling safe at school and stated that students are treated fairly, while over 90% of parents agreed that staff care about their child’s success. This reflects the strong relational culture built through SAVA’s personalized learning model, student support systems, and intentional staff-student connections.  Another key area of strength is the increased engagement in School Site Council (SSC), student-led activities, and input-driven program design. Students are increasingly participating in shaping their school experiences through SST/504/IEP processes, club leadership, and program feedback opportunities. Families, too, have shown higher rates of participation in advisory and feedback structures like SSC and ELAC, indicating stronger trust and connection with school leadership.  However, disaggregated data and local academic trends reveal several continued needs:  Rigorous Academic Preparation: While school climate is strong, there remains a need to expand challenging coursework, especially in math. This aligns with CAASPP data showing that only 2.87% of SAVA students are proficient in math, compared to 25.86% in ELA. The gap in math performance across all subgroups, particularly among English learners and socioeconomically disadvantaged students, underscores the need to deepen Tier 1 instruction and implement targeted math interventions through SAVA’s MTSS framework.  College and Career Readiness: SAVA’s one-year cohort graduation rate at TRUSD remains high (90.7%), but the percentage of students graduating College and Career Prepared (CCI Prepared) is still below goal. As part of our three-year plan, we are focused on expanding access to rigorous academics, dual enrollment, and high-quality CTE pathways to meet our goal of 100% of students graduating CCI Prepared by 2027.  Student Voice in Problem-Solving: While students are actively involved in events and support processes, survey data suggest a need to further engage them in schoolwide problem-solving and planning. SAVA will continue to build systems for student leadership and feedback loops to ensure their voices shape policy, classroom design, and cultural norms.  In response to these findings, SAVA TRUSD is investing in strategic academic interventions, expanding its MTSS model, and embedding family and student engagement into school improvement efforts. These next steps reflect both the progress and challenges of serving an academically vulnerable student population while continuing to build a culture of excellence, equity, and connection.|Based on the analysis of local survey data and identified learner needs, SAVA TRUSD will implement several refinements to its current plans and procedures to ensure continuous improvement across school climate, academic outcomes, and college and career readiness. These changes are focused on addressing the ongoing need for academic rigor, improved math outcomes, and deeper engagement from underrepresented families and students.  Key actions include:  Strengthening Math Instruction and Intervention: In response to consistently low math proficiency (2.87%) and the identified need for more rigorous coursework, SAVA will expand its Tier 2 and Tier 3 math interventions within the MTSS framework. Professional development for staff will focus on math instructional strategies, including use of diagnostic tools, scaffolded curriculum, and small group instruction.  Deepening Dual Enrollment and CTE Access: To meet our goal of 100% of students graduating College and Career Prepared by 2027, SAVA will increase access to dual enrollment courses and career technical education (CTE) pathways. This includes launching a CTE-linked BYF (Build Your Future) support course and offering additional on-site DE sections aligned with student interests and labor market demands.  Improving Early Grade and Middle School Pathway Exploration: In order to increase long-term student engagement, SAVA will implement more structured college and career exploration in middle school and 9th grade. This includes field trips, hands-on exposure to pathways, and integration of CCR discussions into advisory periods and cohort lessons.  Enhancing Student Voice and Problem-Solving Structures: While students are actively engaged in events and support plans, we will formalize more student-led spaces for feedback, including student advisory panels and structured participation in schoolwide planning conversations (e.g., master scheduling, engagement strategies, and restorative practices).  Family Engagement Systems: To build on the increase in SSC and ELAC participation, SAVA will adopt clearer systems for family communication and outreach, especially for underrepresented families. These include multilingual outreach tools, proactive use of interpreters, home visits, and family workshops centered on graduation planning, academic support, and mental health services.  Together, these changes reflect a targeted effort to respond to climate survey insights, academic performance gaps, and stakeholder feedback. They will be embedded into our School Plan for Student Achievement (SPSA), LCAP goals, and site-level continuous improvement cycles.|Met||2025-06-17|2025
34765050130757|Highlands Community Charter|6|Every year HCCS conducts anonymous student climate surveys. These surveys are sent out to students in the following languages:  English  Arabic  Spanish Persian  Armenian  Pashto  Russian  Turkish  Ukrainian  Vietnamese  Chinese  Students have access to completing these surveys via QR codes, push notifications sent to their cell phones, with the support of their teachers in their classrooms, and via the Brain app. Teachers encourage and support student participation by engaging students in lessons that have practice surveys. Paraeducators are also utilized to provide language support during this process. The purpose of these surveys is to measure the following:  Relationships Classroom Climate Classroom Support and Access to Resources Goal Setting & Student Progress Safety, Maintenance, and Facilities Workforce and CTE Programs Lessons, Instruction, and Curriculum|"Data collected through this year's student satisfaction survey indicates that students continue to feel a strong connection to their teachers and a strong sense of school community and connectedness. Students feel the school and its staff truly care about them and that they receive a meaningful and impactful education with access to technology and materials. However while HCCS has seen improvement in some areas such as access to email and online learning materials, these areas still need to improve. Also of concern is the consistent year over year decrease in ""My counselor really cares about me and respects me."""|Based on site level survey data HCCS staff held feedback events at multiple locations identified as demonstrating lower levels of satisfaction. The HCCS team identified three areas for immediate improvement: Class size, multi-level ELD classrooms, and access to counselors. HCCS has taken steps toward addressing these areas including drafting a new class size policy and revisiting the structure of its International High School to include a new Emerging Literacy course. HCCS will undergo significant restructuring in the 2025-2026 school year and will revisit the process for tracking student engagement with counselors.|Met||2025-06-26|2025
34765050139584|California Innovative Career Academy|6|Every year CICA conducts anonymous student climate surveys. These surveys are sent out to students in the following languages:  English  Arabic  Spanish Persian  Armenian  Pashto  Russian  Turkish  Ukrainian  Vietnamese  Chinese  Students have access to completing these surveys via QR codes, push notifications sent to their cell phones, with the support of their teachers in their classrooms, and via the Brain app. Teachers encourage and support student participation by engaging students in lessons that have practice surveys. Paraeducators are also utilized to provide language support during this process. The purpose of these surveys is to measure the following:  Relationships Classroom Climate Classroom Support and Access to Resources Goal Setting & Student Progress Safety, Maintenance, and Facilities Workforce and CTE Programs Lessons, Instruction, and Curriculum|"Data collected through this year's student satisfaction survey indicates that students continue to feel a strong connection to their teachers and a strong sense of school community and connectedness. Students feel the school and its staff truly care about them and that they receive a meaningful and impactful education with access to technology and materials. However while CICA has seen improvement in some areas such as access to email and online learning materials, these areas still need to improve. Also of concern is the consistent year over year decrease in ""My counselor really cares about me and respects me."""|Based on site level survey data CICA staff held feedback events at multiple locations identified as demonstrating lower levels of satisfaction. The CICA team identified three areas for immediate improvement: Class size, multi-level ELD classrooms, and access to counselors. CICA has taken steps toward addressing these areas including drafting a new class size policy and revisiting the structure of its International High School to include a new Emerging Literacy course. CICA will undergo significant restructuring in the 2025-2026 school year and will revisit the process for tracking student engagement with counselors.|Met||2025-06-26|2025
34765056033336|Smythe Academy of Arts and Sciences|6|Based on the CHK Survey, 59% of 7th grader and 70% of 8th graders perceive school as a very safe or safe place. Multiracial and Asian subgroups reported feeling safer than other subgroups and the school as a whole. 58% of 7th graders and 63% of 8th graders have a positive connection with school.|Some key learnings are that the 7th grade hispanic subgroup feels least safe on campus. Areas of need- a need to increase perceptions of safety LEA wide. One area of need is getting more detailed and timely data from students to address perceived unsafe areas on campus and identify source of unsafe perceptions. Strengths- A strong majority of students feel safe or very safe at school.|More SEL instruction school-wide. More attention to PBIS Tier 1 and Tier 2 instruction. Continued support of campus supervisor positions, campus safety specialists at the Middle School, and more timely communication and collaboration with parents to improve student behavior and engagement.|Met||2025-06-24|2025
34765056112643|Westside Preparatory Charter|6|Data gathered from the California Healthy Kids Survey for grades 7-12. School connectedness: 55.5% Meaningful participation: 31.5% Safe school perception: 58% Decrease harassment/bullying: 54% Decrease mean rumors/lies: 57%|Compared to last year our safe school perception remained the same. After the results of the survey were analyzed we will continue with our Safe School Ambassadors Program. Students are recommended by teachers and met meet monthly with the school counselor to discuss safety at school. Students also had a google form available to them to anonymously report bullying or other concerns to help students feel more safe.|As a result of our school perception metric staying the same the Safe School Ambassadors program will be available at all four campuses for the 2024-2025 school year.|Met||2025-06-24|2025
35103550000000|San Benito County Office of Education|6|Based on student enrollment, specific student groups do not exist. The Kelvin student survey was administered in the Spring of 2025. 85% of students surveyed were favorable about the school climate. 89% of students had favorable responses in the area of school safety and school connectedness. 89% of students felt favorable that they had opportunities for student voice and leadership.|"Overall students feel connected to school and safe at school with opportunities for their voice to matter and to express their leadership skills at school. The identified need is to reach the roughly 10-15% of students who did not feel favorably about the areas listed in Prompt one. The other area of concern is that 42% of students reported feeling ""jittery"" in the last couple months of school. 53% of students reported feeling down, sad or hopeless."|Moving forward providing opportunities for therapy utilizing the Wellness Center for not only students, but families. Including incentives through the implementation of school wide PBIS programming will also help address the concerns noted in Prompt 2. Incorporating Student Individualized Learning Plans will allow support for student academically and socially and emotionally.|Met||2025-06-26|2025
35674540000000|Bitterwater-Tully Elementary|6|Our school sent our Local Climate Surveys to Parents, Students, and Staff.  Sixty percent of our parents completed the survey while we had 100 percent completed surveys from students and staff.|Overall our students and families reported feeling safe at school. Majority of the overall feedback was positive, students feel that they are getting the academic support when needed,  and students enjoy attending Bitterwater-Tully School.   Areas of need are to increase the cleanliness of the facilities, improve chronic absenteeism , and build family engagement.|An area that we are continuing to strengthen is our CAASPP ELA & Math scores.  We implemented new ELA and Math curriculum in the 2023-2024 school year and we are starting to see an increase in both local scores and state scores.  We will be adopting the ELA and Math curriculum for the 2024-2025 school year.  Another area of focus is to improve students' writing abilities. Cleanliness of the facilities is being manage by staff and outside contractors.  Chronic Absenteeism will be addressed at Back to School night informing parents the importance of their child/children attending school on a regular basis and sending home absent verification slips.  To build family engagement, we will continue to offer literacy events and STEAM events. We will continue to host meeting both in-person and virtually.|Met||2025-06-18|2025
35674620000000|Cienega Union Elementary|6|Our local climate survey is a very important tool that helps us determine how we are serving our students and their  families. We ask them to answer questions that help us understand to what level we are helping families feel that  their students are safe at Cienega School, that their opinions matter to the school, and there is someone there who can help them problem solve, that there is someone there that cares for their child, and that they feel welcome on  campus.|We found in this year's survey that 72% of families felt that they agreed with all parameters of the survey. We also  found that some of our families had neutral feelings in some of these areas. Compared to last year's survey, this is  improving. Only 10% of our families had these neutral feelings. Some families neutral feeling about their opinions  matters to the school. They felt that they were neutral about their children being safe at Cienega. While these are  not negative responses, they are not positive either. This demonstrates that we as a school need to do a better job  at making our students and families feel secure in coming to school and that their opinions do matter to the school  regarding the decisions that we make in our policies and our daily teaching.|During the 2024-2025 school year, we are implementing changes to our communication with families through  newsletters, apps, and launching a new websit,e as well as new chances for parent engagement. We are planning on bi-annual parent-teacher conferences and an Open House night at the beginning of our school year.|Met||2025-06-10|2025
35674700000000|Hollister|6|Hollister School District utilizes Kelvin Pulse surveys to measure student perceptions of school safety and connectedness for students in grades 2-3 and 4-8. The most recent administration in May 2025 yielded the following results for students in grades 2-3: 82% reported feeling connected at school, 79% indicated that they feel school is a safe place, and 85% expressed that they feel the adults at school care about them. For students in grades 4-8, 75% reported feeling connected at school, 70% indicated that they feel school is a safe place, and 81% expressed that they feel the adults at school care about them. This data provides a comprehensive overview of student perceptions across different grade levels, though further disaggregation by specific student groups is necessary for a more detailed analysis.|Analysis of the Kelvin Pulse survey data reveals several key learnings. One significant strength is that a high percentage of students in both grade groups feel that adults at school care about them, with 85% of younger students and 81% of older students expressing this sentiment. This indicates a strong foundation of trust and support between students and staff. However, there is a noticeable drop in the feeling of connectedness and safety as students progress from grades 2-3 to grades 4-8. Only 75% of older students feel connected, and 70% feel safe, compared to 82% and 79% of younger students, respectively. This suggests a need to enhance efforts to maintain a sense of safety and connection as students advance through school. The disaggregated data will be essential in identifying specific student groups that may require targeted interventions.|To address the identified needs, Hollister School District will implement several changes to existing plans and policies. Recognizing the drop in feelings of safety and connectedness among older students, the district will enhance programs aimed at middle school students to foster a stronger sense of community and security. This includes expanding the use of programs like Capturing Kids' Hearts, which focus on building positive relationships and creating a supportive school climate. Additionally, the district will increase efforts to gather more detailed, disaggregated data to better understand the specific needs of various student groups. This will involve refining the survey process to capture more granular insights, which will inform targeted interventions. Monthly parent engagement activities and family education nights will be expanded to improve communication and collaboration between families and schools, ensuring that parents are well-informed and involved in their children's education. Furthermore, the placement of full-time parent liaisons at community schools will be prioritized to facilitate better communication and support for families. These liaisons will play a crucial role in identifying and addressing the needs of underrepresented student groups.|Met||2025-06-24|2025
35674700127688|Hollister Prep|6|Hollister Prep School administers the Panorama SEL survey to assess students’ perceptions of school safety, their sense of connectedness to an adult, and their development of self-efficacy and self-regulation skills. Survey results indicate strong performance in areas of adult-student connection and school safety. Most students in both the elementary and middle grades reported having supportive relationships with adults on campus and feeling safe at school. When disaggregated by gender, grade level, race, and English Learner status, minimal variation was observed in perceptions of connectedness. However, one area of concern emerged among students identified under the Confidentiality Protected category, who reported lower levels of adult connectedness than their peers.|While the majority of students indicated feeling safe at school, a notable subset reported feeling safe only some of the time—or not at all. Additionally, disaggregated data revealed that students identifying with two or more races were less likely to report feeling connected to an adult at school.|In response to these findings, Hollister Prep will implement several measures to improve school climate and student well-being. Teachers in grades K–8 will administer weekly social-emotional surveys that ask students if they feel safe and whether they have experienced any harmful or inappropriate behavior. This will allow school staff to quickly identify and address safety concerns. The data will also be used to identify students in need of targeted social skills instruction or mental health referrals. The school will further strengthen student-adult relationships by holding daily classroom community meetings using a structured SEL curriculum. These meetings will focus on fostering safety, inclusiveness, and trust, while equipping students with strategies to recognize and report unsafe behavior. To address the gap in connectedness among students in the Confidentiality Protected group, the school will conduct a deeper analysis to understand underlying factors. Teachers will be given additional context on their students’ cultural and racial backgrounds and receive professional learning in culturally responsive teaching practices. These efforts are designed to promote deeper understanding, empathy, and stronger relationships between students and staff.|Met||2025-06-09|2025
35674880000000|Jefferson Elementary|6|Prompt 1 – Local Climate Survey Data  Due to the small number of students enrolled at Jefferson Elementary, the California Healthy Kids Survey is not administered. Instead, climate data is gathered through teacher observations, informal student interviews, family surveys, and regular communication.  For the 2024–2025 school year, 100% of families report feeling safe and respected at Jefferson. All enrolled students, who each represent a different grade level, are considered low socioeconomic status, and their feedback is gathered individually through daily interactions and scheduled conferences.  Teacher reflection and observational data serve as key tools to monitor school climate. Students consistently report feeling physically and emotionally safe, respected by adults, and supported in their learning environment. This feedback is affirmed through structured conversations held during biannual parent-teacher conferences and ongoing weekly progress reports that include both academic and social-emotional updates.  These tools collectively ensure that each student's voice is heard and that family perceptions are regularly considered as part of a responsive school climate monitoring process.|Key Learnings from Climate Data Analysis  Teacher observations, student feedback, and family input highlight several clear strengths in Jefferson’s school climate:  Focused Growth & Proactive Planning: Staff consistently identify each student's current levels and collaboratively develop targeted plans for academic and social-emotional growth. This personalized approach ensures that instruction is responsive and student-centered.  Perceived Physical Safety: Students generally report feeling safe at school. Minor discomfort arises only during brief incidents with campus wildlife (e.g., bugs or snakes), which are infrequent and well-managed, and students quickly adapt.  Strong Student–Teacher Relationships: Families appreciate the high level of individual attention their children receive. This close interaction fosters trust, supports student motivation, and encourages open communication about learning and social–emotional needs.  Disaggregation Note: No meaningful subgroup disaggregation is available due to the small student body and single-grade representation. All students share similar responses.  Identified Need:  Enhancing Wildlife Safety Protocols: To further support student comfort and school climate, Jefferson will review existing procedures and communicate clear safety protocols for handling wildlife encounters on campus.|Prompt 3 – Changes to Plans, Policies, or Procedures  Following a recent safety incident in which a snake entered the school bathroom and students were placed on lockdown, Jefferson reviewed its current safety protocols and implemented several key improvements:  Developed a Detailed Incident Reporting Process: Replaced the informal report system with a structured incident report template that documents the event thoroughly. This includes timeline, student location, staff response, and follow-up steps to ensure comprehensive record-keeping and future review.  Formalized Safety Documentation: Incident reports are now securely filed and accessible to current and future staff, as well as the School Board. This ensures continuity of information and appropriate oversight.  Enhanced Response Review Procedure: After each safety incident, a review is conducted to evaluate response effectiveness. Feedback is used to update and refine protocols, ensuring continuous improvement.  Strengthened Communication Channels: Families and Board members receive clear, timely updates following incidents, reinforcing transparency and trust in our safety management.  Outcomes: These revisions create a more robust and sustainable safety framework, ensure incidents are well-documented, improve preparedness for future events, and support informed decision-making.|Not Met|Advancing School Climate at Jefferson  In addition to our current safety and climate efforts, we recommend a few proactive strategies to further enrich our welcoming and supportive environment:  Regular Safety Drills & Education: While rare wildlife incid||2025
35675040000000|North County Joint Union Elementary|6|Continue to consult with educational partners. Continue to educate educational partners and share data. Parent LCAP survey was 90% favorable on school climate and 100% favorable on school conditions.|Areas of strength:  Students feel safe with a School Resource Office on campus. Students appreciate having a school psychologist available to them in a safe space. Identified needs: More training on bullying and social media needed for students in 6th-8th grade|Maintain School Resource Officer. Maintain Intervention Teacher. Maintain partnership with Behavioral Health Services. Maintain school psychologist.|Met||2025-06-24|2025
35675200000000|Panoche Elementary|6|During the 2024-2025 school year, Panoche School administered a School Climate Survey to 100% of enrolled students in grades TK-8. The survey data showed that 100% of students felt happy to be at school each day and cared for by their teacher.|Data is not disaggregated by student group due to privacy issues, as Panoche had an enrollment of 6 students TK-8 when the survey was administered. Key learnings included that the vast majority of students feel safe in the school and supported in their learning.|Positive Findings: - 100% student participation in the survey - All students reported feeling happy at school and cared for by teachers - Most students feel safe and supported in their learning  Data Limitations: - Unable to disaggregate data due to small enrollment (6 students) - Limited sample size may affect result reliability  Potential Changes and Actions:  1. Maintain Current Practices:    Continue and reinforce practices contributing to students' positive feelings.  2. Individualized Attention:    Develop or enhance personalized learning plans for each student, taking advantage of the small class size.  3. Anonymous Feedback System:    Implement an ongoing, anonymous feedback mechanism to capture any issues throughout the year.  4. Expand Survey Scope:    Include more detailed questions about specific aspects of school life, academic challenges, and social-emotional well-being.  5. Include Stakeholder Input:    Gather perspectives from parents, teachers, and staff to create a more comprehensive view of the school climate.  6. Continuous Monitoring:    Conduct frequent, informal check-ins with students to ensure the positive climate is maintained.  7. Professional Development:    Provide ongoing training for teachers and staff to enhance their skills in creating a supportive learning environment.  8. Community Engagement:    Develop strategies to involve the broader community in school activities, enhancing the overall school experience.  9. Prepare for Growth:    Develop plans to maintain the positive school climate if enrollment increases in the future.  10. Long-term Tracking:     Establish a system to track these metrics over multiple years to identify trends and ensure sustained positive outcomes.  Implementation Approach:  1. Prioritize Actions:    Review the suggested changes and prioritize based on the school's specific context, resources, and long-term goals.  2. Develop Action Plan:    Create a detailed plan for implementing priority changes, including timelines, responsible parties, and required resources.  3. Communication:    Share the survey results and planned actions with all stakeholders (students, parents, staff, and community) to maintain transparency and gather support.  4. Regular Review:    Set up a schedule to regularly review the effectiveness of implemented changes and make adjustments as needed.  5. Resource Allocation:    Allocate necessary resources (time, budget, personnel) to support the implementation of new initiatives.  6. Collaboration:    Foster collaboration among staff members to share best practices and ensure consistent implementation of new strategies.  7. Documentation:    Keep detailed records of changes made and their outcomes to inform future decision-making and demonstrate continuous improvement efforts.|Met||2025-06-09|2025
35675380000000|San Benito High|6|San Benito High School District (SBHSD) administers the Panorama Student Survey each semester to assess school climate, social-emotional learning (SEL), and overall student well-being.  For the 2024–25 school year, Semester 1 data revealed several key findings. In the area of behavior, 99% of students were reported as on track, meaning they had behavior incidents in fewer than 1–2% of the days attended. This indicates a positive and safe school environment with minimal disruptions. Attendance data showed that 88% of students were on track with school attendance, defined as maintaining a rate of 91% or higher. Academically, 70% of students were considered on track, having passed all courses with a D or better. In terms of social-emotional learning, 83% of students reported some strengths based on SEL survey results, reflecting students’ self-perceptions in areas such as emotional regulation, self-efficacy, and sense of belonging.  Disaggregated data by student group is available within Panorama and is used internally to identify disparities in student experiences and outcomes. For example, subgroup analysis of SEL data helps inform targeted supports for English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, and other historically underserved populations. SBHSD uses this data in conjunction with other school climate indicators to inform schoolwide practices, professional development, and intervention strategies.  This ongoing use of climate data supports a culture of continuous improvement, helping the district prioritize equitable access to a safe, supportive, and engaging learning environment for all students.|The analysis of our Panorama Semester 1 data, combined with disaggregated metrics from 2023–24, has highlighted both key strengths and areas of need related to school climate in San Benito High School District (SBHSD). One of the most notable strengths is student behavior. According to our 2024–25 data, 99% of students are on track with behavior, a significant accomplishment that reflects consistent schoolwide expectations and a supportive learning environment. This improvement builds upon targeted efforts through Differentiated Assistance, which has prioritized behavior metrics and resulted in clear progress from the prior year.  Our 2023–24 behavior data showed low overall incident rates across groups, with the overall rate at just 0.6%, and similarly low rates among SPED (0.9%), EL (1.2%), Foster (0.0%), and Low-Income (0.6%) student groups. These figures, along with continued growth in 2024–25, demonstrate the effectiveness of our Tier 1 systems and staff commitment to creating a safe and inclusive campus.  In terms of social-emotional learning (SEL), 83% of students in 2024–25 reported strengths in at least one SEL area. This confirms the positive impact of ongoing SEL supports, advisory programs, and counseling services. However, the data also signals a need to deepen this work, particularly for historically underserved students.  Attendance and academic performance remain areas of concern. While 88% of students are on track for attendance in 2024–25, our 2023–24 attendance data revealed disproportionate rates of chronic absenteeism for specific groups: Foster Youth (54.5%), English Learners (12.8%), SPED (13.4%), and Low-Income students (9.8%), compared to the overall rate of 8.8%. Similarly, only 70% of students are currently on track academically, suggesting continued challenges in course completion and performance. These gaps underscore the need for expanded academic supports, including additional after-school tutoring options beyond our current Homework Support Time (HST) model.  Key learnings from the data include the importance of targeted outreach, differentiated supports, and culturally responsive engagement, especially for Foster Youth, English Learners, and students receiving special education services. Moving forward, SBHSD will use these findings to inform intervention planning, resource allocation, and continuous improvement cycles aimed at creating equitable conditions for all students to thrive.|San Benito High School District (SBHSD) is making several strategic adjustments to existing plans and practices to better support student outcomes and improve school climate.  To address the persistent gaps in attendance, especially for Foster Youth, English Learners, and students receiving special education services, we are revising our attendance monitoring protocols. This includes earlier identification of students at risk for chronic absenteeism and more proactive, personalized outreach from our attendance team and family liaisons. Additionally, we are working to strengthen connections between the school and home by increasing home visits and follow-up meetings coordinated through our MTSS framework.  In response to the continued need for academic support, particularly for students not on track to pass all courses, SBHSD will expand after-school tutorial opportunities beyond Haybaler Support Time (HST). This includes targeted tutoring in core content areas, increasing the availability of bilingual tutors, and providing flexible scheduling options for students who may face barriers to traditional after-school attendance.  To maintain positive trends in student behavior and further support social-emotional development, we will continue refining our Tier 1 structures and offer expanded SEL-focused professional development for staff. We are also adding new SEL and behavior monitoring tools within the On-Campus Intervention (OCI) classroom to ensure real-time data informs interventions and supports.  In addition, based on feedback from families and students, we are improving communication channels around academic expectations, available supports, and student progress. This includes providing multilingual workshops on how to use Aeries, increased access to digital progress reports, and more frequent two-way communication between families and school staff.  All of these changes are rooted in a continuous improvement mindset and aligned with our LCAP priorities. They are also informed by our Differentiated Assistance work, which has shown measurable success in improving behavior metrics.|Met||2025-06-24|2025
35675530000000|Southside Elementary|6|Southside LCAP Parent Survey - Administered on-line from March 18th 2025 to May 15th 2025. This survey asked parents/guardians about school climate and culture, parent involvement, communication structures, LCAP goals and objectives, and ways that the school can improve to meet the needs of students and families. Survey results are reflected by topic. Goals The survey asked parents to respond to each of the Southside goals. Each goal was explained and parents were asked how appropriate the goals was and if the goal needed to be revised or if a new goal was needed. For goal one (1), 100% of parents responded that the goal was good or appropriate. For goal two (2), 11% of parents suggested the goal be modified and 92% of parents said the goal was appropriate. For goal three (3), 100% of parents responded that the goal was good or appropriate. for goal four (4), 11% of parents said the goal should be modified and 92% of parents said the goal was appropriate. (Goal 4, actions 4.1, 4.2) School Connectedness The survey asked parents questions such as, my student likes school, my student cares about the school, and my student is motivated to learn at school. 100% of the parent respondents indicated that they agree with the statements or strongly agree with the statements. For the survey question that asked, does the school promote learning at high levels, 92% of respondents said the agree or strongly agree with the statement. School Communication In the portion of the survey that asked parents about school to home communication, parents responded positively. When asked if parents felt they could contact the teacher or the office if they had questions, 100% reposed that they agree or strongly agree. When asked if they felt they received timely communication, 100% of parents agree or strongly agree. 31% of parents would like to participate move in the school decision making process. Additionally, 69% of parent preferred communication via email. Safety In the survey question dealing with school safety, such as my child feels safe at school, my child has a trusted adult at school, and if parents felt their student was safe at school, 100% of the responses agree or strongly agree. Lastly, 21% of parents felt bullying was an issue at school. (Goal 4, actions 4.1, 4.2)|The two key findings for improvement were: Parent input in school decision making Addressing chronic absenteeism Two key strengths of the district were: School connectedness School safety|As a part of the LCAP process the district has identified goals and objectives to address on going school improvement. Actions include, a full day TK class, improved services for ELL students, improved services for unduplicated students, monitoring student progress, and improved school climate and culture.|Met||2025-07-09|2025
35675610000000|Tres Pinos Union Elementary|6|A Local Climate Survey was conducted for the 2024-2025 year.  94.1 % of students felt safe at school (100% of ELs/Hispanic, 94% of social economically disadvantaged, 100% of foster/homeless student).   Also a subset of the CalHOPE student survey related to school conditions and climate.  CalHOPE data reflected that 95% of students viewed adults as caring at school (100% English Language Learners, .  76% of students felt the rules were the same for all (100% English Language Learners, and adults took action when students were mean (100% English Language Learners,.|The data showed that our Wellness Center, PATHs therapists, Calming Corners within classrooms, and Character education in the has had a positive effect on student climate at school.  The initial fall CalHOPE survey showed 88% favorable responses and, in the spring of 2025, the Local Climate survey showed a 94% favorable response overall.|The LEA will continue to pursue Wellness practices, PBIS systems, and review the local Comprehensive Safety Plan for modifications to address survey concerns from the students.|Met||2025-06-23|2025
35675790000000|Willow Grove Union Elementary|6||||Not Met|||2025
35752590000000|Aromas - San Juan Unified|6|In the 2024–2025 school year, Aromas-San Juan Unified School District (ASJUSD) administered the Kelvin School Climate Surveys to students, staff, and families to assess perceptions of school connectedness, safety, and overall satisfaction.  Student Survey results reflected a 73% response rate across grades 4–12, with an overall satisfaction rate of 72%. Notably, students in grades 4–8 reported higher levels of school connectedness (77%) and safety (79%), while students in grades 9–12 reported slightly lower levels of connection (65%) and safety (72%). These results indicate a need for continued focus on improving school engagement and support structures for high school students.  Staff Survey results showed a 49% response rate with an overall satisfaction rating of 79%, suggesting a generally positive perception of school climate among staff, though with room for growth in engagement and workplace support.  The Parent Survey results included a 58% response rate and an overall satisfaction rating of 79%. While the ratings reflect strong family support and a sense of connection with schools, the district recognizes the need to further engage underrepresented families and ensure their perspectives are reflected in ongoing improvement efforts.  Together, this data provides a comprehensive view of school climate across stakeholder groups. ASJUSD will use these results to inform actions in its Local Control and Accountability Plan (LCAP), with a particular focus on increasing student connectedness—especially at the secondary level—and expanding meaningful engagement opportunities for staff and families.|Analysis of school climate survey data across the past three years has revealed clear trends in student perceptions of school engagement and safety in the Aromas-San Juan Unified School District (ASJUSD). These insights, drawn from the 2023–2024 and 2024–2025 Kelvin surveys and prior CHKS data, help highlight both areas of strength and areas in need of improvement.  Areas of Strength School safety continues to be a districtwide strength. In 2024–2025, 79% of students in grades 4–8 and 72% of students in grades 9–12 reported feeling safe at school. This mirrors previous years’ findings, where student perceptions of safety remained relatively consistent across grade levels. Additionally, both the 2024–2025 staff and parent surveys showed 79% overall satisfaction, indicating a positive climate among adults in the school community and a foundation of trust and support.  Identified Needs Despite high satisfaction with safety and overall climate, the data continue to reflect a need to strengthen student connectedness, particularly in secondary grades. In 2023–2024, 77% of students in grades 4–8 felt connected to school, compared to just 65% in grades 9–12. This mirrors the 2022–2023 CHKS results, where only 35% of 11th graders reported feeling connected. The consistent drop in connectedness as students progress through grade levels highlights the need for targeted strategies to engage older students.  Key Learning A key takeaway is the importance of sustaining and expanding engagement efforts as students transition into and through high school. This includes increasing access to extracurriculars, leadership opportunities, peer mentorship, and inclusive advisory programs. The district must also continue disaggregating data by student group to ensure that English Learners, students with disabilities, and socioeconomically disadvantaged students experience school as a safe and welcoming place.      These learnings are guiding ASJUSD's continued efforts to support a positive and inclusive school climate, with specific LCAP goals and actions focused on increasing student engagement, especially at the secondary level.|Based on the analysis of local survey data and key learnings from the past two years, the Aromas-San Juan Unified School District (ASJUSD) has identified student engagement—particularly among high school students—as a priority area for improvement. While perceptions of safety have remained steady across grade levels, data from the 2023–2024 and 2024–2025 Kelvin surveys show a consistent decline in school connectedness as students progress into secondary grades.  In response, ASJUSD has revised its Local Control and Accountability Plan (LCAP) to include a new goal specifically focused on improving student engagement and connectedness. Planned actions include expanding access to extracurricular activities, leadership opportunities, and student advisory councils at the middle and high school levels. The district is also enhancing its approach to data analysis by disaggregating climate survey results by student group to better identify and respond to disparities in engagement and school experience.  To support a positive school climate, ASJUSD will continue investing in mental health supports, including counseling services and wellness programming. The district is also reviewing existing policies and site-based procedures to ensure they are inclusive and responsive to the needs of all student groups.  These changes reflect ASJUSD’s commitment to continuous improvement and to creating safe, inclusive, and engaging learning environments where every student feels connected and supported.|Met||2025-06-18|2025
36103630000000|San Bernardino County Office of Education|6|The local climate survey data from the 2024/25 Annual Student Survey offers a detailed examination of various aspects of the school environment, focusing on classroom efforts, engagement, learning recovery, school safety, and self-efficacy. The responses were disaggregated by student groups, including ethnicity, students receiving free or reduced lunch, foster youth, and English learners, which provided a nuanced understanding of different experiences within the school community.  Classroom Efforts and Engagement: A high percentage of students feel that their teachers clearly explain the course material (94.39% agreement), and the presentation speed is generally appropriate (88.46% agreement). The majority of students (89.79%) believe that their schools keep them engaged, suggesting effective instructional strategies and classroom management. The survey results, disaggregated by student groups, indicate a broad agreement among students that their school provides strong academic instruction, with 91.84% of students agreeing or strongly agreeing. A significant majority also feel that the school provides the necessary materials for learning, with 95.84% agreement. Additionally, 85.41% of students feel prepared for future college and career paths.  Learning Recovery: Post-pandemic learning recovery efforts appear to be a priority, with many students identifying the need for additional support in specific subjects like Mathematics and Science. About 20.89% of students expressed the need for more focused support in these areas.  School Safety: A substantial majority of students feel safe at their school campus (91.19% agreement), indicating effective school safety policies and a positive school climate.  Self-Efficacy: shows strong relationships between students and faculty, with many students having a trusted adult on campus (89.95% agreement). This is crucial for student self-efficacy and overall well-being.  Equity and Inclusion: Highlights disparities; for instance, 61.46% of the students qualify for free or reduced lunch, emphasizing the need for equity in resource distribution. English learners make up nearly half of the respondents (47.13%), pointing to the critical importance of language support programs. Data disaggregated by student groups, such as those receiving free or reduced lunch, foster youth services, and English learners, offer valuable perspectives. Furthermore, 10.97% receive foster youth services, and 47.13% are identified as English learners, highlighting the critical need for tailored educational support and resources for these groups to ensure equitable educational outcomes|Based on the analysis of the local climate survey data from the 2024/25 Annual Student Survey conducted by the San Bernardino County Superintendent of Schools, here are the key learnings:  The key learnings from the 2024/25 Annual Student Survey illustrate notable strengths and areas that require attention within the school environment, broken down into categories such as classroom efforts, engagement, learning recovery, school safety, and self-efficacy, with data further analyzed by different student demographics including ethnicity, economic status, and educational needs.  Strengths: 1.	Classroom Engagement and Instruction: The survey shows high levels of student satisfaction with instructional clarity and engagement. A significant majority of students agree that teachers explain course material well and maintain an appropriate presentation speed, suggesting strong classroom efforts and effective teaching methods. 2.	School Safety: Most students report feeling safe on campus, which reflects positively on the existing safety measures and overall climate of the school. 3.	Material Provision and Future Preparedness: The high level of agreement on the provision of necessary learning materials and preparedness for future academic and career paths indicates a strong foundation in resource availability and forward-looking educational planning.  Areas for Improvement: 1.	Learning Recovery: Despite strong overall satisfaction, there is a specific need for targeted support in areas such as Mathematics and Science, where about 20.89% of students requested more focused help, highlighting a gap in the post-pandemic recovery efforts. 2.	Equity and Inclusion: The data points to significant disparities, particularly among economically disadvantaged students and English learners, who constitute a substantial portion of the student body. These groups often require additional resources and tailored support to ensure equitable educational outcomes.|Based on the analysis of the local climate survey data from the 2024/25 Annual Student Survey, here are some potential changes to existing plans, policies, or procedures that the LEA might consider:  Improving Engagement: Incorporate more interactive and hands-on activities in the curriculum to increase student interest and participation. Provide professional development for teachers on strategies to increase student engagement.  Increase Self-Efficacy in ELA and Math: Offer additional support for students who are struggling in these areas, such as tutoring services or supplemental instructional materials. Encourage teachers to use instructional strategies that promote student confidence, such as providing clear learning objectives, giving timely and constructive feedback, and acknowledging student progress.  Continuous Improvement: Regularly review and analyze survey data to monitor progress and identify areas for improvement. Involve all stakeholders, including students, parents, teachers, and administrators, in the decision-making process to ensure that the changes being implemented are responsive to the needs of the community. Implement a Continuous Cycle of Improvement to oversee the implementation of these changes and monitor their effectiveness.|Met||2025-06-09|2025
36103630115808|Norton Science and Language Academy|6|Annual climate surveys administered to both students and families provide the school with information to support current practices and feedback on areas of improvement.  Students highlighted the following areas where they feel the school is doing well:  -90% of students stated they have opportunities to get involved in extracurricular activities -79% of students note that there are clear rules and consequences for behavior -88% of students feel their teachers are encouraging, are respectful, and make learning interesting -85% of students feel safe at school  Students highlighted the following areas where improvements need to be made:  -56% of students agree that fellow students put forth their best efforts in learning -55% of students feel that fellow students are well-behaved or treat each other well -51% of students feel they are able to handle disagreements with other students -55% of students state they have a say in what happens at school  Families highlighted the following areas where they feel the school is doing well:  -80% of families surveyed feel their child is safe at school -91% of families surveyed feel the school values the diversity of their child's background -91% of families surveyed feel the school staff is respectful to students  Families highlighted the following areas where improvements need to be made: -Improvement for campus security both in controlling safety and student relationships -Increase in community events such as those before the COVID school closure -Increase in tutoring and intervention classes|Both families and students enjoy the school and feel safe attending. Families would like to see an increase in security presence around the campus to prevent undesirable behaviors among students. While students understand the rules and consequences for behavior, they do not feel prepared to handle disagreements with their fellow classmates. Students also feel they need to have a stronger voice in what happens at school. Families would like to see more tutoring and intervention in place as well as increased community events.|In gaining an understanding of the feedback provided throughout the year from both students and their families, the school will be adding additional actions to its LCAP to support the needs identified. To support staff-student relationships and student-to-student relationships, staff will be participating in two initiatives. Staff will be attending annual training through Capturing Kids Hearts to develop a culture of respect for staff to students and students to students. This research-based program shows a decline in referrals, an increase in attendance, and an increase in academic performance.   To increase partnerships, the school is adding to its community events, including Noche de las Estrellas, Multi-cultural Festival, Family Literacy Nights, and other events throughout the school year. Student voice will continue to be a focus through ASB, Principal's Cabinet, National Honor Society, AVID, Family Voices, surveys, and other forums to elicit feedback from students. Both tutoring and intervention are in place for the next school year to meet the needs at all levels.|Met||2025-06-09|2025
36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|6|Based on the local climate survey data, including disaggregated data by student groups where available, Sycamore has gathered valuable insights into the school environment and student perceptions.  The overall score from the COGNIA survey tool for students indicates a positive climate rating of 77 out of 100, reflecting a generally supportive and inclusive atmosphere within the schools. This score is derived from responses across various domains including safety, relationships, school engagement, and overall school environment.  Analysis of specific survey items reveals: - **Safety and Bullying**: A notable finding is that 80% of students feel safe at school, but 19% report experiencing bullying. This suggests a need for targeted interventions to address bullying behaviors and enhance safety protocols. - **Teacher-Student Relationships**: 85% of students feel respected by their teachers, indicating strong rapport and positive interactions that contribute to a supportive learning environment.|Based on an in-depth analysis of data, including disaggregation by student groups, the LEA has identified several key insights that reflect both areas of strength and critical needs within the Sycamore school community.  Identified Needs  Equity and Inclusion: Significant disparities remain among student groups, particularly in academic achievement and access to resources. While overall academic performance shows positive trends, disaggregated data highlights achievement gaps for economically disadvantaged students and those with disabilities.  Support for English Language Learners (ELLs): ELL students require increased support in both language development and academic integration. Data reveals lower proficiency levels on standardized assessments and suggests barriers to accessing educational opportunities.  Social-Emotional Learning (SEL): There is a clear need to expand SEL initiatives, especially for students with disabilities and those from economically disadvantaged backgrounds. These students report lower emotional well-being and exhibit higher rates of behavioral challenges compared to their peers.  Parental Engagement: Overall family engagement remains moderate and has not yet returned to pre-pandemic levels. Engaging families from diverse linguistic and cultural backgrounds continues to be a challenge, with disaggregated data showing lower participation in school events and decision-making processes among these groups.  Areas of Strength  Teacher-Student Relationships: Across all student groups, there is a consistently strong perception of mutual respect and positive relationships between students and teachers, which positively impacts engagement and school satisfaction.  School Safety and Climate: Most students report feeling safe on campus, reflecting effective implementation of safety measures and a supportive school environment conducive to learning.  Academic Rigor and Student Engagement: Students show a moderate level of academic motivation, though issues such as stress, mental health, and attendance remain influencing factors.  Community Partnerships: Sycamore has developed strong partnerships with community organizations and local businesses, which provide valuable resources and support services that enhance student learning and well-being.  In conclusion, the disaggregated data analysis has offered meaningful insights into Sycamore’s strengths and areas for growth. Moving forward, Sycamore is committed to addressing disparities through targeted interventions, strengthening support systems, and building upon existing assets to foster a more inclusive, equitable, and student-centered educational environment for all learners.|Drawing from local data analysis and key insights, Sycamore has continued to make necessary updates to its plans, policies, and procedures to address priority areas and drive ongoing improvement. The focus areas include:  1. Equity and Inclusion Initiative  2. Support for English Language Learners (ELL)  3. Social-Emotional Learning (SEL) and Support Services  4. Parental and Community Engagement  5. Continuous  Monitoring and Evaluation  6. Data Collection and Analysis  7. Feedback Mechanisms  These efforts reflect Sycamore’s commitment to continuous growth through targeted action and systemic change. By refining policies, strengthening services, promoting inclusion, and building strong partnerships, Sycamore aims to ensure all students have the support and opportunities they need to succeed.|Met||2025-06-23|2025
36103630140012|Entrepreneur High Fontana|6|Overall Scores: Overall Student Score: 70% of students reported feeling safe and connected to the school, indicating a positive school environment but also highlighting areas for improvement, particularly among specific student groups. Overall Teacher Score: 75% of teachers expressed satisfaction with the school environment, reflecting a generally positive working environment, though some areas for improvement exist, especially around collegiality and involvement in decision-making. Overall Parent Score: 72% of parents felt positive about the school’s climate and conditions, suggesting a good level of communication and respect between the school and parents, though there is room to enhance parental involvement, especially in more active roles.  Specific Student Groups: Students with Disabilities: Only 60% of students with disabilities reported feeling safe and supported. This suggests a significant gap in ensuring their full integration and support in the school environment, calling for targeted interventions to improve their experience. English Learners: While 75% of English learners reported feeling engaged and connected, only 71% felt academically supported. This highlights a gap in tailored academic resources or teaching strategies that address the specific needs of English learners. Low-Income Students: 78% of low-income students reported feeling safe at school, but only 72% felt a strong sense of connectedness. This suggests that while safety is a concern, there is a need to enhance social support systems and engagement efforts to strengthen their connection to the school. Students of Color: 76% of students of color reported a positive school climate, but only 68% felt that cultural inclusivity was adequately addressed. This points to a need for more culturally responsive practices to ensure that all students feel fully supported and represented within the school environment. Safety: Overall Safety: While 70% of all students reported feeling safe at school, safety perceptions were slightly lower for students with disabilities (70%) and English learners (73%). There is a need to address safety concerns for these groups to ensure an inclusive and secure school environment for all. Engagement: Overall Engagement: 75% of students felt engaged in their learning, but this figure dropped to 65% for low-income students, indicating a need for improved strategies to boost engagement, particularly for economically disadvantaged students.  Support: Overall Academic Support: 88% of students reported feeling they had access to sufficient academic support, with students with disabilities and English learners particularly highlighting the need for more tailored academic resources. Connectedness: Overall Connectedness: 92% of students felt a sense of belonging, though this was lower for low-income students (82%) and students of color (86%). These gaps suggest that more efforts are needed to foster a greater sense of community and belonging.|The updated data reflect generally positive outcomes for students, teachers, and parents in terms of school climate and engagement. However, certain groups, such as students with disabilities, English learners, low-income students, and students of color, report lower levels of safety, support, and connectedness. These disparities highlight the need for targeted interventions to provide tailored academic, social, and emotional support, as well as to strengthen cultural inclusivity and foster a stronger sense of belonging for all students.|Enhancing Support for Students with Disabilities Implement targeted professional development for teachers and staff on inclusive practices and differentiated instruction. Increase the availability of specialized support staff, such as counselors and paraprofessionals, to provide individualized support. Create peer mentorship programs to foster stronger connections and a more inclusive environment.  Strengthening Academic Support for English Learners Expand access to bilingual and culturally responsive instructional materials. Provide additional professional development focused on strategies for supporting English learners in the classroom. Increase outreach to families of English learners to ensure they have the necessary resources to support their children's academic growth.  Improving Engagement and Connectedness for Low-Income Students Develop targeted extracurricular programs, including mentoring and after-school activities, to strengthen engagement. Enhance student leadership opportunities to promote a stronger sense of school connectedness. Partner with community organizations to provide additional social-emotional support and resources for low-income students.  Promoting Cultural Inclusivity for Students of Color Integrate culturally responsive teaching practices across all subjects to ensure diverse perspectives are represented. Expand student-led initiatives that celebrate cultural diversity and foster inclusivity. Conduct equity audits to identify and address any systemic barriers to inclusivity within school policies and practices.  Improving School Safety and Climate Conduct safety audits and gather student feedback to identify specific concerns and implement targeted improvements. Increase the presence of trained counselors and mental health professionals to provide social-emotional support. Refine restorative justice practices to address conflicts and build a more positive school climate.  Enhancing Teacher Involvement in Decision-Making Create teacher advisory councils to provide input on key school policies and initiatives. Implement regular collaboration meetings focused on improving collegiality and shared decision-making. Provide more opportunities for teachers to engage in leadership roles within the school.  Increasing Parental Engagement Expand parent education programs to equip families with tools to support student success. Strengthen communication channels between the school and families, ensuring transparency and accessibility. Establish more opportunities for parents to take active roles in school governance and decision-making.|Met||2025-06-27|2025
36103630142547|Inland Empire Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, High School took the lead for the highest positive response average of 78%.  TK-5th graders were at 76%. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
36103633630761|Excelsior Charter|6|Excelsior Charter Schools administers an annual Local Climate Survey across all school sites to assess perceptions of safety, school connectedness, and overall climate. The survey is disaggregated by student group and grade span and aligns with requirements outlined in California Education Code Section 52052.  The survey captures student responses in grades 7–12 and includes questions aligned to school safety, student-staff relationships, physical and emotional well-being, and school engagement. Surveys are also distributed to parents and staff to provide a comprehensive, multi-perspective view of school climate.  Survey Participation and Data Disaggregation:  Administered in Spring 2025 across all campuses.  Student survey participation exceeded 80% in grades 7–12.  Data is disaggregated by the following student groups: English Learners (EL), Students with Disabilities (SPED), Homeless Youth, Socioeconomically Disadvantaged (SED), and African American students.  Student Perception of Safety (Goal 1, Metrics 1.5–1.7):  Parents: 69% perceive campuses as safe.  Students: 65% perceive campuses as safe.  Staff: 81% perceive campuses as safe.  Student Climate Survey (Goal 3, Metrics 3.23–3.27):  Overall student positive response: 65%  SPED students: 72%  EL students: 60%  Independent Study students: 60%  On-campus students: 66%  Parent Climate Survey (Goal 3, Metrics 3.28–3.32):  Overall parent positive response: 71%  SPED: 68%  EL: 81%  Independent Study: 75%  Staff Climate Survey (Metric 3.33):  82% of staff indicated a positive perception of workplace culture and school climate.  This disaggregated data, captured annually, is used alongside attendance records, suspension rates, and re-engagement tier tracking (e.g., Tiered Fidelity Inventory, Metric 3.35) to monitor school climate trends and inform program and policy decisions.|Analysis of local climate survey data has revealed both strengths and opportunities for growth at Excelsior Charter Schools.  Key Strengths Identified:  Strong staff climate and connection: 82% of staff reported a positive perception of workplace culture, and teacher retention remained above 85%.  Parent engagement and satisfaction: Over 70% of parents reported positively across most climate indicators, with EL families showing the highest satisfaction (81%).  Positive trends in attendance: Chronic absenteeism has decreased across all subgroups (Goal 3, Metrics 3.7–3.12), especially among Homeless and African American students, who reported 0% chronic absenteeism.  Areas of Need Identified:  Student Connectedness: Student survey data shows a lower sense of connection, particularly among EL (60%), Independent Study (60%), and Homeless students.  Perception of Safety: Student-reported perceptions of safety (65%) fall below the target of 85%, with staff and parents reporting more favorably. This gap indicates students may be experiencing barriers to fully engaging in a safe and supportive environment.  Engagement of underrepresented groups: Although EL families report high satisfaction, EL students report the lowest levels of connectedness. This discrepancy suggests a need to examine instructional and support structures from a student experience lens.  Survey Feedback Themes:  Desire for more on-campus engagement opportunities for Independent Study students.  Increased student voice in decision-making and restorative practices.  Need for consistent implementation of school-wide behavior expectations and PBIS strategies.  These insights confirm the need to enhance the emotional and academic support structures for underrepresented and disengaged student groups while reinforcing existing strengths in staff culture and family relationships.|In response to the climate survey findings and stakeholder input, Excelsior Charter Schools has implemented and planned several key actions to address areas of need and enhance overall school climate.  Changes Implemented or Planned:  MTSS Framework Rollout: ECS is finalizing and launching a Multi-Tiered System of Supports (MTSS) for academic, behavioral, and emotional needs (Goal 3, Actions 3.12–3.14). This includes tiered re-engagement strategies and proactive identification of students needing additional support.  Expanded PBIS Implementation: ECS is refining Positive Behavioral Interventions and Supports (PBIS) across all campuses with increased training, consistency in behavior expectations, and stakeholder input. Site-specific behavior and reward data will be tracked using the 5 STAR system (Goal 3, Action 3.9, Metric 3.34).  Restorative Justice Program Development: A district-wide restorative justice program is being created to address disciplinary equity and foster stronger student-staff relationships (Goal 3, Action 3.8).  Increased Support for Independent Study Students: Dedicated credentialed teachers have been hired for full-time Independent Study students to improve connectedness, instructional consistency, and family engagement (Goal 3, Action 3.15).  Enhanced Family and Student Engagement Opportunities: ECS has expanded family engagement events, college readiness workshops, and mental health wellness resources (Goal 3, Actions 3.3 and 3.5), with an emphasis on accessibility for underrepresented groups.  Transparent Feedback Loop: ECS has implemented a “You Spoke, We Acted” feedback summary model to close the loop with stakeholders on decisions influenced by survey and meeting input.  Climate Survey Frequency Increase: Starting in the 2024–25 school year, the climate survey will be administered twice per year (Goal 3, Metric 3.41) to provide more timely data and drive mid-year improvements.  Through these changes, ECS is actively responding to stakeholder input, strengthening school climate, and ensuring equitable access to safe, inclusive, and supportive learning environments.|Met||2025-06-24|2025
36103636111918|Desert Trails Preparatory Academy|6|The scholars of DTPA are surveyed annually through a school climate survey. This year, surveys were provided to scholars in grades 3-6. According to these surveys, scholars at DTPA feel that they are supported, safe, and are provided a sound education by staff who care. The consensus among our scholars seems to be in regards to improvement in their perceptions of their academic abilities, scholar behavior and interpersonal relationships.|Scholars at DTPA feel that the school has high standards for achievement. They also indicated that the staff feel they are capable of achieving their academic goals. Scholars feel LEPA is a safe place to learn and most enjoy coming to school. Identified needs include a continued commitment to build self-awareness and confidence, and interpersonal relationships. A continued commitment to character development and positive behavior strategies were also key learnings from data from student surveys.|The plans currently in place have improved outcomes in regards to the areas indicated in the data presented above. Scholar assemblies, and individual and group support will continue to be a focus, along with increased attention to positive behaviors in and out of the classroom.|Met||2025-06-19|2025
36675870000000|Adelanto Elementary|6|Adelanto Elementary School District (AESD) remains committed to creating safe, inclusive, and supportive learning environments. In 2024–25, AESD administered the California Healthy Kids Survey (CHKS) for elementary and middle school students, the California School Parent Survey (CSPS), and the California School Staff Survey (CSSS) to assess school climate, safety, engagement, and well-being. These surveys support continuous improvement and guide the development of targeted, equity-focused supports aligned to the district’s Local Control and Accountability Plan.  Elementary Student CHKS Highlights (Grades 5–6, n=153):  82% reported high academic motivation; 78% felt adults hold high expectations.  63% felt connected to school; 70% felt safe on campus; 81% felt safe traveling to/from school.  59% had caring adults at school, and 39% felt they participated meaningfully.  Bullying and substance exposure remain low, indicating early prevention efforts are effective.  Middle School CHKS Highlights (Grades 6–8, n=465):  58% reported academic motivation; 57% reported high expectations from adults.  45% felt safe at school; 43% reported feeling connected; only 19% felt meaningfully engaged.  50% expressed optimism; 62% reported life satisfaction.  However, 42% experienced harassment, and 27% reported chronic sadness—highlighting social-emotional needs.  Parent Survey (CSPS) Highlights (n=244):  78% of parents feel welcome at their child’s school.  71% believe the school is a safe place; 79% report the presence of caring adults.  77% believe the school motivates their child to learn.  66% feel rules are enforced fairly; 63% agree that cultural beliefs are respected.  78% say schools actively encourage their involvement.  Disaggregated Data reveals equity gaps:  African American, Homeless, and Students with Disabilities report lower connectedness and safety.  English Learners consistently report reduced meaningful participation and adult support.  Strengths Across the System: High academic motivation and adult expectations at both levels. Strong relationships and perceptions of safety at the elementary level. Positive parent perceptions of welcome, safety, and communication. Early prevention is evident in low elementary substance exposure.  AESD utilizes this data to inform the implementation of MTSS, trauma-informed practices, professional development, and site planning. While strengths are evident in younger grades and parent engagement, middle school responses point to critical needs in connectedness, mental health, and student voice. These insights are foundational to district efforts to close equity gaps and ensure all students feel supported, valued, and ready to thrive.|The analysis of Adelanto Elementary School District’s 2024–25 school climate survey data—collected from students (grades 5–8), parents, and staff—provided valuable insight into districtwide trends and the experiences of specific student groups.   Identified Needs: Middle School Safety and Climate: Only 45% of middle school students reported feeling safe at school, compared to 70% of elementary students. Harassment remains high (42%), and just 43% of students feel connected to school. These patterns are reinforced by parent feedback: only 24% of middle school parents rated the school as safe. These findings show the ongoing need for enhanced safety strategies, including restorative practices, campus supervision, and anti-bullying initiatives.  Social-Emotional Wellness: Among middle schoolers, 27% reported chronic sadness or hopelessness, and 13% seriously considered suicide. Disaggregated data shows elevated emotional distress among the Homeless and African American students, indicating the need for increased trauma-informed care, wellness supports, and school-based mental health services.  Student Engagement and Participation: Only 19% of middle school students felt meaningfully engaged, and 47% reported that school was boring. While academic motivation remains at 58%, engagement needs attention.   Equity Gaps Across Student Groups: Disaggregated data reveals that English Learners and Students with Disabilities report lower levels of connectedness and support. Homeless and Foster Youth experience higher rates of victimization and lower safety perception. These findings guide the need for differentiated MTSS supports, inclusive practices, and targeted interventions.  Areas of Strength: Elementary Climate and Support: Elementary schools continue to demonstrate strong climate indicators. 82% of students reported high academic motivation, 78% felt adults hold high expectations, and 63% felt connected to school. Parents also rated learning environments positively, with 79% reporting the presence of caring adults and 77% noting their child is motivated to learn.  Safety Perceptions and Support: At the elementary level, 70% of students felt safe at school, and 81% felt safe traveling to and from school. This security contributes to overall well-being, with 70% of students reporting they feel good or happy most of the time.  Parental Engagement: 78% of parents districtwide feel welcomed, and 78% say schools actively encourage their involvement. This is a continued area of strength at the elementary level, though middle school engagement remains an area of focus.  AESD is building a strong foundation of academic expectations, supportive environments in elementary grades, and family engagement. However, climate and engagement gaps persist at the middle school level, particularly among high-need groups. The district is committed to using this data to inform next steps in MTSS, mental health supports, equity practices, and inclusive learning environments.|Based on analysis of the 2024–25 local climate data, Adelanto Elementary School District (AESD) has identified several areas of need and will make targeted revisions to plans, policies, and procedures to promote student wellness, safety, engagement, and equity. The following actions support the district’s commitment to continuous improvement and alignment to LCAP goals:  1. Strengthening Middle School Climate and Student Safety  Revise school safety and discipline policies to ensure clearer protocols for bullying prevention, reporting, and response.  Expand restorative practices and implement peer-led safety and wellness teams to promote student voice and ownership of school culture.  Enhance campus supervision to improve student perception of safety (currently only 45%).  Conduct targeted safety audits and collaborate with community partners to enhance school security and mental health supports.  2. Advancing Social-Emotional and Mental Health Supports  Expand site-based wellness centers at middle schools and increase counselor capacity to address student emotional needs.  Provide SEL-integrated curriculum and weekly wellness lessons across grade levels.  Train staff in trauma-informed practices and create a system of tiered supports for students at risk of social-emotional distress, particularly for identified groups (e.g., LGBTQ+, Foster Youth, African American students).  Establish peer support programs and crisis response protocols for early intervention.  3. Increasing Engagement and Relevance in Learning  Implement interactive, project-based, and culturally responsive teaching strategies to address low engagement, especially in middle school (only 19% reported meaningful participation).  Integrate student-led learning experiences and leadership opportunities to build connections and motivation.  Expand project-based enrichment offerings—including arts, technology, STEM, and electives.  4. Enhancing Equity and Targeted Supports  Use disaggregated data to monitor outcomes for English Learners, Homeless Youth, and Students with Disabilities, ensuring access to supports and inclusive practices.  Revise MTSS and intervention protocols to prioritize academic and behavioral supports for historically underserved groups.  5. Improving Middle School Parent Engagement  Update the district’s parent involvement policy to include middle school-specific strategies, including bilingual communication, advisory groups, and targeted outreach events.  Launch monthly family engagement nights and create space for parents to contribute feedback and shape site decisions.  6. Sustaining Elementary Successes  Continue successful elementary practices that foster high academic motivation (82%) and safety (70%), including nurturing staff-student relationships and maintaining strong family-school partnerships.  AESD remains focused on student-centered planning, data-informed decisions, and ensuring that every student feels safe, connected and empowered to thrive.|Met||2025-06-24|2025
36675870128462|Taylion High Desert Academy/Adelanto|6|Taylion has broadened its efforts in gaining student and family participation since feedback is vital to Taylion’s growth and improvement. The 2024-25 surveys were collected this school year in order to provide valuable information from their families. Taylion held several large events during which Taylion students and their families were invited to participate and meet the entire staff, and while attending these events, participants filled out a 40-question survey that included open-ended questions concerning various aspects of their educational experience.    Metric- Annual Family/Student Survey (2024-25)  Baseline- 42.28% parent/guardian/caregivers and 57.72% students provided input on the following local climate topics:    Academics  88.62% strongly agree/agree that Taylion provides high quality instruct ion their children  90.24% strongly agree/agree that Taylion motivates students to learn  92% strongly agree/agree that they are satisfied with the level of support their student(s) receive(s) from their teachers  87.8% strongly agree/agree that Taylion prepares students for their college and career goals.    Connection  98% strongly agree/agree that Taylion keeps families well informed about school activities  91.06% strongly agree/agree that Taylion promptly responds to their phone calls, messages, or emails  98.37% feel that their child /student’s teacher keeps them informed of their progress  89.43% strongly agree/agree that teachers communicate with parent about what students are expected to learn in class  Safety and Wellness  92.68% strongly agree/agree that Taylion is a safe place  95.12 strongly agree/agree that Taylion is a supportive and inviting place for students to learn  87.8% strongly agree/agree that Taylion provides quality counseling or other ways to help student with social or emotional needs    Environment  92.68% strongly agree/agree that Taylion facilities/properties are clean and well maintained|Resulting from Taylion’s 2025-26 survey, additional areas were identified for future professional development and reflection: math skills growth, student engagement, teacher lesson planning, application of data results,  and student grading/feedback.|Taylion will be adding a math focus to the 2024-25 MTSS program which has been supporting students in the development of  their reading skills. Additionally, since Taylion is open to all parents/caregivers for suggestions, they are always encouraged to bring any questions or concerns to staff and teachers for support, collaboration, ideas, and opinions. Due to the growth of Taylion family events, it has become clear that these planned events are the most effective in achieving parental involvement and engagement. Therefore, Taylion intends to continue expanding these events to enhance the school's communication, climate, and culture.|Met||2025-06-27|2025
36675950000000|Alta Loma Elementary|6|The Alta Loma School District (ALSD) prioritizes creating safe, inclusive, and welcoming school environments. In 2023–24, the District incorporated school climate questions into its annual Educational Partner Survey, which gathered input from staff, students, and families across all school sites.  Survey results indicated that a majority of stakeholders feel physically safe on campus. Specifically, 87% of parents, 80% of staff and 66% of students reported feeling physically safe at school. In terms of emotional safety and comfort, 79% of parents, 76% of staff and 54% of students indicated they felt emotionally safe. The discrepancy between student emotional and physical safety highlights a key area for improvement. Disaggregated data revealed that emotional safety was perceived lower among some student groups, particularly students with disabilities and those from racially diverse backgrounds. These insights underscored the need to expand social-emotional support and implement culturally responsive practices. In addition to the District survey, families shared input through school-specific surveys and engagement opportunities such as the LCAP Advisory Committee, Parent Engagement Series, District English Learner Advisory Committee (DELAC), School Site Councils (SSC), Coffee with the Principal events, and one-on-one meetings. These forums helped contextualize survey findings and allowed for deeper conversations on school climate concerns. These consistent priorities emerged from educational partner input:    Expanded Positive Behavior Intervention and Supports (PBIS) School counseling and mental health support Safe and well-maintained facilities Additional safety measures (e.g., crossing guards) Training to build inclusive, culturally responsive school and classroom environments   These priority areas have been incorporated into the District’s Local Control and Accountability Plan (LCAP) and School Plans for Student Achievement (SPSAs). For example, the District is expanding access to mental health professionals, reinforcing PBIS implementation, enhancing staff training on cultural competency, and increasing site-specific safety measures. By using both survey data and community input, ALSD is committed to continuously improving school climate. The District will continue monitoring disaggregated data, expanding outreach, and ensuring that all student voices, particularly those from underrepresented groups, inform decisions that shape safe and supportive learning environments.|Based on the 2024-25 Educational Partner Survey and input collected through site-level meetings and advisory groups, the Alta Loma School District (ALSD) identified both strengths and areas for continued improvement in supporting student success and well-being. An area of strength identified was the District’s ability to gather broad stakeholder feedback, as evidenced by over 2300 responses. The variety of engagement formats (surveys, forums, advisory committees) ensured diverse voices were heard, including families of English learners, foster youth, students with disabilities, and those experiencing homelessness.  A significant area of learning was the discrepancy in perceptions of school safety and emotional well-being across stakeholder groups. While 857 of parents and 80% of staff reported feeling physically safe at school, only 66% of students expressed the same. The gap widened in perceptions of emotional safety, with 79% of parents and 76% of staff reporting they felt emotionally safe and comfortable, compared to only 54% of students. Disaggregated student data revealed even lower levels of emotional safety reported by students with disabilities and those from racially and linguistically diverse backgrounds.|This school climate feedback validated the District’s continued focus on school climate and student well-being as a priority area in the 2025–26 LCAP.   In response, ALSD will continue to:  Seek input from educational partners; Regularly update and implement comprehensive school safety plans; Reinforce Positive Behavioral Interventions and Supports (PBIS) to promote respectful, inclusive environments; Expand access to counseling and mental health supports across all schools; Provide staff training focused on social-emotional learning, cultural proficiency, and trauma-informed practices.  ALSD remains committed to using these findings to refine supports, close perception gaps, and build school communities where all students feel physically and emotionally safe, supported, and valued.|Met||2025-06-11|2025
36676110000000|Barstow Unified|6|Key Indicators for Belonging & Engagement (positive responses) Elementary Grades Do you feel safe at school? - 63% Does your teacher want you to do your best? - 93% Secondary Grades Most students are friendly - 7th & 8th (58%) 9-12 (52%) Do you feel safe at school? - 7th & 8th (41%) 9-12 (35%) Key Indicators for Relationships & Culture (positive responses) Elementary Grades Does your teacher care about you? - 84% Do students treat the teacher with respect? - 41% Secondary Grades Teacher believes in you - 7&8 (71%), HS (64%) Adults treat students with respect - 7&8(55%), HS (43%) Key Indicators for Engagement, Relationships, Culture My school sets high expectations for students - Elem. 66%/ MS 35% /HS 36%  Students and staff care about each other - Elem. 78%/MS 57%/HS 59%  Discipline in this school is fair - Elem. 49%/MS 17%/HS 41% Key Indicators for Engagement, Relationships, Culture I feel engaged with my school. Elementary - N/A 7 & 8 - 54% HS - 27% Discipline in this school is fair. Elementary - N/A 7 & 8 - 57% HS - 37%|Based on insights from a diverse range of stakeholders, this objective embodies our shared vision of cultivating an educational setting where each student can excel academically, socially, and emotionally. By integrating this comprehensive objective and its measures into the LCAP, the district sets clear benchmarks for gauging progress towards creating a secure and supportive learning atmosphere. Regularly tracking and evaluating these measures enables the district to gauge the effectiveness of its approaches and interventions, make informed decisions based on data, and continuously enhance practices to better address student needs and enhance their overall well-being. Ultimately, these endeavors contribute to the district's commitment to serving the community respectfully by addressing the distinct academic, behavioral, and socio-emotional requirements of all students, empowering them to flourish in an evolving world. Incorporating key metrics such as reducing suspension rates, decreasing chronic absenteeism, increasing overall attendance, and improving qualitative survey results into the local control and accountability plan (LCAP) ensures accountability and provides measurable indicators of progress toward the goal of providing a safe and nurturing learning environment. Here's why these metrics are important: 1. **Reducing Suspension Rates**: High suspension rates can be indicative of disciplinary issues and may suggest an unsafe or unsupportive learning environment. By setting a goal to reduce suspension rates, the district aims to create a positive and inclusive school culture where disciplinary actions are used as a last resort, promoting alternative approaches to conflict resolution and behavior management. With an overall rate of 7% in 23-24 BUSD has maintained it's rate from the previous year and needs to continue the efforts to align with county and state averages. 2. **Decreasing Chronic Absenteeism**: Chronic absenteeism can be a sign of disengagement, academic struggles, or barriers to attendance such as safety concerns or health issues. By targeting a reduction in chronic absenteeism, the district seeks to ensure that all students have equitable access to education and support systems to address barriers to attendance, ultimately fostering a safe and supportive environment where students feel motivated and encouraged to attend school regularly. With an overall district rate of over 49% in 2023/2024 the community felt it was important to focus on this area. 3. **Improving Qualitative Survey Results**: Qualitative surveys provide valuable insights into the perceptions and experiences of students, parents, teachers, and staff regarding school safety, supportiveness, and overall climate. By focusing on improving qualitative survey results related to safety and nurturing, the district can gather feedback from stakeholders and identify areas for improvement, ensuring that efforts to create a positive learning environment.|Across all of our schools in the Barstow Unified School District, it is evident from the data that it is imperative that we improve the social emotional learning and behavioral learning opportunities at all sites. A large number of our students do not feel safe at school and have witnessed or experienced harassment and/or bullying during the school day. School disconnectedness is an area of concern as well. The data reveals that too many students feel a lack of academic motivation and meaningful participation while at our schools. USE: In response to this data, BUSD has included more resources for students in the area of social emotional and behavioral learning. Each elementary school site now has a counselor and are part of a district-wide counseling network. The secondary schools also each have multiple counselors and a peer counselor that helps students help each other through difficult times. As a district, BUSD administers a Culturally Responsive Positive Behavior Interventions & Supports system. There is a district coach to support school site CR-PBIS coaches with implementation and resources.|Met||2025-06-24|2025
36676370000000|Bear Valley Unified|6|The Comprehensive Counselor Survey consists of questions addressing students' feelings of peer and family connections, and the students’ ability to deal with their own mental health. Overall the percentages of students expressing the need for help and support have shown a slight decrease. At Big Bear High School, 30% (32% in 2024) needed strategies for dealing with sadness and depression, and 41% (42% in 2024) expressed a need for strategies to deal with anxiety and stress. At Chautauqua High School, 26% (31% in 2024) needed strategies for dealing with sadness and depression, however 53% (8% in 2024) expressed a need for strategies to deal with anxiety and stress, a significant increase. At Big Bear Middle School, the questions were changed and the results showed 33% enjoy school, 70% have the academic support they need, 84% feel safe at school, and 71% are comfortable talking with their counselor. At the elementary level, the questions were different but addressed the same social emotional needs. There was a slight decrease in the percentage of K/1/2 students who like school from 80% to 76%, and a slight increase in those feeling safe at school from 74% to 76%. For grades 3-5, there is a decrease in students feeling they belong from 73% to 69%, but a significant improvement in students feeling safe, from 42% to 61%. In April, 2025, the Youth Truth Survey was administered 6-8 at Big Bear  Middle School, 9-12 Big Bear High school and Chautauqua High School. This survey is not administered at the elementary level. At Big Bear High School and Big Bear Middle School, there was a significant positive increase in all of the targeted areas: Engagement, Academic Challenge, Culture, Belonging and Peer Collaboration, Relationships. The College and Career Readiness section showed a slight decrease at Big Bear High School. Chautauqua High School did not show improvement and remains a challenge as staff works to meet the needs of these students. This data is not broken down by student groups, so is looked at as a whole.|Based on the data posted above, the comprehensive counseling survey shows increased abilities of students to deal with stress, relationships, anxiety, and school work, other than the increase of anxiety at Chautauqua High School. The positive growth is due to the placement of full time counselors at each site, increasing the availability of support for students at each site. The Youth Truth Survey showed great growth in the culture at both Big Bear High School and Big Bear Middle School, but there are still some challenges at Chautauqua High School. This continues to be an area of focus for the administration and staff.|As evidenced by the data, some positive growth has been shown as well as some challenges. We are committed to keeping full time counselors at all sites, a Dean of Students at each elementary school, and Student Support Specialists at both the Middle School and High School as an extra support person for the principal in dealing with students' social and emotional well being. As well, the Social Emotional Team, consisting of the Elementary counselors, administration, and staff, will continue to work in conjunction with the Behavior Intervention and Support personnel from Lutheran Social Services. At Chautauqua High School, a Wellness Center is being added to address the increasing needs of students for support with social emotional wellbeing. This will provide a safe space for students to work with the social worker on staff.|Met||2025-06-18|2025
36676450000000|Central Elementary|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  Central School District's two middle schools (grades 6-8) evaluates school climate, student engagement, and student support, key priorities in the LCAP. This climate survey provides crucial data to assess how well these schools create supportive environments for student success and development.  Each middle school receives a school-level survey, assessing aspects such as school connectedness, developmental supports (e.g., caring adult relationships), and safety, including bullying and victimization.  CHKS data show that improved school climate—safer, more supportive, and engaging environments—leads to better academic performance among middle school students. Our middle school students have indicated that over 93% of our middle school students feel they have close friends at school and they are happy at school. Over 98% feel safe at school. About 73% of both English Learners and non-English Learners feel connectedness at school. Students experiencing homeless or in a foster youth program were offered the survey, but none participated.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.  The areas of strength for our students indicate that they are generally happy and feel safe at our schools. Another key area shared by those students surveyed, including English learners, is that they assigned a low level of boredom of school. Students who report low levels of boredom at school tend to attend more regularly, as engaging and stimulating school environments motivate them to participate actively and maintain consistent attendance. A key area of need is about 37% of students indicate they experience feelings of sadness. This is an area we need to focus on to support our students with the appropriate social-emotional supports.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.  Our LCAP has been developed next year to include significant actions dedicated to the social-emotional wellbeing of students. Goal 2 in our LCAP principally addresses the supports in place in the area of promoting positive school culture and school connectedness. This year, our district is embarking on Trauma Informed Practices training as well as deepening the use of social-emotional strategies and curriculum. Our district is also in the implementation phase of Multi-Tiered Systems of Support to ensure we assign the appropriate resources towards addressing the whole child.|Met||2025-06-12|2025
36676520000000|Chaffey Joint Union High|6|The District is committed to engaging with community partners and students to gather feedback about conditions of learning, school safety, and school climate. The District administers an annual survey to students through the LCAP survey to gauge students’ connectedness, sense of belonging and safety on campus. In 2024-25, the District administered its LCAP survey to students and received the following results: -In 2024-2025, 89% of students agree/strongly agree that they feel a sense of belonging in their school, with 88% of EL students, 80% of FY students, 87% of SED/LI, and 73% of HY students agreeing/strongly agreeing.  -In 2024-2025, 95% of students agree/strongly agree that their school provides the counseling and support resources they need to help with their mental wellness, with 93% of EL students, 82% of FY students, 92% of SED/LI students, and 73% of HY students agreeing/strongly agreeing.  -In 2024-2025, 90% of students agree/strongly agree that their school provides the social emotional supports they need, with 90% of EL students, 81% of FY students, 84% of SED/LI students, and 71% of HY students agreeing/strongly agreeing.  -In 2024-2025, 90% of students agree/strongly agree that their school provides a caring learning environment for students, with 90% of EL students, 81% of FY students, 88% of SED/LI, and 69% of HY students agreeing/strongly agreeing.  -In 2024-2025, 91% of students agree/strongly agree that their school provides a physically safe learning environment for all students, and 86% of students agree/strongly agree that their school provides an emotionally safe learning environment for all students, with 91% and 88% of EL students, 81% and 74% of FY students, 89% and 82% of SED/LI students, and 67% and 69% of HY students agreeing/strongly agreeing.  -In 2024-2025, 89% of students agree/strongly agree that they have a staff member on campus who cares about me, with 87% of EL students, 79% of FY students, 89% of SED/LI students, and 70% of HY students agreeing/strongly agreeing.  -In 2024-2025, 85% of students agree/strongly agree that their school treats students respectfully, with 86% of EL students, 76% of FY students, 80% of SED/LI students, and 66% of HY students agreeing/strongly agreeing.  -In 2024-2025, 88% of students agree/strongly agree that their school promotes the importance of belonging for all students, with 89% of EL students, 83% of FY students, 85% of SED/LI students, and 71% of HY students agreeing/strongly agreeing.  -In 2024-2025, 84% of students agree/strongly agree that their school encourages students to respect how others think and feel, with 86% of EL students, 71% of FY students, 83% of SED/LI students, and 65% of HY students agreeing/strongly agreeing.  -In 2024-2025, the District surveyed 11,037 students and 73.8% said their culture and community are represented and valued in their classes, and 63.1% said they have read about their culture, identity, and/or community in their classes.|Through the analysis of student data on school connectedness, safety, and equity, several key learnings, strengths, and areas in need of improvement have been identified. The majority of our students report a strong sense of belonging, with 87% feeling connected to their school community. Furthermore, an impressive 94% of students feel they have access to the counseling and support resources necessary for their mental wellness, and 89% feel their social-emotional needs are met – these metrics remain strong even when analyzed across student populations specifically.   Our support services are highly valued, with substantial percentages of students feeling supported both mentally and emotionally. For instance, 95% of students believe their mental wellness needs are adequately addressed, and 91% feel physically safe in school. This indicates that our current support structures and safety measures are effective for the majority of our student body.  Additionally, a significant portion of our students feel their cultural identity is respected and valued in their classes, demonstrating our commitment to inclusivity and representation. Specifically, 73.8% of students reported that their culture and community are represented and valued in their classes, and 63.1% have read about their cultural identity in their coursework.  Despite these strengths, there are noticeable disparities in the experiences of certain student groups, particularly Foster Youth (FY) and Homeless Youth (HY). These students report lower percentages in almost all areas, indicating a critical need for additional support and resources and a sense of belonging. While 86% of the general student population feels emotionally safe, the figure does drop for HY students and FY students, underscoring the need to enhance our emotional support structures, particularly for the most vulnerable populations. The disparity between these vulnerable groups and the overall student body highlights an urgent need for targeted interventions.   Overall, the District is committed to ensuring all students feel a sense of safety and belonging across campus, and that all students have access to the supports and resources they need to address their mental health and academic success. This targeted analysis allows the District to refine its efforts further to ensure that all means all, that students representing all groups in the diverse student body receive the targeted supports and interventions necessary to address their unique needs.|Based on an analysis of local climate data and key findings, CJUHSD recognizes the need to expand targeted interventions to ensure that all students experience a strong sense of belonging, connectedness, and emotional safety. While the majority of students report feeling valued and safe, gaps remain for specific student groups, prompting the District to refine and strengthen its current plans and practices. To advance this work, the District will continue its focus on creating a more inclusive and equitable learning environment. Though most students feel their cultural identities are respected, CJUHSD is committed to ensuring that this experience is universal across all student groups. The District will sustain and expand its curriculum diversification initiatives and maintain funding allocations that support culturally responsive instruction. Ongoing professional learning opportunities will further equip educators with the skills needed to cultivate inclusive classrooms that reflect and honor student diversity. In parallel, the District remains focused on advancing emotional safety for all students. Continued implementation of schoolwide social-emotional learning (SEL) programs and trauma-informed practices will be supported through dedicated staffing, resources, and physical spaces tailored to mental health needs. Staff will continue to receive training on identifying and addressing signs of trauma, ensuring consistent and compassionate support for students. Targeted efforts will also be intensified for Foster Youth and Homeless Youth—student groups identified through the data as experiencing lower levels of belonging and emotional safety. The District will continue to invest in intervention programs that include specialized counseling and mentorship to better support these students’ academic and social-emotional development. These actions reflect a broader, ongoing commitment to ensure that all students—especially those who are vulnerable or underserved—have access to the environments, relationships, and resources they need to thrive. Fostering a sense of belonging and safety requires a multifaceted, evolving approach that centers student voice, equity, and continuous reflection. Ultimately, CJUHSD affirms that every student deserves to be seen, heard, and valued. Through responsive revisions to programs, professional development, and support structures, the District is committed to creating school communities where all students can succeed academically, socially, and emotionally.|Met||2025-06-11|2025
36676780000000|Chino Valley Unified|6|The School Quality Survey was administered during the 2024-2025 school year to students in grades 6-12. Based on the responses from 12,045 students, 78% reported that they feel safe at school, and 75% of the students reported they feel that they belong at their school. These percentages represent increased student perceptions of safety and belonging in comparison to the previous school year. These high percentages of student responses exemplify our District’s commitment to providing a positive learning environment for all students.|Positive Behavior Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS) is an area of strength across the District, as all schools will receive state-wide recognition for their successful implementation of socio-emotional, behavioral, and mental health supports to all students in grades TK-12th during the 2024-2025 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships.   Based on results from the School Quality Survey administered during the 2024-2025 school year, an area of identified need includes continuing to increase students’ feelings of emotional safety in the classroom setting. While data from the School Quality Survey administered during the 2024-2025 school year indicate an increase in student responses regarding feelings of emotional safety in and outside of the classroom setting in comparison to data collected from the School Quality Survey administered during the 2023-2024 school year, each school site is dedicated to continuously strengthening their implementation of PBIS by clearly defining positive behavioral expectations for students, specific to the classroom setting. All staff, including the District’s K-12 Intervention Counselors, continue to support PBIS by participating in trainings, conducting classroom lessons, holding student assemblies and a implementing a schoolwide rewards system to acknowledge positive behavior, all of which contribute to increasing the emotional safety of students.|To ensure continuous improvement for students across the District, each school site has developed a PBIS SMART goal, which is also included in each school site’s School Plan for Student Achievement (SPSA) as an area of focus. In addition, the District continues to support all school sites with a full-time K-12 Intervention Counselor to increase socio-emotional, behavioral, and mental health supports to students across the District. Finally, the District continues to increase awareness and accessibility to resources and supports for students and families focusing on safety, harassment and bullying, and social, emotional, and mental health, through the District’s “One-Stop-Shop” webpage available on the District website and all school site websites. These actions allow the District to continuously improve its commitment to ensuring all students are provided a positive school climate.|Met||2025-06-18|2025
36676780137547|Allegiance STEAM Academy - Thrive|6|ASA Chino Student Climate Survey – Spring 2024 (Grades 3–8)  In Spring 2024, ASA Chino conducted a local student satisfaction survey to assess school climate across dimensions like safety, connectedness, and student voice. The survey gathered feedback from 102 students in grades 3–8, reflecting a range of upper elementary and middle school perspectives.  Key Findings Emotional Safety & Belonging 89% felt close to people at school most or all of the time.  79% reported being happy to be at ASA Chino most or all of the time.  91% felt comfortable in classrooms most or all of the time.  86% said teachers and staff care about them.  Adult Support & High Expectations 91% felt adults listen when they have something to say.  97% believe adults at school want them to do their best.  Behavior Norms & Conflict Resolution 83% said they know the school rules.  94% reported following classroom rules regularly.  81% said adults help resolve conflicts effectively.  Bullying Awareness & Incidence 93% reported that staff make clear bullying is not allowed.  19% reported witnessing bullying most or all of the time, with an additional 38% seeing it some of the time—indicating continued need for prevention efforts.  Student Voice & Open-Ended Feedback While disaggregated subgroup analysis was not included, qualitative responses provided deeper insight into student experiences:  Positive Highlights: Students frequently mentioned enjoying P.E., afterschool programs, their teachers, friends, music, Spanish, and lunch.  Areas for Growth: Themes included requests for better playground equipment, concerns about bullying, and interest in different rules or uniform choices.  Academic Challenge & Engagement 90% reported persevering when schoolwork is hard.  79% try to figure out problems before asking for help.  90% complete assignments on time.  Conclusion & Next Steps  The 2024 student climate survey indicates a generally positive and supportive school environment at ASA Chino. Strong student-staff relationships, high expectations, and clear behavior norms were consistent themes. Nonetheless, findings point to opportunities to reduce bullying and elevate student voice further.  These insights will directly inform ongoing school climate efforts and planning aligned to ASA Chino’s Local Control and Accountability Plan (LCAP).|ASA Chino 2024–25 Student Satisfaction Survey Summary (Grades 3–8) The 2024–25 Student Satisfaction Survey at ASA Chino highlights key strengths in school climate, alongside meaningful areas for growth. While results were not disaggregated by subgroup, responses from students in grades 3 through 8 offer valuable insight into campus conditions that influence learning and engagement. Strengths: A Caring and Supportive Environment Students overwhelmingly reported high levels of adult support: 97% believe teachers and staff want them to do their best. 89% feel that adults care about them. 91% feel comfortable in their classrooms. These data suggest an inclusive, emotionally safe environment with strong adult-student relationships. Additionally, 83% of students shared that teachers and adults listen to them, underscoring a culture where student voice is acknowledged. Connectedness and Motivation 79% reported being happy at school most or all of the time. 83% feel close to others on campus. 90% persist when schoolwork is difficult, indicating strong internal motivation and resilience. Behavior Norms and Safety Students also affirmed clear expectations and supportive behavior structures: 94% follow classroom rules regularly. 83% understand the school rules. 93% said bullying is clearly not tolerated. 81% said adults help resolve conflicts. These trends reflect a structured, respectful environment where students feel safe and staff are actively involved in maintaining positive behavior. Areas for Improvement Despite these strengths, the survey also pointed to several opportunities to enhance the student experience: Bullying Incidents 19% of students reported witnessing bullying most or all of the time. 38% witnessed it some of the time. While the anti-bullying message from staff is clear, these figures suggest a need to strengthen proactive strategies, peer accountability, and follow-up support for those affected. Student-to-Student Relationships 72% said the school teaches respect and kindness. Only 21% reported that students treat each other with kindness all the time. This gap between instruction and peer behavior indicates that more needs to be done to translate SEL messaging into daily interactions among students. Physical Environment Open-ended responses highlighted interest in improving playground facilities, suggesting that conditions and supervision during unstructured times impact students’ perceptions of safety and enjoyment. Student Voice in Learning Only 21% of students said teachers regularly ask for their input on what they want to learn. This suggests room to grow in offering students more voice in academics and school-wide decisions. The survey confirms that ASA Chino has a strong foundation of adult-student trust, safety, and motivation. To build on this, the school will focus on: Strengthening peer relationships and kindness. Enhancing bullying prevention strategies. Improving recess spaces. Expanding student voice in learning.|ASA Chino 2024 Climate Action Plan: Student-Informed Improvements ASA Chino uses annual student climate survey data to guide ongoing improvements in campus culture and student well-being. The 2024 Student Satisfaction Survey highlighted key strengths—such as high levels of adult support and emotional safety—alongside areas for growth in peer relationships, bullying prevention, and student voice. The following action steps have been identified and will be implemented using a continuous improvement approach: 1. Promoting Peer Kindness and Respect While many students affirm that ASA Chino teaches respectful behavior, fewer feel their peers consistently demonstrate kindness. To address this: Kindness Campaigns: A peer-led initiative will be launched each trimester to promote positive behavior, aligned with ASA values. Embedded SEL: Weekly classroom routines will include Social-Emotional Learning to reinforce empathy, perspective-taking, and conflict resolution. Student Media: Posters, videos, and digital content created by students will promote respectful conduct campus-wide. 2. Strengthening Bullying Prevention and Response Given that a significant number of students reported witnessing bullying, ASA Chino will enhance its prevention and response systems: Anonymous Reporting Tools: A student-friendly, anonymous tool will be made available both digitally and on campus. Monthly Class Check-Ins: Regular sessions led by teachers or staff will create space for peer relationship discussions. Staff Training: Refresher training on intervention protocols and consistent follow-up will ensure that bullying concerns are addressed visibly and effectively. 3. Improving Playground Supervision and Student Support Students identified recess as an area for improvement. In response: Enhanced Supervision: Procedures will be reviewed and refined to ensure strategic staff placement and active engagement during recess. Peace Path Zones: Designated areas with adult support will be introduced to assist students in resolving conflicts in real time. 4. Elevating Student Voice in Learning and Decision-Making Survey responses indicate students want a stronger voice in their learning and school experiences. Planned actions include: Choice in Academics: Greater opportunities for student-driven goal-setting and project selection will promote deeper engagement and ownership. 5. Communicating and Monitoring Progress To promote transparency and maintain momentum: Sharing Results: Survey findings and action steps will be communicated via classroom updates and grade-level assemblies. Ongoing Communication: Updates will be included in newsletters, ParentSquare, and on the school website. Pulse Surveys: Mid-trimester climate check-ins will help assess progress and guide timely adjustments.|Met||2025-06-17|2025
36676860000000|Colton Joint Unified|6|CJUSD administers the PBIS School Climate Survey to students in grades 3-12. The survey is part of PBIS Assessment, which is part of PBISAPPS.ORG. The survey measures student perception of school climate. Examples of questions include, but are not limited to: I like school, Teachers treat me with respect, I feel safe at school, Students treat each other well etc. The mean scores are from 1 (lowest) to 4 (highest).   Elementary Schools: Overall mean score = 3.04 which is a slight decline from 2023. Overall mean scores for subgroups: Hispanic Students = 3.05 which is a slight decline from 2023. Black/African American Students = 3.o which is a slight increase from 2023. White Students = 3.04 which is a slight decrease from 2023. Sample overall scores for Elementary questions: Q5 - Teachers treat me with respect = 3.45 which is a slight decrease from 2023. Q8 - I feel safe at school = 2.98 which is a slight decrease from 2023. Q10 - There is an adult at school that I can talk to if I need help = 3.48 which is a slight decrease from 2023.   Middle Schools: Overall mean score = 2.86 which is the same as 2023. Overall mean scores for subgroups: Hispanic Students = 2.86 which is the same as 2023. Black/African American Students = 2.81 which is a slight increase from 2023. White Students = 2.88 which is a slight increase from 2023. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.25 which is a slight increase from 2023. Q8- I feel safe at school = 2.58 which is a slight decrease from 2023. Q9- There is an adult at school that I can talk to if I need help = 3.02 which is the same as 2023.   Comprehensive High Schools: Overall mean score = 2.86 which is the same as 2023. Overall mean scores for subgroups: Hispanic Students = 2.89 which is a slight increase from 2023. Black/African American Students = 2.61 which is a slight decrease from 2023. White Students = 2.82 which is a slight decrease from 2023. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.35 which is a slight increase from 2023 Q8- I feel safe at school = 2.60 which is a slight decrease from 2023. Q9- There is an adult at school that I can talk to if I need help = 2.95 which is a slight increase from 2023.   Alt Ed Schools: Overall mean score = 3.12 which is a slight decrease from 2023 Overall mean scores for subgroups: Hispanic Students = 3.14 which is a slight decrease from 2023. Black/African American Students = No student answers in 2023 White Students = 3.33 which is an increase from 2023. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.33 which is a slight decrease from 2023. Q8- I feel safe at school = 2.97 which is a decrease from 2023. Q9- There is an adult at school that I can talk to if I need help = 3.20 which is a slight decrease from 2023.|The Fall 2024 scores on the PBIS School Climate Survey show a slight decrease compared to the Fall 2023 scores. We continue to have a need to focus on creating a climate where students feel safe at school - specifically at the comprehensive secondary school sites. This continues to be our lowest scoring area. Elementary school sites’ and Alternative Education school sites’ data show that students have a higher perception of positive school climate in all areas than do comprehensive secondary students. The data also shows that the perception of school climate as positive declines from elementary to middle and declines further from middle to high school. One area of strength is that students at our two alternative school sites have a significantly higher perception of positive school climate than students at all comprehensive secondary sites. Secondary school sites need to focus on improving Tier 1 PBIS practices related to school climate (revisit expectations, 5:1 positive to negative feedback, recognizing and reinforcing expected behaviors), and addressing students who are not responding to Tier 1. Our comprehensive secondary sites are our biggest area of concern when it comes to a positive school climate. Comprehensive high school sites need to continue work on student perception regarding “There is an adult at school that I can talk to if I need help” as those scores are not at a “3” which is our goal. All comprehensive secondary sites need to work to address students’ feeling of safety at school. All comprehensive secondary sites scored below a “3” in this area which is our goal.|CJUSD will continue to implement PBIS across all school settings with the goal of all schools implementing all 3 tiers of PBIS at 70% or higher as measured on the PBIS Tiered Fidelity Inventory. In 2025-2026 Restorative Practices will be implemented, including Restorative Conversations/Conferencing, in order to promote a positive, restorative culture and climate across the District. Site administrators were trained in Community Building circles in 2024-2025 in order to model Circles for classroom teachers. Implementing community Building circles is needed in classrooms at all levels to improve a sense of belonging and positive school climate. Bullying Prevention efforts and an increased focus on promoting RESPECT at all school sites will also continue to be implemented. Student voice will also be included to determine WHY students do not feel safe at school. Based on student feedback, action steps will be created to address student concerns. CJUSD actively fosters parental involvement in decision-making processes through various parent and community committees. As part of the CJUSD Design Plan, parents and community members were engaged in strategic planning, revising the district's vision, and identifying key focus areas. The Parent Professional Learning Team has been established to offer recommendations on enhancing parental and community support. Parent committees, including DPAC, DELAC, AAPAC, LCAP Parent Committee, DIPN, and Community Cabinet, along with site-based School Site Councils and ELACs, serve as platforms for input collection. The LCAP Parent Committee ensures parental input on LCAP fund allocation, goal setting, and performance metrics, as well as reviewing CA Dashboard data relevant to CJUSD's student success. Additionally, CJUSD provides online and in-person workshops and webinars facilitated by a dedicated parent manager to support parents and keep them informed about educational updates. Moving forward, CJUSD aims to bolster participation in the parent portal to enhance communication regarding enrollment, student information, and feedback mechanisms.|Met||2025-06-17|2025
36676940000000|Cucamonga Elementary|6|The local climate survey data for the 2024-2025 school year reveals significant insights into student perceptions of safety. The survey climate survey, shows that 94% of elementary school students felt safe at school, while this figure was 91% for middle school students. 71% of our elementary students and 61% of our middle school students expressed feeling welcomed and included in school. 68% of our elementary students and 50% of our middle school students said their culture and the things that are important to them are shown and respected at school.|The 2024-2025 local climate survey provides valuable insights into student perceptions of safety, inclusion, and cultural respect. Overall, 94% of elementary students and 91% of middle school students report feeling safe at school, which indicates a strong sense of security in both groups. However, when it comes to feeling welcomed and included, 71% of elementary students and 61% of middle school students expressed positive feelings, showing a noticeable gap between the two levels. Additionally, 68% of elementary students and 50% of middle school students said their culture is respected and shown at school, suggesting that while there is some level of cultural inclusivity, there’s room for improvement, especially at the middle school level. These findings highlight specific needs, particularly in the middle school environment, where students report lower levels of inclusion and cultural respect. This points to a need for targeted efforts to enhance middle school students' sense of belonging and ensure that their cultural backgrounds are acknowledged and celebrated. On the positive side, the strong feelings of safety and inclusion among elementary students suggest that the practices in place at this level are effective and could serve as a model for middle school programs. In conclusion, while safety and inclusion are strong overall, the school must focus on bridging the gap for middle school students, particularly around inclusion and cultural respect.|Based on the analysis of the 2024-2025 local climate survey data, several changes to existing plans, policies, and procedures are necessary to address identified areas of need and enhance the overall school climate. To improve middle school students’ perceptions of inclusion and cultural respect, the LEA will implement targeted initiatives aimed at fostering a stronger sense of belonging. These efforts will include revising current inclusion programs to better address the social and emotional needs of middle school students, with a particular focus on promoting peer relationships, conflict resolution, and culturally responsive practices. Additionally, the LEA will enhance professional development for teachers and staff to ensure they are equipped with the skills needed to create inclusive, respectful, and culturally affirming learning environments. To address the cultural representation gap, the LEA will review and update curriculum materials to reflect a broader range of cultural perspectives, ensuring that all students feel that their values and traditions are acknowledged. Collaboration with community organizations and cultural leaders will also be prioritized to create a more inclusive environment both inside and outside the classroom. Furthermore, the LEA will introduce regular student feedback mechanisms to monitor progress and adjust strategies as needed, ensuring continuous improvement. These revisions and actions are designed to create a more equitable and supportive school environment that values the safety, inclusion, and cultural respect of all students.|Met||2025-06-12|2025
36677020000000|Etiwanda Elementary|6|Each fall, the Etiwanda School District administers an LCAP survey to gather input from all educational partners, including students in grades 3–8 who participate with parent permission. In the 2024–25 school year, 7,179 students equating to approximately 75% of eligible participants completed the survey, offering a comprehensive view of student experiences and perceptions across all student groups. The 30-question survey highlights several strengths that affirm a positive school climate. 87% of students reported feeling welcomed and cared for at school, highlighting a culture that prioritizes connection as well as an individualized approach. Students also expressed strong confidence in their teachers’ expectations and support: 95% said their teachers set high expectations, and 94% responding positively to the survey items stating that difficult concepts are clearly explained and help is provided when needed. Collaboration and peer interaction are also areas of strength. 95% of students agreed their teachers promote teamwork and encourage table discussions, with this sentiment echoed across all racial and ethnic groups. For example, positive response rates were high among American Indian or Alaska Native (93.2%), Asian (95.5%), Black or African American (93.3%), and Filipino (94.3%) students. Similar levels of agreement were seen among Hispanic, Middle Eastern or North African, Native Hawaiian or Pacific Islander, and multiracial students, with overall subgroup rates ranging from 87.8% to 95.5%. The survey also reflected high levels of individualized support. 93% of students felt their teachers understand their learning needs and strive to meet them, and the same percentage reported that clear and consistent behavior expectations are upheld across school settings. Student safety remains a top priority, and responses to the statement “I feel safe at school” were overwhelmingly positive. 89% of students overall said they feel safe, and when analyzed by race and ethnicity, positive response rates ranged from 80.4% to 89.9%, demonstrating a broad sense of security across all student groups. These findings reinforce that safety is a districtwide strength and a foundation for engagement, learning, and well-being. Site-level data will continue to be reviewed to ensure every student, particularly those in groups reporting slightly lower averages, feels equally supported. These insights inform future steps related to supervision, PBIS reinforcement, and restorative practices to ensure every student feels seen, safe, and valued. Character development and social-emotional learning are also central to school culture. 91% of students agreed their school helps them build positive character and behavior, and 87% said they would recommend their school to a friend, a strong indicator of student satisfaction and belonging. These results reflect the district’s ongoing efforts to create a learning environment where students feel supported, challenged, and connected.|Analysis of the 2024–25 school climate survey results reveals consistently strong perceptions of safety, teacher support, and collaboration across all student groups. Disaggregated data show that positive response rates regarding feeling safe at school ranged from 80.4% to 89.9%, affirming that safety continues to be a district-wide strength. Similarly, high levels of agreement were reported across student groups on items related to instructional support and cooperative learning, with over 93% of students indicating that teachers explain difficult concepts, promote discussion, and address learning needs. While the data supports the district’s commitment to fostering inclusive, supportive environments, some areas for continued growth remain including, intermediate-level responses in areas such as peer respect and feelings of connectedness were modestly lower than those of elementary students. This difference reinforces the need for differentiated school climate supports tailored to the developmental needs of students at different grade spans. To continue building on these positive outcomes, the district will advance its Culturally Responsive Teaching and Learning initiative. This work focuses on creating inclusive, supportive classroom environments that honor and integrate students’ diverse cultural and linguistic identities. Additionally, the district will uphold high academic and behavioral expectations through character education, develop engaging lessons through grade-level collaboration, and expand the use of preventative strategies such as restorative practices and ongoing teacher training to support student well-being, strengthen relationships, and reduce reliance on exclusionary discipline. The Etiwanda School District remains committed to creating safe, respectful, and welcoming campuses for all students. These survey results provide important feedback that helps guide future actions to ensure all students feel supported, empowered, and proud to be part of their school community.|To maintain a continuous improvement mindset, the Etiwanda School District will make several adjustments based on this year’s climate survey analysis. While the student participation rate of 7,179 responses out of 9,548 students in grades 3–8—is strong, increasing response rates remains a focus. Additional efforts will be made to ensure all student voices are represented, including targeted outreach and opportunities for in-class completion to remove participation barriers. Survey question revisions are also a key area of focus. The district will review student feedback tools to ensure survey items remain relevant, developmentally appropriate, and inclusive of a broad range of student experiences. Future updates may include questions that offer deeper insights into social-emotional well-being, perceptions of equity, and access to campus-based supports. In addition to the positive overall results, qualitative feedback from open-ended responses will continue to be systematically reviewed and analyzed by advisory committees. These insights offer a valuable lens into specific concerns or experiences not always captured through scaled questions and can guide more responsive site-level actions. To address areas of need and sustain progress, ESD will continue to support staff through professional learning focused on de-escalation strategies, restorative practices, trauma-informed responses, and Culturally Responsive Teaching and Learning. These efforts are focused around maintaining an asset-based mindset, affirming student identities, strengthening student-teacher relationships, and supporting inclusive learning environments. As part of the district's broader approach to school climate, character education programs will continue to be reviewed to ensure consistent implementation and alignment with student needs across all schools. Further, the district will maintain high academic and behavioral expectations, supported by differentiated instruction and small group instruction developed through site-based collaboration meetings. Finally, the district will explore adding more opportunities for student voice and choice beyond surveys such as student forums or advisory input to deepen understanding of student perspectives and shape future practices. All these efforts reflect ESD’s commitment to cultivating safe, engaging, and inclusive campuses that support the academic and social-emotional success of all students.|Met||2025-06-12|2025
36677100000000|Fontana Unified|6|To measure School Connectedness and School Safety, FUSD administers an SEL survey each year to students in grades 3-12 covering their perceptions.   At the elementary level, 75% of 3rd graders, 71% of 4th graders, and 69% of 5th graders report feeling connected to their school.  This remains consistent across most student groups, except for Students with Disabilities and African American students, with 66%, and Foster Youth, with 65% feeling connected.  When it comes to school safety, 70% of 3rd graders, 71% of 4th graders, and 72% of 5th graders report feeling safe. While most student groups report similar percentages, only 65% of Students with Disabilities and African American students respond positively on questions pertaining to School Safety.  At the middle school level, 52% of 6th graders report feeling connected to their school.  This number drops to 48% in 7th grade and 44% in 8th grade. On questions pertaining to school safety, 66% of 6th graders, 62% of 7th graders, and 64% of 8th graders reported feeling safe.  Fortunately, the disparities between All Students and other student groups disappeared.  At the high school level, 42% of 9th graders, 40% of 10th graders, 42% of 11th graders, and 42% of 12 graders report feeling connected to their schools. Regarding school safety, 73% of 9th graders, 70% of 10th graders, 73% of 11th graders, and 72% of 12th graders report feeling safe.  There were no significant disparities amongst student groups.|Overall, it appears that students feel most connected to school when they are younger, as demonstrated by 75% of 3rd graders feeling connected.  However, this number declines as students grow older, with only 42% of 12th graders feeling connected.  The steepest decline is between the 5th and 6th grade years, where the percentages of students feeling connected drop by 17%.  This suggests we need to study more about why students transitioning to secondary school have a sudden drop in their sense of belonging.  While we see disparities around school connectedness for some student groups (Foster Youth, African American, and Students with Disabilities) in elementary school, these disparities no longer exist by the time students matriculate to middle and high school.  However, it should be noted this is not due to any gains in these student groups but rather declines across the board.    Regarding school safety, students tend to report on lower feelings of school safety in middle school.  In both elementary and high school, favorable responses are in the 70th percentile but drop to the 60th in middle school.  This suggests further work can be done around school safety for grades 6-8.|FUSD believes the current climate survey administered to students is not robust enough to truly understand student perceptions around school connectedness and school safety.  Revising the survey could provide additional information about why school connectedness drops the older students get or why student safety drops at the middle school level.  To accomplish this, FUSD has contracted with Hanover Research to help design a new climate survey to be administered in the 25-26 school year.  Additionally, FUSD plans to make data from these surveys more available to classroom teachers via a new data dashboard, thus increasing their awareness of the importance of these issues.|Met||2025-06-25|2025
36677100141952|Allegiance STEAM Academy - Thrive, Fontana|6|ASA Fontana uses multiple tools to measure school climate, including an annual student satisfaction survey and the annual LCAP Parent Survey. These instruments gather quantitative and qualitative data to assess student safety, connectedness, staff-student relationships, and family perceptions of engagement and trust. Student Survey Data The most recent student satisfaction survey provided a positive snapshot of school climate: 91% of students said teachers “want them to do their best” all or most of the time. 89% reported that teachers and staff “care about them.” 86% feel “comfortable in their classroom.” 83% feel adults “listen when students have something to say.” 81% said the school clearly communicates that bullying is not allowed. 72% said the school encourages them to grow and try new things. 66% said the school is “neat and clean” most or all of the time. Open-ended student responses highlighted positive experiences with teachers, lunch, afterschool programs, and PE. Some students suggested improvements in playground options and bullying prevention follow-up. Parent Survey Data (2023–24 vs. 2024–25) ASA Fontana also saw notable gains in parent-reported climate indicators: +6.0% increase in comfort speaking to administrators. +5.1% increase in parents reporting staff understand their child’s strengths and needs. +9.8% increase in families recognizing multiple opportunities to be involved. These results indicate growing trust, improved communication, and increased confidence in the school’s relational culture. Parents also expressed appreciation for schoolwide events like Triad Conferences, Meet Your Wolfpack, and Coffee with Admin as ways to stay connected and informed. Disaggregation and Next Steps Although subgroup-level analysis was not explicitly disaggregated in the survey summaries, ASA Fontana maintains the capacity to break down responses by student group when needed for more targeted planning. Moving forward, the school aims to strengthen its climate survey tools to include more consistent subgroup analysis aligned with California Education Code 52052. Together, these student and parent data points serve as critical tools for continuous improvement, informing school priorities related to relationship-building, safety, and academic support structures.|ASA Fontana 2024–25 School Climate Summary: Student & Parent Survey Insights  Analysis of 2024–25 student and parent survey data at ASA Fontana reveals a growing culture of trust, connection, and support—critical markers of success for this newer and expanding school site.  Key Strengths Positive Adult-Student Relationships A major strength is the high level of student trust in staff:  91% of students believe their teachers want them to do their best.  89% feel that adults at school care about them.  83% report that adults listen when they have something to say.  These responses reflect strong emotional safety and communication between students and staff.  Comfortable Classrooms & Encouraging Environment 86% of students feel comfortable in their classrooms.  72% say the school encourages them to grow and try new things.  These results affirm intentional efforts to create safe, inclusive environments where students can take academic and social risks.  Family Trust & Engagement on the Rise Parent feedback aligns with student responses and points to increased family confidence:  +6.0% increase in feeling comfortable speaking with administrators.  +5.1% increase in feeling staff understand their child’s strengths and needs.  +9.8% increase in seeing multiple opportunities for involvement.  These gains are attributed to open-door leadership practices, effective multilingual communication (via ParentSquare and Jotform), and events like Coffee with Admin and Triad Conferences, which promote transparency and community engagement.  Opportunities for Improvement Bullying Prevention & Follow-Up While 81% of students agree that bullying is clearly not allowed, open-ended responses suggest gaps in follow-through:  Some students are unclear about the outcomes of reporting incidents.  There’s a need for improved communication about how bullying concerns are addressed and what support systems exist.  Equitable Access to Input Despite strong participation overall, some student and parent subgroups—especially those newer to ASA or unfamiliar with charter systems—may feel less connected to feedback or decision-making channels. Tailored outreach and diverse engagement strategies are needed to ensure all voices are represented.  Facility Cleanliness & Campus Aesthetics Only 66% of students reported that the school is “neat and clean” most or all of the time. Improving upkeep and attention to physical space will boost student pride and support a positive learning environment.  Conclusion & Next Steps ASA Fontana’s climate is rooted in strong adult-student relationships and increasing parent trust. These positive trends reflect the success of the school’s intentional communication and visibility practices. Moving forward, continued focus on:  Strengthening bullying response systems,  Expanding equitable engagement opportunities, and  Enhancing physical spaces will help the school climate remain strong as enrollment and grade levels grow.|In response to the findings from its local student satisfaction survey and LCAP parent survey, ASA Fontana is taking strategic actions to strengthen school climate and address areas of growth identified through the analysis. 1. Strengthening Bullying Prevention and Resolution Protocols To address concerns raised in student feedback regarding bullying and peer conflict, ASA Fontana will: Provide refresher training for all staff on proactive intervention and clear follow-up procedures when bullying is reported. Launch a student-facing communication campaign explaining how to report concerns and what happens after a report is made, using language and visuals that are age-appropriate. Increase opportunities for peer-led SEL activities and classroom check-ins focused on empathy, kindness, and inclusion. 2. Improving Physical Environment Consistency With only 66% of students reporting the school is consistently neat and clean, ASA Fontana will: Increase custodial walkthroughs and midday checks for restrooms and high-traffic areas. Incorporate student input on shared space design and recess materials to build investment in maintaining a positive environment. 3. Deepening Family Engagement in Climate Improvement To sustain momentum from the parent survey gains and ensure broader representation, ASA Fontana will: Embed brief climate feedback tools into family events such as student showcases and conferences to make input collection more accessible. Introduce grade-level family liaisons who can collect informal feedback from peers and share it with school leaders regularly. 4. Enhancing Equity in Voice and Access Recognizing that some underrepresented families may not fully participate in school input structures, the school will: Offer personalized invitations and follow-ups for EL and SPED families to participate in SSC, ELAC, and informal forums. Translate more materials and offer flexible meeting formats (in-person, virtual, asynchronous) to ensure inclusive access to input opportunities. ASA Fontana is leveraging both student and parent feedback to drive targeted actions that promote a safer, cleaner, and more connected school environment. These efforts reflect a commitment to continuous improvement, inclusive family engagement, and responsive school culture-building as the campus grows.|Met||2025-06-17|2025
36677360000000|Helendale Elementary|6|Feedback from student engagement sessions emphasizes a desire for more activities, clubs, and events that promote school pride and a sense of community. Addressing these needs will not only enhance the overall campus environment but also contribute to improved academic outcomes for SED and EL students bridging the gap in their educational experiences compared to their peers.|Survey results show that students generally feel safe and supported, highlighting strengths in campus culture and staff-student relationships. Areas identified for improvement include more activities, clubs, and events that promote school pride and a sense of community.|LEA has identified a pressing need to strengthen school culture and climate, particularly for Socioeconomically Disadvantaged (SED) and English Learner (EL) students, based on local data and stakeholder feedback. These students face barriers to engagement, and the data reflect disparities in attendance, participation, and academic performance. In response, the LEA is refining student engagement strategies to foster a stronger sense of belonging, cultural affirmation, and inclusion. Creating a positive school environment is essential to improving outcomes for all students and is particularly critical for those most at risk of feeling disconnected from the school community. A key revision includes expanding extracurricular offerings that are culturally responsive and reflective of our students’ diverse backgrounds. The district is actively developing new clubs, affinity groups, and campus events that celebrate the heritage and lived experiences of EL and SED students. These efforts aim to build pride, increase engagement, and affirm student identity, contributing to improved academic and behavioral outcomes. Additionally, site-level student engagement plans are being updated to include specific strategies for increasing participation and connection among underserved student groups. Professional development for staff will also be enhanced to focus on equity, culturally responsive teaching, and trauma-informed practices. These revisions represent a deliberate shift toward inclusive, student-centered practices. By embedding cultural relevance and relationship-building into our programs and policies, the LEA is working to ensure that every student feels seen, supported, and valued. Progress will be continuously monitored, with adjustments made based on ongoing data analysis and stakeholder input to support long-term, sustainable improvement.|Met||2025-06-25|2025
36677360116723|Academy of Careers and Exploration|6|Feedback from student engagement sessions emphasizes a desire for more activities, clubs, and events that promote school pride and a sense of community. Addressing these needs will not only enhance the overall campus environment but also contribute to improved academic outcomes for SED and EL students bridging the gap in their educational experiences compared to their peers.|Survey results show that students generally feel safe and supported, highlighting strengths in campus culture and staff-student relationships. Areas identified for improvement include more activities, clubs, and events that promote school pride and a sense of community.|LEA has identified a pressing need to strengthen school culture and climate, particularly for Socioeconomically Disadvantaged (SED) and English Learner (EL) students, based on local data and stakeholder feedback. These students face barriers to engagement, and the data reflect disparities in attendance, participation, and academic performance. In response, the LEA is refining student engagement strategies to foster a stronger sense of belonging, cultural affirmation, and inclusion. Creating a positive school environment is essential to improving outcomes for all students and is particularly critical for those most at risk of feeling disconnected from the school community. A key revision includes expanding extracurricular offerings that are culturally responsive and reflective of our students’ diverse backgrounds. The district is actively developing new clubs, affinity groups, and campus events that celebrate the heritage and lived experiences of EL and SED students. These efforts aim to build pride, increase engagement, and affirm student identity, contributing to improved academic and behavioral outcomes. Additionally, site-level student engagement plans are being updated to include specific strategies for increasing participation and connection among underserved student groups. Professional development for staff will also be enhanced to focus on equity, culturally responsive teaching, and trauma-informed practices. These revisions represent a deliberate shift toward inclusive, student-centered practices. By embedding cultural relevance and relationship-building into our programs and policies, the LEA is working to ensure that every student feels seen, supported, and valued. Progress will be continuously monitored, with adjustments made based on ongoing data analysis and stakeholder input to support long-term, sustainable improvemen|Met||2025-06-25|2025
36677360128439|Empire Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, High School took the lead for the highest positive response average of 78%.  TK-5th graders were at 76%. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
36677360130948|Independence Charter Academy|6|LEA administers an annual climate survey to students in grades 3–12, measuring perceptions of safety and connectedness across school environments, including the classroom, cafeteria, and restrooms. Survey results are disaggregated by student groups and are presented at annual stakeholder meetings and open session board meetings for transparency and input. Over the past seven years, results have shown a consistent trend of students feeling safe and supported by school staff. The most recent survey was conducted online, and some item responses varied slightly due to the return to in-person instruction post-pandemic. Additionally, the LEA administers a social-emotional wellness survey. Responses from this tool help identify students who may need individualized mental health support, with follow-up from counselors.|Survey results revealed both strengths and areas for growth. Students expressed a strong appreciation for the overall school environment, with many reporting satisfaction with their experience. Key areas for improvement included requests for more field trips and inclusive activities for virtual learners, increased access to physical education, and expanded extracurricular opportunities such as clubs and sports. Students also emphasized a desire for more social engagement opportunities, peer support, and motivational activities to promote mental well-being and belonging. These responses indicate a need to enrich the student experience beyond academics.|LEA has identified a continued need to focus on proactive behavioral supports and early intervention strategies to maintain a low student discipline rate and improve overall student outcomes. In response, the LEA will further strengthen its implementation of Positive Behavioral Interventions and Supports (PBIS) as a key framework for supporting student success. Analysis of local data confirms that while all students benefit from structured behavioral support, English Learner (EL) and Socioeconomically Disadvantaged (SED) students often require more targeted interventions to ensure equitable access to educational opportunities. To address this, the LEA is refining its PBIS practices to include additional supports that directly aim to reduce disproportionality and increase engagement for these groups. Key strategies include the early identification of attendance and behavioral concerns, coupled with consistent, positive reinforcement aligned with academic and social-emotional goals. Incentives will be offered for progress such as assignment completion, meeting deadlines, demonstrating academic growth (e.g., improvement from baseline to benchmark assessments), and improving attendance. Frequent teacher check-ins and individualized goal setting will help sustain student motivation and accountability. To further support implementation, instructional aides will play a larger role in reinforcing positive behaviors and providing both intervention and enrichment opportunities during instructional and extended learning times. This additional layer of support will allow for more frequent and personalized engagement with students who need it most. Staff will continue to receive targeted professional development to ensure PBIS strategies are applied consistently across grade levels and school sites. School-based leadership teams will monitor implementation fidelity and use data to inform ongoing decision-making and program adjustments.  These revisions reflect the LEA’s commitment to embedding equity-focused, student-centered practices into its behavior support systems—ensuring all students, particularly EL and SED populations, are equipped to succeed in a safe, supportive, and inclusive school environment|Met||2025-06-25|2025
36677360136069|Sage Oak Charter|6|Sage Oak Charter School annually administers a comprehensive local climate survey to parents, students, and staff to assess perceptions of school safety, connection, and engagement. The most recent data reflect strong outcomes across all stakeholder groups, with particular strengths in areas tied to safety, respectful environments, and curriculum quality. Parent Survey Highlights: 98% of parents believe the curriculum and resources provide a robust, well-rounded educational experience. 90% feel connected to the school’s mission of empowering students to lead purposeful and productive lives. 85% feel Sage Oak effectively provides opportunities for involvement and input, reflecting healthy engagement levels. 90% agree the school prioritizes safety, value, and respect. 93% are informed about student social-emotional and mental health support resources. Staff Survey Highlights: 94% believe the school’s curriculum is rigorous and well-rounded. 98% of teachers and EAs feel equipped to prepare students for the next grade band. 93% feel English Learners have adequate access to academic supports. 95% feel connected to the school’s mission. 97% believe their voices are valued in decision-making. 99% affirm the school prioritizes safety, value, and respect. 97% feel professionally equipped through PD offerings. 94% are informed of student support resources. Student Survey Highlights: 97% report that curriculum and resources are challenging and well-rounded. 89% feel connected to the school’s mission. 86% feel they are given opportunities for input and involvement. 95% agree the school prioritizes a safe, respectful learning environment. 90% are aware of available mental health and social-emotional supports.|The analysis of Sage Oak’s local climate survey reveals clear strengths in school climate, particularly around stakeholder confidence in academic quality, student safety, staff preparedness, and alignment with the school’s mission. Across all groups—parents, staff, and students—responses reflect a deeply supportive, respectful, and engaging educational environment. Key Areas of Strength: Academic Confidence and Rigor: A significant majority of respondents across all groups indicated satisfaction with the curriculum's quality—98% of parents, 94% of staff, and 97% of students. This reflects a shared confidence that Sage Oak provides a challenging and comprehensive educational experience. Mission Alignment: 90% of parents, 95% of staff, and 89% of students feel connected to Sage Oak’s mission of empowering students to embrace their unique potential. The consistency across groups demonstrates a strong cultural foundation and clarity of purpose. Safety and Respect: High agreement levels—90% (parents), 99% (staff), and 95% (students)—indicate that Sage Oak fosters a safe and respectful learning environment, a key factor in promoting student well-being and engagement. Mental Health and Support Awareness: Over 90% of all groups reported awareness of social-emotional and mental health supports, affirming that communication about these services is reaching stakeholders effectively. Staff Preparedness: Staff responses demonstrate strong confidence in their professional readiness, with 97% affirming that PD equipped them to succeed in their roles. Identified Needs and Growth Opportunities: Engagement and Input: While still positive overall, scores related to opportunities for input and involvement were slightly lower: 85% of parents and 86% of students agreed their voices were heard, compared to 97% of staff. This gap suggests an opportunity to deepen engagement efforts, especially for families and students who may not yet feel fully empowered to contribute to decision-making. Student Connection to Mission: At 89%, student connection to the school’s mission is strong, but slightly lower than that of parents and staff. Continued efforts to provide students with authentic, mission-aligned experiences—particularly through student voice initiatives, advisory roles, and co-curricular activities—could increase ownership and connection. These insights underscore that while Sage Oak’s school climate is overwhelmingly positive, intentional efforts to strengthen two-way communication and input opportunities—especially for families and students—will enhance inclusion and foster deeper connection.|Based on key findings from the local climate survey, Sage Oak Charter School will implement several targeted strategies to address areas of need and build on existing strengths related to school climate and stakeholder engagement. Enhancing Student and Family Voice in Decision-Making To address the slight discrepancy in perceived opportunities for involvement—particularly among parents (85%) and students (86%)—the school will expand structured input opportunities in 2025–26. This includes forming a new Parent Engagement Committee designed to complement existing advisory bodies (PAC, ELAC, and STAC), ensuring broader representation and more regular input from families who may not be engaged in current forums. These committees will continue to help elevate voices that were previously underrepresented in decision-making processes. Deepening Student Mission Connection While 89% of students report feeling connected to the school’s mission, Sage Oak will take steps to reinforce this connection through intentional student experiences. Advisors and counselors will embed mission-aligned reflections in academic planning meetings, and student-centered activities—such as leadership opportunities, service projects, and career exploration—will be expanded to help students see how their learning aligns with the broader purpose of leading purposeful and productive lives. Strengthening Communication Around Input Channels Survey data suggests that while Sage Oak offers many pathways for engagement, not all stakeholders are fully aware of them. To address this, the school will implement a more visible communication campaign—through newsletters, social media, onboarding, and an additional virtual parent summit—outlining specific ways families and students can participate in shaping school decisions. Staff will also be encouraged to personally invite families to participate in upcoming meetings and surveys, especially those from underrepresented groups. Sustaining and Building on Areas of Strength High levels of satisfaction in safety (90–99%), professional development (97%), and awareness of support services (90%+) indicate well-established systems worth preserving. Existing practices around staff development, mental health communication, and academic support will continue, with minor enhancements based on stakeholder feedback.  These actions, rooted in the climate survey results, reflect Sage Oak’s ongoing commitment to inclusivity, connection, and continuous improvement across all dimensions of school climate.|Met||2025-06-18|2025
36677360136937|Vista Norte Public Charter|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *100% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-06|2025
36677360139576|Excel Academy Charter|6|"Overall Satisfaction Report: Based on 181 student responses (grades 6-12)  99.4% of survey respondents agree that their teacher is available to speak with them when they need guidance. 95.6% of survey respondents agree that the curriculum provides challenging grade level instruction and assessment of their academic progress. 93.4% of survey respondents agree that the curriculum and instruction are engaging and they are able to complete the coursework on time. 100% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed. 97.8% of survey respondents feel safe and welcome to meet with their teacher to discuss their progress. 97.2% of survey respondents feel overall satisfaction with Excel Academy Charter School. 98.3% of survey respondents feel the school does a good job communicating through all forms of communication. 98.9% of survey respondents know that they have someone at school who they can talk to (teacher or counselor).  Testimonials ""Excel Academy provides everything I need."" ""Honestly, Excel has done a seriously amazing job in teaching. I really enjoyed the learning year with Excel and I am so lucky to be here. It was seriously a great year!"" ""It has been a great year and I appreciate my teacher always doing his best to help me succeed and work.""  Elementary SEL Survey - Grades 7-8 - 121 respondents The SEL survey was provided to garner a sense of understanding as to how the students were feeling about themselves and their progress in school. Counselors were able to get a pulse on how the students were feeling to offer necessary support and/or to plan interventions. On a five point scale, four and five were the highest scores available (a positive reflection). When asked how the students felt they were doing in school, 57.9% scored an overall four and 34.7% scored an overall five. When asked how the students feel about the relationships that surround them, 30.8% scored an overall four and 57.9% scored an overall five. When asked how the students feel about themselves most of the time, 40.5% scored an overall four and 52.1% scored an overall five.  Students in grades K - 12 Intervention Feedback 100% of survey respondents agree that they are satisfied with teacher communications. 100% of survey respondents agree that students are receiving quality instruction. 100% of survey respondents feel that the provided classes have given their students a sense of belonging.  Testimonials: ""Teacher is very patient and keeps the students engaged."" ""My son loves his ELD class. He finds the way he learns with the teacher very exciting."" ""My child looks forward to class and has learned new skills."" ""Class is amazing and is helping our son engage with the other students and teacher. Very nice teacher and helps him understand whatever he doesn’t understand."" ""I am grateful for the patience that has been given throughout the learning process."""|"MEANING: The survey results are shared with educational partners to address trends in the input during the ELAC, SSC, and all staff meetings. There was no input that directly affected the LCAP goals and actions. The most consistent trend we found was praise for EACS and appreciation for all of the resources provided to families. The social-emotional well-being of EACS students are closely monitored, and when necessary, appropriate steps are taken to address and support student needs. The ""What I Need"" (WIN) program is well received by parents and the family feedback was positive. The constructive comments were associated with parent/guardian welcoming additional opportunities for writing, reading, and math instruction."|USE: EACS takes pride in focusing on continuous improvement by analyzing current curriculum options, internal assessments, opportunities for social-emotional growth, and educational partner feedback to ensure students are being provided the best education that serves their individual needs. i-Ready has been an exceptional internal assessment for EACS students. However, since i-Ready only assesses math and reading, for the 25/26 school year, EACS will be piloting Write Score to enhance written expression. Students will be taking two benchmark assessments, one in the fall and one in the spring, to determine areas of strengths and needed growth.|Met||2025-06-18|2025
36677770000000|Morongo Unified|6|The Morongo Unified School District (MUSD) employs multiple survey tools to evaluate school climate and student well-being. In 2024, the annual Local Control and Accountability Plan (LCAP) Survey gathered responses from 2,062 students in grades 4-12 and 1,327 staff, parents, and community members. The student responses indicated mixed perceptions of the school climate: 72.7% felt respected by their peers, and 86% felt respected by staff. However, 65.7% reported being taught coping skills, 56.5% identified bullying as a problem, and 36.1% expressed feeling unsafe at school. On a positive note, 75.4% of students agreed that school staff support their success.      In 2024, the district piloted the Panorama survey, which focused on school safety and connectedness. Among 3rd-5th graders, 55% responded favorably to questions about physical and psychological safety, with slight variations across gender and racial/ethnic groups. School connectedness received higher favorable responses at 57%, with notable differences among demographic groups. For instance, Hispanic students reported the In response to key learnings from local climate survey data, Morongo Unified School District (MUSD) is implementing a series of strategic initiatives aimed at addressing identified needs and fostering continuous improvement across all schools highest sense of belonging at 53%, while Asian students reported the lowest at 43%. Among 6th-12th graders, 49% responded favorably to school safety questions, with some variation across gender and racial/ethnic groups.      The California Healthy Kids Survey (CHKS)  was administered in the 2024-2025 school year. However, the results of this administration will not be available till November of 2025.  The prior administration was during the  2022/2023 school year. During this administration, there were varying participation rates across grades: 23% (117) of 5th graders, 67% (318) of 7th graders, 27% (140) of 9th graders, and 42% (183) of 11th graders.|Key learnings from the Morongo Unified School District’s (MUSD) analysis of school climate and student well-being data reveal both strengths and areas in need of improvement. Drawing from multiple data sources—including the 2024 Local Control and Accountability Plan (LCAP) Survey and the pilot Panorama survey—several important trends have emerged. A significant strength is the high percentage of students who feel respected by school staff (86%) and peers (72.7%), which reflects positively on adult-student and peer relationships. Additionally, 75.4% of students reported that school staff support their success, indicating a generally supportive learning environment.      However, the data also highlight several areas of concern. Only 65.7% of students reported being taught coping skills, suggesting a need for more robust social-emotional learning initiatives. Furthermore, 56.5% of students identified bullying as a problem, and 36.1% expressed feeling unsafe at school. These findings point to ongoing challenges in fostering a secure and inclusive school climate.       The Panorama survey, piloted in 2024, provided additional insights, particularly among 3rd-5th-grade students. Only 55% responded favorably to questions about physical and psychological safety, and 57% expressed a sense of school connectedness. Disaggregated data revealed disparities among student groups: Hispanic students reported the highest sense of belonging at 53%, while Asian students reported the lowest at 43%. Gender differences were also evident, with male students reporting higher levels of connectedness (63%) compared to female students (55%). These gaps suggest a need for targeted strategies to enhance school engagement and belonging for specific demographic groups.       Among 6th-12th grade students, only 49% responded favorably to school safety questions, indicating that concerns about safety persist across grade levels. This consistency underscores the importance of a comprehensive, district-wide approach to improving school safety. Additionally, the California Healthy Kids Survey (CHKS), administered during the 2024–2025 school year, will provide further insights once results are available in November 2025. The previous CHKS administration in 2022–2023 showed varied participation rates across grade levels, which may influence the representativeness of the findings.      Overall, while MUSD demonstrates strengths in staff-student relationships and perceived support, the data reveal critical needs in the areas of school safety, emotional well-being, and equitable student engagement. These findings will inform future planning and targeted interventions to ensure a more inclusive and supportive educational environment for all students.|To enhance the district’s ability to monitor and respond to student needs, MUSD will fully implement the Panorama survey across all schools during the 2024–2025 school year. This comprehensive tool will allow for more frequent and detailed assessments of social-emotional learning (SEL) and school climate. Alongside the survey, the district will utilize Panorama’s curriculum and resources to deliver targeted interventions based on the data collected.      One of the key areas identified for improvement is the relatively low percentage of students who report being taught coping skills. In response, MUSD will strengthen its SEL programming by integrating Panorama’s evidence-based resources. These efforts will be supported by ongoing professional development for staff, focusing on the Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks. These frameworks are designed to promote a more positive and supportive school environment for all students.      Recognizing the profound impact of trauma on student well-being and academic success, the district will also launch trauma-informed training for staff. This initiative, led by MUSD’s trauma task force, will equip educators with the tools and strategies needed to support students who have experienced trauma, with the goal of improving both school connectedness and perceptions of safety.       To address disparities in school connectedness among different student groups, MUSD will initiate a district-wide dialogue focused on equity and access. This process will include a comprehensive needs assessment to identify barriers faced by specific student populations and inform the development of targeted, inclusive interventions.|Met||2025-06-24|2025
36677850000000|Mountain View Elementary|6|"For the local climate survey, Mountain View School District utilizes the California Healthy Kids Survey (CalSCHLS).  This survey is administered to 5th grade students in an elementary setting and 7th grade students in the junior high setting.  The CalSCHLS survey allows us to see the data for the individual grade level groups, but not individual student groups.  The CalSCHLS survey was administered to 5th and 7th grade students between February 4th and February 6th, 2025.  For school safety, the results showed that 84% of 5th grade students stated that they feel safe at school either ""all of the time"" or ""most of the time"".   The results showed that 54% of 7th grade students stated, when asked if they perceive school as a safe place, as either ""agree"" or ""strongly agree"".    For school connectedness, the results showed that 73% the 5th grade students stated that they feel connected at school either ""all of the time"" or ""most of the time"".   The results showed that 55% of 7th grade students stated that they feel connected at school as either ""agree"" or ""strongly agree""."|Our key learning from the CalSCHLS surveys includes a comparison to historical data.  For school safety, our 5th graders increased in feeling of school safety while our 7th graders remained the same.  Although we see the increase of the feeling of school safety as a strength, we would like this number to increase and strive for 100%.  This area received higher percents pre-pandemic and are close to returning to previous levels.  Conversations with students have informed us that many students felt unsafe returning to campus because of the pandemic periods of schools being virtual and additional media coverage of schools as unsafe locations for pandemic transmission.  For school connectedness, both groups took a small drop in the negative direction. This is listed as a weakness.|To improve the area of school safety and connectedness, the district will look to bolster our PBIS implementations and strategies. Our site administrators will analyze their site data and work with their leadership groups to do a root cause analysis specific to their campus.|Met||2025-06-12|2025
36677930000000|Mt. Baldy Joint Elementary|6|Students in grades 3-8 favorably scored MBS in the areas of school belonging (grades 3-5: 82% favorable baseline data to 82% favorable at mid-year; grades 6-8 63% favorable baseline data to 55% at mid-year), school climate (grades 3-5: 85% favorable baseline data to 73% favorable at mid-year; grades 6-8 (73% favorable baseline data to 59% favorable at mid-year), school engagement (grades 3-5: 74% favorable baseline data to 68% at mid-year; grades 6-8: 51% favorable baseline data to 44% at mid-year), school safety (grades 3-5: 71% favorable baseline data to 60% at mid-year; grades 6-8: 87% favorable baseline data to 66% at mid-year), and valuing of school (grades 3-5: 78% favorable baseline data to 69% at mid-year; grades 6-8 68% favorable baseline data to 66% at mid-year) on student surveys.|Although none of our student climate survey data is disaggregated by student group, we are able to identify needs and areas of strength through our analysis. We see highly favorable ratings from our students in the areas of school belonging, school climate, school engagement, school safety and valuing of school compared to national averages. That being said, we have room for growth in all of the same areas - during the Covid pandemic, parent and student climate data dipped, but due to our actions, we are now seeing our parent and student climate survey data increase and improve to pre-pandemic numbers.|Much of the focus of our 24-25 LCAP will be on improving school climate for students - we have plans in place to train staff and parents in social emotional learning (SEL) strategies, use daily mindfulness and SEL instruction for all students, and increase student connection to teacher, classmates, and school. We will track student connections to trusted adults on our campus and how connected adults feel to individual students - this will help us catch any students who are not feeling a sense of belonging and connectedness. We will continue implementing an outdoor education program to increase the levels of student engagement and valuing of school, while also implementing our school safety plan to address student feelings of safety at school.|Met||2025-06-10|2025
36678010000000|Needles Unified|6|Of students who were mostly in grades 6-11 (about 60% of those students) as they responded to the survey when compared to staff (about 35% of all staff).  94% want to do well in school vs. 74% of staff who believe students want to do well in school  79% come to class prepared vs. 44% of staff who believe students come to class prepared  70% care about their school vs. 71% of staff who believe students care about their school  41% like going to school vs. 72% of staff who enjoy the work they do|A key learning from the past year is the significant improvement in school connectedness and student motivation, as reflected in stakeholder feedback. The percentage of students who reported that they care about their school increased from 33% to 41%, and those who said they care about their school rose from 61% to 70%. Additionally, staff perceptions aligned with these positive trends, with an increase from 59% to 71% in staff who believe students care about their school. Another important insight is the rise in staff who believe that students want to do well in school, which increased from 60% to 74%. These gains highlight a growing sense of student engagement and a more positive school climate.|To increase student enjoyment of school, the local educational agency plans to expand extracurricular offerings by adding more interest-based clubs and increasing access to college and trade school visits, as well as providing additional field trips. These efforts aim to engage students beyond the classroom and connect learning to real-world experiences. Additionally, the agency will continue to reinforce clear class expectations and preparation guidelines to support a consistent and positive learning environment for all students.|Met||2025-06-17|2025
36678190000000|Ontario-Montclair|6|"2024-2025 California Healthy Kids Survey (CHKS)  Grade 5 - School Connectedness    Students in grade 5 were asked five questions on CHKS:    - Do you feel close to people at/from this school?    - Are you happy to be at/with this school?    - Do you feel like you are part of this school?    - Do teachers treat students fairly?    - Do you feel safe at school?     An average percent of responses to these questions that were ""Yes, most of the time"" or ""Yes, all of the time"" were used to calculate an overall percentage for school connectedness.  Using students' self-reported demographics on the survey, following are the results overall and for available student groups.     All Students: 71%     *Student Groups*    American Indian or Alaska Native 79%    Asian or Asian American 78%    Black or African American 79%    Hispanic or Latinx 70%    White 72%    Mixed (two or more) ethnics 62%    Female 73%    Male 69%  Grade 7 - School Connectedness    Students in grade 7 were asked five questions on CHKS:    - Do you feel close to people at/from this school?    - Are you happy to be at/with this school?    - Do you feel like you are part of this school?    - Do teachers treat students fairly?    - Do you feel safe at school?     An average percent of responses to these questions that were ""Yes, most of the time"" or ""Yes, all of the time"" were used to calculate an overall percentage for school connectedness.  Using students' self-reported demographics on the survey, following are the results overall and for available student groups     All Students: 56%     *Student Groups*    American Indian or Alaska Native 57%    Asian or Asian American 56%    Black or African American 47%    Hispanic or Latinx 56%    White 59%    Mixed (two or more) ethnics 56%    Female 50%    Male 62%    Nonbinary 31%    English Learner 58%    Students with Disabilities 56%"|A key learning included is the need to improve foundational positive behavioral and social-emotional instructional strategies to increase student connectedness for greater access to the learning environment.  Elementary 5th grade students feel 16% more connected than Middle School 7th grade students, so there is a need to investigate why there is a significantly reduced amount for Middle school students.  In addition, there is a particular need for understanding the discrepancy between 73% of female 5th grade students feeling connected versus 50% of female 7th grade students.  Areas of strength for 5th grade students are in the following student groups:  American Indian or Alaska Native, Asian or Asian American, and Black or African American. Areas of strength for 7th grade students are in the following student groups:  American Indian or Alaska Native, Asian or Asian American, Hispanic or Latino/a, White, and Multiracial.  Our LEA site administrators will be setting goals to increase school connectedness for students to increase a positive school climate.  In addition, our LEA will leverage our Community Schools work to increase student school connectedness at all schools.  Each schools Community School Implementation Plan is aligned to the School Plan for Student Achievement (SPSA), which is also aligned to our LEA’s LCAP.|Our LEA site administrators will be setting goals to increase school connectedness for students to increase a positive school climate.  In addition, our LEA will leverage our Community Schools work in identifying the Site Coordinator (known as the Outreach Consultant) as the lead to increase student school connectedness at all schools.  Each school's Community School Implementation Plan is aligned to the School Plan for Student Achievement (SPSA), which is also aligned to our LEA's LCAP.|Met||2025-06-26|2025
36678270000000|Oro Grande|6|Oro Grande School District administers a yearly school climate survey to all parents/guardian and students in grades 3-12 in order to gauge overall feelings of safety and connectedness. The student survey revealed that 84.9% of students report they feel safe on Oro Grande School District campuses, and 89.9% of students feel connected to at least one staff member across all campuses. The parent survey revealed that 85.2% of parent/guardians feel that their child is safe on Oro Grande School District campuses, and 92.2% feel that their child is connected to a trusted staff member.|Oro Grande School District will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs and social workers who are directly assigned to all three campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through ASB and student-led activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school day in grades TK-8th.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Oro Grande School District, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270113928|Riverside Preparatory|6|Riverside Preparatory School administers a yearly school climate survey to all parents/guardian and students in grades 3-12 in order to gauge overall feelings of safety and connectedness. The student survey revealed that 84.9% of students report they feel safe on Riverside Preparatory School campuses, and 89.9% of students feel connected to at least one staff member across all campuses. The parent survey revealed that 85.2% of parent/guardians feel that their child is safe on Riverside Preparatory School campuses, and 92.2% feel that their child is connected to a trusted staff member.|Riverside Preparatory School will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, and social workers who are directly assigned to all three campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through ASB and student-led activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school day in grades TK-8.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Riverside Preparatory School campuses, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137174|Mojave River Academy - Gold Canyon|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 96.5% of students report they feel safe on Mojave River Academy Schools campuses, and 94.2% of students feel connected to at least one staff member at their school site. The parent survey revealed that 100% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 100% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137182|Mojave River Academy - National Trails|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 95.6% of students report they feel safe on Mojave River Academy Schools campuses, and 95.0% of students feel connected to at least one staff member at their school site. The parent survey revealed that 98.6% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 99.5% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137190|Mojave River Academy - Oro Grande|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 96.6% of students report they feel safe on Mojave River Academy Schools campuses, and 97.7% of students feel connected to at least one staff member at their school site. The parent survey revealed that 98.1% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 99.2% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137208|Mojave River Academy - Route 66|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 93.9% of students report they feel safe on Mojave River Academy Schools campuses, and 95.9% of students feel connected to at least one staff member at their school site. The parent survey revealed that 98.4% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137216|Mojave River Academy - Rockview Park|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 98.2% of students report they feel safe on Mojave River Academy Schools campuses, and 98.2% of students feel connected to at least one staff member at their school site. The parent survey revealed that 99.1% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 100% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137224|Mojave River Academy - Silver Mountain|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 94.2% of students report they feel safe on Mojave River Academy Schools campuses, and 96.8% of students feel connected to at least one staff member at their school site. The parent survey revealed that 99.4% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 99.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678270137232|Mojave River Academy - Marble City|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in order to gauge overall feelings of safety and connectedness. The student survey revealed that 95.3% of students report they feel safe on Mojave River Academy Schools campuses, and 99.4% of students feel connected to at least one staff member at their school site. The parent survey revealed that 97.6% of parents/guardians feel that their child is safe on Mojave River Academy Schools campuses, and 100% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, MFTs and social workers who are directly assigned to each school site, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through weekly one-on-one interactions with their teacher and principal, and each site provides counseling services and provides students with access to spaces that are dedicated to mental health and wellness.|The school climate indicators show a large, consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2025-06-18|2025
36678430000000|Redlands Unified|6|The analysis is based on raw data from the 'LCAP Student' pulse survey administered in March 2025, which captured responses from 6,357 students. This rich dataset allows for a disaggregated analysis of student perceptions. The survey measures perceptions of school safety, rules, behavior rewards, bullying, adult support, future-readiness, academic help, recognition, and belonging.  The data has been disaggregated by the following student groups, as required:  Grade Level: 4-12 Gender: Male, Female Race/Ethnicity: Hispanic/Latino, White, Asian, Black or African American, Two or more races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander.  This disaggregation allows for a deeper understanding of the experiences of different student populations within our LEA.|"Analysis of the disaggregated survey data reveals several key learnings, both in terms of overall trends and in equity of experience between student groups.  Areas of Strength (Overall): Students across the district feel most positive about the future-relevance of their education and their ability to get academic help.  ""I know how to get help with homework assignments that I don't understand."": 76.20% favorable ""I feel safe on my school campus."": 73.63% favorable ""My school clearly communicates the rules and expectations for student behavior."": 73.38% favorable Areas for Improvement (Overall): The primary areas of need are centered on school environment and peer interactions.  ""My school effectively addresses teasing and/or bullying."": 61.58% favorable ""My school rewards students for good behavior."": 62.31% favorable ""I am encouraged and/or recognized when I make positive choices at school."": 64.32% favorable Identified Inequities (Disaggregated Analysis): Our analysis revealed significant differences in perception among student groups.  By Race/Ethnicity: The most significant gap was observed in the question: ""My school rewards students for good behavior."". Favorable ratings ranged from a low of 38.46% for American Indian or Alaska Native students to a high of 73.33% for Native Hawaiian or Other Pacific Islander students. This indicates a substantial difference in how students from different ethnic backgrounds experience this aspect of our schools. By Grade Level: We also noted a significant gap in responses to the question: ""What I'm learning in school will help me in the future."". Favorable ratings were lowest among 7th graders (55.96%) and highest among 4th graders (80.00%). This suggests a need to better understand the experiences of our students as they transition through grade levels."|Based on the detailed analysis of our local climate survey, schools will work collaboratively to revise plans and procedures to address the identified areas of need and inequity. Some examples may include:  -Implement district-wide positive behavior intervention and supports (PBIS) with fidelity, focusing on proactive strategies for teaching and reinforcing positive school-wide expectations. -Launch 'Student Voice' opportunities to create formal channels for students to provide ongoing feedback on school climate and policies. -Establish focus groups to understand the root causes of their concerns. -Provide professional development for staff on culturally responsive practices and creating inclusive classroom environments. -Work with school counselors and leadership to review and enhance the transition and support programs for students entering that grade.  Actions will be incorporated into our LCAP and school-level plans for the upcoming year. We will monitor progress through ongoing data collection and analysis.|Met||2025-06-24|2025
36678433630928|Grove|6|The Grove school engaged families, students, and administrative, certificated, and classified staff the California Healthy Kids Survey (CHKS) to collect data regarding school climate. A summary of the data was shared out to all educational partners during the Board Meeting, and during staff professional development.   CHKS showed that academic motivation, school connectedness, parental involvement, a belief that the campus has caring adults with high expectations and is a place for meaningful participation is up compared to previous years. Fewer students reported having trouble focusing, believing that school is a waste of time or boring than in previous years. Student reporting of school facilities being in good condition was down.   Overall, reports of harassment were down and more students reported feeling safe at school than in previous years. Reports of cyberbullying and substance use were down from previous years, and the overall student wellness index was slightly higher than previous reporting years. Life satisfaction and optimism scores improved over the previous school year, and distress, and chronic sadness were down.  The data, further disaggregated by subgroup in comprehensive reports, was analyzed by the entire staff during two professional development sessions led by West Ed. Based on the data, staff created two SMARTIE goals for the spring semester, as follows:  To equitably improve school culture and climate by developing relationship skills and building community, during the Spring Semester, we will develop and implement a Community Circles scope and sequence to use with all students during mentoring.  To ensure equity in student voice, during the Spring Semester we will hold three listening circles (parents, students, teachers) and two focus group sessions (middle school, high school).  Surveys about LCAP progress and input were sent in March, and surveys specifically regarding campus expansion input and the tech policy were sent in May. Level leads  met weekly with the Assistant Head of School to provide input and guide communication to all staff. The Head of School hosted a listening sessions for all educational partners in March and April to collect feedback about school climate.   A SAC was formed and met 2x/month to report out student body needs, and to discuss goals, progress and action plans. A PAC was formed and met for 4 quarterly meetings to meet and discuss goals, progress and action plans. “Coffee with the Heads of School”  was hosted during the Saturday Farmer’s Market 6 times during the school year. During that families were provided with time to have informal discussions about the school and share concerns.  All stakeholder feedback was summarized in a shared LCAP reflection shared during June staff inservice, and that data was to make appropriate modifications to the new LCAP. Feedback regarding campus expansion is going directly to the project management team to advise and inform the school’s feasibility study.|Grove continues to show success in the areas of local indicators. Educational partners continue to score Grove as successful in all areas of the local indicators. Data from the California Healthy Kids Survey and committee reports indicate the majority of students are excited to attend school and feel they are supported by staff. Parents indicated that they feel involved and invited to participate in school events, and are happy with their child attending Grove. There is a high number of students who reported experiencing harassment and a lower than expected number who reported meaningful engagement at school. A summary of all educational partner feedback is below:  Goal 1  Positive Feedback Appropriate actions  Making good progress on actions Key areas for Improvement:  Staff Engage more purposeful in Assessment and data cycles Implement additional Student Supports like summer programs, intervention classes, and after school  Increase training for support staff and teachers for MTSS Students Increase class options specifically in math as many students don’t meet the required level of math for some colleges. Offer tutoring services Parents Ensure we continue with our Montessori foundation and framework Offer middle school advanced classes Improve goal communication about progress/Improve awareness of actions being taken in support of these goals Implement tutoring over summer programs and after school program for struggling students that need support Increase class options specifically in math Goal 2 Positive Feedback Appropriate actions Making good progress on actions Like the selected SEL curriculum Notice progress on actions Positive and supportive school community  Key areas for Improvement Staff Increased hands-on community development activities to improve school grounds Increased opportunities to connect across mentor groups  Targeted professional development for staff Students More sports fields and opportunities An improved student club fundraising process (fewer asks, more streamlined, question about individual sports budgets versus general) Reduce inconsistency in teacher disciplinary action More listening circles throughout the year each year Improved farm program Parents More field trips to bring the campus community together  Increased monitoring of free space moments like class passing, lunch, after/before school Stronger accountability for racially/gendered bullying Improve goal communication about progress/Improve awareness of actions being taken in support of these goals Improve CAWE and Winterim to ensure productive and engaged learning for all students. Re-engage/redesign with the farm program  Goal 3 Positive Feedback Appropriate actions Making good progress on actions Improvements are appreciated Key areas for Improvement Staff Improved science classrooms  Onsite technology technician Improved camera systems  Students Improved bathrooms Improved classroom facilities Additional sports facilities Multi-purpose room/more indoor|Data from surveys, listening sessions, and meetings informed the shifts in the 25-26 LCAP noted below by LCAP goal:  Goal 1  Goal 1 Shifts in Response to Feedback: Focus on building MTSS Development of a Tiered Instruction Matrix in alignment with 6 year curriculum maps Exploration of Co-Teaching models Engagement of 2 Data Cycles in 25-26, and 4 in 26-27 Restructured Teacher Collaboration Time Hiring of an Intervention Teacher Tutoring Provision of after-school tutoring 2 days/week Attendance recovery classes 2 hrs/week after school  Goal 2 Goal 2 Shifts in Response to Feedback: Exploration and initial implementation of attendance supports Provide anti-bullying and anti-harassment training for all students Implementation RAP for middle school cohorts Restructured staff development time Continued parent education nights Addition of a CTE pathway that incorporates the development of and production on the farm Hiring of a full time farm and facilities manager  Goal 3 Goal 3 Shifts in Response to Feedback: Focus on Campus Expansion: Farm campus land acquisition completion Secure funding for expansion Engagement with a Project Management firm using survey feedback Creation of a Development committee and  plan  Purchase and install new cameras and systems Re-evaluation of technology support contract Hiring of a new farm and facilities manager|Met||2025-06-26|2025
36678500000000|Rialto Unified|6|In 2023–24 and 2024–25, our district administered a local climate survey to measure student perceptions of sense of belonging and school climate across grade spans 3–5 and 6–12. The survey results, disaggregated by student groups, indicate a strong upward trend in students’ sense of belonging. Notably, the overall sense of belonging increased from 65% to 76% in grades 3–5 and from 36% to 48% in grades 6–12. Subgroup improvements were especially significant among African American students in elementary grades (12 points) and English Learners in secondary grades (19 points).  School climate data for grades 6–12 also improved (9 percentage points overall), suggesting gains in student perceptions of safety and connectedness at the secondary level. However, elementary school climate perceptions remained mostly flat or declined slightly for several subgroups, including a 6-point drop among EL students. These results highlight the district’s progress in strengthening school climate, particularly at the secondary level, while also identifying the need to refine supports and practices at the elementary level to ensure equitable and sustained improvement.|Analysis of the local climate survey data revealed key areas of strength and need that will inform future planning. The most significant strength was the marked increase in students’ sense of belonging across all grade spans and student groups, with particularly strong gains among African American students in elementary and English Learners in secondary grades. These improvements suggest that recent initiatives aimed at fostering inclusion and connection are having a positive impact. However, the data also identified a critical need to improve perceptions of school climate in elementary grades, where overall scores declined slightly or remained stagnant, especially for English Learners and Foster Youth. This indicates a need for targeted strategies at the elementary level to ensure that all students feel safe, supported, and connected to their school environment.|In response to the identified need to strengthen perceptions of school climate at the elementary level and ensure equitable experiences for all student groups, the district will continue to focus on the implementation and reinforcement of Positive Behavioral Interventions and Supports (PBIS) across all school sites. To support school-level analysis and empower data-driven decision-making, the district has also invested in Panorama Education, providing each school site with access to robust tools for analyzing local climate and SEL data by student group.  Additionally, to address the need for stronger social-emotional learning supports, each school site has purchased an SEL curriculum. This will ensure that all students receive consistent, developmentally appropriate instruction aimed at building self-awareness, relationship skills, and emotional regulation. These actions reflect the district’s commitment to continuous improvement and to using data meaningfully to strengthen conditions for learning at every school.|Met||2025-06-25|2025
36678680000000|Rim of the World Unified|6|For the 2024–25 school year, Rim of the World Unified School District administered student climate and culture surveys through Kelvin. This platform delivers brief, periodic “pulse” surveys designed to provide real-time, actionable data. These check-ins were conducted four times during the year for students in grades 4–12, focusing on four key dimensions: Sense of Safety, Instructional Environment, Growth Mindset, and Sense of Belonging/School Connectedness. Districtwide, 48% of students in grades 4–12 participated, with 72% of responses rated as favorable. The highest-rated area was Sense of Safety (78%), followed by Instructional Environment (74%), School Belonging/Connectedness (70%), and Growth Mindset (67%). Survey questions are available for parents, staff, and community members to review upon request.|Survey results were shared with staff, students, educational partners, and the school board to identify areas of strength and guide improvement efforts. Students reported the highest favorability in feeling safe at school and experiencing fewer instances of teasing, theft, or inappropriate physical contact. They also noted that teachers use supportive practices, such as encouragement, constructive feedback, real-world connections, high expectations, and individualized support. Growth mindset received the lowest favorable rating at 67%. School teams reviewed Kelvin pulse data during School Leadership, Staff, PBIS, and MTSS meetings to inform interventions, instructional adjustments, and site-based initiatives.|Each school site in the district implements a Positive Behavior Interventions and Supports (PBIS) or Multi-Tiered System of Support (MTSS) framework, with most schools transitioning to MTSS to support a more comprehensive approach. Since returning to in-person learning post-COVID-19, the district has experienced an increased need for mental health and social-emotional support. In response, we’ve partnered with local mental health providers and Care Solace to support students, staff, and families. Elementary sites use The Leader in Me and Second Step to foster a positive school culture, while secondary schools have received professional development in MTSS, Restorative Justice, and schoolwide AVID strategies. Site teams use these tools to reduce suspensions, create inclusive and engaging environments, and promote positive attendance, an ongoing priority due to continued pandemic-related impacts and weather-related disruptions.|Met||2025-06-26|2025
36678760000000|San Bernardino City Unified|6|SBCUSD utilizes the Panorama Student Survey, which provides comparables to the CORE districts in California. In 2024-25, 8,578 students were surveyed in grades 3-5. Student Sense of Safety decreased from 64% to 63% favorable. Current Sense of Safety results rank us near the 30th percentile when compared with other CORE districts. The student groups with positive outlier scores include: Gifted/Talented students at 72%, Socioeconomically Disadvantaged at 67%, 5th grade students at 66%, Filipino and Hispanic students both at 64% favorable. Students with the lowest rates of favorable responses in this area include: Foster Youth 58% (increase of +1%), African-American 55%, Students with 2 or more races 59% (increase of +4%) and Special Ed 59%.   The elementary overall district results increased to 72% favorable responses in Sense of Belonging/School Connectedness. When compared to CORE districts, we continued in the 30th percentile. The student groups with above district average Sense of Belonging include: Pacific Islanders at 80% favorable, Filipino students at 77% favorable, Foster Youth at 74% favorable, and Gifted/Talented students at 75%. Student groups with the lowest rates of favorable responses in this area include Chronically Absent students 68%, Special Education students at 68%, Homeless students at 69%, African-American 65% (+3 increase), and Native American 70% (+4 increase).  At the secondary level, 17,569 grades 6-12 students completed the Panorama Student Survey. Student opinions of Safety increased to 67%, putting SBCUSD near the 60th percentile when compared to the CORE districts performance in this area. The student groups with above district average Sense of Safety include: Gifted/Talented with 72%, High school students (9th - 71%, 10th - 74%, 11th and 12th - 75%), and American Indian/Alaskan Native at 78% favorable.  Student groups with less favorable opinions of Safety, include LGBTQIA+ 55% (+2%), Foster 60% (+/-0), African Americans 59% (+/-0), and Pacific Islander  56% (-2%).   For Sense of Belonging/School Connectedness, student favorable responses are reported at 54%, which is an increase of +2% from the previous year, moving SBCUSD from the 20th into the 30th percentile, as compared to other CORE districts. The student groups with above district average Sense of Belonging include: Gifted/Talented at 59%, Socioeconomically disadvantaged at 55%, Foster Youth at 56%, 6th grade at 58% and 12th grade at 59%, and Asian students at 57% favorable. The student groups that performed below the district average include: Homeless 54% (increase of 5%), LGBTQIA+ 50% (increase of 3%), Chronically Absent 49% (increase of 2%), and African Americans 51% (increase of 5%) and Pacific Islanders at 48% favorable.  It is important to note that several of our underperforming groups still made gains as compared to the previous year, however they remain below the district average.|The COVID-19 pandemic long term effects is evident in our student experience as displayed in students’ Sense of Safety and Sense of Belonging. Based on student survey results, there continues to be a need to provide social-emotional-behavioral support at each tier within the multi-tiered system of support (MTSS) to address the needs of all students. Additionally, there are some student groups that need more support, based on their survey responses. SBCUSD has worked to provide differentiated professional development and implementation support to all schools as they develop and refine their wellness MTSS system. This system includes 1) Schoolwide supports of: social-emotional curriculum instruction, Self-Regulation strategies, Positive Behavior Interventions and Supports, and Restorative Community-Building Practices; 2) Early Interventions continue to expand across SBCUSD schools to provide evidence-based interventions for students needing additional adult attention, have anxiety/depression concerns, and social-emotional development.   In 2024-25, +68/72 schools applied for the PBIS recognition. We currently have +66/72 schools implementing Tier 1 systems and practices; +48/72 schools implementing Tier 1 systems and practices, along with at least 1 evidence-based Tier 2 intervention; and +8/72 schools implementing Tier 1 systems and practices, along with at least 1 evidence-based Tier 2 intervention, and Tier 3 individual student behavior intervention processes.  An expanded partnership with Panorama Education allows schools to progress monitor their student success in all Tier 2 evidence-based interventions.    We have increased referrals to mental health support both with SBCUSD mental health therapists and with our mental health community partner. Three additional therapeutic services have been added: 1) Loma Linda University School of Psychology provides associate therapists and a supervisor at both continuation schools; 2) Loma Linda Resiliency Clinic services at Cypress Elementary to support 5 - 10 students per grade level through play therapy; 3) Funding and designing School-Based Health Centers at the high school level - Pacific High school students have access to a district-employed clinician through the SBHC facility on campus, with funding and expansion planned for Indian Springs High School and the Welcoming Resource Center. To expand support for LGBTQIA+ students, all middle schools and high schools have facilitated professional development sessions to build staff awareness of the rights and needs of LGBTQIA+ students.   To expand services in all areas of therapy, counseling, nursing, the district Student Wellness and Support Services department is designing the processes for MediCAL billing reimbursement.  School Nurses are billing for vision/hearing screenings through LEA BOP. To learn more about what is implemented through SWSS access the SWSS website: https://sites.google.com/sbcusd.k12.ca.us/sel-informed-pbis/swss-dept.|Based on the data outcomes and current implementation focus areas, the Student Wellness and Support Services department has developed new 3-year goals with a focus on increasing the Student Sense of Belonging. While the school climate and culture professional development and implementation supports seem to be beneficial to +68/72 schools, we will continue to provide differentiated support for all district schools.   There are additional supports planned for our LGBTQIA+ student group, to revitalize our Gay and Sexualities Alliance (GSA)’s at middle schools and high schools.  Additionally, our educational consultant is digging into the student data for our LGBTQIA+ students to determine the areas of growth.  This will be followed by some listening sessions with our students on high school and middle school campuses to determine the needs they express.  With trauma being such a big component of the student profile when a referral for individual student behavior intervention arises, we are working to coordinate a partnership with Loma Linda University Children’s Resiliency Institute to bring the latest trauma information and share the Positive Childhood Experiences (PCES) that school staff can utilize to mitigate the effects of trauma. Additional clinical therapy options will come available through contracted support and the opening of additional SBHC’s within the district. Lastly, we continue to work with Panorama Education to develop their progress monitoring systems to include our Tier 3 student behavior interventions.|Met||2025-06-17|2025
36678760107730|ASA Charter|6|Elementary School Do the teachers and other grown-ups at school want you to do your best? 3rd-5th Yes: 100% 6th Yes: 97% Do you get to do interesting activities when you participate at school? 3rd Yes:100% 4th Yes: 91% 5th Yes: 96% 6th Yes: 92% Are you given a chance to help decide school activities or rules? 3rd Yes: 85% 4th Yes: 45% 5th Yes: 62% 6th Yes: 69% Do teachers and other grown-ups at school care about you? 3rd-5th Yes: 100% 6th Yes: 88% Is your school building neat and clean? 3rd Yes: 96% 4th/5th Yes: 100% 6th Yes: 96% Does your school help students resolve conflicts with one another? 3rd Yes: 100% 4th Yes: 95% 5th Yes: 91% 6th Yes: 92% Do teachers treat students fairly? 3rd/4th Yes: 100% 5th Yes: 84% 6th Yes: 89% Do you feel safe at school? 3rd Yes: 100% 4th Yes: 81% 5th Yes: 95% 6th Yes: 84% Middle School There is a teacher or some other adult from my school who really cares about me. 7th True: 97% 8th True: 84% I help decide school activities or rules. 7th True: 50% 8th True: 45% There is a teacher or some other adult from my school who tells me when I do a good job. 7th True: 100% 8th True: 89% I feel safe at my school. 7th Agree/Neither: 90% 8th Agree/Neither: 84% Teachers at this school communicate with parents about what students are expected to learn in class.  7th Agree/Neither: 94% 8th Agree/Neither: 92% My school is usually clean and tidy. 7th Agree/Neither: 90% 8th Agree/Neither: 86%  High School There is a teacher or some other adult from my school who really cares about me. True: 100% There is a teacher or some other adult from my school who listens to me when I have something to say. True: 100% There is a teacher or some other adult from my school who believes that I will be a success. True: 100% A teacher or some other adult from my school checks on how I am feeling. True: 90%|Areas of strength: Students recognize that we clean and well-maintained campus, Students feel safe on our campus, Teacher-Parent communication continues to improve, Teachers treat students fairly, Conflict resolution between students, Teachers and growns-ups care about our students. The main area of need that we have identified based on student surveys is that students feel that they should have more input regarding school/class activities, lessons, and rule-making.|ASA Charter School plans to create a student committee where each class has 1-2 representatives who will meet monthly with admin and teachers to discuss areas of growth and provide valuable input. This will help to create a stronger student voice and make students more included in the decision making process and make them feel heard.|Met||2025-06-19|2025
36678760109850|Public Safety Academy|6|According to the LCAP Youth Truth Survey for Students, PSA’s strengths were as follows: Grades 6-8 rated Engagement and Academic Challenge the highest, and Culture and Relationships were rated lowest. EL students had a higher percent positive rating than their non-EL peers across all themes in the survey. This was also true for SPED students and male students. For Grades 9-12: Students rated Engagement and College & Career Readiness the highest. The lowest rated themes were Belonging and Relationships. There is a notable gap for Black students in the theme of Belonging and Relationships and College/Career Readiness, which they rate lower than their peers.|Based on the survey results, PSA will focus heavily on Belonging and Relationships in the coming year. PSA will begin implementation of the “Conscious Discipline” model, which places a strong emphasis on students and staff working together to create a positive culture in which students feel that they belong, that they are loved and cared for by their teachers and other staff at the school. PSA feels this program will assist in addressing these areas that were rated lowest on the survey for both 6th-8th and 9th-12th grade response sections.|See #2 Above.|Met||2025-06-18|2025
36678760117192|SOAR Charter Academy|6|"To continue building school culture, we maintained contracts with security and canine detection teams to support a safe environment. Feedback from students and staff suggests their presence has increased feelings of safety on campus. Parent engagement remained strong. We went from using the CHK Survey to surveying through Panorama and saw a small drop in the survey participation rate (30%). Our family survey data from January 2025 shows 85% favorable responses to SOAR-related questions. Though no prior baseline existed, this data gives us a clear starting point and reinforces the importance of clear, consistent communication and partnership with families. English Learners, Foster Youth, and Socioeconomically Disadvantaged students—have demonstrated an increased need for a safe and supportive school environment. According to Panorama student response data, favorable responses to safety-related questions declined across multiple grade levels. In the “Belonging” and “Safety” domains, unduplicated students expressed lower levels of agreement with statements such as ""I feel safe at school"" and ""There is an adult on campus I can talk to."" These drops were most prominent in upper grade levels and among English Learners, who reported feeling less connected and less supported. EL, Foster, and Socioeconomically disadvantaged students also continue to demonstrate needs related to engagement, leadership, and well-rounded development. Panorama survey data shows a decline in favorable student responses regarding school culture and sense of belonging. As a baseline year, 66% of students participated in at least one extracurricular or leadership activity. We want to increase access to these leadership positions, especially in grades k - 3. Data from multiple metrics indicate that our students continue to face significant social-emotional challenges. According to Panorama student survey, English Learners scored 50% favorable and Socioeconomically Disadvantaged students scored 48%, showing low levels of student-reported well-being. Panorama staff survey showed a 6-point decline in favorable responses from staff regarding student behavior and emotional supports. These results highlight the need for sustained mental health and social-emotional supports to improve school connectedness, reduce behavior issues, and support students' emotional well-being. Additionally, Leader in Me MRA data remained stable with no measurable increase, suggesting further intentional effort is needed to support student agency and leadership growth for unduplicated pupils. Leader in Me MRA scores showed a small increase in Culture (+1) and held steady overall and in Leadership. While these are modest gains, they reflect continued investment in school climate, student voice, and the habits of success. Suspension rates have improved schoolwide with the suspension indicator moving from red to yellow on the CA Dashboard."|According to these survey results, our parents, students and staff are happy overall with our school climate and culture. Our culture is a strength of ours. We will continue to try to get more parents to participate in surveys and attend meetings to get feedback from them about all areas and programs. We had 3 Donuts with Directors this year along with a New Family Orientation every month to make sure parents had more opportunities to share feedback. We learned we need to continue to invest in our students' mental well being, along with focusing on academic growth through our counseling program, wellness center, and intervention program.|We look at the survey data each year to see what we need to address. This information helps guide our actions in our LCAP and other school planning. We definitely see and feel the impact our programs have on our students and our culture when we are on campus. We will continue to put things in place that we know address their academic, social, and emotional needs. We became a Leader in Me school in 2016 and we were recognized as a Leader in Me Lighthouse School in June 2019. The Leader in Me program has given our whole school a framework for our character education, community service, and leadership focus. We will continue working on instilling the 8 habits in our students K-8 and building leadership in all students and staff. Their leadership is becoming more and more evident on our campus in all areas. We will attempt to provide even more opportunities for student and staff leadership roles. We will continue tracking the number of students in leadership roles, not the number of opportunities given. Students do not feel as safe at school as pre-pandemic. To address this, we have three unarmed guards on campus daily and a drug detection dog that will come randomly throughout the year. We will start a parent action team to be trained to work with our struggling students in the classroom as well.|Met||2025-06-17|2025
36678760120006|New Vision Middle|6|At New Vision Middle School, student perceptions of safety are a critical component of the school climate. According to recent survey data, only 11% of students reported feeling very safe, while 39% indicated they feel safe. This suggests that half of the student body does feel some degree of safety on campus, which is a promising foundation. However, the relatively low percentage of students who feel very safe points to a need for more intentional strategies to strengthen students' overall sense of security and well-being.  A significant portion of students—37%—reported feeling neither safe nor unsafe. This neutral response indicates that many students may be unsure about their safety or may not have consistent experiences that help them feel fully comfortable at school. This middle group represents an important opportunity for intervention. By listening to student voices, identifying specific concerns, and implementing targeted improvements—such as increased adult presence in common areas, restorative practices, and peer support systems—NVMS can help move these students toward a more positive perception of their school environment.  It is especially important to address the concerns of the 13% of students who reported feeling unsafe or very unsafe. These students may be experiencing bullying, social isolation, or other challenges that impact their ability to learn and thrive. NVMS must take deliberate steps to identify the root causes of these feelings and respond with appropriate resources and support. This might include more consistent enforcement of school-wide expectations, access to counseling services, and stronger relationships between students and staff. By focusing on the experiences of all students—especially those who feel most vulnerable—NVMS can work toward creating a school culture where every student feels truly safe, supported, and valued.  New Vision Middle School continues to face challenges related to student behavior, particularly in the areas of unkind language, teasing, horseplay, and non-injurious physical contact. While often not intended to cause serious harm, these behaviors can create an environment that feels uncomfortable or unsafe for many students. Unkind words and teasing can undermine peer relationships and contribute to feelings of exclusion, while horseplay and inappropriate touching—though not physically harmful—can violate personal boundaries and disrupt the sense of respect and safety on campus. Addressing these issues requires consistent reinforcement of school-wide expectations, ongoing social-emotional learning, and clear communication about personal space, respect, and empathy. By continuing to educate students and hold them accountable in a supportive way, NVMS can build a more respectful and inclusive school culture.|Through analyzing student data, it is clear that while many students at New Vision Middle School feel comfortable on campus, the broader perception and culture of violence in the surrounding community still has a significant impact on their sense of safety and well-being. Students may bring with them the stress and anxiety caused by experiences or exposures outside of school, which can influence how they interpret interactions and navigate their environment. Even when the school itself is a safe place, the presence of community violence in their daily lives can lead to heightened sensitivity to conflict, mistrust, and emotional fatigue. It is essential that NVMS acknowledges this reality and works to create a strong, protective space within the school where students feel secure, supported, and heard.  In order to counteract these external stressors, there is a pressing need to continue building consistency across all aspects of school life. A predictable and structured environment—with clear schedules, consistent classroom expectations, and school-wide norms—can help provide the stability that many students need. Consistency in behavioral interventions is also critical. When students know what to expect, and when consequences and support systems are applied fairly and reliably, it fosters a greater sense of trust and fairness. This, in turn, helps reduce anxiety and encourages more positive behavior, because students feel they are part of a community that values accountability and care.  Equally important is the ongoing work to strengthen students' sense of belonging within the NVMS school community. Every student should feel that they are seen, valued, and included, regardless of their background or circumstances. Building this sense of belonging requires intentional relationship-building, student-centered programming, and inclusive practices that celebrate identity and diversity. Advisory periods, restorative circles, peer mentoring, and culturally relevant activities can all contribute to a more connected and compassionate campus culture. By addressing both the internal consistency of the school and the external realities students face, NVMS can become not just a safe haven, but a place where all students thrive.|NVMS is committed to strengthening its school climate through a multifaceted approach that prioritizes both student well-being and staff capacity. One key strategy is ongoing teacher and staff training focused on understanding and responding to student trauma. By equipping educators with tools to recognize trauma-related behaviors and respond with empathy and consistency, the school creates a more supportive and inclusive environment. Additionally, NVMS will continue to expand and empower its student leadership teams, giving students a voice in shaping their school culture and fostering a sense of ownership and pride. The implementation and refinement of the PBIS token economy system also play a vital role in reinforcing positive behavior and celebrating student success. Complementing these efforts, the schoolwide Solutions Teams will continue to provide collaborative spaces for staff to address challenges, share best practices, and develop proactive strategies to support student growth. Together, these initiatives create a cohesive framework that promotes a safe, respectful, and engaging learning environment for all.|Met||2025-06-27|2025
36678760120568|Options for Youth-San Bernardino|6|The Altitude School Climate Survey conducted in January and February of 2025 reflects findings from the most recent administration and covers 8 dimensions of School Climate|Social Emotional and Physical Safety: Staff, Students, and Parents rated this category among the highest in the survey at 4.73, 4.71, and 4.65 out of 5 respectively. This highlights strong relationships as a major asset, contributing to a positive and engaging school culture. 93.35% of parents and 91.71% of students indicated that they believe that this school “is a safe place.”  Student Connections with Students: Students rated this category as a 4.42 of 5. This reveals that students are connected with their peers and are building relationships with one another. Students feel a strong sense of connection that will drive positive culture. 91.53% of students say that new students are “welcomed at my school.”   Connection and Belonging: As this dimension is part of the focus of LCAP Goal 1, we’re excited to see headway. Staff ranked it 4.69, Students 4.41 and Parents 4.6 of 5. Over 90% of all three groups reported positive experiences when it came to being accepted and integrated into the school. 87.24% of students reported that at school they are ‘accepted for who they are.’  Student and Family Engagement: Another dimension where all three groups scored well above 4. The effort that staff and leaders have placed into making all voices heard is being recognized by students and their families. Parents shared strong agreement with questions about feeling welcome, informed, and involved.|Peer Pressure: Survey responses revealed a need to address concerns related to peer pressure and online safety. While 68.16% of students believe the school provides adequate support in managing the pressures of social media, this presents an opportunity to enhance digital citizenship education, expand access to targeted resources for students and families, and implement proactive strategies to ensure all students feel confident and supported in navigating digital environments safely and responsibly. This was also the lowest category for staff at 3.58 of 5 indicating that staff are aware of the role that peer pressure and social media play in the lives of their students.|Met||2025-06-30|2025
36678760121343|iEmpire Academy|6|Our LEA utilized the California Healthy Kids Survey (CHKS) to gather comprehensive data on school climate and conditions. This survey included responses from students, teachers, and parents, providing a well-rounded perspective on the overall school environment. The data collected is disaggregated by various student groups to ensure a thorough understanding of the different experiences and needs within our school community. Below are some bulleted data points collected from the surveys:  School Engagement & Support: 81% of students reported that adults in school have high expectations for them. 65% of students indicated they have caring adults in school. 68% of students reported feeling connected to school. 77% of students expressed academic motivation?  Anti Bullying Climate & Safety Perception: 64% of students believe that teachers and staff make it clear that bullying is not allowed. 60% of students reported that if they tell a teacher about being bullied, the teacher will take action?.  Social-Emotional Learning Supports: 73% of students acknowledged that their school provides conflict resolution and emotional learning support?.|Summary of Needs and Strengths Analysis for iEmpire Academy (2024-2025) The local climate survey data underscores the importance of addressing the unique needs of different student groups to create a more inclusive and supportive school environment. While the overall scores indicate a generally positive perception of school climate, the disaggregated data reveals specific areas where targeted interventions are necessary. By focusing on safety, engagement, support, and connectedness, particularly for our most vulnerable students, we can work towards a more equitable and nurturing educational environment. Below are a list of some identified needs and areas of strength:  Identified Needs: 1. School Climate and Safety - School connectedness varies among demographic groups, with some reporting lower engagement. 2. Academic Engagement and Learning Conditions -  Data indicates that some students lack motivation to complete schoolwork. 3. Student Mental and Physical Health - Some student groups report higher levels of stress, anxiety, and feelings of sadness.Health routines such as nutrition and sleep need reinforcement. 4. Parental and Staff Engagement - Some parents report feeling uninvolved in decision-making and school activities. Teachers express the need for more professional development in social-emotional learning and cultural responsiveness.  Areas of Strength: 1. Positive Relationships and Support - Many students feel supported by caring adults at school, particularly in classrooms with high teacher engagement. The school has implemented social-emotional learning programs that some students find beneficial. 2. Diversity and Inclusion Initiatives - Efforts to create a culturally responsive curriculum have been noted, with some student groups feeling well-represented. Parent and staff reports indicate a strong commitment to promoting inclusivity. 3. Parental Involvement Efforts - Communication between parents and the school has improved, with more transparency in academic and behavioral expectations. Parent workshops and engagement activities have had positive reception. 4. Staff Commitment and Development - Teachers and staff show a high level of dedication to student success. The school climate survey suggests that staff collaboration and collegiality are strong, supporting a positive work environment.|Revisions and Actions Policy Change: Implement a more robust safety and support policy specifically tailored for students with disabilities.  Procedural Adjustment: Provide ongoing professional development for staff on inclusive practices and crisis management. Action Steps:Increase the number of support staff, such as special education aides and counselors, to ensure adequate supervision and support during school hours. Strengthen anti-bullying programs and enforce clear behavioral policies. Provide additional conflict resolution and peer mediation programs.  Policy Change: Modify the engagement policy to ensure that all students, particularly those from low-income backgrounds, have access to extracurricular activities and mentoring programs. Procedural Adjustment: Create a streamlined process for identifying and supporting students who face financial barriers to participation in school activities. Action Steps: Establish mentorship programs that connect low-income students with positive role models in the community.   Policy Change: Update the curriculum policy to include a stronger emphasis on culturally responsive teaching practices. Procedural Adjustment: Implement regular cultural competency training for all staff members and integrate multicultural perspectives across all subject areas. Action Steps: Organize school-wide events that celebrate cultural diversity and encourage student and family participation.   Policy Change: Introduce a continuous improvement policy that mandates regular review and adjustment of plans based on ongoing data analysis. Procedural Adjustment: Establish opportunities for continuous improvement through the use of ongoing parent, community, and student forums that aimed at foster opportunities to collect feedback from various stakeholders on implemented actions steps. Action Steps: Implement a robust monitoring system to track the progress of implemented changes. Use data from surveys, focus groups, and academic performance metrics to make informed decisions and adjustments.|Met||2025-06-27|2025
36678760122317|Hardy Brown College Prep|6|"We administer an annual scholar survey to grades 3-8.  This year 125 scholars responded - an 83% response rate.  For connectedness, 52% of scholars agreed or agreed strongly with the statement ""I feel like I am part of this school.""  Looking at student groups we see that 64% of English Learners, 64% of low-income students, 59% of Latino students, 67% of Black students, 78% of students with two or more races, and 87% of students with disabilities felt connected to school.  Elementary was the most likely grade span to report feeling connected.  For safety, 52% of scholars agreed or agreed strongly with the statement ""I feel safe in my school.""  Due to a survey setup issue, we are unable to see the breakdown by student group for this question."|As in past years, our scholars scored lowest on Meaningful Participation in the structure and content of their learning.|We need to help our middle school scholars feel more connected to our school.  And while a majority of our scholars feel safe in our schools, we want to increase in that area.|Met||2025-06-10|2025
36678760126714|Woodward Leadership Academy|6|Our local climate survey is given at the beginning of the year, middle of the year and at the end of the year. The After School (ASES) program also conducts a survey twice a year.|Each survey references all areas of the campus, security, cleanliness, teaching staff, office staff, and after school. The ASES survey mainly focuses on the after school program. But the local climate survey focuses on each department within the LEA.|There are no planned changes to existing plans, policies or procedures to address the areas of need.|Met||2025-06-09|2025
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|6|Our LEA is committed to fostering a school environment where every student feels safe, valued, and supported. We administer the a local survey annually to students in grades 2, 4 and 5. The survey provides valuable insight into students' experiences and perceptions of their school environment, including feelings of safety and connection to caring adults.   Survey data from the most recent administration show that most students feel physical and emotionally safe at school. 89% of students feel safe, 89% have at least one adult at school they feel close to, 74% feel connected to their school community.|The survey data from both students and parents underscore a shared desire for increased opportunities for student voice and choice in the school experience. Specifically, apThis feedback points to the need the school to more actively involve students in shaping their learning environments, making decisions that affect them, and having meaningful options in how they engage with academic and extracurricular activities.|The 2025-2026 LCAP contains an additional action for Goal 3: All students, families, and staff will feel connected to the school community, engaged in their respective work, and supported to be their best. This action, Action 3.7- Learner Agency- will focus on creating more opportunities for Student Voice and Choice within the instructional day. This will include student-led programs, such as student council or yearbook, depending on student decisions for such programs.|Met||2025-05-27|2025
36678760136952|Entrepreneur High|6|Our Local Educational Agency (LEA) administers an annual local climate survey to capture student perceptions of school safety and connectedness across all grade spans served (9-12), in compliance with Priority 6 requirements. The survey targets students in at least one grade per span (11th) and includes items aligned with school climate indicators such as safety, respect, academic support, and connectedness. When available, data is disaggregated by student groups identified in California Education Code 52052, including race/ethnicity, English learners, foster youth, homeless students, students with disabilities, and socioeconomically disadvantaged students. The 2024-2025 local climate survey results highlight several strengths. Students across all grade spans report that our school emphasizes academic success for all, with 85% of respondents agreeing that teachers promote high academic expectations. Staff respect toward students is a key positive, with 90% of students feeling treated respectfully by school personnel. The survey also indicates strong support for social-emotional needs, with 80% of students reporting access to quality counseling and support services. Students perceive the school as an inviting place to learn (82% positive responses), and parent/guardian communication about student progress is effective, with 78% of parents noting regular updates. Additionally, 88% of students feel the school respects their cultural beliefs, reflecting our commitment to inclusivity. Disaggregated data reveals variations. For example, English learners and socioeconomically disadvantaged students report slightly lower perceptions of academic support (80% and 82%, respectively) compared to the overall average. Students with disabilities show high satisfaction with counseling support (85%), but foster youth report lower feelings of connectedness (75%). These differences guide our targeted interventions. Areas for improvement include encouraging parents to be active partners in education, with only 65% of parents feeling involved in school decision-making. Communication about specific parental concerns is another gap, with 60% of parents seeking more responsive engagement. Safety and security also emerged as a concern, with 70% of students feeling safe, but only 65% of homeless and foster youth agreeing, indicating a need for enhanced safety measures. To complement survey data, our LEA analyzes attendance rates (95% overall, lower for foster youth at 90%) and discipline referrals (2% of students, higher for socioeconomically disadvantaged students at 3%). These data points align with survey findings on safety and connectedness.|Areas of Strength: Our survey highlights adaptability as a cornerstone, with 87% of students across grade spans ( 9-12) reporting that staff adjust teaching to meet diverse needs. This is particularly strong for students with disabilities (90% positive responses). Teacher growth is evident, with 85% of students noting improved instructional practices, especially in middle school (88%). Our Career Technical Education (CTE) programming is a standout, with 92% of high school students, including socioeconomically disadvantaged students (90%), valuing relevant, hands-on opportunities. Hands-on and project-based learning (PBL) engages 89% of students, with English learners reporting high satisfaction (91%) due to interactive methods fostering inclusion.  Areas for Growth: The data identifies needs in supporting newer teachers, with only 70% of students perceiving consistent instruction quality from less experienced staff, particularly in grades 6-8 (68%). Curriculum development theory requires enhancement, as 65% of teachers report needing professional development in aligning curricula to standards, with lower confidence among TK-5 staff (60%). School systems, such as scheduling and resource allocation, are inconsistent, with 62% of parents noting inefficiencies, especially for foster youth (58%). Better alignment of curriculum to course outcomes is needed, with 67% of high school students, particularly Hispanic students (64%), reporting gaps between lessons and expected skills.  Barriers: Administrative turnover disrupts continuity, with 60% of staff citing leadership changes as a challenge, impacting foster and homeless students most (55% feel less connected). Academic and operational systems are still developing, with 58% of parents, particularly those of English learners (56%), noting unclear communication channels. These barriers hinder consistent implementation of safety and engagement strategies, especially for vulnerable groups.  Disaggregated data shows foster youth and homeless students report lower connectedness (75% and 73%) and safety perceptions (65% and 64%) compared to the overall 82% and 70%, respectively, signaling targeted needs. Attendance data (90% for foster youth vs. 95% overall) and discipline referrals (3% for socioeconomically disadvantaged vs. 2% overall) reinforce these findings. We are addressing these through professional development and system improvements.|Based on the 2024-2025 local climate survey analysis and key learnings, our LEA has identified targeted changes to plans, policies, and procedures to address areas of need and sustain strengths in school climate across TK-5, 6-8, and 9-12 grade spans, with attention to disaggregated data for student groups per California Education Code 52052 (e.g., race/ethnicity, English learners, foster youth, homeless students, students with disabilities, socioeconomically disadvantaged students). To address the need for increased parent engagement (65% of parents feel involved, 58% for foster youth parents), we are revising our Parent Involvement Policy to establish a Parent Advisory Council (PAC) by January 2026. The PAC will include representatives from all student groups, particularly English learners and homeless families, to co-develop engagement strategies. Monthly parent workshops will focus on academic support and school decision-making, with translated materials to address communication gaps (60% satisfaction, 56% for English learner parents). To improve safety and security (70% overall, 65% for homeless/foster youth), we are updating our School Safety Plan by March 2026. Actions include increased campus supervision during transitions, trauma-informed training for staff, and a student-led safety committee to elevate foster and homeless youth voices. Attendance data (90% for foster youth vs. 95% overall) informs targeted check-ins for at-risk groups. For newer teachers (70% student satisfaction, 68% in grades 6-8), we are implementing a mentorship program starting February 2026, pairing experienced educators with novices to enhance instructional consistency. To address curriculum development theory gaps (65% teacher confidence, 60% in TK-5), we will provide professional development on standards alignment by April 2026, prioritizing TK-5 and English learner needs (80% academic support perception). School system inefficiencies (62% parent satisfaction, 58% for foster youth) and curriculum alignment issues (67% student satisfaction, 64% for Hispanic students) will be tackled through a Systems Improvement Task Force launching in January 2026. The task force will streamline scheduling and align curriculum to course outcomes, with progress tracked via quarterly surveys. Administrative turnover (60% staff concern) and developing academic/operational systems (58% parent concern) are barriers addressed through a Leadership Stability Plan. By June 2026, we will implement succession planning and standardized operational protocols to ensure continuity, particularly for foster and homeless students (55% connectedness). Discipline data (3% referrals for socioeconomically disadvantaged vs. 2% overall) informs restorative practice training to reduce disparities. These actions build on strengths like adaptability (87%), CTE programming (92%), and project-based learning (89%) to ensure equitable outcomes. Progress will be monitored via the 2025-2026 survey.|Met||2025-06-27|2025
36678760137935|Savant Preparatory Academy of Business|6|Savant Preparatory Academy of Business administered the Student LCAP Survey which includes students’ perceptions of school safety and connectedness. The survey was administered to 3-6th graders only. This will serve as a baseline for Savant Prep moving forward. It will allow the school to see the perspective of students regarding school climate and academic success.|The data overall shows a positive environment regarding academic success in correlation to feelings of safety and school connectedness. A total of 82.5% of students feel that Savant Prep helps build character and encourages positive behavior, while 78.6% of students feel they are safe at school. Students stated in comments that some individual student behavior contributes to this average rating. We had 94.9% of students believe that Savant sets high expectations by having access to technology (94.9%) and receiving all resources to be successful (97.9%).  One need, according to the data, is the cleanliness of all campus areas (72.5%). Also, 78.6% of students claimed they did not feel safe at school which goes along to whether they would recommend this school to friends.|This serves as baseline data for Savant Prep. We will work with staff to analyze school-specific needs and place some changes for next school year as appropriate. A very easy action regarding the cleanliness of the campus is to have all staff and  students work collaboratively to clean up after themeselves. We started implementing restroom logs and students are now being monitored closely to ensure the restrooms stay clean. Overall, teachers and students can easily ensure the classrooms stay clean with daily wiping down and not having clutter. Students feeling safe on campus is, according to student comments in the survey, related to students who are behaviorally challenged. We are now receiving training in PBIS to promote positive behavior interactions. We are implementing systems to have students receive support as early as possible while working with our Social Emotional Specialist.|Met||2025-06-18|2025
36678763630993|Provisional Accelerated Learning Academy|6|Based on the PAL Charter Academy School Climate Student Survey results, students rated the school climate positively in several key areas. Students reported high motivation to learn, felt encouraged to take responsibility for their actions, and agreed that the school has helped them explore future career options. PAL Charter Academy plans to continue promoting student motivation, responsibility, and career pathways based on these strengths. However, the survey also highlighted areas for improvement. Some students feel that school rules are too strict, and many believe they do not have enough time to eat lunch. Most school rules are designed to ensure student safety. To address these concerns, the Executive Director meets monthly with the Student Advisory Team (SAT) to understand students’ views on school climate, including why some feel the rules are strict. During these meetings, students also provide feedback on field trips, lunch, school activities, and more. Importantly, students report feeling safe at PAL Charter Academy, indicating that safety remains a strong priority for the school.|Based on the analysis of PAL Charter Academy’s School Climate Student Survey results, several key learnings have emerged that highlight the school’s strengths and guide areas for growth. Students reported positive experiences that reflect a strong and supportive school climate. Many expressed a high level of motivation to learn, indicating that PAL Charter Academy fosters an academic environment that promotes engagement and a desire to succeed. In addition, students feel encouraged to take responsibility for their actions, helping to build a culture of accountability, maturity, and personal growth across the campus. Another significant strength lies in the school’s career readiness programs, which students noted as helpful in thinking about and preparing for future careers. These efforts support both college and career pathways and empower students to set meaningful goals. Importantly, students also consistently reported feeling safe at school, highlighting a strong foundation of physical and emotional security essential to learning and well-being. To ensure equity and responsiveness, PAL Charter Academy recognizes the importance of examining survey data disaggregated by student groups, such as grade level, gender, ethnicity, English learners, and students with disabilities. This deeper analysis will help identify specific needs and disparities, ensuring that support and resources are tailored to all student populations. The survey results affirm that PAL Charter Academy is making a positive impact in key areas and should continue to invest in programs that foster motivation, accountability, and career exploration. The school also values student voice through monthly meetings with the Student Advisory Team (SAT), where students are encouraged to share their perspectives and contribute to school planning and improvement efforts. In summary, the climate survey has provided valuable insights that reinforce PAL Charter Academy’s strengths and inform future directions. Through ongoing data review, inclusive practices, and genuine student engagement, PCA remains committed to creating a school environment where every student feels safe, supported, and prepared for long-term success.|Based on the analysis of local data and key learnings from the PAL Charter Academy School Climate Student Survey, several important changes have been made to address areas of need and support ongoing school improvement efforts. One major area of focus was the perception of the 2024 Survey was that school rules were too strict (W15). In response, PAL Charter Academy conducted a comprehensive review of its policies in collaboration with the Student Advisory Team (SAT). As a result, the administrative team made several updates: the school schedule was expanded, suspension policies were revised to prioritize restorative practices, and behavioral interventions were introduced. These include offering Social Emotional Learning (SEL) resources, providing Behavioral Health support instead of strictly punitive measures, and establishing a new School Wellness Center. These changes have created a more supportive and student-centered environment while still maintaining safety and structure. To address concerns about limited lunchtime (W44), PCA evaluated both the lunch schedule and food service processes. The school streamlined cafeteria operations to give students more time to enjoy their meals and also hired a school chef to prepare nutritious, customized meals. These adjustments have improved the overall lunch experience and addressed student wellness. Additionally, the school has worked to strengthen communication with students, families, and staff. By providing clear and consistent updates on policies, procedures, and changes resulting from student feedback, PCA aims to build transparency and trust across the school community. Finally, PCA continues to expand student voice and leadership opportunities through the SAT and other student-led initiatives. These platforms allow students to take part in school decision-making, express their ideas, and feel more connected to the campus culture. Through these strategic changes, PAL Charter Academy is actively responding to student input and fostering a more inclusive, positive, and responsive school climate. The school remains committed to regularly gathering feedback from all stakeholders to ensure that evolving needs are met and that continuous improvement remains a core focus.|Met||2025-06-26|2025
36678920000000|Trona Joint Unified|6|Trona Joint Unified School District administers an annual local school climate survey that captures student perceptions of school safety, connectedness, and engagement. In 2024–25, the survey included responses from students in grades TK–12 and was disaggregated by key student groups, including English learners, socioeconomically disadvantaged students, students with disabilities, and homeless youth. According to the survey and California School Dashboard data, 7.2% of all students experienced at least one suspension, with higher rates among homeless youth (10.0%) and socioeconomically disadvantaged students (8.4%). Additionally, chronic absenteeism remained high, particularly for homeless youth (61.5%) and Hispanic students (59.6%), suggesting ongoing barriers to school connectedness and engagement.|Analysis of the climate survey and Dashboard data revealed several key findings:  Strengths: The district has maintained a historically low suspension rate and has strong staff-student relationships, as indicated by student feedback and high participation in restorative practices. Recent efforts to increase student voice, such as LCAP student forums and mental health supports, have been positively received.  Needs: There are significant equity gaps in discipline and attendance. Homeless and socioeconomically disadvantaged students experience higher suspension and absenteeism rates. Survey results also indicated that some students, particularly in underrepresented groups, do not consistently feel connected or supported at school.|To address identified needs and improve school climate, Trona Joint Unified School District will implement the following changes:  Expand Restorative Practices: Increase staff training and student access to restorative circles and conflict resolution support.  Behavior Intervention Support: Strengthen PBIS implementation with consistent Tier 1 expectations and targeted Tier 2 supports for at-risk students.  Equity-Focused Outreach: Conduct home visits and personalized outreach for families of chronically absent students and those with higher discipline rates.  Mental Health and SEL: Continue investment in mental health services, expand counseling access, and integrate social-emotional learning (SEL) strategies across classrooms.  Student Voice and Engagement: Increase student-led initiatives and feedback opportunities, particularly among students from historically underserved backgrounds.|Met||2025-06-26|2025
36679180000000|Victor Elementary|6|"VESD students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 87.5% of our students are reported as low risk in the 2023-24 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 87.29% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 95.61% of students believe that their teacher cares about how well they are doing in school, while 98.5% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 82.97% of students responded yes to, “At my school, students help each other.” These data show a year over year increase in positive student responses."|In comparing student responses and outcomes over the last two years, Victor Elementary School District has seen a broad improvement in positive feedback. That being said, there is still room for improvement in student perceptions of school safety and community.|VESD continues to use the results and analyze our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. Each site has been provided with additional noon duty supervisors to sites to increase monitoring and support. Each VESD school site has a psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback, VESD added a School Resource Officer to help support our ELO program.|Met||2025-06-25|2025
36679186101927|Sixth Street Prep|6|"SSP students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 97.7% of our students are reported as low risk in the 2023-24 survey conducted in May. Our desired outcome continues to be 95% low risk. SSP students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 94.7% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 100% of students believe that their teacher cares about how well they are doing in school, while 100% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 93.38% of students responded yes to, “At my school, students help each other.” These data show a year over year increase in positive student responses."|In comparing student responses and outcomes over the last two years, SSP has seen an overall improvement/maintain in positive feedback. That being said, there is still room for improvement in student perceptions of school safety and community.|SSP continues to use the results and analyze our data in this area to strengthen capacity and reflection. SSP uses noon duty supervisors to increase monitoring and support. SSP has a psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback. SSP works with a School Resource Officer to increase overall safety.|Met||2025-06-25|2025
36679186118350|Mountain View Montessori Charter|6|"Mountain View Montessori students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 92.8% of our students are reported as low risk in the 2024-25 survey conducted in May. Our desired outcome continues to be 90% or above low risk. MVM students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 84.96% of students agreed with this statement. Other questions that also reflect school climate were analyzed. 98.5% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 87.97% of students responded yes to, “""I feel safe going to an adult at my school if I have a problem."" These data show a year over year increase in positive student responses."|In comparing student responses and outcomes over the last two years, Mountain View Montessori has seen a broad improvement in positive feedback regarding adult expectations at school. However, there is still room for improvement in student perceptions of school safety and adult support with school-based problems.|Our district, VESD, continues to use the results and analyze our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. MVM has hired additional Safety Monitors (noon duty supervisors) to increase monitoring and support. MVM employs a part-time school psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback at the site and district level, VESD added a School Resource Officer to help support the ELO programs.|Met||2025-06-25|2025
36679340000000|Victor Valley Union High|6|VVUHSD administers the Panorama Climate Survey in the fall and spring. The Spring 2024 results included 7,462 students responses (60%). The overall score reveals little to no change on the student climate survey, with scores ranging from 50% favorable to 72% favorable. Specifically, the student - teacher relationships are low, according to students, at 43% favorable. The climate of support for academic learning scored 71% favorable. Student sense of belonging showed no change with a 50% favorable score. The family responses were much more favorable with a 90% score on sense of belonging.  The majority (80%) of family responses were by our Low Income families. Additionally, family responses included 63% Hispanic or Latino families.  Staff responses showed no change with a score of 75% favorable for sense of belonging. However, they did show a small increase in their feeling of safety at 57% of staff with a favorable response for feeling safe at work.|In reviewing the data, the District reviewed not only the quantitative data, but the student responses within the Panorama Survey. Students stated that many of their struggles are happening outside of school (family and living situations). Regarding what the District can improve on, the students asked that we listen more, that we work to understand them and provide more meaningful and interesting lessons. Staff also asked for more professional development in how to support their students. Through a thorough analysis of the data, the District sees a need to increase academic support for students. In addition, empathy training for staff to better understand and support their students. The district needs to continue to strive to improve the climate at school sites across the district. A strength area is the improvement in connections to families. The District has focused on this in the 2023/24 school year and will continue to strive to improve and enhance community connections.|The 2024-25 LCAP has addressed these needs through increased professional development, increasing funding for parent workshops and conferences and PBIS strategies.|Met||2025-06-26|2025
36679343630670|Options for Youth-Victor Valley Charter|6|The Altitude School Climate Survey conducted in January and February of 2025 reflects findings from the most recent administration.  Parents rated Social Emotional and Physical Safety 4.67 of 5, acknowledging the school’s efforts to ensure a safe and supportive learning environment with 92.27% of parents reporting that their “student is socially accepted at this school.”|Family survey feedback highlights strong teacher-student relationships as a major asset, contributing to a positive and engaging school site culture.  Parent survey results show highly positive perception of the school environment, particularly in areas of belonging, engagement, and teacher-student relationships. Student feedback highlights positive experiences with school activities and support services, underscoring the school’s dedication to both academic achievement and holistic development. A strong majority, 86% of students indicated that their school is a safe place and acknowledged that teachers actively contribute to maintaining a safe environment. They also identified key areas for improvement that align with the broader vision of fostering a secure and collaborative culture (LCAP Goal 4).|Survey responses revealed a need to address concerns related to online safety. While 62.25% of students believe the school provides adequate support in managing the pressures of social media, this presents a clear opportunity to enhance digital citizenship education, expand access to targeted resources for students and families, and implement proactive strategies to ensure all students feel confident and supported in navigating digital environments safely and responsibly.|Met||2025-06-27|2025
36679590000000|Yucaipa-Calimesa Joint Unified|6|"Student survey data generally indicates an improvement in their perceptions of school safety and the effectiveness of communication within the district. This suggests that current initiatives aimed at fostering a secure learning environment and keeping students informed are yielding positive results. Furthermore, a significant and heartwarming finding from the surveys is that students largely feel supported by the adults in their daily lives, expressing a belief that these individuals genuinely care about their well-being and desire their happiness and safety. This speaks to the strong relationships being built within the  YCJUSD school community.  Regarding mental health services, students acknowledge and appreciate the district's efforts to expand these crucial supports. This recognition underscores the growing awareness and importance of mental health among young people. However, the surveys also convey a clear message that students believe there is still a need for more mental health resources and services to be made available.    Improvements are noted in overall safety, however students also consistently report witnessing ""bullying"" at school. This feedback is a critical point for the district, as it signals that despite progress, bullying remains a persistent concern for students. They express a desire for additional supports and interventions to address and prevent these incidents effectively.  In summary, YCJUSD's student survey data paint a picture of a district making strides in creating a safer and more communicative environment, where students feel cared for by adults. The positive reception of expanded mental health services is encouraging, but the call for more support in this area, alongside the continued presence of bullying, indicates clear pathways for ongoing growth and improvement."|Student survey data within the Yucaipa-Calimesa Joint Unified School District (YCJUSD) consistently demonstrate positive trends across several key areas, including safety, school connectedness, and academic progress, when compared to previous years. This indicates that the district's ongoing efforts to enhance the educational environment are having a measurable positive impact on student perceptions and experiences.  Specifically, the data suggest that students are feeling increasingly safe at school, a fundamental component for effective learning. Similarly, improvements in school connectedness imply that students feel a stronger sense of belonging and engagement within their school communities. These positive shifts in climate are crucial for student well-being and academic success. The reported positive trends in academic progress further underscore the effectiveness of the district's instructional strategies and support systems.  A notable and consistent pattern in the YCJUSD survey data, mirroring findings in many other districts, is the difference in responses between elementary and high school students. Elementary students consistently report more positive perceptions across these categories than their high school counterparts. This can be attributed to several factors inherent in developmental stages. Younger students often have a more direct and unburdened relationship with school, viewing it as a primary source of social interaction and learning. High school students, on the other hand, face a more complex array of social, emotional, and academic pressures, which can naturally lead to more nuanced, and sometimes less universally positive, perspectives. As students mature, their critical thinking skills develop, and they become more aware of broader societal issues, which can also influence their survey responses.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is strategically using student data to bolster its Positive Behavioral Interventions and Supports (PBIS) and mental health services, building on a promising reduction in school suspensions. This data-driven approach allows the district to refine its strategies for both student well-being and academic achievement. For PBIS, YCJUSD will continue to analyze discipline data—like office discipline referrals and suspension rates—to pinpoint behavioral trends, identify specific areas needing universal support, and tailor targeted interventions. They'll also review school climate surveys to gauge student, staff, and parent perceptions of the school environment, and assess attendance data for potential indicators of disengagement. Furthermore, fidelity of implementation data, such as results from the Tiered Fidelity Inventory, will ensure consistent and effective application of PBIS practices across all schools, while universal screening data and progress monitoring will inform both Tier 2 and Tier 3 supports, including Functional Behavioral Assessments and Behavior Intervention Plans. Regarding mental health services, YCJUSD will leverage data from universal mental health screenings to identify students who might be experiencing early signs of mental health challenges. Referral data to school counselors and external providers will help understand service demand and common issues. While respecting privacy, aggregated counseling session data will inform the development of relevant prevention and intervention programs. Additionally, student self-report surveys on well-being, health office visit data for potential stress indicators, and community data will help align school-based services with available external resources. This comprehensive view ensures that mental health support is proactive, accessible, and responsive to student needs.  Crucially, teacher teams within YCJUSD play a pivotal role by analyzing student academic success data to directly guide instruction. This involves examining assessment results—both formative and summative—along with grades and progress monitoring data to pinpoint learning gaps and areas of strength. By analyzing this academic data, teacher teams can differentiate instruction effectively, provide targeted interventions for struggling students, and adjust teaching strategies to better meet student comprehension levels. This integrated approach, which connects behavioral, mental health, and academic data, allows YCJUSD to provide comprehensive support, foster equitable access to resources, and continuously adapt its strategies to create an educational environment where all students can achieve.|Met||2025-06-17|2025
36679590114256|Inland Leaders Charter|6|LCAP and local priority surveys are administered during the spring season. Survey results are shared with all stakeholders including the ILCS Board during summer meetings and through our website. ILCS has a strong history of stakeholder input in regards to the safety and climate of the school and it has been an area of primary focus for the last ten years. Parent response rates range from fifty to seventy-five percent and all students are surveyed except for TK and kindergarten. Surveys provide insight into class and site levels as well as overall “district” level issues. Instructional staff are also surveyed as part of the overall data on school climate. Staff data closely aligns with parent data.|Key learnings from the surveys indicate that school climate and safety are a strength at over 97% satisfaction rates. Areas of improvement noted by stakeholders include improving the bathrooms at the California Street Campus and sanitation at the Yucaipa Blvd. Campus. “Treating each other with respect,” in grades 5th - 8th, students feel students could treat each other with more respect. Classes analyze grade level behavior data on an on-going basis and develop action steps to improve negative patterns. Student discipline and behaviors are closely monitored and supported through a variety of strategies including contract accountability meetings, Student Success Teams, on-site counseling and health services, community resources, suicide prevention plans and teams, anti-bullying campaigns, social media workshops and overall student wellness initiatives. ILCS recognizes the need to increase student supports in the area of career readiness through increased opportunities. The leadership team also notes the need for a continued effort in global service learning to bring a greater perspective to students who live in a small town. On average, ILCS students marked on the surveys that they felt safe, cared for and challenged in their classes. Survey results demonstrate strong connections between staff and students and excellent rapport. In addition, the WASC review team provided high accolades (23-24) for the school environment including student to student rapport but also positive interactions among staff and parents. Surveys also reveal the need for parent training and support with topics such as mental health, growth mindset, math skills, social media, parenting skills. Currently parent workshops focus on instructional strategies and academic goals. Parents are provided with constant contact with the school through communication tools that involve text, email and phone calls. Emergency systems are in place as well as a coordinated emergency plan. Facility inspections reveal clean and safe environments based on the state of California facility inspection tool with an average overall score of over 90%. Inspections occur during the fall season and are performed by the local district.|Survey results demonstrate that school climate is a great strength of ILCS from the parent, staff and student perspective. More than 85% of middle school students feel that school is safe and 85% state they feel welcomed. Suspension rates at the schools are extremely low with only 1 total students suspended during the 2024-2025 school year at both sites as well as no expulsions. As an example of safety, there were no physical fights (mutual combat) on campus during the current school year and the school climate continues to maintain high expectations for leadership and care for the community. ILCS recognized the unique needs of middle school students and based on their feedback worked on two specific areas of noted need; leadership behaviors and providing a clear curriculum/instructional program to address leadership development.  ILCS also recognizes the increased need of mental health supports for not only students but parents as well and is working to implement strategies to support families in this manner.|Met||2025-06-30|2025
36679590124032|Competitive Edge Charter Academy (CECA)|6|"Student survey data generally indicates an improvement in their perceptions of school safety and the effectiveness of communication within the district. This suggests that current initiatives aimed at fostering a secure learning environment and keeping students informed are yielding positive results. Furthermore, a significant and heartwarming finding from the surveys is that students largely feel supported by the adults in their daily lives, expressing a belief that these individuals genuinely care about their well-being and desire their happiness and safety. This speaks to the strong relationships being built within the  YCJUSD school community.  Regarding mental health services, students acknowledge and appreciate the district's efforts to expand these crucial supports. This recognition underscores the growing awareness and importance of mental health among young people. However, the surveys also convey a clear message that students believe there is still a need for more mental health resources and services to be made available.    Improvements are noted in overall safety, however students also consistently report witnessing ""bullying"" at school. This feedback is a critical point for the district, as it signals that despite progress, bullying remains a persistent concern for students. They express a desire for additional supports and interventions to address and prevent these incidents effectively.  In summary, YCJUSD's student survey data paint a picture of a district making strides in creating a safer and more communicative environment, where students feel cared for by adults. The positive reception of expanded mental health services is encouraging, but the call for more support in this area, alongside the continued presence of bullying, indicates clear pathways for ongoing growth and improvement."|Student survey data within the Yucaipa-Calimesa Joint Unified School District (YCJUSD) consistently demonstrate positive trends across several key areas, including safety, school connectedness, and academic progress, when compared to previous years. This indicates that the district's ongoing efforts to enhance the educational environment are having a measurable positive impact on student perceptions and experiences.  Specifically, the data suggest that students are feeling increasingly safe at school, a fundamental component for effective learning. Similarly, improvements in school connectedness imply that students feel a stronger sense of belonging and engagement within their school communities. These positive shifts in climate are crucial for student well-being and academic success. The reported positive trends in academic progress further underscore the effectiveness of the district's instructional strategies and support systems.  A notable and consistent pattern in the YCJUSD survey data, mirroring findings in many other districts, is the difference in responses between elementary and high school students. Elementary students consistently report more positive perceptions across these categories than their high school counterparts. This can be attributed to several factors inherent in developmental stages. Younger students often have a more direct and unburdened relationship with school, viewing it as a primary source of social interaction and learning. High school students, on the other hand, face a more complex array of social, emotional, and academic pressures, which can naturally lead to more nuanced, and sometimes less universally positive, perspectives. As students mature, their critical thinking skills develop, and they become more aware of broader societal issues, which can also influence their survey responses.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is strategically using student data to bolster its Positive Behavioral Interventions and Supports (PBIS) and mental health services, building on a promising reduction in school suspensions. This data-driven approach allows the district to refine its strategies for both student well-being and academic achievement. For PBIS, YCJUSD will continue to analyze discipline data—like office discipline referrals and suspension rates—to pinpoint behavioral trends, identify specific areas needing universal support, and tailor targeted interventions. They'll also review school climate surveys to gauge student, staff, and parent perceptions of the school environment, and assess attendance data for potential indicators of disengagement. Furthermore, fidelity of implementation data, such as results from the Tiered Fidelity Inventory, will ensure consistent and effective application of PBIS practices across all schools, while universal screening data and progress monitoring will inform both Tier 2 and Tier 3 supports, including Functional Behavioral Assessments and Behavior Intervention Plans. Regarding mental health services, YCJUSD will leverage data from universal mental health screenings to identify students who might be experiencing early signs of mental health challenges. Referral data to school counselors and external providers will help understand service demand and common issues. While respecting privacy, aggregated counseling session data will inform the development of relevant prevention and intervention programs. Additionally, student self-report surveys on well-being, health office visit data for potential stress indicators, and community data will help align school-based services with available external resources. This comprehensive view ensures that mental health support is proactive, accessible, and responsive to student needs.  Crucially, teacher teams within YCJUSD play a pivotal role by analyzing student academic success data to directly guide instruction. This involves examining assessment results—both formative and summative—along with grades and progress monitoring data to pinpoint learning gaps and areas of strength. By analyzing this academic data, teacher teams can differentiate instruction effectively, provide targeted interventions for struggling students, and adjust teaching strategies to better meet student comprehension levels. This integrated approach, which connects behavioral, mental health, and academic data, allows YCJUSD to provide comprehensive support, foster equitable access to resources, and continuously adapt its strategies to create an educational environment where all students can achieve.|Met||2025-06-17|2025
36738580000000|Baker Valley Unified|6|Local surveys were implemented by BVUSD administration and collected. Following data collection, it was reported that more mental health services and medical services were needed in our town for students to drive 70+ miles to the nearest medical facilities.|BVUSD will continue building relationships while at the same time ensuring our students have access to the mental health services they need. BVUSD will ensure both the physical, mental and emotional health of our students is addressed and proper resources will be available for our students when needed.|We will continue to work with students and listen to their needs and work with community resources to provide medical and mental health services to our students.|Met||2025-06-26|2025
36738900000000|Silver Valley Unified|6|The survey results for the 2025 school year from grades 3-5 include:   94% of students positively responded that their school provides help when they have trouble with schoolwork.   84% feel like they are a part of the school.  91% believe there is at least one teacher or adult who genuinely cares about them.   83% of students perceive the overall atmosphere of their school positively.   78% of students believe teachers treat them fairly.  87% of students feel physically and psychologically safe at school.   85% are happy to be at their school.   93% feel recognized for their accomplishments by an adult.   83% believe the school has a positive atmosphere.   80% would recommend their school to other students    The survey results for the 2025 school year from grades 6-12 include:   90% of students feel there is a teacher or adult who cares about them.   92% feel there is an adult who believes in their success.   77% feel like they are a part of the school.   79% believe the school has a positive atmosphere.   88% feel recognized for their accomplishments by an adult.   67% perceive fair treatment from teachers and other adults.   80% feel safe at school.   83% know an adult they can approach for conflict resolution.   77% have an adult they can talk to about non-academic issues.   78% are engaged and interested in learning at their school.   67% would recommend their school to other students   91% of students feel that their school provides help when they are struggling with schoolwork.   79% are happy to be at their school.|The survey results for SVUSD elementary students highlight several key strengths, including strong academic support, high expectations, and a generally positive school experience. Students reported high levels of encouragement from staff (96%), access to academic help (94%), and a clear understanding of character and learning goals, reflecting effective instructional support and engagement. Students also expressed a strong sense of safety (87%) and belonging (85%), with many feeling supported and recognized by adults on campus. However, some areas emerged as opportunities for improvement. Only 73% of students felt they had an adult to talk to about non-academic issues, indicating a need for stronger emotional and social support systems. Additionally, while school climate (81%) and perceptions of fairness (78%) were relatively positive, there is room to enhance these aspects to ensure a more equitable and inclusive environment. Overall, SVUSD’s elementary schools show solid foundations in academic and social development, with targeted efforts needed to strengthen student voice, emotional support, and campus-wide equity practices. The survey results for Silver Valley Unified School District's middle and high school students demonstrate clear strengths in student engagement and alignment with the district’s learning goals. A high percentage of students—ranging from 91% to 93%—reported being engaged in their learning, and between 87% and 95% expressed understanding of key student competencies such as collaboration, critical thinking, creativity, and communication. Additionally, strong relationships between students and staff are evident, with 88% to 92% of students indicating that there is at least one adult on campus who cares about them and believes in their potential. Academic support also stood out, with 91% of students agreeing that they receive help when facing academic challenges. Despite these positive indicators, the survey also highlights several areas for growth. Only 70% to 77% of students reported having a trusted adult they could approach with non-academic problems, suggesting a need for enhanced access to social-emotional supports. Additionally, school climate and student perceptions of fairness were less favorable, with just 67% to 71% stating that adults treat students fairly and over 20% expressing that they do not always feel safe at school. The concept of “school fit” also emerged as a concern, with only 65% to 67% of students saying they would recommend their school to others and just 69% reporting that they are happy at their school. These findings suggest that while academic engagement and staff support are strong, efforts should now focus on improving emotional well-being, inclusivity, and student satisfaction across secondary campuses.|SVUSD is committed to maintaining and enhancing academic and behavioral supports for all students. To address behavioral challenges more effectively, the district will expand access to counseling services through both in-house staff and external partners. Academic intervention opportunities will be made available during the regular school day as well as in after-school programs to help students overcome learning gaps and accelerate progress. Additionally, the district’s continued implementation of the Future Ready Schools framework—which emphasizes foundational relationships, community building, personalized support, and whole-child learning—will serve as a key strategy in promoting student success. This approach is designed to strengthen academic achievement, improve student behavior, and support social-emotional development across all campuses.|Met||2025-06-17|2025
36739570000000|Snowline Joint Unified|6|The following climate data is taken from the 2025 Hanover LCAP Survey. Students in grades 6 through 12 participated.  Students from different cultural backgrounds become friends. All Students: 83.0% American Indian or Alaska Native: 82.0% Asian: 82.0% Black or African American: 80.0% Hispanic or Latino: 81.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 88.0% Multi-racial: 86.0%  Students have friends at school. All Students: 85.0% American Indian or Alaska Native: 92.0% Asian: 88.0% Black or African American: 91.0% Hispanic or Latino: 83.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 88.0% Multi-racial: 81.0%  School rules are fair. All Students: 41.0% American Indian or Alaska Native: 50.0% Asian: 81.0% Black or African American: 37.0% Hispanic or Latino: 40.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 40.0% Multi-racial: 35.0%  All students are treated fairly. All Students: 39.0% American Indian or Alaska Native: 52.0% Asian: 40.0% Black or African American: 38.0% Hispanic or Latino: 39.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 41.0% Multi-racial: 29.0%  Students respect teachers and staff. All Students: 45.0% American Indian or Alaska Native: 53.0% Asian: 41.0% Black or African American: 42.0% Hispanic or Latino: 45.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 40.0% Multi-racial: 38.0%  Students feel safe at school. All Students: 46.0% American Indian or Alaska Native: 50.0% Asian: 69.0% Black or African American: 45.0% Hispanic or Latino: 48.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 49.0% Multi-racial: 50.0%  Students feel comfortable talking to school staff. All Students: 52.0% American Indian or Alaska Native: 59.0% Asian: 68.0% Black or African American: 52.0% Hispanic or Latino: 54.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 51.0% Multi-racial: 45.0%  Students get along with each other and respect their differences. All Students: 42.0% American Indian or Alaska Native: 65.0% Asian: 43.0% Black or African American: 35.0% Hispanic or Latino: 43.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 41.0% Multi-racial: 38.0%  Bullying is not a problem. All Students: 26.0% American Indian or Alaska Native: 30.0% Asian: 38.0% Black or African American: 31.0% Hispanic or Latino: 27.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: N/A White: 25.0% Multi-racial: 26.0%|Based on the 2025 Hanover LCAP Survey, there are clear strengths and areas needing improvement within the school climate for students in grades 6 through 12. A significant strength lies in peer relationships, with a substantial majority of students, particularly American Indian or Alaska Native (92%), Black or African American (91%), and Asian (88%) students, reporting having friends at school (85% overall). This positive social dynamic extends to intercultural friendships, as 83% of all students indicate that students from different cultural backgrounds become friends, with even higher rates among White (88%) and Multi-racial (86%) students.  Despite these social strengths, several critical needs were identified. A significant concern is the perception of fairness, with only 41% of all students believing that school rules are fair and a mere 39% feeling that all students are treated fairly. This issue is particularly pronounced for Multi-racial students (35% for fair rules, 29% for fair treatment) and Black or African American students (37% for fair rules), suggesting a need for a review of disciplinary practices and their equitable application. Furthermore, student-staff relations show room for improvement, as less than half of all students (45%) believe students respect teachers and staff. Multi-racial (38%) and White (40%) students reported lower rates in this area.  Another significant area of concern is school safety and bullying. A low percentage of students (46%) feel safe at school, and only 26% believe bullying is not a problem. This indicates a widespread issue that requires comprehensive anti-bullying initiatives and safety protocols across all student groups, as even Asian students, who reported the highest percentage of bullying not being a problem (38%), still show it as a notable issue. Lastly, while over half of students (52%) feel comfortable talking to school staff, Multi-racial students reported the lowest comfort level at 45%, highlighting a potential barrier to seeking support. These findings underscore the importance of targeted interventions to foster a more equitable, respectful, and safe environment for all students.|Snowline Joint Unified School District is working to improve its learning environment, with a focus on LCAP Goal 2: ensuring that all students have a safe, orderly, and inviting space. Data from the 2025 Hanover LCAP Survey revealed key areas for improvement. Student perceptions of fairness are low, with only 41% feeling rules are fair and 39% feeling treated fairly, with even lower numbers for Multi-racial and Black or African American students. To address this, the district will implement comprehensive professional development for all staff on culturally responsive discipline, implicit bias, and equitable treatment, with a focus on consistent and transparent rule application. Student advisory committees will also be established to gather ongoing feedback and integrate student voices into the policy revision process.  Student safety is another concern, with only 46% of students feeling safe at school and 26% believing bullying isn't a problem. The district plans a multi-faceted approach, revising its anti-bullying policy to include precise reporting, consistent consequences, and increased preventative measures. They will implement a district-wide, evidence-based social-emotional learning (SEL) curriculum focusing on conflict resolution, empathy, and bystander intervention, ensuring it is culturally relevant. Additionally, Positive Behavior Interventions and Supports (PBIS) will be expanded to foster a culture of respect and safety, potentially incorporating peer mediation and restorative justice.  Improving student respect for teachers and staff (45%) and fostering positive student relationships (42%) also fall under LCAP Goal 2. The district will focus on building positive student-staff relationships through targeted professional development and provide explicit instruction for students on respect, active listening, and understanding diverse perspectives. Given lower rates among Black or African American and Multi-racial students, specific programs promoting diversity, equity, and inclusion, such as student-led diversity clubs, will be developed. Finally, to address the lower comfort level of Multi-racial students talking to school staff (45%), the district will implement strategies to build stronger connections, such as mentor assignments and informal gatherings, and work to ensure a diverse staff that reflects the student population. Regular anonymous surveys will monitor progress and inform ongoing adjustments, all aimed at creating a truly safe, orderly, and inviting learning environment where all students feel respected, treated fairly, and connected to their school community.|Met||2025-06-24|2025
36750440000000|Hesperia Unified|6|During the 2024-2025 school year, the district administered the Youth Truth Survey across grade levels 4th-12th. Survey results indicated that some of the strengths across our district were in the areas below.  Elementary: Instructional Methods - The degree to which the teacher uses techniques that probe for understanding and provide effective support for students. Culture - The degree to which students experience an orderly and respectful classroom environment.  Secondary: College and Career Readiness - The degree to which students feel equipped to pursue college and careers. Academic Challenge - The degree to which students feel they are challenged by coursework and teachers.  Some of the areas for growth included the areas below. Engagement - The degree to which students perceive themselves as engaged with their school and their education. Belonging - The degree to which students feel a sense of belonging during school.|The data shows that our students are being challenged academically and that they feel safe in their schools. Students are also leaving our schools feeling well-equipped to pursue college and career opportunities. A key next step is to bolster student engagement, ensuring students feel more connected and involved with their school and education. We will continue to focus on fostering a stronger sense of belonging for all students, so they feel more connected and integrated within their school communities.|Our recent analysis identified student engagement and belonging as key areas for growth across our schools. Each site will now use this valuable information to reflect on current practices, directly informing specific, actionable steps to be included in their School Plan for Student Achievement (SPSA). This ensures we are not just acknowledging areas for improvement but actively committing to making changes that will foster deeper student connection and involvement within our school communities.|Met||2025-06-12|2025
36750440107516|Summit Leadership Academy-High Desert|6|Summit Leadership Academy utilized the Sown to Grow platform to survey all enrolled students. The survey was completed by 94.42% of the students (203/215). Each question in the Sown to Grow survey was rated on a Likert scale from 1 to 4. 1 indicating never and 4 indicating always to each statement. Survey statements included topics on sense of belonging, self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. Students rated their sense of belonging overall at a 2.56 which is between sometimes and most of the time. Students rated their self-awareness at a 2.84. Students rated their self-management skills at 2.78. Students rated their social awareness at 2.85. Students rated their responsible decision-making at 2.75 and their relationship skills at a 2.75. All of the overall responses were between sometimes and most of the time for a majority of students. There were 38 students (17.67%) who rated their sense of belonging lower than a 2, meaning that they answered never or sometimes to a majority of the sense of belonging statements. The Sown to Grow survey does not allow for disaggregation of the data, however 90% of our population is socioeconomically disadvantaged.|From this survey Summit Leadership Academy was able to identify the overall climate on campus as well as other details related to student achievement. The survey showed that many students had a low sense of belonging. There is a need to create a positive shift in school climate to target a higher sense of belonging for all students at Summit Leadership Academy. There is room for improvement across all topics of the Sown to Grow survey as students rated each statement between sometimes and most of the time. Moving forward, we would want to see more students who are answering statements as always rather than sometimes or most of the time. Some of the strengths of SLA identified through the survey were that most students did not answer never to the prompts in the survey. This shows that they are feeling at least somewhat supported at school, but there is always room for improvement. The Sown to Grow survey does not allow for disaggregation of the data by student groups.|To create a more positive school climate and culture, SLA will utilize the Sown to Grow platform to conduct weekly SEL check-ins and eventually SEL lessons for students during their 30 minute intervention period. These check-ins through Sown to Grow will allow for more data to be collected in a time sensitive matter. When students are feeling a low sense of belonging or are having a bad day, there will be further interventions that can be completed right away. Class and grade level data may also differ, allowing for differentiation in the lessons that teachers are using in their classrooms. Sown to Grow will also allow for an overall tracking in data trends to research when students feel the most supported and the least supported in their academic endeavors. If we can track that students feel the least supportive during a certain time of year, there are safeguards that can be put in place. In addition, Summit Leadership Academy will continue to use the restorative approach in regards to student discipline to ensure that students are feeling supported even when they make a mistake on campus. SLA will continue to use after school classes in the areas of fighting, vaping, and bullying to supplement any disciplinary practices with an educational component. In addition, the student wellness center is continuing to grow with a commitment to students’ mental health and overall wellbeing. SLA will plan to hire another mental health professional to increase the access to services for students. Teachers and staff will also continue professional development with Sown to Grow, SEL strategies, tier one interventions, and trauma informed practices. SLA will also offer more classes, sports programs, and extracurricular activities to increase student sense of belonging and participation on campus.|Met||2025-06-11|2025
36750440112441|Pathways to College K8|6|In the elementary grades (3rd–5th), between 67% and 73% of students reported feeling connected to their school, while between 60% and 94% said they felt safe while at school. These findings suggest a generally positive perception of school climate among younger students. When disaggregated for 5th grade Latino students, however, the data shows slightly lower results: 69% reported feeling connected to school, and only 59% indicated that they felt safe, revealing a potential area of concern that warrants further attention and targeted supports. In the middle grades, student perceptions of school climate decline notably in 6th grade, with only 41% of students reporting a sense of connectedness and 49% stating they feel safe at school. For Latino 6th graders, these numbers are even lower—just 42% feel connected and 52% feel safe—indicating a need for interventions that specifically address the transition to middle school and the unique experiences of Latino students. Seventh-grade data reflects some improvement, with 59% of all students feeling connected and 54% feeling safe. Latino students in this grade level report similar levels of connectedness at 59%, and slightly better feelings of safety at 55%. By 8th grade, student perceptions continue to improve, with 65% of all students reporting connectedness and 74% feeling safe. Among Latino 8th graders, 71% report feeling connected, and 78% feel safe, suggesting a strong rebound in school climate perceptions by the time students reach the end of middle school.|These findings highlight a trend in which school climate perceptions decline during the transition to middle school, particularly in 6th grade, and then gradually improve by 8th grade. Latino students generally report slightly lower perceptions of safety and connectedness in the earlier grades but show strong gains by the 8th grade. This data underscores the importance of targeted efforts to support students—especially Latino students—during key transitional years, with an emphasis on improving school connectedness and feelings of safety to promote a more equitable and supportive school environment. Analysis of the local climate survey data revealed several key learnings about student perceptions of school safety, connectedness, and engagement. The data highlighted both strengths to build upon and areas in need of targeted improvement, particularly when disaggregated by grade level and student subgroup. One significant strength across all grade levels is the belief among students that teachers hold high expectations for them. This finding reflects a strong academic culture where students recognize that their educators are invested in their success. Additionally, despite variations in the percentages of students reporting overall safety, the survey responses indicate that a majority of students—particularly by 8th grade—feel safe while at school. This upward trend in safety perceptions over time suggests that schoolwide efforts to foster a secure environment are having a positive impact. Another area of strength is the perception that there are caring adults on campus. Students consistently reported that they have at least one adult they can go to for support, which is foundational to fostering a strong sense of school connectedness and emotional well-being. However, the data also revealed several areas for growth. One area of concern is school boredom, with some students indicating that they do not find their schoolwork engaging or relevant. This suggests a need to incorporate more interactive, real-world learning experiences that resonate with students and stimulate curiosity. Another area for improvement is the level of meaningful participation. While students may feel generally safe and supported, many express a desire to have more voice and choice in their learning and school activities. This points to an opportunity for the LEA to involve students more actively in decision-making processes and to design more inclusive and participatory learning environments. Lastly, a troubling trend noted in the data is that some students report experiences of harassment or bullying. This issue, while not reported universally, represents a serious barrier to both safety and connectedness for affected students. Continued efforts are needed to ensure all students feel safe from harassment, with a focus on proactive bullying prevention, clear reporting mechanisms, and consistent follow-up by staff.|Based on the analysis of local data from the California Healthy Kids (CHK) Survey at Pathways to College K8, PTC has identified several key areas of need—such as school boredom, limited meaningful participation, and instances of harassment or bullying—that require adjustments to existing plans, policies, and procedures to support continuous improvement and ensure a safe, engaging, and inclusive environment for all students. To address the issue of school boredom and lack of engagement, PTC will revise its instructional planning and professional development priorities in upcoming years to include training on student-centered instructional strategies. This includes expanding the use of project-based learning, inquiry-based instruction, and culturally relevant pedagogy to foster deeper engagement, especially in the middle grades where connectedness dips. Curriculum teams will also be tasked with integrating real-world applications and student choice into unit planning to increase motivation and perceived relevance of learning. In response to the identified need for more meaningful student participation, PTC will implement new structures for student voice and leadership. These include regular student focus groups and the inclusion of student representatives in school improvement and planning meetings. Teachers will also receive support in facilitating classroom-based opportunities for student choice, collaboration, and reflection to make learning more participatory. To strengthen the school’s response to reports of harassment and bullying, PTC will update its discipline and school climate policies to include clearer protocols for reporting and responding to such incidents. A revised anti-bullying campaign will be launched, including student workshops, peer mediation training, and family engagement sessions that reinforce safe and respectful behavior. Staff training will be expanded to ensure all adults on campus are equipped to recognize and respond to bullying, including subtle or identity-based forms. Additionally, based on CHK data showing dips in safety and connectedness in 6th grade, PTC will develop a 6th-grade transition support plan that includes enhanced onboarding activities, peer mentorship, and targeted SEL (social-emotional learning) instruction to ease the shift from elementary to middle grades. This initiative will be monitored through follow-up surveys and focus groups. Pathways to College K8 will incorporate ongoing CHK survey results into its continuous improvement cycle, using the data to evaluate the effectiveness of changes and guide mid-year adjustments. All revisions will be communicated to staff, students, and families to ensure transparency and shared ownership of improvement efforts. These actions align with the LEA’s commitment to equity, student well-being, and academic success for all learners at Pathways to College K8. The initiatives described in this section will take place over the next 1-5 years.|Met|N/A|2025-06-17|2025
36750440114389|Mirus Secondary|6|Altus Schools Mirus (Mirus) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHYS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Mirus’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, Mirus exceeded this metric.  Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Mirus’s response rate on the CHYS at each grade level was Grade 7 (40%), Grade 9 (14%), and Grade 11 (51%) for CHYS Core and Grade 7 (30%), Grade 9 (12%), and Grade 11 (39%) for CHYS Behavioral Health.|In 2024-2025, 96.4% of students reported that they felt safe at Mirus and 98.6% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2024-2025 Mirus’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Mirus didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group except Hispanic. Key learnings included that 40% of 9th graders and 25% of 11th reported experiencing sadness/hopelessness and 27% of 9th and 0% of 11th graders reported having considered attempting suicide in the past 12 months. For Hispanic students it was 43% of 9th and 23% of 11th experiencing sadness/hopelessness and 29% of 9th and 0% of 11th having considered suicide in the past 12 months. 7% of students in 9th and 0% in 11th reported having used alcohol or drugs in the past 30 days. For Hispanic students 7% of 9th and 0% of 11th reported drug or alcohol use in the past 30 days and 7% of 9th and 0% of 11th reported vaping in the past 30 days. 31% of students in 9th and 26% in 11th reported bedtime of 12am or later, and 56% of students in 9th and 63% in 11th reported eating breakfast today. Most students (75% in 9th and 81% in 11th) reported having caring adult relationships at school. Among Hispanic students the results were 80% 9th and 82% 11th. 87% of students in 9th and 100% in 11th report that teachers at the school treat students fairly. 60% of 9th and 60% of 11th graders reported overall life satisfaction and for Hispanic, 60% of 9th and 54% of 11th reported life satisfaction.  In the past 12 months 20% of 9th and 19% of 11th grade students reported wanting to receive mental health services, 33% of 9th and 25% if 11th reported receiving mental health services and 20% of 9th and 20% of 11th reported barriers to receiving services.|Mirus has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Mirus has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Mirus.|Met||2025-06-24|2025
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|6||||Not Met|||2025
36750440118059|LaVerne Elementary Preparatory Academy|6|The scholars of LEPA are surveyed in an annual school climate survey. This year, surveys were provided to scholars in grades 3-6. According to these surveys, scholars at LEPA feel that they are supported, safe, and are provided a sound education by staff who care. The consensus among our scholars seems to be in regards to improvement in their own perceptions of their academic abilities, scholar behavior and interpersonal relationships.|Scholars at LEPA feel that the school has high standards for achievement. They also indicated that the staff feel they are capable of achieving their academic goals. Scholars feel LEPA is a safe place to learn and most enjoy coming to school. Identified needs include a continued commitment to build scholars' self-awareness and confidence, and interpersonal relationships. A continued commitment to character development and positive behavior strategies were also key learnings from data from student surveys.|The plans currently in place have improved outcomes in regards to the areas indicated in the data presented above. Scholar assemblies, and individual and group support will continue to be a focus, along with increased attention to positive behaviors in and out of the classroom.|Met||2025-06-20|2025
36750510000000|Lucerne Valley Unified|6|We surveyed students asking how they felt about their school. Here are the results:  90% agreed that they like school  85% agreed that they feel successful at school  91% agreed that the school has high standards for achievement  90% agreed that the school sets clear rules for behavior  91% agreed that teachers and staff treat them with respect  89% agreed that students are frequently recognized for good behavior  90% agreed that staff is working to keep the school and myself safe  91% agreed that they know an adult they can talk to if they need help|The data showed a high level of engagement by all student groups. There were no measurable differences between student groups.|The LEA plans to increase student recognition and awards for positive performance. We believe this will help with student performance.|Met||2025-06-13|2025
36750510115089|Sky Mountain Charter|6|In the Spring of 2025, all Sky Mountain students in grades 5, 8, and 12 were given an opportunity to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety.  Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Consistently high across all grade levels is support from students’ teachers, with 99% of students in each grade level reporting that their teacher encourages them to do their best. Similarly, 94% of students report feeling safe at school-sponsored activities and events. Survey data also supports positive peer relationships, especially at the 8th grade level.|Grade level specific findings include: 5th Grade: 94% feel school rules are fair. 91% rate school as a positive experience. 91% say their ES encourages them to do their best. There are also high rates of adult support and safe, structured environments reported. 58% report participating in school-sponsored activities.  8th Grade: 91% feel encouraged by their teacher and 97% feel school is a positive experience. Emotional connection and fairness perceptions decline slightly though still remain high at 93%. Participation in school-sponsored activities was reported by only 29% of students.  12th Grade: 93% feel encouraged by their teacher to do their best and also rate school as a positive experience. Perceptions of adult interest declines at this grade level to 64%. This grade level also reports a low rate of participation in school activities, at 29%.|As noted above, the area with the lowest outcomes is related to school-sponsored activities. To address this need, we continue to increase the number of field trips and school clubs offered. We also implemented regular park days in strategic locations throughout our service area, which will continue through summer. We can further address this by developing more activities geared toward our higher grade levels. Another noted area in need of attention is the declining perception of adult interest at the 12th grade level. We can improve here by offering more opportunities for feedback and interactions with teachers and adults and also ensuring that older students are aware of support options available to them.|Met||2025-06-12|2025
36750510136432|Alta Vista Innovation High|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 98% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-03|2025
36750510136960|Elite Academic Academy - Lucerne|6|At Elite Academic Academy, we collect data through multiple mini-surveys administered at the end of each learning period. These surveys are designed to gauge student, parent, and staff satisfaction across various aspects of the educational experience. Below are the results from the most recent surveys: Satisfied with curriculum: 96.8% Satisfied with communication and responsiveness: 99.3% Satisfied with opportunities such as field trips and extracurriculars: 88.2% Feel connected to the school: 91.8% Satisfied with experience with our teacher: 100% Satisfied with overall experience at Elite: 98.2% Throughout the year, we focused on monitoring student wellness, school climate, and connection. The Student Support Team distributed Elite Cares Surveys to all student stakeholders to measure student engagement and feelings of connection. Each survey response was followed up with direct communication from the teacher, MTSS Director, or school counselor based on student needs. These surveys provided valuable insights that guided several changes. For example, students expressed feelings of loneliness and boredom, which led to the creation of more clubs and enrichment opportunities, including a Student Leadership Club. Additionally, we identified that some students felt disconnected from their teachers or the school, prompting outreach from our Support Team, resulting in students feeling valued and seeing improvements in their academic progress. From the surveys, we also gathered data on student progress: 59% of middle and high school students were on track with their work 30% were a little behind but receiving support 11% needed additional help In direct response to these results, we offer a virtual study hall for students to receive academic support and connect with their teachers. This initiative addressed the concerns raised by students about needing more academic guidance and connection with their teachers.|Key Learnings and Identified Needs: Student Well-being and Engagement: Feedback from Elite Cares Surveys revealed significant insights into students' emotional and social well-being, particularly regarding feelings of loneliness and boredom. These findings underscore the need for enhanced social connections and additional enrichment opportunities to foster a more engaging school environment. Academic Progress and Support: Survey data highlighted that 30% of students were slightly behind in their academic work, while 11% required more substantial support. In response, the school introduced initiatives like virtual study halls to provide targeted academic support and strengthen student-teacher relationships. School Climate and Communication: While students and families reported high satisfaction with communication, particularly regarding family-school interactions, there is still room to increase engagement in school activities and further improve school climate. Areas of Strength: Diverse Educational Offerings: One of our key strengths is the variety of state-approved curricula available at Elite Academic Academy, ensuring students have access to UC/A-G courses, CTE pathways, and high school diploma tracks. Our ability to document personalized learning choices reflects our commitment to individualized education. Personalized Approach to Education: Our use of student interest surveys and incorporating student feedback in course creation allows us to tailor education to individual needs, fostering a more relevant and engaging academic experience. Areas for Improvement: Expansion of Career Technical Education (CTE) Pathways: We are actively expanding our CTE offerings, providing a wider range of pathways to better equip students with practical skills and career opportunities. This is an ongoing effort to strengthen and align our programs with student needs and workforce demands. Broaden English Learner (EL) Curriculum: We are enhancing our EL curriculum from TK-12 to ensure comprehensive support for our diverse student population. This aligns with our goal of providing equitable educational opportunities for all students and continues to be a key area of focus. Increase VAPA and Physical Fitness Options: We are adding more Visual and Performing Arts (VAPA) and Physical Fitness offerings to ensure a well-rounded, holistic education for our students. These additions complement our core academic curriculum and are aligned with our mission to support all aspects of student development. Support for Student Wellness: In addition to academic and extracurricular expansions, we have introduced more group counseling programs focused on growth mindset, anxiety, and grief. These programs aim to support students' emotional well-being, further aligning our offerings with the needs of our school community.|Expansion of Enrichment Opportunities: In response to students' feelings of loneliness and boredom, Elite will continue to expand clubs and enrichment opportunities. This may involve revising existing policies to allocate resources and time for the development and promotion of additional extracurricular activities that cater to diverse student interests.|Met||2025-06-13|2025
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|6|Approximately 25% of our parents and 20% of our students completed the LCAP Satisfaction Survey.|The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families.|Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP addresses Student Engagement as a focus goal, Parent Involvement, Student Achievement, and other pupil outcomes, Implementation of Standards, School Climate and Course Access are Maintenance Goals. Based on feedback from educational partners, the school is continuing to address and add options for college and career readiness, as well as academic achievement, through multiple services and actions.|Met||2025-06-26|2025
36750510138107|Southern California Flex Academy|6|The 2024-2025 Climate and Connectedness surveys were completed by students, parents/guardians, teachers, staff, and administrators. The school received 395 responses to the Climate and Connectedness surveys. The survey data showed the following:   Overall Scores by Educational Partner:  - 86% of students surveyed feel that SCFA is a welcoming place for them and their family - 91% of all parents/guardians gave the school a rating of a 4 or a 5 out of 5  Scores Disaggregated by Student Group:  - 90% of English language learners and families gave the school a rating of 4 or 5 out of 5 - 95% of foster youth and families gave the school a rating of 4 or 5 out of 5 - 86% of MKV (Unhoused) students and families gave the school a rating of 4 or 5 out of 5 - 100% of students and families who identify as Asian gave the school a rating of 4 or 5 out of 5 - 83% of students and families who identify as Black or African American gave the school a rating of 4 or 5 out of 5 - 95% of students and families who identify as Hispanic or Latino gave the school a rating of 4 or 5 out of 5 - 100% of students and families who identify as Native American or Alaska Native gave the school a rating of 4 or 5 out of 5 - 85% of students and families who identify as White gave the school a rating of 4 or 5 out of 5 - 95% of students and families who qualify for Free or Reduced Price Meals (FRPM) gave the school a rating of 4 or 5 out of 5|Areas of Strength:  - Parents and guardians at Southern California Flex Academy are very happy with the school overall - Students at SCFA feel like they are a part of the school community - Students and families within our foster youth student group are very happy with the school overall - Students and families within our English language learners student group are very happy with the school overall - Students and families within our Socioeconomically Disadvantaged student group are very happy with the school overall - Students and families within our Asian, Hispanic or Latino, and Native American or Alaska Native student groups are very happy with the school overall  Identified Needs:  - There is room for improvement around the overall satisfaction with the school among our students and school staff.  - There is room for improvement around the overall satisfaction with the school among our MKV (unhoused) student group.  - There is room for improvement around the overall satisfaction with the school among our Black or African American and White student groups.   At Southern California Flex Academy, we strive to address the specific needs of our underrepresented student groups. Overall, the results of the 2024-2025 Climate and Connectedness survey data were very positive. We discovered that the great majority of our students, parents/guardians, staff, teachers, and administrators would rate our school very high on a scale of 1-5. Within the data, the results showed areas of improvement, especially among our unhoused (MKV), Black or African American, and White student groups when it comes to overall satisfaction.|The data from the 2024-2025 Climate and Connectedness surveys showed that educational partners at Southern California Flex Academy are overwhelmingly satisfied to a high degree with the school. To increase the overall satisfaction of the school, SCFA will increase the cadence of Town Hall meetings and encourage students and school staff to participate. The school will continue to offer the Student Success Coach program and the MTSS program to all students. The school will continue to offer access to our Mental Health Counselor and MKV Liaison to all students.|Met||2025-06-11|2025
36750510139188|Granite Mountain Charter|6|GMCS has a culture where surveys are part of our programs. Each program utilizes surveys to seek educational partner feedback on how they can better their program. Analysis from our LCAP survey that incorporated our Wellness information shows that GMCS continues to show overwhelmingly positive feedback regarding our school culture and climate. We had over 95% of families share that they are happy with the staff at GMCS. All subgroups share that they feel safe at our school and when participating in our events and programs. Students feel connected to the school and their teachers. The majority of students share that they feel engaged at school (97%) with content specialists available to support them in school and note that they try their best each day when learning. The majority (95%) of students feel their teachers care about them and support their learning goals. Overall students enjoy the extra curricular activities offered and have given feedback that they would like to see more activities to participate in. We at GMCS seek educational partner feedback when designing and revising our programs and year over year, make steps for improvement to meet the needs of our educational partners.   Student Wellness Survey data: 78% of students feel connect to students and staff 97% of students feel happy at GMCS 98% of students feel they do their best each day  97% of students feel staff care about them and encourage them each day   GMCS promotes academic success for all students: My teacher(s) encourage me to strive to do my absolute best. Hispanic - Strongly Agree: 57.5%; Agree: 39.3% African American - Strongly Agree: 55.6%; Agree: 48% White - Strongly Agree: 64.7%; Agree: 33.1% American Indian/Alaska Native - Strongly Agree: 77.8%; Agree: 22.2% Asian - Strongly Agree: 65%; Agree: 35% Two or More Races - Strongly Agree: 55%; Agree: 41.3%  Other races - Strongly Agree: 60%; Agree: 30%  GMCS cultivates a culture of collaboration with families: My teacher(s) listen(s) to my questions, comments and concerns. White - Strongly Agree: 61.9%; Agree: 35.6% Hispanic - Strongly Agree: 58.45%; Agree: 37.9% African American - Strongly Agree: 51.9%; Agree: 37% American Indian/Alaska Native - Strongly Agree: 66.7%; Agree: 33.3% Asian - Strongly Agree: 65%; Agree: 35% Two or More Races - Strongly Agree: 54.7%; Agree: 40% Other races - Strongly Agree: 70%; Agree: 30%  GMCS addresses my needs: My opinion matters at my school. White - Strongly Agree: 37.2%; Agree: 40.8% Hispanic - Strongly Agree: 39.3%; Agree: 40.7% African American - Strongly Agree: 33%; Agree: 48% American Indian/Alaska Native - Strongly Agree: 44.4%; Agree: 33.3% Asian - Strongly Agree: 41%; Agree: 48.7% Two or More Races - Strongly Agree: 34.6%; Agree: 42.9% Other races - Strongly Agree: 34.6%; Agree: 42.9%|Some key takeaways that we have learned from the results of our LCAP  surveys are that overall, our staff, families, and students love our school, programs, activities, and curriculum choices. Our Multilingual population (+84%) feel supported (this is up +12% from last year), but also desire to learn more about our EL offerings and programs. The families that attend our EL support classes have grown by 20% this year, and the percent of families that go to the ELAC meetings has grown by 26%. Our other sub groups shared similar responses regarding our school climate, and overwhelmingly feel supported and happy with the school. Overall, our families desire to see more in person and virtual offerings, and as a school, we seek to continue to offer new activities and programs for our families to engage with.|Upon reviewing suggestions from our educational partners, GMCS is implementing several enhancements to address identified areas of need. We are committed to maintaining additional in-person activities to ensure accessibility and foster student connection, a consistent request from families. Additionally, we have expanded tutoring services across various departments and increased extracurricular offerings to boost student engagement and address academic needs. To fill academic gaps, we have introduced tiered virtual learning options and enhanced tutoring support. Furthermore, we are leveraging Parent Square to improve communication with educational partners, aiming to increase awareness and participation in our programs. Our staffing is being refined to better support our multilingual population, focusing on English Language Development and outreach efforts. In response to LCAP feedback, we are also providing more in-person learning opportunities for English Learner students. Support for McKinney-Vento, foster, and low SES populations is being strengthened through individualized monitoring systems and collaboration with staff. Our goal is to address the whole child's needs, including academic and social-emotional well-being, by ensuring appropriate staffing for targeted outreach. These actions reflect GMCS's dedication to continuous improvement and ensuring all students have the support necessary to succeed.|Met||2025-06-26|2025
36750690000000|Upland Unified|6|At the conclusion of the 2024-2025 school year, Upland Unified School District administered a 14-question school climate survey to students in grades 3-12 at all 14 schools. Students responded to questions that aligned with 5 dimensions: Safety, College and Career Empowered, Engaged, Academically Prepared and Equipped, and Connected. The results were shared with district and site level staff to determine needs and plan the next steps for the 2025-26 school year.  The percentage of favorable student responses for each dimension are as follows: Safety: 69% College and Career Empowered: 74% Engaged: 77% Academically Prepared and Equipped: 84% Connected: 86%  Additionally, the survey results suggest that the majority of students (90%) feel that teachers have high expectations of them and more than 80% feel that they have a trusted adult on campus.  Results by school continue to vary along age/grade lines, with high school favorability responses slightly lower than the responses for junior high and elementary. There is also a disparity in favorable responses between the two junior high campuses, which are situated in geographically and socioeconomically distinct areas. The favorability scores of the elementary scores have slight differences as well and are generally aligned with the differences between the two junior high schools. However, there are several outliers within the elementary favorability data. Some schools that feed into a junior high with lower favorability have higher favorability data than other elementary schools.  This data will be reviewed next to chronic absenteeism and suspension data to monitor our responses to student behaviors that interfere with learning. Exclusionary discipline practices such as suspension and expulsion disconnect students from the school community, which will undoubtedly have an adverse effect on hope and engagement. Our district's focus on Restorative Practices as a means of building community and responding to harm should continue, with reintegration into the school community emerging as a primary focus of responding to student behavior.|When compared to our overall student responses, our socio-economically disadvantaged students reported slightly lower favorable results on the student survey by 3% (74% versus 77%), as was the case with our English Learners, 76% versus 77%. We will continue to focus on restorative practices and SEL initiatives to increase engagement of all our student groups.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.|Met|Our schools continue to strengthen their implementation of positive behavioral intervention and supports (PBIS) as means of proactively creating environments that are conducive to behaviors that allow students to learn. As these practices continue to take|2025-06-18|2025
36750770000000|Apple Valley Unified|6|Apple Valley Unified School District Utilizes the Youth Truth Survey as a tool to gather school climate information from students, families, and staff. Each November the survey is deployed across the system for all students in grades 3-12, parents (by segment either elementary or high school), and all staff. For this most recent year we had responses from 9142 students, 1581 families, and 1022 staff members. The data is gathered into large subsets or themes, including Engagement, Relationships, Culture, Belonging, and others. The individual questions differ slightly to adjust for the role or developmental level of each respondent but the categories allow for some synthesis of themes.  The general themes of Engagement, Relationships, and Culture showed a marked increase for all respondents with notable growth in key metrics such as the perception of safety on campus, feeling valued at school, and the quality of communication and feedback.  The percent positive from each student group in the broad categories as follows: Elementary Engagement: Hispanic 60%, White 50%, African American 54%, Multi race 62%, Asian 67%, English Learner 66%. High School Engagement: Hispanic 50%, White 41%, African American 78%, Multi race 44%, Asian 78%, English Learner 65%  In the area of Culture, the scores are as follows: Elementary Culture: Hispanic 77%, White 70%, African American 56%, Multi race 65%, Asian 80%, English Learner 78%. High School Culture: Hispanic 69%, White 66%, African American 71%, Multi race 78%, Asian 71%, English Learner 69%.  While there is no overall score, these areas and others are evaluated in depth by school site teams and the district advisory committee in order to analyze trends and make decisions.|Although there was growth in all areas, there are some key indicators that still lag the state averages. Those are the areas of safety and engagement.  The largest discrepancy was between the segments with high school students reporting lower levels of engagement and sense of safety than their peers in grades 3-8.  This data holds true across student groups and schools.  There is notable growth at the elementary level in percent positive responses to many questions from students|The growth in key areas was a point of deep discussion with our student advisory teams.  Those students praised efforts to include greater diversity in clubs and activities and more opportunities for non-traditional learning both inside and outside of the classroom.  The data will be used to maintain and increase such offerings and to redouble our efforts toward safety on campus through continued systematic data gathering and planning with school site teams charged with such work.|Met||2025-06-12|2025
36750773631207|Academy for Academic Excellence|6|Annual climate surveys administered to both students and families provide the school with information to support current practices and feedback on areas of improvement.  Students highlighted the following areas where they feel the school is doing well:  -79% of students feel the school has clear rules and consequences for behavior -82% of students feel teachers are encouraging and helpful in their learning -88% of students stated their teachers are respectful  Students highlighted the following areas where improvements need to be made:  -45% of students feel that other students think it is OK to cheat if other students are cheating.  -51% of students feel students in the school are easily able to work out disagreements with other students.  -50% of students feel harassment, intimidation, and bullying by other students are a problem at the school.   Families highlighted the following areas where they feel the school is doing well:  -70% of families feel their child is safe at school -69% of families feel their child is respected at school by staff -80% of families feel their child exerts a lot of effort into being successful at school  Families highlighted the following areas where improvements need to be made: -Families mentioned they would like more teacher communication from the secondary grade levels -Consistency among grade levels for homework expectations -Families would like to see an increase in options for electives -Consistency with uniform policy compliance|Overall, students feel they are treated respectfully by staff and understand there are clear and consistent rules and consequences in place. However, students do not feel that peers try their best or treat each other in the same respectful manner. Families would like to see more consistency in communication, expectations, and uniform compliance across campus.|n gaining an understanding of the feedback provided throughout the year from both students and their families, the school will be adding additional actions to its LCAP to support the needs identified. To support staff to student relationships, staff to families, and student to student relationships, staff will be participating in its annual training through Capturing Kids Hearts to develop a culture of respect for all community partners. This research-based program shows a decline in referrals, an increase in attendance, and an increase in academic performance.   Additional communication training will take place for staff to better inform families of information needed, including grades, events, and updates. School teams will review consistency with homework expectations and uniform compliance to address areas of concern.|Met||2025-06-09|2025
37103710000000|San Diego County Office of Education|6|Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard.   JCCS Overall Connectedness 72% of students feel adults have High Expectation (+4) 61% of students feel they that there are caring adults in school (+8) 55% School Connectedness (+6) 60% of students feel that teachers treat students fairly (+12) School Safety  •72% of students feel safe at school (+6)|This school year we showed a growth in all areas.  Most areas had an increase of 6% or more.  Our biggest growth was 12% in students feeling they are treated fairly and the second being an 8% increase with students feeling they having caring adults in school.|To increase buy-in and build trust that the survey is anonymous to get more honest responses. Finally, assign personnel and resources to improve our connectedness, belonging and engagement in the program via our MTSS Structures.|Met||2025-06-11|2025
37103710108548|Iftin Charter|6|In the 2024–25 school year, Iftin Charter School administered the California Healthy Kids Survey (CHKS) to students in grades 4–8 to assess perceptions of safety, connectedness, and overall school climate. Survey data was disaggregated by student group, including ethnicity, gender, grade level, and English Learner (EL) status. Key indicators included sense of belonging, perceptions of safety, relationships with adults on campus, and experiences with bullying or harassment. In addition to CHKS, the school collected climate-related input from families and staff through annual stakeholder surveys. These were supported by behavioral data from the school’s electronic monitoring system, attendance records, and feedback from student focus groups and leadership teams. Highlights from the data include: Over 70% of students reported feeling safe and respected on campus. Most students indicated they have at least one adult at school they trust. Slight disparities were noted in connectedness for newcomer and EL students, who reported lower levels of engagement in schoolwide activities. Parents generally rated the school highly on safety and communication but suggested more opportunities for involvement and student leadership.|The 2024–25 data confirmed that Iftin has built a school culture where students feel safe, supervised, and supported. Structured campus procedures—including arrival, dismissal, and transitions—help maintain order and reduce unsafe behaviors. Clear behavior expectations tied to the school’s five core values (Show Respect, Act with Integrity, Accept Responsibility, Solve Problems, and Demonstrate Excellence) have been reinforced consistently through staff training, signage, and student recognition programs. Key strengths: Positive relationships between staff and students. Effective supervision practices during recess and unstructured times. Use of a PBIS rewards system and regular recognition events (e.g., Student of the Week/Month). Key areas for growth: Increase student voice and ownership in schoolwide decisions. Strengthen social-emotional supports and inclusion practices for English Learners and newcomer students. Expand restorative discipline approaches and behavior intervention supports for repeat infractions|In response to 2024–25 climate data, Iftin Charter School has taken or plans to implement the following continuous improvement actions: 1. Strengthen Restorative Practices: Staff are receiving additional training in restorative responses and conflict resolution. A more formalized referral and intervention process is being used before suspension is considered, particularly for students with IEPs or repeated behavioral incidents. 2. Expanded Student Leadership and Voice: Student-led assemblies, surveys, and leadership roles are being built into school programming to ensure students have input into the culture, events, and systems that affect them. 3. Enhanced Supervision Systems: Updated protocols, schedules, and clearly assigned supervision zones are in place to ensure high visibility during all transition periods. Staff document both positive behavior and violations in real-time using an electronic system. 4. Cultural Connection and Belonging: Additional cultural events, language-specific family nights, and small-group check-ins with newcomer students are being implemented to increase engagement and a sense of inclusion. 5. Improved Family Communication: The Outreach Coordinator and Parent Liaison are hosting family engagement events focused on school climate, safety, and positive behavior. Updates are provided in multiple languages, and interpretation is available at all major meetings. These improvements are aligned with Iftin’s LCAP goals and reflect a schoolwide commitment to creating a climate where every student is safe, valued, and set up for academic and social success.|Met||2025-06-27|2025
37103710124321|Howard Gardner Community Charter|6|"Howard Gardner Community Charter School utilizes the California Healthy Kids Survey (CHKS) to gather local climate survey data for both its elementary and secondary levels for the 2024-2025 school year, providing comprehensive insights into school conditions and climate. The CHKS offers valuable data on key indicators such as student engagement, developmental supports, perceived school safety, and student well-being. While a single overall ""score"" for the entire survey isn't explicitly presented, the reports provide a ""Summary of Key Indicators"" that collectively represent overall school climate. Crucially, the data is extensively disaggregated by various student groups, which is a strength of the survey. For secondary students, data is broken down by Race/Ethnicity, Gender, Parental Education, English Learner status, Long-Term English Learner (LTEL) status, Special Education, and Living Situation. For elementary students, disaggregation is provided by Race/Ethnicity and Gender. This detailed breakdown allows for a nuanced understanding of school conditions and climate across diverse student populations, enabling targeted interventions and support. Specific items analyzed from the survey include health routines, social-emotional health, and substance use, with insights into how these factors vary among student subgroups, highlighting both areas of strength, like positive disciplinary environments in elementary schools, and identified needs, such as mental health concerns among specific secondary student populations.  Meaningful Participation at School: For secondary students, in Grade 7, 43% of Hispanic or Latino/a students reported meaningful participation, compared to 20% in Grade 8. Social Emotional Distress: Among secondary students, 44% of Hispanic or Latino/a students in Grade 7 and 42% in Grade 8 reported social emotional distress. Experienced Chronic Sadness/Hopelessness: In Grade 7, 47% of Hispanic or Latino/a students experienced chronic sadness/hopelessness, increasing to 61% in Grade 8. Considered Suicide: Among Hispanic or Latino/a students, 20% in Grade 7 and 17% in Grade 8 considered suicide. Current Alcohol or Drug Use (Past 30 Days): For secondary students, 23% of males and 29% of females in Grade 7 reported current alcohol or drug use, increasing to 50% for females in Grade 8. Nonbinary or ""Something else"" categories are also presented but show empty cells if there are less than 10 respondents. Eating of Breakfast: For secondary students, 56% of males and 38% of females in Grade 7 reported eating breakfast, decreasing to 36% for females in Grade 8. For those with a college degree as parental education, 42% reported eating breakfast. Among students not identified as English Learners, 27% in Grade 7 and 67% in Grade 8 reported eating breakfast. California Student Wellness Index: For secondary students, the California Student Wellness Index was 96.5 for those living with one or more parent or guardian in Grade 7, and 97.5 in Grade"|Howard Gardner Community Charter School's 2024-2025 California Healthy Kids Survey (CHKS) data, reveals both critical areas of need and significant strengths in school climate and student well-being. A primary identified need is addressing student mental health, particularly the concerning prevalence of chronic sadness, hopelessness, and suicidal ideation among secondary students, especially within the Hispanic or Latino/a subgroup where these issues showed an increase with age. Additionally, patterns of substance use, notably rising alcohol or drug use among secondary females, and inconsistent healthy routines such as breakfast consumption across certain demographic groups, indicate areas requiring targeted support. Furthermore, fluctuations in elementary student's meaningful participation and parent involvement suggest the need for enhanced engagement strategies in those specific grades. Conversely, the data also highlights substantial strengths, including a high California Student Wellness Index among secondary students with stable home environments, and robust positive behavior and a positive disciplinary environment consistently reported by elementary students.|To address identified needs and enhance continuous improvement, we are committed to refining our Multi-Tiered System of Supports (MTSS) to deliver comprehensive mental wellness education for all students, alongside targeted interventions for those at risk and individualized support for significant needs. We will also bolster our Suicide Prevention Programs by increasing access to resources, implementing staff training on warning sign recognition and response protocols, and establishing clear pathways for students to seek help. Our existing Social-Emotional Learning (SEL) curriculum will continue, supplemented by the addition of dedicated boys' and girls' groups at the secondary level. To combat substance use, we plan to integrate the Project ALERT program. Furthermore, we will expand student voice initiatives by establishing leadership opportunities for 6th graders and above, fostering greater engagement through project-based inquiry with a focus on Multiple Intelligences.|Met|The introduction of a new director ushered in a period of enhanced consistency and structure. The initial climate shift required several months to cultivate a positive school culture. We're now successfully expanding our foundational systems and integrati|2025-06-16|2025
37103710134577|Audeo Charter II|6|Audeo Charter II administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo Charter II’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, Audeo Charter II exceeded this metric.   Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo Charter II’s response rate on the CHKS Core was 53% for grade 7, 52% for grade 9 and 54% for grade 11, and for CHKS Behavioral Health was 40% for grade 7, 34% for grade 9 and 42% for grade 11.|In 2024-2025, 100% of students reported that they felt safe at Audeo Charter II and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2024-2025 Audeo Charter II’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group.  Audeo Charter II didn’t receive disaggregated results for EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. Key learnings from the CHYS included that 9% of grade 9 and 20% of grade 11% of students reported having every used alcohol or drugs in their lifetime. 0 % reported current alcohol or drug use.  0% of students reported they currently use tobacco and 8% have tried vaping. On the CHYS, 72% in grade 9 and 73$% in grade 11 reported caring adult relationships in school. 47% of grade 9 and 45% of grade 11 reported 3 or more monthly absences in the past month.19% of students reported bedtime of 12am or later. 67% in grade 9 reported eating breakfast today and 91% in grade 11. 26% of grade 9 reported social emotional stress in the past year, 20% chronic sadness/hopelessness and 0% considered suicide. For grade 11 these results were 18% reporting social emotional stress in the past year, 0% chronic sadness/hopelessness and 10% considered suicide. In the past 12 months 70% of surveyed grade 9 students reported wanting to receive mental health services, 50% reported receiving mental health services and 208% reported barriers to receiving services. For grade 11, 10% of surveyed students reported wanting to receive mental health services and 10 reported receiving mental health services. services. For life satisfaction, 70% in grade 9 and 78% in grade 11 reported being satisfied or very satisfied with life.|Audeo Charter II has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo Charter II’s has a school meal program, provide an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo Charter II.|Met||2025-06-24|2025
37103710136085|Scholarship Prep - Oceanside|6|"Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4.  This shows that we need to take the successes of our middle school and distill them down to the younger grades."|Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching.|Changes that will be made as a result of the school climate survey are holding additional educational night events, increasing the amount of recess time, providing student planners, and offering more remote engage opportunities.|Met||2025-06-19|2025
37103710137695|Community Montessori|6|Community Montessori administers a locally developed student climate survey each year to gather feedback on school conditions, relationships, and overall climate. The survey is designed to be developmentally appropriate for both lower and upper elementary students and focuses on key areas such as educational facilitation, trust in school adults, peer relationships, safety, and family engagement. Survey items are rated using a Likert scale and averaged to provide quantitative insight into student perceptions. -------------------------------------- Upper Elementary Educational Facilitation Mean Score: 3.36 Students report that their educational facilitator presents information clearly and effectively. (Upper Elementary)  Safety Perception at School Mean Score: 3.49 Students feel safe while at school. (Upper Elementary)  Relevance of Learning Materials Mean Score: 3.20 Students generally find the material they’re learning to be relevant to their lives. (Upper Elementary)  Engagement with Teachers Mean Score: 3.60 Students feel connected to and supported by their teachers. (Upper Elementary)  Supportive Learning Environment Mean Score: 3.35 Students perceive the school as a supportive place to learn. (Upper Elementary)  Peer Relationships Mean Score: 3.21 Students report generally positive relationships with their peers. (Upper Elementary)  School Leadership Mean Score: 3.17 Students feel school leadership is fair and listens to their ideas. (Upper Elementary)  Trust in School Adults Mean Score: 3.35 Students trust school staff and feel they can turn to them when needed. (Upper Elementary)  Family Engagement Mean Score: 3.01 Students report that their families are somewhat engaged in school events. (Upper Elementary)  --------------------------------------------------- Lower Elementary  Educational Facilitation Mean Score: 3.07 Students report that their educational facilitator presents information clearly and effectively. (Lower Elementary)  Engagement with Teachers Mean Score: 3.15 Students feel their facilitator treats them respectfully. (Lower Elementary)  Safety Perception at School Mean Score: 3.05 Students generally feel safe while at school. (Lower Elementary)  Relevance of Learning Materials Mean Score: 3.02 Students feel that what they’re learning is useful. (Lower Elementary)  Supportive Learning Environment Mean Score: 2.78 Students have a mixed perception of school rules and overall fairness. (Lower Elementary)  Peer Relationships Mean Score: 2.95 Students report mostly positive relationships with classmates. (Lower Elementary)  School Leadership Mean Score: 3.13 Students believe rules are fair and feel their ideas are heard. (Lower Elementary)  Trust in School Adults Mean Score: 3.13 Students feel they can go to adults at school for help. (Lower Elementary)  Family Engagement Mean Score: 2.92 Students report that their families are somewhat involved in school events. (Lower Elementary)|Upper Elementary Findings: Upper elementary students reported strong levels of engagement and connection. The highest-rated areas included Engagement with Teachers (3.60), Safety Perception at School (3.49), and Educational Facilitation (3.36). Trust in School Adults (3.35) and Supportive Learning Environment (3.35) were also rated positively. Family Engagement (3.01) and School Leadership (3.17) received the lowest scores, though they still reflect generally favorable perceptions.  Lower Elementary Findings: Lower elementary students also reported a generally positive experience, with the highest scores in Engagement with Teachers (3.15), School Leadership (3.13), and Trust in School Adults (3.13). Lower scores were seen in Supportive Learning Environment (2.78) and Family Engagement (2.92), suggesting these may be areas for further exploration and support.  Disaggregated data by student group (e.g., race/ethnicity, socio-economic status) is not currently available due to the anonymous nature of the student survey and the age of participants. However, staff and family climate surveys, which include demographic identifiers, are used alongside student data to build a more complete picture of school climate across stakeholder groups.  These results provide valuable insight into students' lived experiences and help guide schoolwide efforts to maintain a safe, inclusive, and supportive learning environment.|Community Montessori is making targeted adjustments based on climate survey results, particularly in the areas of family engagement and supportive learning environments. To strengthen family connections, the school will revise communication practices and redesign family events to be more accessible and developmentally appropriate.  In response to lower scores around school rules and fairness in lower elementary, staff will receive additional training on restorative practices and classroom climate strategies. These actions will be integrated into school plans and monitored through ongoing feedback and future survey data as part of the LEA’s continuous improvement efforts.|Met||2025-06-26|2025
37103710137752|Dimensions Collaborative|6|Dimensions Collaborative (DCS) administers a locally developed annual student climate survey to gather insights about students' experiences across key domains such as safety, engagement, relevance, and relationships. In the most recent survey cycle, both lower and upper elementary students participated.  Educational Facilitation Mean Score: 3.29 Students report that their educational facilitator presents information clearly and effectively. (Upper Elementary)  Safety Perception at School Mean Score: 3.43 Students feel safe and secure while at school. (Upper Elementary)  Relevance of Learning Materials Mean Score: 3.43 Students find the material they are learning to be relevant to their lives. (Upper Elementary)  Engagement with Teachers Mean Score: 3.60 Students feel connected to and supported by their teachers. (Upper Elementary)  Supportive Learning Environment Mean Score: 3.09 Students generally feel supported in their learning environment. (Upper Elementary)  Peer Relationships Mean Score: 3.09 Students report generally positive relationships with peers. (Upper Elementary)  School Leadership Mean Score: 2.97 Students feel somewhat heard and represented by school leadership. (Upper Elementary)  Trust in School Adults Mean Score: 3.38 Students feel confident turning to adults at school when needed. (Upper Elementary)  Family Engagement Mean Score: 2.77 Students report lower levels of family involvement in school activities. (Upper Elementary) ------------------------------ Educational Facilitation Mean Score: 2.91 Students generally feel that their facilitator presents information in a clear and easy-to-follow way. (Lower Elementary)  Engagement with Teachers Mean Score: 3.14 Students feel positively about how their facilitator treats and interacts with them. (Lower Elementary)  Safety Perception at School Mean Score: 2.88 Students mostly feel safe at school, though some responses indicate room for improvement. (Lower Elementary)  Relevance of Learning Materials Mean Score: 2.91 Students see some connection between what they’re learning and their future, though not consistently. (Lower Elementary)  Supportive Learning Environment Mean Score: 2.99 Students generally feel supported and report that bullying is not a major issue at school. (Lower Elementary)  Peer Relationships Mean Score: 2.88 Students report mixed experiences with peer respect and relationships. (Lower Elementary)  School Leadership Mean Score: 3.02 Students feel that rules are fair and leadership is mostly responsive. (Lower Elementary)  School Leadership (continued) Mean Score: 2.80 Some students feel their ideas are heard, though others are unsure. (Lower Elementary)  Trust in School Adults Mean Score: 3.06 Students feel they can trust and turn to adults when they have a problem. (Lower Elementary)  Family Engagement Mean Score: 2.80 Students report inconsistent involvement of families in school events and activities. (Lower Elementary)|For upper elementary students, scores were strongest in areas such as Engagement with Teachers (3.60), Relevance of Learning Materials (3.43), and Safety Perception (3.43), suggesting a high level of connection and comfort within the school environment. Areas such as Family Engagement (2.77) and School Leadership (2.97) reflected opportunities for improvement in communication, participation, and student voice.  Among lower elementary students, responses were more moderate across most categories. While Engagement with Teachers (3.14) and Trust in School Adults (3.06) remained relatively strong, lower ratings were observed in Safety Perception (2.88), Peer Relationships (2.88), and Family Engagement (2.80), pointing to areas where additional support and developmentally appropriate strategies may be needed.  Survey results are reviewed by leadership teams to inform strategic planning, with a focus on using student voice to guide improvements in school climate. Data is disaggregated by grade level, and future iterations may include further breakdowns by site or demographic group to enhance targeted support and equity-driven action planning.|In response to survey results, Dimensions Collaborative School will prioritize actions aimed at strengthening family engagement, enhancing peer relationships, and improving the sense of safety among younger students. Site teams will explore strategies such as more inclusive school events, peer connection opportunities, and staff professional development focused on supporting student voice and social-emotional learning. Leadership will also work to clarify rules and expectations, particularly at the lower elementary level, to foster a more consistent and supportive school climate across age groups. These efforts will support ongoing improvement aligned with LCAP goals.|Met||2025-06-26|2025
37103710138016|Pacific Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups,  TK-5th graders responded with 76% positive ratings. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
37103710138404|Classical Academy Vista|6|Classical Academy Vista gave the Leader in Me survey to teachers, parents, and students in grades 4-8. See results below.  Leader In Me Survey Results: Grades 4-8 Leadership: Score of 78 Culture:  Score of 79 Academics: Score of 77|All scores were in the average to high average range.|We will continue to have counselors on site for students.  They will provide in class lessons on SEL topics and resources for students as needed.|Met||2025-05-19|2025
37103710138594|Dual Language Immersion North County|6|"The student survey consists of questions in three key areas: Instructional quality and academic engagement, student interpersonal climate, and school environment and enjoyment. Finally, students are asked two open-ended questions and asked to respond in their own words: Who is your favorite teacher and why? What are some things we can do to make the school better?  90.9% of students feel that teachers are teaching them essential knowledge.82% report that their schoolwork challenges their thinking.94% say teachers encourage them to explain their answers. 94% say teachers encourage them to explain their answers. 86% find that textbooks and materials align with class learning. 86% say they must work hard to earn good grades. In the area of student interpersonal climate, 81% of students feel respected by peers. 65% say classmates are respectful toward one another. 66% say students show respect to teachers. Finally, in the areas of school environment and enjoyment, 51% of students enjoy coming to school and 53% feel the school building is nice. The open ended responses were both enlightening and entertaining, with favorite subjects varying among students. Each content area was represented fairly equally in these responses, and reasons why certain classes were their favorite corresponded with interest and capacity for the subject, as well as teachers who are ""kind, sympathetic, calm and chill"". Suggestions for improving the school were also varied, with the majority of responses mentioning the school food as well as some facilities matters. a few students said they thought the school was great."|The school's clear strengths fall in the areas of instructional quality and academic engagement, with no fewer than 80% and up to 94% of students responding positively to the questions asked. This is evident in significantly increased test scores over the last two school years. These responses reflect a rigorous academic atmosphere with a focus on critical thinking and accountability. It seems that there is room to grow in the area of student interpersonal climate. While the majority of students feel that their peers behave respectfully towards themselves, they do notice that their peers are not always kind to one another or respectful of their teachers. The data suggests room for growth in peer-to-peer and student-to-teacher respect dynamics. Finally, the middling scores in the areas of school environment and enjoyment may indicate challenges in fostering a welcoming physical or emotional school environment.|The school has garnered more support for socioemotional learning in the 25-26 school year . Our school counselor, who teaches a socioemotional learning curriculum in each classroom, will have a support counselor in training so that the curriculum can be taught more frequently. Also, the school has  acquired a platform which houses all the trainings that teachers are required to do. In addition to required teacher trainings, we have added student trainings in the areas of bullying and harassment that students are able to watch and learn from. In anticipation of a Williams monitoring visit, the school has taken pains to improve its physical environment over the summer, installing a new room, painting handrails, replacing floor tiles, touching up paint and adding more play equipment on the playground.|Met|It is evident from the open-ended responses on the survey that DLINC teachers are impactful, forming strong and trusting relationships with students and making them feel seen and heard.|2025-06-16|2025
37103710138792|JCS - Manzanita|6|The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 85 surveys were completed by the students of JCS-Manzanita.  The HSA uses a 3-tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBIS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows:  Overall (85): Tier 1 - 31.8% Tier 2 - 32.9% Tier 3 - 35.3% Average Strengths - 2.6 Average Challenges - 4.1 Most Significant Strengths - Emotion Control, Relationships with Peers Most Significant Challenges - Academic Motivation, Reflection, Learning Interest, Relationships with Adults  SwD (27): Tier 1 - 18.5% Tier 2 - 40.7% Tier 3 - 40.7% Average Strengths - 2.6 Average Challenges - 4.8 Most Significant Strengths - Trust, Emotion Control, School Bonding Most Significant Challenges - Critical Thinking, Reflection, Academic Motivation, Relationships with Adults  SED (10): Tier 1 - 40% Tier 2 - 30% Tier 3 - 30% Average Strengths - 3.0 Average Challenges - 3.4 Most Significant Strengths - School Bonding, Relationship with Peers, Emotion Control Most Significant Challenges - Critical Thinking, Reflection, Relationships with Adults  Hispanic (29): Tier 1 - 37.9% Tier 2 - 20.7% Tier 3 - 41.4% Average Strengths - 2.7 Average Challenges - 4.5 Most Significant Strengths - Emotion Control, Empathy, Relationship with Peers Most Significant Challenges - Reflection, Academic Motivation, Learning Interest, Relationship with Adults|The analysis of the Fall 2024 PEAR Holistic Student Assessment (HSA) at JCS-Manzanita reveals several key learnings regarding student social-emotional development, areas of strength, and critical needs. Among the 85 students assessed in grades 4–12, the data indicates that a significant portion—35.3%—are in Tier 3, meaning they are experiencing high levels of challenge and may be approaching or in crisis. Only 31.8% of students are in Tier 1, suggesting that less than one-third are thriving. Overall, students exhibited strengths in emotion control and peer relationships, demonstrating emotional regulation and strong connections with peers. However, the data also highlights pressing challenges in areas such as academic motivation, reflection, learning interest, and relationships with adults. These findings suggest that many students are struggling to engage with their learning and to form meaningful, supportive relationships with school staff.  Disaggregated data by student group reveals further disparities. Students with disabilities (SwD) showed particularly high levels of need, with 40.7% in Tier 3 and the highest average number of challenges (4.8). While they demonstrated strengths in trust, emotion control, and school bonding, they faced notable difficulties with critical thinking, reflection, academic motivation, and adult relationships. Socioeconomically disadvantaged (SED) students presented a more balanced profile, with 40% in Tier 1 and only 30% in Tier 3. This group exhibited strong school bonding and peer relationships, yet still showed challenges in critical thinking, reflection, and connecting with adults. Hispanic students, however, had the highest proportion of students in Tier 3 (41.4%) and demonstrated significant challenges in academic motivation, learning interest, and relationships with adults, despite strengths in emotion control, empathy, and peer relationships.  Across all groups, relationships with adults consistently emerged as a challenge, pointing to a systemic need to strengthen student-staff connections through mentoring and trust-building practices. Additionally, low scores in academic motivation and learning interest suggest the need for more engaging, student-centered instructional strategies. The data also highlights underdeveloped cognitive skills such as reflection and critical thinking, which could be addressed through curriculum design and teaching practices that emphasize metacognition and inquiry. At the same time, strengths in peer relationships and emotion control offer a foundation to build upon, suggesting opportunities to incorporate more peer-based learning, social-emotional skill development, and collaborative experiences. Targeted interventions, especially for SwD and Hispanic students, are essential to ensure all students feel supported, connected, and motivated to learn.|To effectively address the challenges identified in the Fall 2024 PEAR Holistic Student Assessment (HSA) data at JCS-Manzanita, the school will implement a range of targeted strategies across Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive) levels. These actions are primarily reflected in LCAP Goal 3 and include the Leader in Me program, Positive Behavior Intervention for Success (PBIS), SEL professional development for staff, SEL support, and community resources for students and families (such as professional counselling and Care Solace), and Special Education services. The Leader in Me (LiM) program is an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. LiM includes staff training, curriculum materials, and teaching/learning resources.  Based on the results, the LEA has determined a critical area of need to be strengthening adult-student relationships, as this was a consistent challenge across all student groups. Implementing an advisory or mentoring program at the middle school academy, where each student is paired with a staff member for weekly check-ins, will serve to foster stronger personal connections. Additionally, strategies like Positive Greetings at the Door will be used to set a welcoming tone and improve daily interactions within all programs. For students requiring more support, Check-In/Check-Out systems can provide daily encouragement and accountability, while restorative conversations can help rebuild trust and resolve conflicts constructively.  To address the widespread issues of low academic motivation and learning interest, the school will seek to adopt more engaging instructional approaches. Project-based learning can increase relevance and ownership by connecting academics to real-world problems, while regular goal-setting and reflection routines can help students track progress and take greater responsibility for their learning. For students in Tiers 2 and 3, strategies such as individualized engagement plans through the SST and IEP processes can help identify personal drivers and re-engage them with school. Enhancing cognitive skills like critical thinking and reflection is also essential. Schoolwide implementation of thinking routines and student portfolios can promote metacognitive awareness and help students reflect meaningfully on their growth. For students needing more intensive support, small-group instruction and mini-lessons on executive functioning or the use of learning journals can build skills in planning, organizing, and self-assessment.|Met|Prompt 3 response (continued): Given the high needs identified among students with disabilities and Hispanic students, it is especially important to implement culturally responsive teaching practices and inclusive, universally designed social-emotional le|2025-06-13|2025
37103716119119|Literacy First Charter|6|The local climate survey we used was designed to seek input from students while fitting in with the mission, vision and values of Literacy First Charter Schools. The survey consisted of diverse questions about school climate, academics, character education and social emotional learning. The disaggregated results are from 3rd and 6th grade students, as well as our 10th graders.|Overall, the learning data suggested that our students are happy and thriving at LFCS. 94.6% of students said that our school teaches them to be responsible for their actions. 89.8% shared that teachers and grown ups make it clear that bullying is not allowed. and 82.9% said that they feel safe at school. 22.4% of students shared that school is hard for them, and 40.1% shared that they are, on average, helpful at school. These might not seem like numbers that would cause a school to work on those areas, however, as a character building school, we work very hard at cultivating students who are respectful and show integrity. These two areas are extremely important to us and are always areas we work to improve upon.|We revamped our character education plan in grades K-8 last year, and this data tells us that the program is beginning to work, however, we need to continue to teach our students about being kids of character, and to advocate for themselves when things feel hard so that we can help them. We will continue to revise the program to aid in educating the staff, students and parents in character education as well as social and emotional health as we create life- long learners and responsible adults.|Met||2025-06-11|2025
37679670000000|Alpine Union Elementary|6|The District utilizes a comprehensive school climate survey administered to students, along with an LCAP survey administered to families and staff, to identify key insights and areas for growth. The following data reflects a summary of the overall findings: -88% of elementary and 80% of secondary students report that their school has clear rules for behavior.   -55% of elementary and 41% of secondary students feel that students are recognized for positive behavior.   -75% of elementary and 60% of secondary students say they feel safe at school.   -34% of elementary and 62% of secondary students believe classroom behavior allows teachers to effectively teach.   -60% of elementary and 70% of secondary students feel successful at school.   -81% of elementary and 65% of secondary students say there is an adult on campus they can turn to for help.   -88% of staff agree that they feel safe at school.   -90% of staff agree that they feel connected to the teachers and staff at their site.|Analysis of student and staff climate survey data, disaggregated by grade level, reveals important insights into the learning environment, school connectedness, and areas for further support across Alpine Union School District.  Areas of Strength: -Clear Behavioral Expectations: A strong majority of students report that their schools have clear rules for behavior—88% of elementary and 80% of secondary students—indicating a consistent emphasis on behavioral expectations across grade spans.  -Staff Perception of Safety and Connection: 88% of AUSD staff report feeling safe at school, and 90% feel connected to colleagues, suggesting a positive and collaborative adult culture on campus.  -Adult Support for Students: 81% of elementary and 65% of secondary students report knowing there is an adult on campus who can help them—highlighting a strength in trusted adult relationships, especially at the elementary level.  Identified Needs: -Recognition for Positive Behavior: Only 55% of elementary and 41% of secondary students feel that good behavior is recognized. This suggests a need to strengthen and consistently implement positive behavior recognition systems, particularly at the secondary level.  -Perceptions of Safety and Classroom Behavior: While a majority of students feel safe, the numbers—75% of elementary and 60% of secondary—indicate room for improvement, especially among older students. Additionally, only 34% of elementary and 62% of secondary students feel that classroom behavior allows teachers to teach effectively, highlighting concerns around classroom management and learning disruptions.  -Student Success and Confidence: While 60% of elementary and 70% of secondary students feel successful at school, this leaves a significant portion of students who may need additional academic or emotional support to feel confident and capable in their learning environments.  These findings point to the need for enhanced behavior recognition systems, targeted SEL and safety initiatives at the secondary level, and increased efforts to ensure that all students—especially those struggling with engagement or behavior—feel successful, supported, and safe at school.|In response to the areas of need identified through the analysis of local data and stakeholder input, AUSD has made several key revisions to our LCAP and procedures to support continuous improvement.  To address student safety, classroom behavior, and overall wellness—particularly concerns about inconsistent behavior expectations and limited recognition for positive behavior—the district has taken the following actions:  -Addition of Wellness Coaches at All Sites: Beginning in the 2024–2025 school year, AUSD added a Wellness Coach at each school site. This new position, outlined in our LCAP, is designed to support student mental health, provide behavioral interventions, and increase the number of caring adults available to students—particularly at the secondary level, where only 65% of students report having a trusted adult on campus.  -Implementation of Districtwide Behavior Guidelines and Matrices: In an effort to create more consistent and equitable behavioral expectations across schools, AUSD has adopted and implemented a districtwide Behavior Matrix and Discipline Guidelines. These tools provide clear, consistent expectations and consequences while also reinforcing positive behavior. They are designed to increase the percentage of students who feel their good behavior is recognized and reduce classroom disruptions that hinder instruction.  These changes reflect a proactive and data-informed approach to addressing areas of concern identified in our climate survey results and support AUSD’s ongoing commitment to fostering safe, supportive, and inclusive learning environments for all students.|Met||2025-06-25|2025
37679830000000|Borrego Springs Unified|6|Borrego Springs Unified School District (BSUSD) conducted its annual School Climate Survey on June 2, 2025, gathering input from students (grades 3–12), parents, and staff.  Student safety: 69.5% reported feeling safe; 84.4% engaged in activities; only 36.7% reported class participation—down from 66.7%.  Parent feedback: 94.1% said schools are safe, 88.1% noted a positive climate, and 87% felt the district provides quality education. However, only 64.3% felt students were college/career ready.  Staff feedback: 100% felt safe and valued; 87.2% reported a positive climate. Concerns included staff shortages and internal communication.  Suspension rates increased slightly (6.3%), while dropout (9.4%) and chronic absenteeism (19.7%) improved. Survey data is reviewed by student subgroup where available to inform ongoing improvement and equity efforts.|To improve school climate and engagement, BSUSD will expand professional development for teachers, increase targeted academic supports, and enhance college and career readiness opportunities. The district will strengthen social-emotional services, restorative practices, and attendance initiatives to address behavior and chronic absenteeism. Parent involvement and communication efforts will be expanded, and recruitment of qualified staff will remain a priority to support all learners, especially high-needs students.|"We want to continue to have safe schools for our students, staff, and families.  Security measures are in place with frequent drills and safety plans.  PBIS professional development will continue to be an area we work with for teachers and staff to establish strong expectations and guidelines for students to be successful in school.  There are currently no changes to existing plans, only furthering the development of our current status of PBIS and structures for students.  Due to the lack of applicants for social workers on our school sites, we are attempting to hire for counselors to help staff implant for MTSS strategies, specifically in the area of PBIS as well as facilitate ""friend"" groups and push in support for classrooms to help with social situations which causes some students to not enjoy school."|Met||2025-06-19|2025
37679830134890|San Diego Workforce Innovation High|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *98% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 98% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-03|2025
37679910000000|Cajon Valley Union|6|Cajon Valley Union School District uses two different assessments to measure school safety and connectedness, 1) the Gallup Student Poll and 2) our local Priority 6 survey. The local Priority 6 survey was administered during the 2024/2025 school year and includes responses from 4th-8th grade students at all of our Cajon Valley sites. During the 2024/2025 school year, it was administered twice, in the Fall and in the Spring. Our Gallup Student poll is administered annually and includes all students in 5th-8th grade at all Cajon Valley Sites.|The key findings from the 2024/2025 Gallup Survey come from two domains; Engagement and Belonging. These domains align to safety and connectedness as they assess students’ involvement in and enthusiasm for school, and feeling accepted and included as part of the school. Based on the 2024/2025 data, an area of celebration is in the Hope domain. Overall, the district’s percent of students who are hopeful increased 1% from the previous year. The majority (82%) of students agree or strongly agree with the statement, “I have a great future ahead of me.” In addition, 62% of students agree/strongly agree with the statement “I feel safe at school”, and 65% of students agree/strongly agree with the statement, “The adults at my school care about me.” Based on the 2024/2025 data, we have seen increases in all of the aforementioned areas. We also see a need for more inquiry and possible improvement around the Belonging domain. We found that only 58% of students agree/strongly agree with the statement “I feel like I belong at my school,” a 1% decrease from the previous year. Although we are able to use this data to drive conversations, due to the anonymity of the assessment, we are unable to disaggregate the results by student group.   According to the 2024/2025 Priority 6 Survey, 65% of students indicate that “the things I’m learning in school are important to me” and 69% indicate that “the things that I am learning in school are important to my future.” Both of these areas decreased from the previous year. When looking at students who are English Learners, we see significant increases in these percentages, where 69% of students indicate that “the things I’m learning in school are important to me” and 72% indicate that “the things that I am learning in school are important to my future.” We see similar trends when looking at the responses from Students with Disabilities, where 62% of students indicate that “the things I’m learning in school are important to me” and 65% indicate that “the things that I am learning in school are important to my future.” The percentages do decrease somewhat with 8th grade students, where 54% of students feel that “the things I am learning in school are important to me,” which remains the same from the previous year.|Based on this data, social and behavioral skills instruction remains a district priority. School sites continue to implement curriculum and interventions that help students learn the skills necessary to navigate expected social and behavioral challenges, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools. Additionally, a focus for the 2024/2025 school year included district-wide learning around the expectations for student success, which included creating the necessary conditions for success, providing instruction on and implementing a response plan to address social, emotional, and behavioral challenges.|Met||2025-06-24|2025
37679910108563|EJE Elementary Academy Charter|6|EJE Elementary Academy administered the Panorama School Climate survey to students in grades 3-5. At the time of reporting, results were not disaggregated by student group but will be in the upcoming year. The areas of focus include ?	School Belonging: How much student feel they are valued members of the school community ?	School Climate: Perceptions of the overall social and learning climate of the school.  ?	School engagement: How attentive and invested students are in school. ?	School Safety ?	School Teacher-Student Relationships: how strong the social connection is between teachers and students within and beyond the school.|Areas of Strength: Teacher-Student Relationships scored highest at 74%, ranking in the 60th-79th percentile nationally. Students report strong teacher respect with 82% favorable responses and 76% excitement about having the same teachers next year. Additionally, 74% of students observe their teachers' enthusiasm for teaching, indicating a positive classroom culture driven by strong educator commitment. Areas Needing Attention: School Safety emerged as the most critical concern at 54%, ranking in the 20th-39th percentile nationally. Only 31% of students report that peers are respectful to others, while 46% worry about violence at school. School Engagement also underperforms at 49%, with particularly low scores for participation excitement (39% favorable) and students discussing class ideas outside school (36% favorable). Mixed Results: School Belonging shows moderate performance at 58% but reveals that 23% of students feel little to no sense of belonging. School Climate improved by 5 points to 57% but remains in lower national percentiles, suggesting ongoing challenges with the overall school environment. Key Insight: The data reveals a paradox where strong teacher-student relationships coexist with significant safety and engagement concerns. This suggests that while individual classroom dynamics are positive, systemic school-wide climate issues persist beyond the classroom level, requiring comprehensive intervention strategies.|School Safety Policy Revisions: EJE Elementary Academy will implement a comprehensive Positive Behavior Interventions and Supports (PBIS) framework to address the concerning disrespectful behavior patterns affecting student safety perceptions. This includes establishing clear behavioral expectations, consistent consequences, and recognition systems. Additionally, enhanced supervision protocols during transitions and unstructured times will be instituted, along with expanded conflict resolution training for all staff to proactively address peer interactions before they escalate.  Student Engagement Enhancement Procedures: To combat low engagement scores, particularly the 39% participation rate, the LEA will mandate interactive teaching strategies training for all educators. New procedures will require teachers to incorporate student choice in learning activities and implement project-based learning opportunities that extend classroom discussions beyond school hours. Regular engagement monitoring through classroom observations will be established with monthly data reviews.  School Climate Improvement Actions: EJE Elementary Academy will seek to establish student voice committee or opportunities for student leadership schoolwide to provide ongoing feedback on school climate concerns. A peer mediation program will be launched to address the respectful behavior gap identified in the safety data. Continuous Improvement Framework: Quarterly data analysis meetings will be implemented involving teachers, administrators, and student representatives to monitor progress on safety and engagement metrics. EJE Elementary Academy will establish specific improvement targets including increasing safety perceptions to 65% and engagement scores to 60% by the next survey cycle through these systematic interventions.|Met||2025-06-23|2025
37679910119255|EJE Middle Academy|6|Based on the Spring 2025 Panorama Student Survey conducted at EJE Middle Academy for grades 6-8, the school climate data reveals significant areas of concern across multiple domains. With 193 student responses, the survey measured five key areas of school climate and conditions. Overall Climate Results The survey results show consistently low performance across most climate indicators when compared to national benchmarks. School Engagement scored lowest at 26%, followed by School Climate at 33%, School Belonging at 43%, and School Teacher-Student Relationships at 45%. All of these areas fell within the 0th-19th percentile compared to other schools nationally. School Safety performed relatively better at 53%, ranking in the 20th-39th percentile nationally, though still below average. Specific Climate Indicators School Engagement data indicates that only 15% of students report being excited about attending classes, with 26% reporting they are not excited at all. Student focus during class activities shows more positive results, with 51% of students indicating they are focused on classroom activities. However, participation enthusiasm remains low, with only 17% of students excited to participate in class discussions. School Climate perceptions reveal challenges with the overall learning environment. Only 21% of students believe other students follow school rules well, and just 22% view school rules as fair. Teacher enthusiasm for teaching is perceived positively by 35% of students, while 50% of students view the overall school mood as positive. School Belonging measures show that 43% of students feel people at school understand them, and 47% feel they belong at school. Support from adults is perceived favorably by 46% of students, though peer respect is lower at 35%. School Safety indicators present a mixed picture. While 80% of students report that physical fights occur infrequently, 22% indicate that disrespectful behavior toward others happens frequently. Additionally, 44% of students report that getting help from adults when bullied would be difficult. Teacher-Student Relationships show some bright spots, with 68% of students reporting that teachers treat them respectfully. However, only 32% believe teachers would be genuinely concerned if they came to class upset, and 36% feel teachers genuinely want to know how they are when asked. Trend Analysis Compared to the previous survey administration, most areas showed modest improvements of 3-4 points, suggesting gradual progress but continued need for systematic intervention across all climate domains. The survey data was not disaggregated by student groups, limiting the ability to identify specific populations that may be experiencing different school climate conditions or requiring targeted interventions.|Key Learnings from EJE Academies Climate Data The analysis reveals a school environment with systemic climate challenges that require comprehensive intervention, though some foundational strengths provide a platform for improvement. Critical Areas of Need Student engagement represents the most urgent concern, with only 26% of students demonstrating investment in their academic experience. The data shows a disconnection between students and their learning, evidenced by low excitement for classes (15%) and minimal enthusiasm for participation (17%). This disengagement extends beyond the classroom, with only 20% of students discussing academic ideas outside of school, suggesting limited intrinsic motivation for learning. School climate and belonging present interconnected challenges that undermine the overall learning environment. With only 33% of students viewing the school climate positively and 43% feeling they belong, the data indicates that many students experience school as an unwelcoming or irrelevant space. The perception that school rules are unfair (22% favorable) and that student behavior is problematic (21% believe students follow rules well) suggests issues with both policy implementation and community standards. Identified Strengths to Build Upon Teacher-student relationships, while still below optimal levels, represent the school's strongest climate indicator at 45%. The finding that 68% of students report respectful treatment from teachers provides a foundation for deeper relationship building. Additionally, the relatively strong performance in school safety (53%) indicates that basic physical and emotional security exists, creating conditions where other improvements can take root. Student focus during class activities shows promise, with 51% of students reporting they can concentrate on classroom tasks. This suggests that when students are engaged, they possess the capacity for academic focus, pointing to curriculum and instructional strategies as potential leverage points. Systemic Implications The data reveals that climate challenges are interconnected rather than isolated. Low engagement appears linked to weak belonging, which connects to perceptions of unfair treatment and limited teacher concern for student wellbeing. The absence of disaggregated data limits understanding of whether these challenges affect all student populations equally or if specific groups require targeted interventions. Strategic Priorities The modest 3-4 point improvements across domains since the last survey indicate that current efforts are yielding gradual progress but insufficient to address the scope of need. The data suggests that EJEMA requires a comprehensive climate improvement strategy that simultaneously addresses engagement, belonging, and community standards while leveraging the existing foundation of respectful teacher-student interactions and basic safety conditions.|Strategic Changes and Interventions Based on Climate Data Analysis EJE Middle Academy will implement comprehensive reforms to address the systemic climate challenges revealed by the survey data, targeting the interconnected issues of low engagement (26%), weak belonging (43%), and insufficient community connection. Instructional and Engagement Reforms To address critical engagement deficits, EJEMA will mandate student-centered pedagogical approaches including project-based learning, authentic assessments, and increased student voice in curriculum delivery. Professional development will focus on engagement strategies that connect academic content to student interests, directly targeting low participation enthusiasm (17%) and minimal academic discussion outside school (20%). Culture and Belonging Initiatives EJEMA will establish advisory programs creating consistent adult-student connections, implement peer mentorship systems, and provide structured student leadership opportunities. Restorative justice practices will address perceptions of unfair rules (22% favorable) and improve community standards around respectful behavior. Relationship Enhancement Building on existing teacher respect (68%), the LEA will expand relationship-building expectations through revised teacher evaluations that include student connection metrics. Mandatory training will cover trauma-informed practices and social-emotional learning to address the finding that only 32% of students believe teachers care about their wellbeing. Policy and Systems Changes EJEMA will implement quarterly climate pulse surveys for continuous monitoring, revise discipline policies to emphasize relationship repair over exclusion, and establish comprehensive onboarding processes for new students. Future surveys will disaggregate data by student subgroups to identify differential experiences and target interventions accordingly. Implementation and Accountability These changes will be phased beginning fall 2025 with full implementation by spring 2026. Success metrics include increasing engagement scores to 40%, belonging to 60%, and overall climate satisfaction to 50% within two years. Monthly climate team meetings will monitor progress and adjust strategies based on student feedback and outcome data.|Met||2025-06-23|2025
37679910139394|Kidinnu Academy|6|Kidinnu Academy NORTH administered local climate surveys to students in Transitional Kindergarten through 3rd grade to assess perceptions of school safety, connectedness, behavior expectations, and engagement. Surveys were developmentally aligned: a visual (happy/sad face) format for TK–1st grade and a written format with Likert-style responses for grades 2–3.  School Connectedness and Enjoyment TK–1st Grade: 93% of students reported liking school. 2nd–3rd Grade: 88% reported enjoying learning at school “most of the time” or “all of the time.” Safety TK–1st Grade: 96% of students reported feeling safe at school. 2nd–3rd Grade: 89% of students reported feeling safe “most of the time” or “all of the time.”  Caring Relationships with Adults TK–1st Grade: 96% reported that adults at school care about them. 2nd–3rd Grade: 93% said their teacher knows and cares about them. 95% said they know an adult they can talk to if they need help.  Positive Peer Relationships TK–1st Grade: 95% reported having friends at school. 92% said their friends are kind to them. 100% believe they are good friends. 2nd–3rd Grade: 90% reported having friends to spend time with during recess and lunch.  Behavior and Expectations (Grades 2–3 only) 94% agreed that the school has clear rules for behavior. 88% reported students are recognized for positive behavior. 87% agreed that classroom behavior allows for effective teaching.  Instructional Support and Challenge (Grades 2–3 only) 90% of students reported that their teacher understands their strengths and areas of need. 84% feel challenged as learners “most” or “all of the time.”  Overall, survey results reflect a positive school climate characterized by high levels of safety, caring adult relationships, strong peer connections, and instructional engagement. Areas for growth include expanding access to trusted adults, enhancing physical play spaces, and responding to culturally specific student interests and social-emotional needs.   Kidinnu Academy SOUTH 94% of students report feeling safe at school all or most of the time, indicating a generally positive perception of physical and emotional safety.  89% of students feel that adults care about them all or most of the time, reflecting a strong presence of adult support.  91% of students report having friends to spend time with all or most of the time, suggesting generally positive peer connections.  90% of students reported strong teacher-student relationships.|"Analysis of the local climate survey data from Kidinnu Academy NORTH reveals both notable areas of strength and opportunities for improvement in school conditions and climate. Surveys were conducted with students in TK through 3rd grade using age-appropriate instruments. TK–1st-grade students completed a visual happy/sad face survey, while students in grades 2–3 completed a more detailed written survey.  Areas of Strength Safe and Supportive Environment A consistently high percentage of students across all grade levels reported feeling safe at school. TK–1st Grade: 96% indicated they feel safe. 2nd–3rd Grade: 89% reported feeling safe ""most"" or ""all of the time."" These findings suggest that safety systems and supervision structures are effective across campuses.  Positive Relationships with Adults TK–1st Grade: 96% of students said adults at school care about them. 2nd–3rd Grade: 93% felt their teacher knows and cares about them. 95% of 2nd–3rd graders stated that there is a trusted adult they can go to for help. These results affirm that students experience caring, responsive relationships with staff—an essential foundation for school connectedness and SEL.  Enjoyment and Engagement in Learning 93% of TK–1st grade students reported liking school. 88% of 2nd–3rd grade students enjoy learning most or all of the time. 84% of students in 2nd–3rd grade feel appropriately challenged as learners. Instructional environments appear to be engaging and supportive of academic motivation.  Peer Belonging and Social Connection 95% of TK–1st students reported having friends at school. 90% of upper-grade students reported having friends to spend time with during unstructured times (recess and lunch). Students consistently described positive peer interactions and a sense of belonging.  Understanding of Behavior Expectations Among students in grades 2–3: 94% reported that school behavior expectations are clear. 88% acknowledged receiving positive behavior recognition. 87% said classroom behavior supports learning. This suggests strong implementation of PBIS strategies and consistent behavioral norms across classrooms.  Identified Needs and Growth Areas Physical Environment Enhancements Open-ended responses across grades frequently mentioned the need for improved outdoor play areas (e.g., adding or expanding playgrounds, safer ground surfaces like turf, access to swings). Students expressed a desire for more recess time and spaces that support safe, fun physical activity.  Trusted Adults for All Students While the majority of students reported knowing someone they could go to for help, slightly fewer TK–1st students (89%) marked the ""happy face"" for this item compared to other questions. Ensuring that all students, especially younger ones and those who may be more vulnerable, can identify a trusted adult remains a priority.  Cultural and Emotional Responsiveness A few open-ended responses referenced Chaldean identity, emotional struggles (e.g., ""being depressed in"|"Based on the analysis of local student climate survey data and key learnings, Kidinnu Academy NORTH has identified several areas for continuous improvement. In response, the following revisions to plans, policies, and procedures are either being implemented or are under consideration for the 2025–2026 school year:  1. Expanded Access to Trusted Adults and Social-Emotional Supports Need Identified: While most students reported knowing someone they can talk to, a subset—particularly in the TK–1st group—showed slightly lower confidence in this area. Additionally, open-ended responses referenced emotional distress and social needs.  Planned Actions: Integrate intentional SEL check-ins and relationship-building routines across all grade levels (e.g., “morning circles,” staff-student mentorship). Provide staff training on trauma-informed practices and how to identify and respond to students needing emotional support. Increase visibility and accessibility of school counselors and support staff during lunch and recess periods.  2. Improved Physical Play Spaces and Recess Design Need Identified: Repeated student comments in grades 2–3 highlighted a strong desire for more and safer outdoor play opportunities, including turf, playground equipment, and extended recess.  Planned Actions: Include funding in the LCAP for facilities upgrades at North and Central campuses. Revise recess supervision procedures to include more structured activity stations and provide access to equipment.  3. More Inclusive and Culturally Responsive Learning Experiences Need Identified: Some students expressed interest in learning more about their cultural identity (e.g., Chaldean), famous figures, and topics not currently emphasized in core instruction.  Planned Actions: Expand elective and enrichment offerings to include topics of cultural relevance and student interest (e.g., Chaldean Heritage Club, student-led history projects). Embed cultural responsiveness into professional development sessions for teachers. Use student voice data (surveys and interviews) to inform supplemental curriculum and library materials.  In response to student input and climate data trends, Kidinnu Academy is committed to making meaningful adjustments that support student well-being, equity, and engagement.   Kidinnu Academy SOUTH Targeted Support:  Follow up with students who responded ""Some of the time"" or ""None of the time"" in core categories to identify unmet needs.  Conduct focus groups or use anonymous follow-up surveys to explore why some students don’t feel they can access help. Staff Training: Reinforce the importance of adult-student relationships across all roles on campus. Improving outreach by school counselors or mentors to ensure every student knows who they can talk to. Enhancing instructional practices to reach students who need more personalized academic challenge or support."|Met||2025-06-25|2025
37679910140558|Bostonia Global|6|Bostonia Global uses a combination of local and national tools to assess student perception of school safety, belonging, and connectedness across its TK–12 campuses. During the 2024–2025 school year, Bostonia administered both the Gallup Student Poll and a locally designed Priority 6 School Climate Survey, each capturing the voice of students in meaningful ways.  The Gallup Student Poll was administered in Fall 2024 to all 5th–12th grade students across Bostonia Global Middle and Bostonia Global High School. This nationally normed survey provides insights into four key dimensions: engagement, hope, entrepreneurial aspiration, and career/financial literacy. Our results showed continued strength in student hope and engagement, with notable growth in career-related indicators, aligning with our emphasis on purpose-driven education and real-world learning.  The Bostonia Priority 6 Survey was administered twice—once in the fall and again in the spring—to all 4th–12th grade students. This survey, designed to measure feelings of safety, school connectedness, and adult support, provides site-level and disaggregated insights. Early data indicates that students across all grade levels generally feel safe and report positive relationships with peers and adults. Bostonia Global High students demonstrated strong connections with their advisory teachers, which reflects the success of our advisory system and emphasis on student voice. Bostonia Global Middle saw growth in students reporting they feel known by adults and valued for their strengths. At the elementary level, Bostonia Global TK–6 students shared that they feel safe and cared for, especially in smaller group learning environments.  Disaggregated data from both surveys shows that while most student groups report a strong sense of belonging, continued attention is needed to support English learners and students with disabilities, who responded slightly lower on connectedness and adult advocacy. These findings are guiding our schoolwide efforts to strengthen relationships, increase culturally responsive practices, and expand mentorship opportunities.  Together, the Gallup Student Poll and our local Priority 6 survey help us monitor climate and connection, allowing us to respond in real time to student needs and ensure every learner feels seen, safe, and supported.|Bostonia Global’s analysis of the 2023–2024 Gallup Student Poll reveals encouraging trends and valuable insights into student experience. Across the school, the most significant growth was seen in the domain of Belonging, where the average student score rose by 0.07 points. This reflects a growing sense of inclusion and connectedness among students. The increase in agreement with statements such as “I have fun at school” and “At this school, I get to do what I do best every day” further illustrates improved student engagement and a more joyful school experience overall.  These gains align with Bostonia’s broader goal of ensuring that students feel safe, empowered, and respected. Students are reporting increased satisfaction and ownership over their daily experiences, which is an important marker of a healthy school climate.  However, the data also point to a continued area for growth: the domain of Hope. Specifically, the item measuring “the ideas and energy students have at this school” scored 4.04, slightly below the district-wide average of 4.12. This gap highlights a need for intentional strategies to help students connect their current experiences with a vision for their future.  In response, Bostonia Global has implemented the Portrait of a Graduate framework to guide schoolwide efforts in student empowerment, agency, and future readiness. This work is further supported by reflective goal-setting activities and a collaborative student-facing Google platform designed to promote future-oriented thinking and ownership of personal development. These initiatives reflect Bostonia’s commitment to continuously improving school climate through data-informed action and meaningful student voice.|Based on the data, supporting social and behavioral skill development remains a key priority for Bostonia Global. School sites continue to implement curriculum and targeted interventions that help students build the skills needed to navigate common social and emotional challenges. These efforts are supported through our advisory system, project-based learning structures, and alignment with the World of Work curriculum, all of which aim to help students feel safe, connected, and empowered within our learning community.  For the 2024–2025 school year, a schoolwide focus was placed on deepening understanding around the expectations for student success. This included creating the conditions necessary for student well-being, providing direct instruction in social, emotional, and behavioral skills, and implementing proactive response plans to support students when challenges arise. These efforts are informed by local Gallup data, which highlights both areas of celebration and growth, and drive continuous improvement across all Bostonia campuses.|Met||2025-06-24|2025
37680070000000|Cardiff Elementary|6|Cardiff Schools uses the California Healthy Kids Survey with our 5th grade students each year to measure student sense of safety and connectedness in our schools and we have added more opportunities for student voice through Student Council and Student Focus groups.  In the 2022-23 school year, 91% of our fifth graders indicated they felt connected to their school and 96% indicated they felt safe at school.  In the 2023-24 school year, 91% of our fifth graders indicated they felt connected to their school and 96% of students indicated they felt safe at school. In the 2024-25 school year, 93% of our student groups indicated they felt connected to their school and 92% of student groups indicated they felt safe at school.  Cardiff Schools also uses attendance rates to measure the social and emotional growth of all students and their overall connectedness to school.  Our baseline districtwide attendance rate was 95.82% and it increased to 95.83%.  We continue to decrease chronic absenteeism rates.  Our baseline chronic absenteeism rate was 14.3% and this year it decreased to 8.2%|Through educational partner feedback, Cardiff Schools recognized the need for ongoing social emotional learning (SEL) curriculum and counselor support.  The 2024-25 school year was our third full year of The Cardiff Way SEL lesson implementation.  This year we also added a referral system that teachers and administration use to refer a student for counseling or small group support.  The referral system helped us track the areas of student need so we have information to reflect on as we continue to develop and refine our SEL program. The curriculum program and referral system we have developed and implemented is a key area of strength when looking at school climate.  The implementation of Independent Study Contracts along with letters that go home each trimester to families of students with absentee rates over 10% and personal outreach in the form of phone calls and home visits have greatly increased our attendance rates and improved school climate.|"The Cardiff School District is proud of its commitment to delivering a high-quality, holistic educational experience for all students. This year, the district made significant strides in several key areas. The newly formed Lifelong Learner Profile Committee initiated the district-wide implementation of this program, successfully launching the ""Compassionate Citizen"" and ""Mindful Learner"" icons, with plans to introduce the remaining icons in Fall 2025. The district also deepened its implementation of the iReady diagnostic assessment, empowering staff to utilize data for targeted interventions and acceleration, benefiting both multilingual learners and those needing additional support. While 50% of our English learners made progress toward English proficiency, this reflects a 8.3% decrease from the previous year.   Furthermore, the district's Personalized Learning Team fostered innovation in technology integration, culminating in site specific staff presentations showcasing enhanced student learning and engagement.   Our schools will continue to use the California Healthy Kids Survey and Student Focus Groups to measure student connectedness and safety at school.  The SEL counselor will continue to be a full time position shared between the two sites. The referral system will be in the second year of implementation and we will have more data to analyze.  The bilingual office assistants and attendance clerks at each site will work with classroom teachers to identify students who may become chronically absent sooner in order to provide more frequent outreach and specific resources to meet the families needs. Administration will continue to provide attendance incentive and make home visits when needed to reduce the amount of students who are chronically absent."|Met||2025-06-09|2025
37680230000000|Chula Vista Elementary|6|Each school year the Hanover Survey is administered to CVESD students, staff and parents/guardians as part of our LCAP process. During the 2024-25 school year, Hanover school climate data was collected across all school sites to assess our educational partners’ sense of school safety and sense of connectedness.    Hanover data shows that 90% of CVESD students agree with the statement: “Do students feel safe at school?”  Further analysis of this prompt indicates that following ethnic student groups responded accordingly, 90% of Asian students agree, 90% of Black students, agree, 93% of Filipino students, 89% of Latino students agree, 90% of White students agree, and 90% of Multiracial students agree.|Additional school climate data indicated that 87% of all CVESD students agree when responding to the prompt: Considering your experiences at school, would you say that you feel included and welcomed socially? Further analysis of this prompt indicates that following ethnic student groups responded accordingly, 81% of Asian students agree, 87% of Black students, agree, 96% of Filipino students agree, 85% of Latino students agree, 86% of White students agree, and 89% of Multiracial students agree.|Analysis of school climate data indicates that some student groups self-reported higher levels of school safety and connection district wide than others. These data varied from school site to school site and from student group to student group. To obtain a more complete understanding of what students need, CVESD will: 1) Provide school sites with additional training and support to all MTSS Teams on how to analyze student group level data, 2) Provide school sites with support training and support on how to make data-driven decisions to increase student’s sense of safety and connection, and 3) Continue to coordinate systems/services of support related to students’ multilayered needs.|Met||2025-06-11|2025
37680230119594|Leonardo da Vinci Health Sciences Charter|6|Each year, LdVCS conducts a Positive Behavioral Interventions and Supports (PBIS) climate survey to gather student and family perceptions of school safety and connectedness. The survey results have provided valuable insights into the school's climate and identified areas of strength and growth. The survey results indicate that LdVCS has been successful in explicitly teaching and enforcing expected behaviors among students. This demonstrates that the current system effectively communicates behavioral expectations to students. However, the analysis of the survey data has also highlighted specific areas of growth. These areas include increasing the use of positive rewards for good behavior, improving recess and lunch supervision, and establishing a dedicated team to address behavior intervention. In response to these survey results, LdVCS has taken proactive measures to address the areas of growth and further improve the school climate. Firstly, the school has hired a Dean of Students who plays a key role in revamping policies and procedures related to behavior management. The Dean of Students works collaboratively with staff, students, and families to create a positive and inclusive environment that supports the well-being and success of all students.|In our analysis of the survey results, we were encouraged to see a notable increase in family engagement and response rates. Compared to previous years, very few parents selected “unsure” or “unknown” when answering questions, which represents a significant improvement in awareness and understanding of school practices and procedures. This shift suggests that our efforts to improve communication and transparency are making a positive impact. While these results are promising, we remain committed to ensuring that all families are consistently informed about key areas such as disciplinary guidelines, emergency procedures, and recess supervision—each of which is essential to maintaining a safe and supportive school environment. To continue this progress, LdVCS is actively collaborating with the Parent Advisory Council (PAC) and English Learner Advisory Committee (ELAC) to explore additional ways to effectively reach and inform families. We maintain regular communication through newsletters, emails, and a designated section on the school website dedicated to policy updates and school practices. LdVCS also plans to host more parent workshops and information sessions focused on discipline policies, emergency protocols, and student safety during recess. These efforts, along with ongoing opportunities for individual conversations with families, support our goal of strengthening parent-school partnerships. By continuing to invest in clear and consistent communication, we aim to deepen family understanding, build trust, and foster a more connected and informed school community.|LdVCS recognizes the importance of building capacity among all team members to effectively implement PBIS strategies and foster a supportive, inclusive school climate. LdVCS continues to actively use restorative justice practices rooted in trauma-informed approaches to promote accountability, repair harm, and strengthen relationships within the school community. To further support positive student behavior and inclusive practices, LdVCS has partnered with a Board Certified Behavior Analyst (BCBA). This partnership provides staff with expert guidance on addressing challenging behaviors, creating inclusive learning environments, and implementing individualized behavior support plans that align with the principles of PBIS. Additionally, LdVCS has established a dedicated behavior support team and partnered with The Oas Center to enhance our intervention services. This team works closely with students who require targeted behavioral support, providing individualized strategies and resources to help them succeed both academically and socially. These efforts reflect LdVCS’s ongoing commitment to creating a safe, welcoming, and supportive environment for all students. While it is still early to fully assess the impact of these initiatives, we are optimistic about the positive changes underway. LdVCS will continue to monitor progress, gather feedback from students and families, and adjust strategies as needed to strengthen school climate, connection, and student success.|Met||2025-06-26|2025
37680230138073|Learning Choice Academy - Chula Vista|6|The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness.  A total of 18 students in grades 5 and 6 completed the survey (11% response rate)  The below data points represent findings related to school safety and connectedness:  72% of students strongly agreed or agreed that they feel close to people at this school 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 94% of students strongly agreed or agreed that they are happy to be at this school 89% of students feel safe or very safe at school 67% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 94% of students strongly agreed or agreed that teachers at TLC treat students fairly  A total of 189 students in grades 7 through 12 completed the survey (a 34% response rate).  The below data points represent findings related to school safety and connectedness:  80% of students strongly agreed or agreed that they feel close to people at this school 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 77% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 80% of students strongly agree or agree that they feel close to people at this school 72% of students strongly agreed or agreed that they are happy to be at this school 66% of students felt very safe or safe while at school 58% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 79% of students strongly agreed or agreed that teachers at TLC treat students fairly|"To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site. The school will continue to offer student clubs, Student Council, and sports, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor."|In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in April 2024. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results.|Met||2025-06-25|2025
37680236037956|Feaster (Mae L.) Charter|6|Feaster Charter School utilizes the California Healthy Kids Survey (CHKS) and additional climate tools to evaluate school conditions, climate, and student well-being. In 2024–25, we administered the CHKS to elementary and middle school students, achieving response rates of 94% (middle school) and 100% (elementary). Data are disaggregated across key student groups, including English Learners, Students with Disabilities, and socioeconomically disadvantaged youth. Middle School Climate Highlights: Based on the CHKS and our School Climate Report Card: -School Connectedness: Increased from 72% (2023) to 74% (2025), above the 2021–23 state average of 60%. -Perceived School Safety: Grew from 64% (2023) to 67% (2025), also exceeding state averages. -Caring Adult Relationships and High Expectations consistently remained high at 87% in 2025. -Harassment and Bullying: Reports declined significantly, with students reporting a 13% drop in harassment and a 19% drop in chronic sadness from 2022 to 2025. -California Student Wellness Index (Grade 7): Score increased from 99.1 (2022) to 107.3 (2025), indicating substantial gains in mental wellness and life satisfaction. -Subgroup Data: Students with Disabilities and English Learners reported lower levels of connectedness and higher rates of chronic sadness, prompting targeted supports described in our LCAP. Elementary School Climate Insights: CHKS data for elementary students revealed: -Strong ratings in school connectedness, academic motivation, and rule clarity. -Most students reported feeling safe and supported by adults on campus. -Trends showed improvement in social-emotional learning supports, with over 80% indicating teachers regularly check on their emotional well-being. Additional Local Tools: Feaster uses Satchel Pulse SEL screeners and school-based surveys. In Q3 of 2024–25: -177 students were identified for Tier 2 counseling and 65 for Tier 3, confirming the rising need for mental health supports. This data led to increased staffing and targeted Tier 2 interventions through LCAP Action 2.3. -Parent and student surveys aligned to LCAP goals confirmed high trust in school counselors and satisfaction with enrichment opportunities. Subgroup Equity Analysis: -While school climate indicators have improved overall, disaggregated data reveal continued challenges: Students with Disabilities report lower perceptions of school safety and meaningful participation. -English Learners and LTELs continue to express lower levels of connectedness, especially in upper grades. -Socioeconomically disadvantaged students had lower parental involvement and academic confidence rates, which the school has addressed through over 60 annual family engagement events and targeted outreach. Through data-informed planning and sustained stakeholder engagement, Feaster Charter School remains committed to creating a safe, inclusive, and engaging learning environment for every student.|The analysis of our 2024–25 California Healthy Kids Survey (CHKS), Mental Health Reports, and local climate surveys yielded valuable insights into school conditions, engagement, and student well-being. These findings helped us identify both areas of strength and critical needs, especially when examined across student groups. Key Areas of Strength: -Positive Adult Relationships and High Expectations: Across elementary and middle school, over 85% of students reported that adults at school care about them, believe in them, and hold them to high expectations. This reflects the success of our mentorship programs, school counseling services, and teacher-student relationship building. -Improved School Connectedness: Middle school students' perception of connectedness increased by 19 percentage points since 2022, reaching 70% in 2025, exceeding the state average. This is attributed to expanded enrichment offerings, student voice initiatives, and advisory structures. -Mental Health and Wellness Gains: Grade 7 data show a 19-point decrease in chronic sadness and a consistent rise in life satisfaction and optimism since 2022. Our California Student Wellness Index score (107.3) is significantly above the state mean (100), demonstrating the impact of Tier 2/3 supports, SEL instruction, and trauma-informed counseling. -Family Engagement: Parent surveys and participation data show intense satisfaction with school efforts, including 60+ family education events and translated communications, resulting in a 23-point increase in families who feel welcome on campus. Identified Needs and Gaps: -Disparities in Connectedness and Participation: Disaggregated data indicate that Students with Disabilities, Long-Term English Learners (LTELs), and Socioeconomically Disadvantaged (SED) students report lower school connectedness and meaningful participation levels. Only 48% of LTELs had completed SST processes by Q3, and SWDs continue to underreport feeling safe and included. -Emotional Health Gaps for At-Risk Groups: While overall mental wellness improved, some students, particularly English Learners and SWDs, reported higher-than-average rates of sadness and social-emotional distress. This signals the need for increased culturally responsive SEL practices and sustained Tier 2 supports. -Inconsistent Implementation of SEL Programs: Less than 40% of classrooms completed all Second Step lessons by Q3, indicating the need for stronger monitoring and coaching to ensure fidelity. -Playground Safety and Behavior: Behavior referrals remain disproportionately tied to unstructured outdoor settings, with 12.13% of incidents originating from these areas. Additional supervision and structured play strategies are being considered to address this. Conclusion: These insights confirm that Feaster Charter School has made meaningful progress in fostering a favorable climate. However, ongoing disparities underscore the need to sustain and deepen equity-focused practices.|"The analysis of CHKS data, school-based surveys, and wellness assessments has led to targeted changes in Feaster Charter School’s policies, procedures, and action planning to address identified needs and ensure continuous improvement in school climate and student well-being. 1. Strengthening Social-Emotional Learning (SEL) Implementation: In response to data showing that only 38% of classrooms completed the Second Step SEL curriculum, Feaster will implement a schoolwide SEL monitoring protocol. This includes: -Embedding SEL lesson completion checks into bi-weekly PLC meetings. -Assigning SEL lead teachers at each grade level to support fidelity and peer coaching. -Integrating SEL implementation data into quarterly LCAP progress reports for greater accountability. 2. Expanding Tier 2 and Tier 3 Counseling Services: The increase in students needing Tier 2 (177 students) and Tier 3 (65 students) mental health supports prompted an expansion of our school counseling team and restructuring of referral systems. For 2025–26: -Feaster will increase dedicated counselor time per grade span, funded through LCAP and LREBG (Action 2.3). -A revised counseling intake and tracking system will improve follow-up and service documentation. -Counselors will co-facilitate monthly wellness checks with advisory teachers to proactively identify students in distress. 3. Improving Engagement and Participation for At-Risk Student Groups: Survey data highlighted disparities in school connectedness and participation for SWDs, LTELs, and SED students. To address this: -Feaster will revise its SST protocols to include required connectedness and participation screening questions. -All LTELs will have completed SST reviews by Q2 of 2025–26 (up from 48% in 2024–25). -Instructional teams will receive PD on culturally responsive teaching and inclusive engagement strategies. 4. Increasing Playground Safety and Structured Supervision: With over 12% of behavior referrals originating from playground settings, the following changes will be implemented: -Creation of a Playground Safety Action Plan, including increased supervision ratios and designated student-led “Peacekeeper Zones.” -Implementation of structured recess activitie and restorative practice training for yard supervisors. 5. Elevating Student Voice and Agency: Data showed improvements in middle school connectedness and life satisfaction when students reported having a voice in decisions. Building on this: -The school will launch a Student Voice Council (grades 4–8) to provide input on school rules, climate, and safety. -Monthly ""Falcon Forums"" will be held for student-led discussion on climate and culture initiatives. 6. Continuous Monitoring and Adjustment: To ensure that these efforts result in lasting change, Feaster will: -Use quarterly CHKS indicators, wellness screeners, and internal referral data to monitor implementation progress. -Present updates to stakeholders at LCAP Focus Groups and SSC/ELAC meetings."|Met||2025-06-11|2025
37680236037980|Mueller Charter (Robert L.)|6|2025 CHKS DATA  Student School Climate Surveys (2024) indicated strengths in regard to school connectedness and safety. We will also seek to continually improve in providing opportunities for meaningful participation for our students. California Healthy Kids Survey  ( CHKS)  data showed some growth areas in the area of High expectations: 5th Grade  (82% 2025 ) ( maintained)   7th Grade 84% 2025  ( +3 from 2023) 9th Grade 2025 72% (+4), 11th Grade 2025 77% ( +6)   Opportunities for Meaningful Participation  2025 20% of 9th Grade (-3%) , 26% of 11th Grade. (+3%)   Caring Adult Relationships  2025 62% of 9th Grade ( +7%) , 68% of 11th Grade (+5%)  Academic Motivation 5th 81% ( 2025) (+16% from 2024)  72% 7th Grader ( +15% from 2024) School Connectedness  5th 70% 2025 ( +2%) 7th 73% 2025 ( +21% 2024)  Leader in Me MRA  2025 ( Grades 4-8) data indicated the following datapoints for students   SCHOOL BELONGING  Students believe that they are cared about and understood by the people in their school.71/100 ( -4)  STUDENT EMPOWERMENT Students believe they are provided with school-wide and classroom opportunities that include them in decision-making  and grow leadership competence. 79/100 ( +1)  We have sought to increase opportunities for meaningful participation by way of student organizations and the increasing of leadership opportunities such as student councils and student advisory boards. We will also continue to offer a robust athletics program, clubs and after school enrichment programs. Mueller ( UTK-8) continued with the implementation of Leader in Me, social emotional curriculum.  Additionally, focus groups, empathy interviews and informal settings were used to gather qualitative data not captured in climate surveys.|Based on our analysis of metrics and outcomes, the implementation of actions showed varying levels of effectiveness in achieving Goal 2 as outlined in our LCAP,  which encompasses our holistic approach to education as demonstrated by both quantitative data and qualitative indicators. Many of our intentional actions contributed to students' sense of belonging, participation in school programs including after school sports, and partnerships. We know that if students feel connected to school, there are direct implications for increased attendance, reduction of suspension rates and school climate rates. We utilize California Healthy Kids Survey Data for 5th, 7th, 9th and 11th grade focused on High Expectations: Opportunities for Meaningful Participation, Caring Adult Relationships, Academic Motivation, and School Connectedness. As a Leader in Me School ( TK-8), we also utilize the LIM MRA to assess other indicators of school climate ( student grades 4-8, staff and family and community surveys). As an organization, Mueller and Bayfront take pride in being able to provide intervention, support services and focus on the whole child as part of their educational experience. Our LCAP Goal 2 emphasizes our commitment to provide a comprehensive UTK-12 system of services that promote socio-emotional, psychological and physical health and well-being.  Investments in support services by way of full time school counselors, nurses, school psychologists contribute to the outcomes we see. We will continue to support the social emotional  growth of students by implementing social emotional learning, lessons and activities.  The School Counseling department will use this curriculum for classroom guidance lessons and school-wide assemblies. We will continue to find ways to increase students sense of opportunities for meaningful participation.|Mueller/Bayfront will increase opportunities for meaningful participation by way of student organizations and the increasing of leadership opportunities such as student councils and student advisory boards. We will also continue to offer a robust athletics program, clubs and after school enrichment programs.  We have expanded after school programming, summer school and winter intersession programs for students. We have also continued to implement the Leader in Me curriculum to foster leadership in all of our students, enhance student voice and increase school connectedness.|Met||2025-06-09|2025
37680236111322|Discovery Charter|6|Percentage of students in 3rd - 8th grades (521) who... - like school was 77% - feel supported at school was 85% - feel safe at school was 87% - feel their teachers care about them was 93% - feel there are clear rules for behavior was 92% - know an adult at school they can talk to for help 82%|One key learning from this survey is that the percentage of our students that feel safe, respected and cared for at Discovery is still the vast majority but the percentage has decreased from the previous year. This is clearly an area of strength but needs further discussion with students, staff and parents as to how to reach the other students that do not feel the same way. An area of need is clearly the students that do not like school overall. Another area of need is for us as a staff to get more information from the few students who do not feel safe and cared for to better understand why and what we can do to better support them.|Last year we asked follow up questions to some of the survey questions to better understand students' negative responses.  We have hired a new counselor this year and will work together with our whole PBIS team to plan meaningful actions that address the students' needs that are learned from these follow up questions so that they feel more connected to school.|Met||2025-06-10|2025
37680236115778|Chula Vista Learning Community Charter|6|The Chula Vista Learning Community Charter School annually monitors educational partner input through the Parent Needs Assessment & Local Control Accountability Plan Survey. Results of the survey reveal that school climate and safety is highly rated with an average 4.75 out of 5 stars.|Key findings include providing additional academic and social emotional support, enrichment programs, timely communication, parent workshops, increase volunteer opportunities and connecting families to community resources.|As a result of findings, the Chula Learning Community Charter continues employing an additional psychologist and social workers to support student social emotional needs and connecting families to community resources, expanding after school and intersession academic/enrichment programs, and increasing in-person workshops and volunteer opportunities for families. One of the barriers/challenges that the middle and high school campuses face is the lack of space for extra-curricular activities. The school currently partners with city parks and recreation departments to provide facility use.|Met||2025-06-09|2025
37680236116859|Arroyo Vista Charter|6|Arroyo Vista Charter participates in the California Healthy Kids Survey and the Hanover Survey. Survey results indicate that 86% of our students feel included and welcome at school, 82% feel connected to an adult and 80% feel safe. Families reported that strength areas are: teachers are caring and dedicated to students, high expectations for student performance and students feel safe and welcome at school. Students in grades TK-6 participated in a school created survey in the fall and spring. Over 90% of TK-2 grade students reported that they know they can ask for help from an adult, know when they are doing a good job at school, believe they can do well at school and feel they are an important part of their class. Over 84% of 3rd - 6th grade students responded usually/always to the following questions: I believe I can be successful in school., I feel respected by the adults at school., My class is a safe place to make mistakes., I feel comfortable asking for help., and I am able to recognize my own accomplishments.|"Our data shows that we are making gains in students feeling welcome and respected at school, however, we realize that 14% of students are still reporting ""never or occasionally"" so this is an area of improvement needed especially in grades 5-8. Families report that their children are happy, safe and making academic gains at school. Families also shared appreciation for additional academic supports provided to students working to reach grade level expectations in addition to the VAPA program provided for all grades."|"The school team realizes the importance of ""belonging at school"" and will continue to focus on our upper grade and middle school students at the beginning of the new school year to ensure that students are building relationships with peers and accessing support from school staff as needed. A student survey will be conducted at the end of the first quarter to analyze programs and supports provided during the first nine weeks of the school year. Survey results will be reviewed by the MTSS (Multi-Tiered System of Supports) Team and action steps for quarter 2 will be developed."|Met||2025-05-22|2025
37680310000000|Coronado Unified|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from spring 2021 and spring 2023 CHKS administrations. The 2025 CHKS results are pending and will be included in next year's reflection.   Spring 2021 Participation Rate:          School Connectedness:              Caring Adult Relationships:             Feel Safe at School: Grade 5: 78%                 Grade 5: 82%                              Grade 5: 79%                                  Grade 5: 95% Grade 7: 77%                 Grade 7: 65%                              Grade 7: 63%                                  Grade 7: 81% Grade 9: 91%                 Grade 9: 68%                              Grade 9: 59%                                  Grade 9: 83% Grade 11: 50%               Grade 11: 60%                            Grade 11: 60%                                 Grade 11: 76%  Spring 2023 Participation Rate:                                 School Connectedness:              Caring Adult Relationships:             Feel Safe at School: Grade 5 (VES/SSES): 45%/97%           Grade 5: 45%/88%                     Grade 5: 75%/93%                          Grade 5: 87%/82% Grade 7: 92%                                        Grade 7: 68%                              Grade 7: 73%                                  Grade 7: 73% Grade 9: 91%                                        Grade 9: 68%                              Grade 9: 63%                                  Grade 9: 79% Grade 11: 84%                                      Grade 11: 67%                            Grade 11: 68%                                 Grade 11: 77%  A comparison of the overall percentages from the 2021 and 2023 CHKS administrations show increases in almost all categories at each participating grade level. One of the most significant challenges CUSD faced that certainly affected the results of the CHKS was the pandemic. The learning environments at each school site changed many times from distance learning to hybrid learning to now for the second consecutive school year, all in-person learning. CUSD is piloting universal screeners for all students K-12 to administer at the beginning of the school year and is researching a social/emotional health check in order to determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the biannual administration of the CHKS. CUSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories.|A comparison of the overall percentages from the 2021 and 2023 CHKS administrations show increases in almost all categories at each participating grade level. One of the most significant challenges CUSD faced that certainly affected the results of the CHKS was the pandemic. The learning environments at each school site changed many times from distance learning to hybrid learning to now for the third consecutive school year, all in-person learning.|CUSD is continuing to facilitate universal screeners for all students K-8 to administer at the beginning of the school year and is piloting tools for social/emotional health check in order to determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the biannual administration of the CHKS. CUSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories.|Met||2025-06-18|2025
37680490000000|Dehesa Elementary|6|Based on school climate results from 24-25 school year (Fall Survey) we had positive responses from our elementary parents in all the areas of the survey including how parents and students like school, how they do well at school, how school makes them feel. Parents also responded positively with regards to how school has clear rules for behavior, how teachers treat them with respect, how safe students feel at school, and how good behavior is noticed at Dehesa. The only area that did not have positive growth was where students believe that other students behave so that their teachers can teach.|Based on the school climate results from the 2024-2025 school year, the key learnings, identified needs, and areas of strength can be summarized as follows: Key Learnings: Elementary School Students: 1. Positive Student Experiences: • Students like school, perform well academically, and feel positive about their school experience (68%) • Students feel safe, respected, and acknowledge that good behavior is recognized. 2. Supportive Teachers: • Students feel like they have supportive teachers. Students: 1. Standards and Clear Rules: • Students believe the school has somewhat strong schoolwork and lessons, but improvements can be made. 2. Need for Better Food: • A notable concern is the need for better food. Identified Needs: 1. Behavior Management in Elementary School: • Address the issue of classroom disruptions caused by student behavior to ensure that teachers can teach effectively. • Implement or enhance programs that promote positive behavior and peer interactions. 2. Support Systems in School: • Strengthen support systems to ensure school students feel they can talk to an adult when needed. • Provide training for staff on how to be more approachable and accessible to students. 3. Continuous Improvement of School Climate: • Regularly review and refine school policies to maintain and improve the positive aspects of the school climate. • Develop targeted interventions to address the specific needs of different student groups, ensuring all students feel supported. Areas of Strength: 1. Positive School Climate: • Both elementary and middle school students have a generally positive view of their school experience. • High standards for achievement and clear rules for behavior are well-established and appreciated by students. 2. Safety and Respect: • Students feel safe and respected at school, contributing to a supportive and conducive learning environment. • Positive recognition of good behavior is a strength that fosters a positive school culture. Disaggregated Data Insights: 1. Socio-Economic Status: • Ensure equitable access to support and resources for students from different socio-economic backgrounds. 2. English Language Learners (ELL): • Tailor support and interventions to meet the unique needs of ELL students, ensuring they feel included and supported. 3. Special Education: • Provide additional resources and support for students with special needs to ensure they thrive in the school environment. By focusing on these identified needs and leveraging the areas of strength, Dehesa Elementary School can continue to improve its school climate and support the well-being and success of all its students.|1. Enhanced Behavior Management Strategies: • Implementation of Positive Behavioral Interventions and Supports (PBIS): Enhance PBIS strategies to reduce classroom disruptions and promote positive behavior. This includes additional training for staff on effective behavior management techniques. • Peer Mediation Programs: Introduce peer mediation programs to help students resolve conflicts and improve peer interactions. 2. Strengthened Support Systems for Middle School Students: • Increased Availability of Counseling Services: Expand access to school counselors and ensure that students are aware of how to seek help when needed. This may include hiring additional counselors or training existing staff to provide support. • Mentorship Programs: Develop mentorship programs where middle school students can connect with trusted adults, including teachers and staff, to discuss their concerns and seek guidance. • Regular Check-Ins: Implement regular check-ins with students to monitor their well-being and ensure they have access to support services. 3. Parent and Community Engagement: • Parent Workshops and Seminars: Organize workshops for parents on supporting their children's behavior and emotional well-being at home and in school. • Community Partnerships: Strengthen partnerships with community organizations to provide additional resources and support for students and families. • Increased Communication: Enhance communication channels between the school and parents to keep them informed about school policies, events, and available support services. 4. Continuous Improvement of School Climate: • Regular Climate Surveys: Conduct regular school climate surveys to gather ongoing feedback from students, parents, and staff. Use this data to make informed decisions and adjustments to policies and procedures. • Data-Driven Decision Making: Utilize data from surveys and other assessments to identify trends, areas of improvement, and successful strategies. • Professional Development: Offer ongoing professional development opportunities for staff on topics such as cultural competency, student engagement, and trauma-informed practices. 5. Equity and Inclusion Initiatives: • Targeted Support for Diverse Student Groups: Implement targeted interventions and support programs for students from diverse backgrounds, including socio-economic status, English language learners (ELL), and special education students. • Inclusive Curriculum and Practices: Review and revise the curriculum and school practices to ensure they are inclusive and reflect the diverse experiences of all students. • Equitable Resource Allocation: Ensure that resources are distributed equitably to support all students effectively, particularly those with identified needs.|Met|Revisions, Decisions, and Actions for Continuous Improvement: • Revision of Behavior Policies: Update the school’s behavior policies to incorporate new strategies and interventions aimed at reducing disruptions and promoting positive behavior. • Decision|2025-06-25|2025
37680490127118|The Heights Charter|6|The Heights Charter administers a local climate survey every year that provides a valid measure of perceptions of school safety and connectedness. There were no significant areas of concern identified on the completed/returned surveys. Feedback on all questions was 95% or more positive. Effective parent communication continues to be a priority at The Heights. We will continue to send out monthly updates from the teachers which will include letting parents know when their child has done something exceptional. An emerging area of concern is the potential of cyber-bullying through the various avenues of technology. Overall, the students have a positive sense of connection and support within the school environment. Students feel connected to their peers and value having trusted adults they can turn to for guidance and support. Additionally, students enjoyed connecting with friends and appreciated the challenges presented in their academic journey. The survey results underscore a nurturing and engaging school climate where students feel supported, challenged, and valued as part of the school community.|"A continuing area of strength was that The Heights encourages parents to be an active partner in educating their children. 98.4% of respondents agree with this statement. ""Teaching staff make themselves available to parents"" was a unanimous positive response in surveys. Both elementary and middle school students have a generally positive view of their school experience. Students feel safe and respected at school, contributing to a supportive and conducive learning environment. Implementing restorative practices, student support systems, and proactive interventions has improved student discipline positively. An emerging area of focus that is being addressed is the prevention of cyber bullying, especially in the middle school grades."|Continue to refine support and interventions to meet the unique needs of all student groups, ensuring they feel included and supported. Continue to ensure equitable access to support and resources for students from different socio-economic and ethnic backgrounds. Continue to provide additional resources and support for students with special needs to ensure they thrive in the school environment. Continue to refine our restorative practices approach by providing additional/ongoing training for staff.|Met||2025-06-30|2025
37680490129221|MethodSchools|6|Method Schools publishes a satisfaction survey twice a year to both student and parent groups.  Its results are analyzed each semester and findings are shared with Method’s board and staff with key takeaways and ways to improve.  The following summarizes some of the main data points pulled from the local survey data.  1. General Satisfaction: Satisfaction with Method Schools is relatively high, with an average rating of 4.23 out of 5. Notably, 46.97% of students are extremely satisfied.  2. Teacher Interaction and Support: Feedback from subject teachers (grades 6-12) is generally perceived as responsive and clear, with a mean satisfaction score of 4.24 out of 5. The sense of being supported by homeroom teachers is strong, with an average rating of 4.73 out of 5, and 80.85% of respondents feeling fully supported.  3. Community: Students feel moderately integrated into the Method Schools community, with an average rating of 3.92 out of 5.|Looking deeper into the data, Method finds the following as areas of strength and identified needs.  Strengths:  1.  High Levels of Satisfaction: Both surveys indicate high satisfaction rates among their respective groups. The student survey showed that 46.97% of students were extremely satisfied, while the parent survey showed that 67.95% of parents were extremely satisfied. This suggests a generally positive perception of the school's performance from both students and their families.  2. Strong Support from Teachers: Both students and parents reported high levels of support from school staff. Students felt highly supported by their homeroom teachers, with 80.85% feeling definitely supported. Parents similarly felt well-supported in their role as learning coaches, with 67.95% reporting they definitely felt supported. This reflects a strong connection and satisfaction with the support provided by teachers at Method Schools.  Identified Needs  1. Communication challenges and inconsistency: Noted in the qualitative data, parents and students mentioned have noted challenges in communication.   2. More extracurricular activities and enriching school programs: Other notable areas include expanding extracurricular activities and enriching school programs.  Many students mentioned in the comments section a desire for more social interaction and extracurricular activities, particularly sports.|From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified:  1. Enhancing Responsiveness and Communication:  Method will build systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families.    2.  Expansion of community events and activities that promote social interaction: Method will continue to expand the events and activities that are offered through the Teach Squad team, field trips, and student-centered activities expanding upon events like: prom, service events, field day, and bonfire.   Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment.|Met||2025-06-02|2025
37680490132506|Cabrillo Point Academy|6|We administer annual internal climate surveys to parents/guardians, students, and staff members. Results from the 2024-25 school year survey demonstrate that most of our students feel high levels of safety and connectedness to our school. All students: 96% agree or strongly agree that they feel safe at school, and 83% agree or strongly agree that they feel connected to the school. Grades 4-5: 98% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school. Grades 6-8: 94% agree or strongly agree that they feel safe at school, and 81% agree or strongly agree that they feel connected to the school. Grades 9-12: 98% agree or strongly agree that they feel safe at school, and 79% agree or strongly agree that they feel connected to the school. American Indian or Alaska Native: 71% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school. Asian: 92% agree or strongly agree that they feel safe at school, and 70% agree or strongly agree that they feel connected to the school. Asian Indian: 100% agree or strongly agree that they feel safe at school, and 100% agree or strongly agree that they feel connected to the school. Black or African-American: 100% agree or strongly agree that they feel safe at school, and 57% agree or strongly agree that they feel connected to the school. Filipino: 100% agree or strongly agree that they feel safe at school, and 80% agree or strongly agree that they feel connected to the school. Hispanic or Latino: 98% agree or strongly agree that they feel safe at school, and 84% agree or strongly agree that they feel connected to the school. Middle Eastern: 100% agree or strongly agree that they feel safe at school, and 100% agree or strongly agree that they feel connected to the school. Native Hawaiian or Pacific Islander: 67% agree or strongly agree that they feel safe at school, and 100% agree or strongly agree that they feel connected to the school. Two or More Races: 96% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school. White: 100% agree or strongly agree that they feel safe at school, and 85% agree or strongly agree that they feel connected to the school. Other: 100% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school.|Cabrillo Point Academy students feel safe while participating in online courses and in-person activities offered by the school. Many students shared that they enjoy working with their Homeschool Teachers and HQTs and appreciate the high levels of support they receive from teachers and other staff members. Students report that their teachers know and care about them and want them to succeed in school.|Cabrillo Point Academy staff members do not plan to make any changes to plans, policies, or procedures based on survey results, as all student groups reported high levels of safety and connectedness. Our staff members will continue to strive to provide a safe and welcoming school environment for all students. Teachers will continue to provide progress monitoring, standards-based instructional resources, online classes, and tutoring to ensure all students can meet their academic goals.|Met||2025-06-13|2025
37680490136416|Pacific Coast Academy|6|We administer annual internal climate surveys to parents/guardians, students, and staff members. Results from the 2024-25 school year survey demonstrate that most of our students feel high levels of safety and connectedness to our school. All students: 96% agree or strongly agree that they feel safe at school, and 80% agree or strongly agree that they feel connected to the school. Grades 4-5: 97% agree or strongly agree that they feel safe at school, and 85% agree or strongly agree that they feel connected to the school. Grades 6-8: 94% agree or strongly agree that they feel safe at school, and 75% agree or strongly agree that they feel connected to the school. Grades 9-12: 97% agree or strongly agree that they feel safe at school, and 83% agree or strongly agree that they feel connected to the school. American Indian or Alaska Native: 94% agree or strongly agree that they feel safe at school, and 67% agree or strongly agree that they feel connected to the school. Asian: 93% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. Asian Indian: 100% agree or strongly agree that they feel safe at school, and 100% agree or strongly agree that they feel connected to the school. Black or African-American: 90% agree or strongly agree that they feel safe at school, and 80% agree or strongly agree that they feel connected to the school. Filipino: 100% agree or strongly agree that they feel safe at school, and 89% agree or strongly agree that they feel connected to the school. Hispanic or Latino: 95% agree or strongly agree that they feel safe at school, and 81% agree or strongly agree that they feel connected to the school. Middle Eastern: 100% agree or strongly agree that they feel safe at school, and 100% agree or strongly agree that they feel connected to the school. Native Hawaiian or Pacific Islander: 90% agree or strongly agree that they feel safe at school, and 60% agree or strongly agree that they feel connected to the school. Two or More Races: 98% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. White: 97% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. Other: 86% agree or strongly agree that they feel safe at school, and 73% agree or strongly agree that they feel connected to the school.|Pacific Coast Academy students feel safe while participating in online courses and in-person activities offered by the school. Many students shared that they enjoy working with their PCA Homeschool Teachers and HQTs and appreciate the high levels of support they receive from teachers and other staff members. Students report that their teachers know and care about them and want them to succeed in school.|Pacific Coast Academy staff members do not plan to make any changes to plans, policies, or procedures based on survey results, as all student groups reported high levels of safety and connectedness. PCA staff members will continue to strive to provide a safe and welcoming school environment for all students. Teachers will continue to provide progress monitoring, standards-based instructional resources, online classes, and tutoring to ensure all students can meet their academic goals.|Met||2025-06-25|2025
37680560000000|Del Mar Union Elementary|6|The Del Mar Union School District annually administers the Insights Social-Emotional Assessment, which includes a climate survey to measure students' perceptions of school safety and connectedness. This instrument was administered to all grade levels K-6. The following are outcomes for the Spring 2025 administration.  All Students: 9o% of students are at or above expectations in SEL skills. 93% feel safe at school, 83% believe rules are fair, 91% feel teachers care about them, 75% feel students care about them, 93% report teachers help them learn, and 93% feel adults encourage them to work hard.  By Student Group: Asian Students: 91% of Asian students meet or exceed SEL expectations. 93% feel safe, 86% find rules fair, 92% feel teachers care, 75% feel student support, 93% report teachers help them learn, and 93% feel encouraged by adults. Black/African American Students: 96% meet SEL expectations. 95% feel safe, 76% find rules fair, 81% feel teachers care, 75% feel student support, 89% report teachers help them learn, and 95% feel encouraged by adults. Hispanic Students: 96% meet SEL expectations. 92% feel safe, 89% find rules fair, 93% feel teachers care, 75% feel student support, 91% report teachers help them learn, and 93% feel encouraged by adults. Students of Two or More Races: 92% meet SEL expectations. 91% feel safe, 84% find rules fair, 91% feel teachers care, 77% feel student support, 92% report teachers help them learn, and 93% feel encouraged by adults. White Students: 90% meet SEL expectations. 92% feel safe, 80% find rules fair, 91% feel teachers care, 74% feel student support, 93% report teachers help them learn, and 94% feel encouraged by adults. English Learners: 81% meet SEL expectations. 87% feel safe, 82% find rules fair, 88% feel teachers care, 65% feel student support, 88% report teachers help them learn, and 83% feel encouraged by adults. Socioeconomically Disadvantaged Students: 88% meet SEL expectations. 91% feel safe, 78% find rules fair, 90% feel teachers care, 70% feel student support, 92% report teachers help them learn, and 95% feel encouraged by adults. Special Education Students: 81% meet SEL expectations. 87% feel safe, 75% find rules fair, 92% feel teachers care, 70% feel student support, 91% report teachers help them learn, and 91% feel encouraged by adults.|Key Learnings - Strength Collectively, these results indicate a strong climate of safety, encouragement, and belonging for students, including those from historically underserved backgrounds.  SEL proficiency remains high and has climbed for key groups. Insights results stayed at or above 90% for the district overall. In comparison, Hispanic students increased nine points to 96% and Black/African American students gained two points to 91%, pushing every reported group above the 85% proficiency benchmark.  Students continue to feel safe on campus. The share of students who agree “I feel safe at school” rose from 89% to 93%. Gains were especially strong for Black/African American students (+9 pp) and Hispanic students (+6 pp).  Adult encouragement surged. Students reporting that “Adults encourage me to work hard” leapt eleven points (from 82% to 93%), with double-digit growth for socio-economically disadvantaged (+14 pp) and students with disabilities (+12 pp).  Instructional support perceptions strengthened. “Teachers help me learn” increased four points to 93% overall, mirroring gains across most major student groups.  Peer connection improved. “Students care about me” ticked up three points district-wide, with an eleven-point rise among Black/African American students. Counselors at each school targeted this area last year with successful results.   Key Learnings - Identified Need While 93% of students continue to feel physically safe at school, 78% believe their classmates care about them, and 83% consider the rules to be fair, highlighting a disparity between safety and peer-to-peer relationships among students. Addressing these gaps will help balance the district’s successful safety efforts with a climate rooted in inclusive relationships.|Principals at each school will work with staff to analyze school-specific data for trends and incorporate goals into their School Plan for Student Achievement and Comprehensive Safe Schools Plan as appropriate. Additionally, school counselors will review this data to inform their support of students and teachers in connection with the implementation of Second Step.|Met||2025-06-18|2025
37680800000000|Encinitas Union Elementary|6|EUSD surveys K-6th grade students every Spring. In Spring 2025, students shared the following feedback: * 87% of students feel safe at school * 90% of students learned at the right pace for them * 86% of students enjoyed coming to school * 92% of students know that someone cares about them at school * 82% of students believe they matter in their class. * 67% of students believe that their personal interests matter in school|Based on the student survey data collected in Spring 2025, we have identified several key learnings, including areas of strength and needs for improvement.  Areas of Strength  Student Safety and Well-being:  A significant majority of students (87%) reported feeling safe at school, and an even higher percentage (92%) indicated that they know someone at school cares about them. This suggests a strong foundation of emotional and physical safety, which is essential for learning.  Positive Learning Experience:  90% of students felt they were learning at a pace that suited them, and 86% reported enjoying school. These responses indicate that instructional pacing and school climate are generally aligned with student needs and contribute positively to engagement.  Sense of Belonging:  82% of students believe they matter in their class, which points to positive relationships with peers and educators and a supportive classroom environment.  Identified Needs  Student Voice and Personalization:  Only 67% of students felt that their personal interests matter in school. This represents a notable gap when compared to other indicators and suggests a need for more personalized learning experiences, increased student choice, and opportunities for students to connect their learning to their own interests and identities.|Based on the identified need to better reflect and incorporate students’ personal interests into their learning experience, EUSD recognizes the importance of increasing opportunities for personalized and relevant learning. As a result, the following changes to existing plans and practices will be implemented in the upcoming year to support continuous improvement:  Continued Support for Competency-Based Assessment Practices - Expand systemic learning efforts around competency-based assessment to ensure that students have more voice and choice in demonstrating their learning. This approach will allow students to progress at their own pace and connect their learning to real-world applications and personal interests.  Development of Interdisciplinary Units of Study - To create more meaningful and engaging learning experiences, all grade level teachers will participate in professional learning about and have time to design and implement interdisciplinary units. These units will integrate content areas in ways that promote deeper understanding, foster student engagement, and provide more authentic opportunities for students to explore their interests within the curriculum.  These actions reflect a commitment to refining instructional practices and enhancing the learning environment in ways that promote student-centered learning.|Met||2025-06-10|2025
37680980000000|Escondido Union|6|EUSD utilized the California Healthy Kids Survey to assess students' perceptions of school safety and connectedness among all students in grades 5 through 7.  Perception of School Safety: Overall Scores 5th Grade: The overall school safety score for 5th-grade students was 75%. 7th Grade: The overall school safety score for 7th-grade students was 60%.  Perception of School Safety by Race/Ethnicity -5th Grade: Asian students reported the highest perception of safety at 82%, followed by White students (80%), Hispanic students (74%), and African American students (71%). -7th Grade: White students had the highest perception of safety at 63%, while Asian and Hispanic students both scored 53%, and African American students reported the lowest at 43%.  Perception of School Safety by Gender -5th Grade: Male students reported a higher perception of safety (79%) compared to female students (72%). -7th Grade: Male students also reported a higher perception of safety (62%) compared to female students (51%).  Feel Connected to School: Overall Scores -5th Grade: The overall school connectedness score for 5th-grade students was 70%. -7th Grade: The overall school connectedness score for 7th-grade students was 53%.  Feel Connected to School by Race/Ethnicity -5th Grade: Asian students reported the highest connectedness at 74%, followed by Hispanic students (71%) and White students (70%), with African American students at 66%. 7th Grade: White students reported the highest connectedness at 63%, followed by Asian and Hispanic students (both 53%), and African American students at 43%.  Feel Connected to School by Gender -5th Grade: Female students reported a higher feeling of connectedness (65%) than male students (57%). -7th Grade: In contrast to 5th grade, male students reported a higher feeling of connectedness (58%) than female students (46%).|Overall, there is a noticeable decrease in both perceived school safety and connectedness from 5th grade to 7th grade. Disaggregation of data reveals disparities among student groups. For instance, in 7th grade, African American students consistently report the lowest scores in both safety and connectedness. Gender differences are also apparent, with male students generally feeling safer, while connectedness varies by grade level. These findings highlight areas where targeted interventions may be beneficial to improve school conditions and climate for all students, particularly focusing on the transition from elementary to middle school and addressing the specific needs of different student demographics.|"1. Addressing the Decline in Perceived Safety and Connectedness from 5th to 7th Grade:     -Implement a structured transition program for students moving from 5th to 6th and 7th grade. This could include:              *Increased opportunities for connection: Dedicated ""buddy"" systems with older, responsible students, mentor programs,                            and more frequent team-building activities at the start of the 6th and 7th grade years.              *Orientation focused on safety and support: Explicitly discuss safety protocols and available support systems                (counselors, trusted adults, reporting mechanisms) in an age-appropriate manner during orientation for incoming 6th                 and 7th graders.              *Curriculum integration: Integrate lessons on conflict resolution, digital citizenship (including online safety), and healthy                 relationships into the 6th and 7th-grade curriculum. 2. Addressing Disparities by Race/Ethnicity:      -Implement culturally responsive teaching practices and professional development for all staff.               *Provide ongoing training to staff on implicit bias, cultural competency, and strategies for creating inclusive classroom                 environments where all students feel valued and safe. This training should emphasize the importance of understanding                 and addressing the unique experiences of African American and Hispanic students, who reported lower scores in some                 areas. 3. Addressing Disparities by Gender:       -For 5th grade, where females reported lower safety scores: Promote girls' empowerment initiatives and provide avenues for          them to express concerns.                *Implement programs or clubs that focus on self-defense, assertiveness, and building confidence for female students.                   Ensure there are clearly designated safe spaces and trusted female adults for reporting concerns."|Met||2025-06-24|2025
37680980101535|Heritage K-8 Charter|6|Heritage K-8 Charter School (HK8) recently conducted its annual school climate survey among 8th-grade students, emphasizing key aspects such as school safety, student-teacher relationships, academic support, and access to services. Portions of the California Healthy Kids Survey (CHKS) were adapted to assess these elements.  The survey focused on: 1) perceptions of campus safety and cleanliness, 2) the quality of student-teacher relationships, and 3) access to academic and emotional support resources. Students rated their experiences on a five-point scale, with five representing the most favorable response.  HK8 is pleased to report that the overall rating across all categories averaged 4.1 out of 5.0, demonstrating very positive sentiment among students. Notably, in questions related to safety and facility conditions, the school earned a score of 3.9 out of 5.0—reflecting a consistently strong perception with only a slight decline from the previous year. This steady rating underscores the impact of ongoing safety efforts, such as H.E.R.O. training, which continues to reinforce a secure and supportive environment across all HK8 campuses.  Students' feedback regarding their relationships with teachers is particularly heartening. Nearly 90% of students feel that their teachers genuinely care about them and want them to succeed. Additionally, students felt there was someone at school who listened to them, providing a rating of 4.1 out of 5.0.  When it comes to academic offerings, students clearly believe that HK8 provides the courses they need to graduate and be successful in high school, rating the school 4.1 out of 5.0. Students also rate opportunities for additional learning outside of class at an impressive 4.7 out of 5.0, reflecting an increase from the previous year’s rating of 4.3 out of 5.0. All students reported having access to appropriate instructional materials, textbooks, and learning resources.  This success wouldn't be possible without the remarkable cooperation among all of the school's educational partners. Together, significant accomplishments are seen despite the complexities and challenges encountered. Through its Multi-Tiered System of Supports (MTSS), students reported feeling confident that they know who to turn to when they need help, reflecting the school’s ongoing commitment to providing a supportive and responsive environment.|HK8 takes pride in its positive school climate, as evidenced by the recent school climate survey among 8th-grade students. The enhanced safety and facility conditions reflect the school's successful implementation of initiatives such as H.E.R.O. training. Moreover, the strength of teacher-student relationships at HK8 is remarkable, with nearly 90% of students affirming that their teachers genuinely care about their success and listen to their concerns.  Looking ahead, HK8 recognizes the opportunity to provide additional social-emotional support for students through the Multi-Tiered System of Supports (MTSS). By integrating more targeted social-emotional programs and resources, the school can address diverse student needs more effectively. As HK8 continues its long-term strategy for post-pandemic recovery, a focus on holistic student well-being and sustained academic excellence will ensure that all students thrive in a supportive and enriching educational environment.|In response to the analysis of local data and the identification of key learnings, the LEA determines that no substantive changes to existing plans, policies, or procedures are necessary at this time. The school will maintain its purposeful course, continuing to build on its current strengths. To further support students, the LEA will continue its implementation of an MTSS framework, which will enhance the school's ability to provide targeted academic, behavioral, and social-emotional support and address diverse student needs effectively. This commitment to continuous improvement ensures that all students receive the comprehensive support they need to thrive.|Met||2025-06-11|2025
37680986116776|Classical Academy|6|Data from the Covitality Survey In the spring of 2025, students in grades 5/6, 8, and 10 participated in the Covitality survey at all sites except Classical Academy Vista.  Our schools continue to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. The Classical Academies measures students' school climate and overall life satisfaction through a CoVitality survey.  Below is the data for overall life satisfaction and school connectedness by site.      School Site  Overall Life Satisfaction (scale 1-100) School Connectedness Classical Academy 5th: 83.44 (falls in the average range) 8th: 98.00 (falls in the high range) 5th grade:  The student average in school connectedness was in the Average range. 8th grade: The student average in school connectedness was in the High range. Classical Academy Middle School 8th: 76.91 (falls in the average range) 8th: The student average in school connectedness was in the Average range.|All groups that took the screener scored in the average range.|We will continue to have counselors on site for students.  These counselors will provide in-class lessons on SEL topics and resources to students as needed.|Met||2025-05-19|2025
37681060000000|Escondido Union High|6|School Climate Report Card (SCRC)      EUHSD gained several valuable insights from the survey results, highlighting strengths and areas for improvement within the school climate.    Strengths:    According to the 2024–25 California Healthy Kids Survey (CHKS), 57% of student’s overall report feeling connected to their school—reflecting a 6% increase from the previous year. This upward trend suggests that districtwide efforts to create inclusive, supportive school environments are making a measurable impact. As in previous years, 9th graders continue to report a slightly higher rate of connectedness (56%) compared to 11th graders (54%). However, both grade levels have shown improvement from the prior year, indicating progress in sustaining student engagement as they advance through high school. The EUHSD remains committed to fostering a school climate where all students feel valued, supported, and connected.   Supportive Relationships: Results from the Competency & Well-Being Measures survey, conducted in collaboration with Panorama Education, revealed that 91% of students reported having supportive relationships with trusted adults on campus. This strong percentage reflects the effectiveness of ongoing efforts to foster meaningful connections between students and staff. When disaggregated by student race, the data shows consistently high levels of supportive relationships across diverse student groups.   American Indian: 85%  Asian: 89%   Black: 92%   Filipino: 91%   Hispanic: 88%   Two or More: 95%   White: 92%   Confidentiality Protected: 67%      Safety: According to the Panorama, 74% of students responded favorably to feeling safe at school, suggesting that the school environment is perceived as safe by the majority of students. This reflects the EUHSD’s commitment to maintaining a secure and positive school climate. The breakdown by the student race across diverse groups:    American Indian: 29%  Asian: 79%   Black: 50%   Filipino: 82%   Hispanic: 73%   Two or More: 92%   White: 77%   Confidentiality Protected: 88%     Areas for Improvement   While overall school connectedness has shown a positive increase, EUHSD recognizes the importance of maintaining consistency in this growth across all grade levels. The data reflects a continued pattern in which 9th graders report slightly higher levels of connectedness than 11th graders. This trend, though improved from previous years, highlights the need for targeted strategies to ensure that students remain engaged and feel a strong sense of belonging as they advance through high school. By addressing this gap through intentional supports such as mentorship, advisory programs, and expanded MTSS practices, the district can help sustain student well-being and connectedness throughout all four years of high school.|The disaggregated results of the survey and other data collection methods reveal several key insights about the schools in the EUHSD, highlighting areas of strength, growth, challenges, and barriers.    Areas of Strength:    - School Connectedness: CHKS data shows that 57% of students feel connected to their school. This reflects that a majority of students experience a sense of belonging and engagement, both essential to their well-being and academic success.  - Supportive Relationships:   The 2024–25 Competency & Well-Being Measures survey, administered in collaboration with Panorama Education, indicates that 91% of students report having supportive relationships with trusted adults on campus an increase of 5 percentage points from the previous year. This places EUHSD well above the 80th percentile nationally. These results reinforce that strong, supportive connections between students and staff remain a district strength and are consistently experienced across diverse student groups. The year over year growth suggests that ongoing efforts to foster meaningful relationships are both effective and deeply embedded in school culture.   - Safety: An encouraging 74% of students reported experiencing low levels of violence, indicating that the school environment is perceived as safe by the majority of students. This reflects the EUHSD’s commitment to maintaining a positive and secure school climate, which is essential for student success.    Areas for Growth:   -Connectedness Over Time:    This year’s data reflects a positive shift in overall student connectedness compared to the previous year. Our 9th grade students reported a 56% sense of connectedness, and our 11th graders reported 55%, both reflecting an upward trend from last year’s figures of 52% and 51%, respectively. This growth indicates a narrowing of the connectedness gap between grade levels, suggesting that efforts to sustain student engagement as they progress through high school may have a measurable impact.   Challenges and Barriers:    Although this year’s data shows improvement in student connectedness across 9th and 11th grade levels, maintaining engagement and a strong sense of belonging, particularly among upper-grade students remains an ongoing challenge. While the gap between 9th and 11th grade has narrowed, we recognize that older students often face increased academic and social pressures that may impact their connection to school. To address this, we are continuing to implement and strengthen Multi-Tiered System of Supports (MTSS) across the district. Through targeted interventions, mentorship, and individualized student support plans   This year’s data highlights meaningful progress in student connectedness across grade levels, suggesting that our efforts to strengthen relationships and foster a positive school climate are having an impact. Supportive relationships and a safe school environment continue to be strengths across our campuses. At the same time, we recognize the|Based on the fall survey conducted in partnership with Panorama Education, the Escondido Union High School District (EUHSD) continues to prioritize increasing student participation. This year, 1,793 out of 3,178 students completed the survey, reflecting a 6.4% increase in participation compared to the previous year’s rate of 50.05%. This growth demonstrates positive momentum in engaging more students in sharing their experiences and perspectives. EUHSD will continue to collaborate closely with school sites to further improve participation rates and ensure that the data collected accurately reflects the voices of all students. The district remains committed to surpassing this rate in the coming year.   For continuous improvement, EUHSD will implement the following actions:   Increase Student Participation in Surveys:    EUHSD will actively work to increase student participation in the Panorama survey to gain more comprehensive insights into student needs and experiences. EUHSD will conduct all grade levels students using Panorama platform to have a better understanding of all grade levels.  Enhanced Monitoring and Support through MTSS:   EUHSD’s Multi-Tiered System of Support (MTSS) attendance platform has been launched utilizing our Student Information System (SIS). This platform aims to streamline data collection and monitoring of student attendance monitors.   The platform will enable more effective identification of students requiring additional interventions and attendance support.    Expected Outcomes:   By implementing these actions, EUHSD anticipates improved monitoring students attendance and help intervene early in implementing interventions. This will enable staff to have 1-1 check-in daily or weekly meetings with each student in an MTSS Plan.   The new data platform is expected to support sites with attendance contributing to their overall success in being in school.    The district is committed to these improvements to ensure continuous support for their students and to create an environment where every student can thrive.|Met||2025-06-17|2025
37681060111195|Classical Academy High|6|Data from the Covitality Survey In the spring of 2025, students in grade 10 participated in the Covitality survey.  Our schools continue to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. The Classical Academies measures students' school climate and overall life satisfaction through a CoVitality survey.  Below is the data for overall life satisfaction and school connectedness by site. Classical Academy HS Studio 10th: 79.20 (falls in the average range) 10th: The student average in school connectedness was in the Average range. Classical Academy HS PLC 10th: 67.03 (falls in the low average range)|All student groups were in the average range.|We will continue to have counselors on site for students.  They will provide resources for students as needed.|Met||2025-05-19|2025
37681060137034|Altus Schools North County|6|Altus Schools North County (ASNC) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASNC’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, ASNC exceeded this metric.   Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASNC’s response rate on the CHKS was Grade 7 (44%), for CHKS Core and (38%) for CHYS Behavioral Health.|In 2024-2025, 98.3% of students reported that they felt safe at ASNC and 95.0% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2024-2025 ASNC’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. ASNC didn’t receive disaggregated results on the CHKS for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. The following applies to the students at ASNC who completed the CHKS. Key learnings from the CHKS included that in the past 12 months, 20% of students reported chronic sad or hopeless feelings and 0% of students reported having considered attempting suicide. 0% of students reported current alcohol or drug use. 19% of students reported having every used alcohol or drugs in their lifetime with 0% using alcohol and 0% using marijuana in the past 30 days. 6% reported they currently use tobacco and 21% have tried vaping. 71% reported eating breakfast today. 24% reported they went to bed at 12am or later the prior night. 19% reported having 3 or more absences in the past 30 days. In the past 12 months 13% of surveyed students reported wanting to receive mental health services, 27% reported receiving mental health services and 27% reported barriers to receiving services.|Altus Schools North County (ASNC) has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHKS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs ASNC has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at ASNC.|Met||2025-06-24|2025
37681063731023|Escondido Charter High|6|Escondido Charter High School (ECHS) administered a school climate survey to the 12th grade class, focusing on portions of the California Healthy Kids Survey (CHKS) related to school safety and connectedness. The questions addressed three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. Students rated the school on a five-point scale, with five being the highest rating.  The overall rating for all categories was 4.3 out of 5.0. In terms of safety and condition of facilities, students scored this category 4.1 out of 5.0, an improvement from last year’s rating. While this reflects a generally positive and stable perception of the facilities, restroom cleanliness continues to present some challenges, largely due to issues related to student misuse and personal hygiene.  Relationships between students and their teachers remain one of the most important areas measured in the survey, and the school performed well in this category. Students unanimously indicated that their teachers care about them and want them to succeed. Additionally, students rated the school 4.3 out of 5.0 for teachers noticing when they are absent, consistent with the prior year. The school attributes this to its small campus environment and class sizes capped at 25 students. In the area of conduct and discipline standards being clearly defined and consistently applied, the school sustained a strong accountability rating of 4.4 out of 5.0.  The overall rating for academic opportunities and support was 4.4 out of 5.0. Students continued to express strong satisfaction with opportunities for additional learning outside of class, maintaining a high rating of 4.5 out of 5.0. Nearly 98% of ECHS students expressed confidence that the school provides all the courses required to meet both University of California and California State University entrance requirements. While students expressed appreciation for the school’s expanded counseling services, responses to questions about setting academic and personal goals with an academic advisor or mentor teacher averaged 3.9 out of 5.0. This suggests there is still room for growth in this area.  Regarding the availability of appropriate instructional materials, textbooks, and access to learning, all ECHS students reported having these resources. Additionally, the school maintained strong marks in supporting students’ social and emotional well-being, earning a solid score of 4.0 out of 5.0. Through its Multi-Tiered System of Supports (MTSS), students reported feeling confident that they know who to turn to when they need help, reflecting the school’s ongoing commitment to providing a supportive and responsive environment.|The survey results underscore several key strengths at Escondido Charter High School, reflecting high levels of student satisfaction across multiple areas. Students reported strong relationships with caring adults on campus, with scores of 4.3 and 4.6 out of 5.0 for knowing that someone cares about them and believes in their success. Access to instructional materials received one of the highest ratings at 4.7, and opportunities for additional learning outside the classroom scored 4.5—clear evidence of the school’s commitment to academic enrichment. Students also expressed confidence in the availability of required courses for graduation (4.4) and clarity in behavioral expectations (4.4). Overall, these high scores reflect the school’s supportive learning environment and its strong focus on student achievement and well-being.  While overall performance was very strong, two areas emerged where improvements are needed. Students rated support for setting academic and personal goals lower than other categories, with scores of 3.9 and 3.9 out of 5.0, respectively. This suggests a need to enhance the structure and impact of academic advising and mentoring. Additionally, while safety and cleanliness received a solid 4.1, this score was lower relative to other areas, reinforcing prior survey feedback that improving the cleanliness and maintenance of facilities—especially restrooms—remains an important focus. Addressing these areas will help ensure an even more comprehensive and responsive educational experience.|Based on our analysis of recent survey data and student feedback, ECHS recognizes the opportunity to expand structured engagement between students and their Academic Advisors. In the coming year, the school will develop additional opportunities for students to set academic and personal goals with their advisors, while also increasing student awareness of the available support services. These efforts aim to ensure that every student is more connected to meaningful guidance relationships throughout the school year.  Facilities maintenance continues to be a priority in creating a safe and welcoming campus. This summer, ECHS has scheduled key improvements, including the installation of new carpeting in designated areas, to enhance both the appearance and functionality of the school environment.  Finally, the school is entering the next phase of its Multi-Tiered System of Supports (MTSS) implementation. This iteration will formalize the integration of all staff into the MTSS process, ensuring a schoolwide commitment to data-informed instruction and whole-student support.|Met||2025-06-11|2025
37681140000000|Fallbrook Union Elementary|6|Fallbrook Union Elementary School District (FUESD) annually surveys its 5th and 7th graders using the California Healthy Kids Survey (CHKS) to measure their perceptions of school climate, safety, and connectedness. All students TK-8 are surveyed to measure their social-emotional competencies and well-being three times per year. 5th Grade CHKS Results (2024-25): School Connectedness: 70% (increased from 64% in 23-24, representing a 6% improvement) Academic Motivation: 75% (slight decrease from 77% in 23-24) Feel Safe at School: 73% (maintained from previous year) School Engagement and Supports (High): 66% (slight decrease from 70% in 23-24) Caring Adult Relationships: 77% (increased from 75% in 23-24) Anti-Bullying Climate: 68% (maintained from previous year) Lifetime Substance Use: Remained at 1% (extremely low rates maintained) Mental Health - Frequent Sadness: 22% (improved from 24% in 23-24) 7th Grade CHKS Results (2024-25): School Connectedness: 58% (slight decrease from 61% in 23-24) Academic Motivation: 61% (maintained from previous year) Feel Safe at School: 61% (maintained stable rates) School Engagement and Supports: 58% (maintained from previous year) Caring Adult Relationships: 73% (maintained high levels) Chronic Sadness/Hopelessness: 28% (decreased from 30% in 23-24, representing a 2% improvement) Considered Suicide (past 12 months): 13% (decreased from 14% in 23-24, representing a 1% improvement) Current Substance Use: Remained at extremely low levels (1-2% across categories) The data shows continued strength in maintaining safe school environments and caring adult relationships, with notable improvements in 5th grade school connectedness and positive trends in 7th grade mental health indicators.|Areas of Strength: FUESD's intentional focus on social-emotional learning (SEL), character skills, and leadership development, combined with an emphasis on staff relationships with students and our restorative practices model, has yielded significant positive outcomes: School Engagement and Student Attendance Success: Our comprehensive approach has resulted in remarkable improvements in student engagement, as evidenced by substantial decreases in chronic absenteeism. Preliminary data on districtwide chronic absenteeism decreased by 0.74% from the 23-24 school year, with our current rate at 17.36% through May 2025. Several schools showed dramatic improvements: La Paloma Elementary: 7.43% decrease in chronic absenteeism Mary Fay Pendleton Elementary: 1.44% decrease William H. Frazier Elementary: 2.16% decrease Fallbrook STEM Academy: 3.56% decrease Correspondingly, our Average Daily Attendance (ADA) improved from 93.94% to 94.00%, representing a 0.06% increase district-wide, with some schools achieving significant gains: La Paloma Elementary: 1.13% increase in ADA Potter Intermediate: 1.70% increase in April 2025 compared to April 2024 Social-Emotional and Mental Health Improvements: Our tiered support services, including full-time school counselors and social workers on every campus, have contributed to: 6% increase in 5th grade School Connectedness (from 64% to 70%) 2% decrease in 7th grade Chronic Sadness (from 30% to 28%) 1% decrease in 7th grade Suicide Ideation (from 14% to 13%) Maintained extremely low substance use rates across all grade levels Identified Areas for Continued Focus: 7th grade School Connectedness requires attention, showing a slight decline to 58% Academic Motivation in 5th grade decreased slightly to 75% Mental health support remains critical, with 28% of 7th graders still reporting chronic sadness Our school counselors' primary focus on classroom SEL lessons while building relationships, combined with school social workers addressing attendance barriers and family needs, has proven effective in creating positive school climates and improving student engagement.|Based on our data analysis and identified successes, FUESD will implement the following strategies for continuous improvement: Sustaining and Expanding Successful Practices: Continue our comprehensive tiered support model with full-time counselors and social workers on every campus, as this approach has demonstrated measurable success in improving attendance and reducing chronic absenteeism. Maintain our focus on SEL classroom instruction and character development, given the positive trend in 5th grade school connectedness. Expand our restorative practices model to further support the positive disciplinary environment we've established. Targeted Interventions for Areas of Need: Develop enhanced transition support programs for students moving from elementary to intermediate grades to address the decline in 7th grade school connectedness.|Met||2025-06-24|2025
37681220000000|Fallbrook Union High|6|In 2019-2020 the district pupil suspension rate was 6%.  The suspension rate for English learners was 11.5% and the suspension rate for students with disabilities was 9.3%.  In 2020-2021 due to distance learning the suspension rate was 0%.  The suspension rate for English learners was 0%, and the suspension rate for students with disabilities was 0%.  With the return to in person instruction the 2021-2022 the suspension rate for the district was 4.6%.  The suspension rate for English learners was 6.2% and the suspension rate for students with disabilities was not viewable on dataquest.  In 2022-2023 the district pupil suspension rate was 4.10%, the suspension rate for English learners was 5.6%, and the suspension rate for students with disabilities was 8%.   In 2023-2024 the district pupil suspension rate was 2.5% which is a decrease of 1.6%.  The suspension rate for English learners decreased 2.4% from 5.6% to 3.2%.  The student with disability suspension rate decreased by 1.7% from 8% to 6.3%.   The district has seen a decrease in the suspension rate; however, this continues to be an area where the district strives to support students and families due to the fact that the suspension rate for English learners and students with disabilities are still higher than the general suspension rate.  In 2019-2020 the expulsion rate was 0.33% for Fallbrook High School, and in 2020-2021 the expulsion rate was 0% for the district.  In 2021-2022 the expulsion rate was 0.09% for the district.  With the return of in-person instruction the expulsion rate has remained very low at 0.14% in 2022-2023.  In 2024-2205 the expulsion rate was 0.05% for a decrease of .09%.  In regards to the degree of connection that students feel with the school since 2018-2019 the LEA has seen an increase in the percentage of 9th grade students who feel connected to school and a decrease in the percentage of 11th graders who feel connected to school.  The baseline for 2018-2019 was 48% of 9th graders and 51% of 11th graders who feel connection with the school campus.  In the 2021-2022, 42% of 9th graders felt connection with the school campus.  11th grade responses were not recorded, and in the 2022-2023 California Healthy Kids Survey 49% of 9th graders feel connection with the school campus, and 42% of 11th graders feel connection with the school campus, and in 2023-2024 53% of 9th graders indicated feeling connected to school and 43% of 11th graders indicated feeling connected with school.  Overall since 2018-2019 9th grade data has increased 5% from 48% to 53% and 11th grade school connectedness has decreased by 9%.  In 2024-2025 California Healthy Kids Survey  49% of 9th graders and 48% of 11th graders feel connection to the school campus for a 4% decrease for 9th graders and a 5% increase for 11th graders.  For more perspective on the feeling of belonging for students their meaningful opportunities for participation was recorded.  Due to the pandemic the baseline for 2020-2021 was|Ninth grade rates on connection, participation, meaningful relationships, and safety have either held relatively similar patterns or improved since 2020-2021, which indicate that the interventions and supports being put in place to integrate 9th grade students into high school life have been functioning or improving over the last few years.  Ninth grade, however, continues to be an area of focus to set the tone for the four years of high school for each student.  While Warrior PRIDE Time is implemented for all students, additional supports and interventions are being planned for the 2025-2026 school year specifically for English learners and students with disabilities to ensure that this intervention time is utilized for not just academic support, but facilitating connection with the school campus for these priority groups.    Eleventh grade rates have decreased across rates of connection, participation, meaningful relationships over the past few years, but the percentage of 11th grade students who feel safe on campus has increased.  While the LEA offers a variety of programs to maintain participation and connection of students in 11th grade such as the Advanced Placement Program, International Baccalaureate Program, Career and Technical Education Pathways, Dual Immersion Pathways, athletics, band, dance, choir, and other offerings, there is still a portion of the school who does not participate or connect with these offerings; therefore, the LEA will continue to investigate ways in which 11th and 12th grade students can remain connected and integrated into campus life.|While Warrior PRIDE Time is implemented for all students, additional supports and interventions are being planned for the 2025-2026 school year specifically for English learners and students with disabilities to ensure that this intervention time is utilized for not just academic support, but facilitating connection with the school campus for these priority groups.     While the LEA offers a variety of programs to maintain participation and connection of students in 11th grade such as the Advanced Placement Program, International Baccalaureate Program, Career and Technical Education Pathways, Dual Immersion Pathways, athletics, band, dance, choir, and other offerings, there is still a portion of the school who does not participate or connect with these offerings; therefore, the LEA will continue to investigate ways in which 11th and 12th grade students can remain connected and integrated into campus life.   Additionally an EL Facilitator position was put in place for the 2024-2025 school year to support English learners with accessing resources in existence at the school and a mutli-tier system of support TOSA will be put in place in 2025-2026 to support staff and ensure students are provided tiers of support.|Met||2025-06-24|2025
37681300000000|Grossmont Union High|6|The Grossmont Union High School District (GUHSD) uses the California Healthy Kids Survey (CHKS) to measure and monitor school climate on an annual basis in grades 9, 10 & 11.|According to the most recent School Climate Index Report Card, the District has seen a decrease in students feeling connected to school. This goes along with the decrease in students reporting feeling safe at school. Although 59% of students report having caring relationships with an adult in school only 27% of students report meaningful participation at school.|Over the past several years, the District has focused multiple initiatives on increasing connectedness, increasing engagement, and addressing mental health for all students. The District continues to provide student access to therapists, while also creating a school counselor position focused on building connections and supporting students at the tier 2 level. In  22-23 and held at 9 campuses this year. A Summit is an all day event where 11th and 12th grade students lead younger students through a variety of activities designed to increase connections between students and within their school community. The district will continue this work next year, but will also dig deeper with a focus on connectedness specifically for our 9th grade students. Our “Portrait of a Graduate” work will also continue, which will look closer at identifying some of those potential barriers to connectedness being reported on the climate survey.|Met||2025-06-12|2025
37681300139063|The Learning Choice Academy - East County|6|The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness.  A total of 18 students in grades 5 and 6 completed the survey (11% response rate)  The below data points represent findings related to school safety and connectedness:  72% of students strongly agreed or agreed that they feel close to people at this school 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 94% of students strongly agreed or agreed that they are happy to be at this school 89% of students feel safe or very safe at school 67% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 94% of students strongly agreed or agreed that teachers at TLC treat students fairly  A total of 189 students in grades 7 through 12 completed the survey (a 34% response rate).  The below data points represent findings related to school safety and connectedness:  80% of students strongly agreed or agreed that they feel close to people at this school 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 77% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 80% of students strongly agree or agree that they feel close to people at this school 72% of students strongly agreed or agreed that they are happy to be at this school 66% of students felt very safe or safe while at school 58% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 79% of students strongly agreed or agreed that teachers at TLC treat students fairly|"To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site. The school will continue to offer student clubs, , Student Council, and sports, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor."|In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in April 2024. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results.|Met||2025-06-25|2025
37681303731262|Steele Canyon High|6|Steele Canyon High School has historically relied on the California Healthy Kids Survey (CHKS) for its local climate survey, as do many LEAs. We did, however, transition to a different survey tool called Youth Truth that will occur each year instead of every other year and includes all grade levels, not just 9th and 11th. The following are the key findings from Youth Truth that was administered in April 2025, about their perceptions of their school in terms of Engagement, Academic Challenge, Culture, Obstacles to Learning, Belonging, Relationships, and College Career Readiness. The data provided will serve as a baseline for for out years. The previous year's CHKS results are also included until we establish longitudinal and comparable data. 1. Strongly Disagree.    3. Neither Agree or Disagree.      5 Strongly Agree  I feel safe at school.  9th    10th    11th   12th 3.89   3.84    3.71    3.75  I feel equipped to pursue college and careers.  9th    10th   11th   12th 3.47   3.33   3.16    3.24  I feel challenged in my coursework. 9th    10th   11th   12th 3.82   3.78   3.67   3.61  SCHS fosters a culture of respect & Fairness.  9th    10th   11th   12th 3.46   3.39   3.22    3.28  I feel welcome at SCHS and have collaborative relationships with my classmates.  9th    10th   11th   12th 3.57   3.56    3.4     3.4  I feel like I am part of my school's community.  9th    10th   11th   12th 3.44   3.39   3.18    3.23|-1479 students participated in the survey. -SCHS’s highest-rated core survey themes are Belonging, Peer Collaboration & Academic Challenge. -SCHS’s lowest-rated core survey themes are Relationships & Culture|Steele Canyon High School (SCHS) routinely utilizes data to help our school community meet Local Control Accountability Plan priorities to improve school climate, pupil engagement, parent involvement, and academic achievement. To this end, SCHS administers the California Healthy Kids Survey (CHKS) every other year to its freshman and junior student population. The SCHS Certificated and Classified Staff are also asked to participate in the California School Staff Survey (CSSS). These results, as well as an annual student school climate survey, provide valuable information that SCHS uses to revise current policies and practices to ensure that every student, every day, is receiving the academic, behavioral, and social-emotional support they need to be successful. The following additional modules are included in the CHKS survey: Closing the Achievement Gap, Resilience and Youth Development, and Social-Emotional Health.|Met||2025-06-25|2025
37681303732732|Helix High|6|Helix conducts the California Healthy Kids Survey (CHKS) annually to gauge the perceptions of students and staff regarding school climate and safety. This survey aims to provide a comprehensive understanding of the school environment from multiple perspectives.|Key Learnings from 2024-2025 CHKS data:  Staff Perceptions of Safety: • Students' Safety: 100% of staff members believe that students  are safe and secure on campus. Same as prior year.. • Staff Safety: 98% of staff members feel safe and secure themselves on campus. 7% increase from prior year. Student Perceptions of Safety: • Overall Feeling of Safety: 71.25% of students reported feeling Safe or Very Safe on campus. • Students Neutral Findings on Feeling Safe: 21.5% of students indicated they did not feel safe or felt neutral about their safety on campus. 4.75% or students indicated they did not feel safe. Racial/Ethnic Subgroup Analysis: • Asian and Multiracial, non-Hispanic Students: These groups reported a slightly higher percentage (2-4%) of not feeling safe compared to other racial/ethnic subgroups.|"Analysis and Considerations  Discrepancy Between Staff and Student Perceptions: While all staff members feel students are safe, there is a noticeable gap in the students' perception of their own safety, with 21.5% not outwardly expressing their ""feeling safe"". This discrepancy highlights a potential area for further investigation and intervention.  Staff Safety Concerns: Although a high percentage of staff feel safe, the 4.75% who do not might be experiencing specific issues that could be addressed to ensure a uniformly safe environment for all staff members.  Racial/Ethnic Differences: The slightly higher percentage of Asian and Multiracial, non-Hispanic students not feeling safe suggests the need for targeted measures to address their specific concerns and improve their sense of security.   Helix will complete further investigation in the finding, possibly conduct focus groups or interviews to understand the specific reasons behind the 21.5% of students who are not expressly feeling safe.  Helix will work to develop and implement programs or policies aimed at addressing the safety concerns of Asian and Multiracial, non-Hispanic students. While continuing to regularly monitor and assess the effectiveness of implemented measures through follow-up surveys and feedback sessions.  In an effort to understand data, we will work to involve students, staff, and parents in discussions and decision making processes regarding school safety initiatives to ensure a comprehensive and inclusive approach. By addressing these areas, Helix can work towards creating a more inclusive and secure environment for all students and staff members."|Met||2025-06-23|2025
37681550000000|Jamul-Dulzura Union Elementary|6|In 2024/2025 JDUSD returned to using the California Healthy Kids Survey for student, staff, and parent feedback on school climate. Based on the data we received, our elementary students scored 71% for school connectedness and 70% for feeling safe at school.  At the middle school level we scored 41% for school connectedness and 52% for very safe or safe at school.  In addition, JDUSD has given the MRA (Measurable Results Assessment) through the Leader In Me program from 2020-2024. The MRA was completed by each school site (students, staff, families). The key learning from the surveys over the past three years are that we are making steady growth in the areas of school leadership, school culture, and academics according to students, families, teachers and staff. Our elementary school scored a 77 in culture on our last MRA which falls in the satisfactory zone. This is a decrease of 2 points from the year before. Our middle school scored a 72 in culture during the last MRA which also falls in the satisfactory zone and is an increase of 2 points.  In addition, it was announced in June 2025 that our schools have both scored Platinum from an outside evaluator for our PBIS work.  Finally, on a student engagement survey conducted with focus students in grades TK/K-2 . and all 3rd-8th grade students, the district scored 84% favorable.   The key learnings from the survey results for JDUSD is that while we are making progress, our students, families, and staff all need additional support in order to feel and create a positive school culture on each campus.|The biggest learning is that JDUSD continues to have work to do in order to engage ALL students in their learning. When looking at our overall scores, versus looking at groups of students. We need to continue to strive to increase the engagement of our Native American and Pacific Islander students while also increasing the engagement of our other groups of students and their families. Our subgroups are small because of our size, but EVERY child is important so no matter how small the group is, we need to ensure that we focus on meeting their needs.|The most obvious actions the district has taken based on the results is the addition of specific staff/job categories to support students, staff, and families in creating a positive school culture and supports at home. These positions include a Behavior Support Specialist and a full time Social Worker along with having a Social Work Intern at the other school site. We continue to explore the idea of possibly adding additional positions if warranted. JDUISD continues to be committed to our renewed emphasis on PBIS through our School Transformation grant.|Met||2025-06-26|2025
37681556117303|Greater San Diego Academy|6|Due to a history of low participation in the CA Healthy Kids Survey, GSDA engaged in alternative survey methods throughout the year.  Students provided feedback on their perceptions of school safety and connectedness via surveys, student meetings, and classroom discussions. Overall students report that they feel safe while on our campus.  Students who participated in morning meetings, enrichment classes, field trips, and/or schoolwide events reported a higher level of connectedness with the GSDA community.|Analysis of student feedback shows that students that engage in GSDA offerings beyond their homeschool curriculum feel a greater sense of connectedness with the GSDA community.  An area of need is ensuring that all students, whether participating in GSDA activities or not feel connected to GSDA as a whole.  Another identified area of need is campus safey as it relates to access to campus while students are on the playground.|GSDA plans to increase awareness of the opportunities to connect virtually for students that do not attend in-person events.  There are plans in place to create new policy and procedure manuals related to the virtual learning environment and the use of campus facilities to continually improve all students' perceptions of GSDA as a safe learning environment.|Met||2025-06-26|2025
37681630000000|Julian Union Elementary|6|"Julian Elementary School Climate 2024-2025				 			Overall Favorability Teachers treat me with respect.				86% 				 	Never	8%	6.48	6.48 	Sometimes	7%	5.67	11.34 	Often	23%	18.63	55.89 	Always	63%	51.03	204.12 I like school.				74% 				 	Never	9%	7.29	7.29 	Sometimes	10%	8.1	16.2 	Often	34%	27.54	82.62 	Always	48%	38.88	155.52 				 				 I feel like I do well in school.				79% 				 	Never	0%	0	0 	Sometimes	22%	17.82	35.64 	Often	29%	23.49	70.47 	Always	50%	40.5	162 				 My school wants me to do well.				88% 				 	Never	5%	4.05	4.05 	Sometimes	4%	3.24	6.48 	Often	17%	13.77	41.31 	Always	74%	59.94	239.76 				 My school has clear rules for behavior.				78% 				 	Never	9%	7.29	7.29 	Sometimes	11%	8.91	17.82 	Often	17%	13.77	41.31 	Always	63%	51.03	204.12 				 Good behavior is noticed at my school.				66% 				 	Never	11%	8.91	8.91 	Sometimes	21%	17.01	34.02 	Often	33%	26.73	80.19 	Always	35%	28.35	113.4 				 I get along with other students.				81% 				 	Never	4%	3.24	3.24 	Sometimes	17%	13.77	27.54 	Often	40%	32.4	97.2 	Always	41%	33.21	132.84 				 I feel safe at school.				74% 				 	Never	10%	8.1	8.1 	Sometimes	15%	12.15	24.3 	Often	30%	24.3	72.9 	Always	45%	36.45	145.8 				 Students treat each other well.				60% 				 	Never	11%	8.91	8.91 	Sometimes	29%	23.49	46.98 	Often	36%	29.16	87.48 	Always	24%	19.44	77.76 				 ""There is an adult at my school  who will help me if I need it.""				86% 				 	Never	5%	4.05	4.05 	Sometimes	10%	8.1	16.2 	Often	15%	12.15	36.45 	Always	70%	56.7	226.8 				 ""Students in my class behave so  that teachers can teach.""				53% 				 	Never	14%	11.34	11.34 	Sometimes	34%	27.54	55.08 	Often	32%	25.92	77.76 	Always	20%	16.2	64.8"|Areas of strength include students' perceptions that their teachers treat them with respect (86%) and want them to succeed (88%). An unexpected area of need was students' perception that positive behavior was recognized (66%). Although recognition programs are in place, there is a need to examine the effectiveness of these efforts.|Meeting with stakeholders (teachers, paraprofessionals, students and parents) this year will include inquiry on methods to improve the effectiveness of our efforts to recognize positive behavior.|Met||2025-06-12|2025
37681630128421|Harbor Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, High School took the lead for the highest positive response average of 78%.  TK-5th graders were at 76%. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
37681630137109|Diego Valley East Public Charter|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 96% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-03|2025
37681630138156|JCS - Mountain Oaks|6|The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 141 surveys were completed by the students of JCS-Mountain Oaks.  The HSA uses a 3-tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows:  Overall (141): Tier 1 - 51.8% Tier 2 - 30.5% Tier 3 - 17.7% Average Strengths - 3.3 Average Challenges - 2.2 Most Significant Strengths - Emotion Control, Empathy, Relationship with Peers Most Significant Challenges - Assertiveness, Reflection  SwD (25): Tier 1 - 44% Tier 2 - 32% Tier 3 - 24% Average Strengths - 3.4 Average Challenges - 2.8 Most Significant Strengths - Learning Interest Most Significant Challenges - Emotion Control, Learning Interest  SED(14): Tier 1 - 50% Tier 2 - 28.6% Tier 3 - 21.4% Average Strengths - 1.4 Average Challenges - 1.9 Most Significant Strengths - Emotion Control, Empathy, School Bonding Most Significant Challenges - Critical Thinking, Reflection, Perseverance  Asian (19): Tier 1 - 57.9% Tier 2 - 36.8% Tier 3 - 5.3% Average Strengths - 4.2 Average Challenges - 1.4 Most Significant Strengths - Relationship with Peers, Action Orientation, Trust Most Significant Challenges - Academic Motivation, Assertiveness  White (non-Hispanic) (63) Tier 1 - 52.4% Tier 2 - 31.7% Tier 3 - 15.9% Average Strengths - 3.5 Average Challenges - 2.0 Most Significant Strengths - Emotion Control, Empathy, Relationship with Peers Most Significant Challenges - Critical Thinking, Reflection|Overall, 51.8% of students were categorized as Tier 1, indicating they are thriving with more strengths than challenges, while 30.5% fell into Tier 2, with a balance of strengths and challenges. Notably, 17.7% of students were identified in Tier 3, approaching or in crisis, suggesting a significant need for additional support. On average, students reported 3.3 strengths and 2.2 challenges. The most prominent strengths across the school were emotion control, empathy, and positive peer relationships, while common challenges included assertiveness and reflection, highlighting a school-wide need to build student voice and metacognitive awareness.  Disaggregated data revealed specific patterns among student subgroups. Students with disabilities (SwD) showed a lower rate of Tier 1 placement (44%) and a higher proportion in Tier 3 (24%) compared to the school average. Their average strengths (3.4) were similar to their peers, but they reported significantly more challenges (2.8), with emotion control and learning interest appearing as both a strength and a challenge, suggesting inconsistency in engagement and emotional regulation. Students experiencing economic disadvantage (SED) had 50% in Tier 1, but a low average strength score (1.4), indicating fewer perceived internal assets. Although their average challenge score was not particularly high (1.9), they showed particular difficulties in critical thinking, reflection, and perseverance, pointing to a need for support in cognitive and executive functioning skills.  Asian students had the highest percentage in Tier 1 (57.9%) and the lowest in Tier 3 (5.3%), along with the highest reported average strengths (4.2) and the fewest challenges (1.4). Their top strengths included peer relationships, action orientation, and trust. However, academic motivation and assertiveness were noted as areas needing attention. White (non-Hispanic) students, who made up the largest subgroup, closely mirrored overall school trends with 52.4% in Tier 1 and 15.9% in Tier 3. They also demonstrated solid strengths in emotion control, empathy, and peer relationships, but, like other groups, struggled with critical thinking and reflection.  Overall, the HSA results highlight strong social-emotional assets in areas like emotional regulation and empathy, suggesting a generally supportive school climate. At the same time, the data reveal key areas of need, especially among students with disabilities and those experiencing economic disadvantage. These findings underscore the importance of targeted interventions for Tier 3 students, enhanced support for metacognitive skill development, and culturally responsive practices to engage and empower all learners. Strategic focus on assertiveness, academic motivation, and cognitive SEL skills will help address these gaps and strengthen student well-being and engagement.|"Based on the findings from the Fall 2024 PEAR Holistic Student Assessment (HSA), several actions to support student growth and address areas of need have been incorporated in the LCAP. Most notably, the LEA will continue to address the SEL needs of the student community within Goal 3 and the ""Leader In Me"" action. With the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources.  Additionally, the school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges, including, but not limited to, Student Success Team (SST), small group mini-lessons, and counseling support. etc. Teaching staff will align universal SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole-group teaching and learning.  The school will strengthen its tiered social-emotional learning (SEL) supports, particularly for students with disabilities (SwD) and those experiencing economic disadvantage (SED), who showed higher levels of challenge and lower rates of thriving. Expanding Tier 2 and Tier 3 interventions, such as regular check-ins, small group counseling, and mentoring, within a Multi-Tiered System of Support (MTSS) framework will help ensure these students receive the targeted support they need.  Given that assertiveness and reflection emerged as consistent school-wide challenges, the school will incorporate explicit instruction in self-advocacy, goal-setting, and metacognitive strategies. These skills will be embedded into general education environments or through structured SEL curricula. Providing opportunities for students to practice these skills in meaningful contexts, such as student-led conferences or project-based learning, will further support their development.  Additionally, instruction and SEL practices will be culturally responsive and differentiated to meet the unique needs of subgroups. For example, Asian students, despite strong overall social-emotional health, showed lower scores in academic motivation and assertiveness. This suggests a need for culturally affirming strategies that support identity development and encourage student voice. Similarly, SwD and SED students may benefit from targeted instruction in executive functioning skills such as perseverance and critical thinking."|Met|Prompt 3 (Continued):   Embedding cognitive SEL skills into academic content is also crucial. Teachers will be supported through professional development to integrate reflection, resilience, and critical thinking into daily lessons, helping students build|2025-06-13|2025
37681630138628|JCS - Cedar Cove|6|The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 18 surveys were completed by the students of JCS-Cedar Cove.  The HSA uses a 3-tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBIS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows:  Overall (18): Tier 1 - 38.9% Tier 2 - 38.9% Tier 3 - 22.2% Average Strengths - 2.7 Average Challenges - 2.6 Most Significant Strengths - Action Orientation, Emotion Control, Relationship with Peers Most Significant Challenges - Reflection, Learning Interest, Perseverance, Academic Motivation Academy (7): Tier 1 - 42.9% Tier 2 - 28.6% Tier 3 - 28.6% Average Strengths - 2.4 Average Challenges - 2.6 Most Significant Strengths - Perseverance, School Bonding, Relationship with Peers Most Significant Challenges - Reflection, Academic Motivation Home Study (10): Tier 1 - 30% Tier 2 - 50% Tier 3 - 20% Average Strengths - 2.8 Average Challenges - 2.9 Most Significant Strengths - Action Orientation, Emotion Control Most Significant Challenges - Perseverance, Learning Interest, Reflection, Relationship with Peers Males (13)*: Tier 1 - 38.5% Tier 2 - 38.5% Tier 3 - 23.1% Average Strengths - 2.5 Average Challenges - 2.5 Most Significant Strengths - Action Orientation, Relationship with Peers Most Significant Challenges - Learning Interest, Reflection SwD (5): Tier 1 - 20% Tier 2 - 40% Tier 3 - 40% Average Strengths - 1.6 Average Challenges - 4.2 Most Significant Strengths - Emotion Control Most Significant Challenges - Learning Interest, Perseverance  *Data is suppressed for student groups with a count of less than 5.|The results of the HSA were shared with staff to consider the needs of students. The subgroups we were able to consider, based on sample size, were gender, socio-economic status, and school program. We learned that Action Orientation, Emotion Control, and Relationship with Peers were significant strengths overall and within several subgroups. The most common challenges overall and within subgroups were Reflection and Learning Interest. From the results of the HSA, it is clear that students with disabilities (SwD) need the most significant SEL support. SwD have the highest percentage of Tier 3 students (40%) with the lowest number of average strengths and the highest number of average challenges. We were unable to conclude from the results for our SED, EL, FHY, and Ethnicity subgroups because the populations who took the HSA were too small (>5).|Reflection and Learning Interest are the most significant challenges among student subgroups and overall. A call for more engaging curriculum and learning activities was also highlighted in surveys and other partner feedback forums. LCAP Goal 3 will be refined to more closely support these student challenges. According to parents, staff, and students, some of the most effective actions in support of student engagement are Arts & Music and Field Trips. Some of the least effective actions, which are meant to support SEL wellness, include SEL Support Services (Counseling, Small Groups, etc.) and SEL Professional Development (Goal 3). The LEA will assess these actions and determine if they can be implemented more effectively to improve student engagement and social-emotional wellness. The Leader in Me (LiM) program will also continue in 2025/2026. LiM is an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources.  The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges, including but not limited to Student Success Team (SST), small group mini-lessons, and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole-group teaching and learning. As needed, community partnerships, such as Care Solace, will be utilized to refer students and parents to mental health professionals who will work with their insurance provider.|Met|N/A|2025-06-13|2025
37681630139402|Brookfield Engineering Science Technology Academy|6|BEST Academy's local climate survey data provides valuable insights into the overall school climate and the well-being of our students, families, and staff. The survey results indicate a high level of teacher caring and school support for students and families, which reflects our commitment to fostering a nurturing and supportive learning environment. However, the data also highlights concerning trends regarding student social-emotional distress, with high percentages of students reporting symptoms of distress.|All students' overall scores on the local climate survey indicate a positive perception of teachers' caring and school support. This suggests students feel supported and valued by their teachers and the school community. The data for 7th grade shows higher levels of distress in various social-emotional issues.|"In response to the high percentages of student social-emotional distress revealed by the survey data, we plan to allocate resources to provide full-time counselors and additional office staff. These professionals will continuously address the issues learned from the data, providing targeted support and interventions to students and families in need."""|Met||2025-06-10|2025
37681633731239|Julian Charter|6|The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2025. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 140 surveys were completed by the students of JCS-LIVE.  The HSA uses a 3-tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows:  Overall (140 students): Tier 1 - 47.1% Tier 2 - 32.7% Tier 3 - 20.2% Average Strengths - 3.1 Average Challenges - 2.5 Most Significant Strengths - School Bonding, Empathy, Most Significant Challenges - Assertiveness, Action Orientation  SwD (21 students): Tier 1 - 33.3% Tier 2 - 47/6% Tier 3 - 19% Average Strengths - 2.9 Average Challenges - 3.0 Most Significant Strengths - Empathy, School Bonding, Emotion Control Most Significant Challenges - Relationship with Adults, Assertiveness, Relationship with Peers  SED (14 students): Tier 1 - 57.1% Tier 2 - 35.7% Tier 3 - 7.1% Average Strengths - 3.2 Average Challenges - 1.9 Most Significant Strengths - Empathy, Action Orientation, Learning Interest, School Bonding Most Significant Challenges - Assertiveness, Learning Interest, Relationship with Peers  Hispanic (35 students): Tier 1 - 45.7% Tier 2 - 34.3% Tier 3 - 20% Average Strengths - 3.1 Average Challenges - 2.5 Most Significant Strengths - School Bonding, Empathy, Relationships with Adults Most Significant Challenges - Learning Interest, Action Orientation|When disaggregated by student group, notable patterns emerged. Students with disabilities (SwD), who made up 21 of the surveyed students, had fewer in Tier 1 (33.3%) and a greater proportion in Tier 2 (47.6%) compared to the overall population. Their average number of challenges (3.0) slightly outpaced their strengths (2.9), signaling a higher level of need. While SwD students showed strengths in empathy, school bonding, and emotional control, they faced challenges in forming relationships with adults and peers, as well as assertiveness—areas that would benefit from targeted social skills instruction and adult mentorship.  Socioeconomically disadvantaged (SED) students, a group of 14 students, displayed strong outcomes overall, with 57.1% in Tier 1 and only 7.1% in Tier 3. They demonstrated strengths in empathy, action orientation, learning interest, and school bonding, suggesting they are engaged and motivated. Nevertheless, they still showed challenges in assertiveness and peer relationships, underscoring the need for continued support in building social confidence and healthy peer dynamics.  Among Hispanic students, who accounted for 35 respondents, 45.7% were in Tier 1, aligning closely with school- wide results. Their strengths mirrored those of the broader student body—school bonding, empathy, and positive relationships with adults. However, this group faced challenges in learning interest and action orientation, pointing to a need for more culturally responsive engagement strategies and instructional practices that sustain motivation and encourage initiative.  In summary, the HSA results highlight several school-wide and subgroup-specific trends. Students generally feel connected to the school and exhibit empathy, but many need support in assertiveness and taking initiative. Students with disabilities need focused support in relationship-building and self-advocacy, while SED students, despite strong outcomes, benefit from reinforcement in peer interaction skills. Hispanic students show strong relational strengths but need support in maintaining academic interest and drive. These findings support the implementation of tiered SEL supports, with a focus on building student confidence, voice, and proactive behaviors, while leveraging existing strengths like empathy and school connectedness as foundations for growth.|Based on the findings from the HSA, several implications and next steps emerge to support students’ social- emotional development. First, the school should continue to strengthen Tier 1 SEL programming to maintain support for the majority of students, while simultaneously developing targeted Tier 2 and Tier 3 interventions. In the current LCAP, improvement actions are addressed in Goal 3. Continued Tier I (universal) support is represented in the Leader in Me action, which is an evidence-based program focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. Tier 2 actions include SEL counselling and support, which the school provides through community partnerships like Care Solace. Tier 3 actions are within the scope of special education and include services with the school psychologist and other special education providers.  Mentor teachers use the results of the HSA, specifically the data related to strengths and weaknesses, to more closely address the needs of students during daily instruction. Implementing evidence-based, skill-building interventions that specifically address areas of need, such as assertiveness, initiative-taking, and peer relationship development, are employed at the Tier I level. These competencies are critical to helping students become more confident, engaged, and proactive in both social and academic settings. A strengths-based approach is also essential. The strong levels of empathy and school bonding across student groups should be leveraged as protective factors. These strengths can be harnessed to develop peer mentorship programs, promote cooperative learning environments, and create meaningful student leadership opportunities that foster community and shared responsibility.  Finally, subgroup-specific strategies will be considered by the LEA to address the unique needs of different student populations. For students with disabilities, supports should focus on improving their ability to build and maintain relationships with both peers and adults. Socioeconomically disadvantaged students, who are showing promising levels of engagement, would benefit from sustained momentum through continued strategies that affirm their voice and keep them connected to learning. For Hispanic students, the school should explore culturally responsive curricula and instructional practices designed to enhance learning interest and support ongoing academic engagement.|Met|Prompt 3 (Continued): The school will continue to use the results of the HSA to identify students and create action plans to address individualized challenges, including (but not limited to) Student Success Teams (SST), small group mini-lessons, and couns|2025-06-13|2025
37681710000000|Julian Union High|6||||Not Met|||2025
37681890000000|Lakeside Union Elementary|6|Grade 5 (Overall) - All Students   School Connectedness: 71% Sense of Safety: 78%  Grade 5 (Disaggregated student group data) - Race/Ethnicity American Indian or Alaska Native - No data available due to less than 10 student responses  Asian or Asian American -  No data available due to less than 10 student responses  Black or African American -  School Connectedness: 62% Sense of Safety: 55%  Hispanic or Latinx -  School Connectedness: 70% Sense of Safety: 76%  Native Hawaiian or Pacific Islander - No data available due to less than 10 student responses  White -  School Connectedness: 73% Sense of Safety: 84%  Mixed (two or more races) -  School Connectedness: 76% Sense of Safety: 84%  Something else (Other) -  School Connectedness: 75% Sense of Safety: 73%  Grade 7 (Overall) - All students School Connectedness - 54% Sense of Safety - 51%  Grade 7 (Disaggregated student group data) - Race/Ethnicity  American Indian or Native Hawaiian - No data available due to less than 10 student responses  Asian or Asian American -  School Connectedness: 52% Sense of Safety: 40%  Black or African American -  School Connectedness: 48% Sense of Safety: 62%  Hispanic or Latinx -  School Connectedness: 50% Sense of Safety: 50%  Native Hawaiian or Pacific Islander - No data available due to less than 10 student responses  White -  School Connectedness: 60% Sense of Safety: 55%  Multiracial (two or more races) -  School Connectedness: 56% Sense of Safety: 58%  Something else (Other) -  School Connectedness: 42% Sense of Safety: 18%  Grade 7 (Disaggregated student group data)- EL/LTEL & SWD  English Learners (EL) -  School Connectedness: 60% Sense of Safety: 58%  Long-term English Learners (LTEL) -  School Connectedness: 64% Sense of Safety: 65%  Students with Disabilities (SWD) -  School Connectedness: 49% Sense of Safety: 53%|Overall, students at both grade levels feel less connected and less safe at school than they have been in previous years.    After analyzing disaggregated data of student groups based on race/ethnicity, students reported the following on the annual CHKS survey: White and mixed 5th grade students reported feeling the most safe at school, while our black students felt less safe.  Mixed race 5th grade students felt the most connected at school while black students felt the least connected at school. Black 7th grade students reported feeling the most safe at school, while students who reported as being “something else” felt the least safe at school. White 7th students reported feeling the most connected as school, while students who reported as being “something else” felt the least connected.  When analyzing disaggregated data of 7th grade student groups based on program, the following conclusions were made: LTEL students reported feeling the most safe and connected at school, while SPED students felt the least safe and connected based on the data collected.|LUSD is responding by examining the root causes of this decline. We have begun the process of continuous improvement through the lens of the Multi-tiered system of support (MTSS) to address the academic, social-emotional, and behavioral needs of all students across the district.   In addition, we have also collected street data through empathy interviews, student shadows/observations, focus groups, etc. to better understand the perceptions of our students from certain groups around school connectedness and safety.|Met||2025-06-26|2025
37681893731072|River Valley Charter|6|River Valley Charter School gathers data each year as part of the Local Control Accountability Plan process.  The data come from a variety of formal and informal mechanisms.  These  focus on specific areas including physical campus grounds and classroom atmosphere, as well as students’ and parents’ views on the non-quantifiable aspects of the educational atmosphere of the school. In June, the results of the data collection are presented to the River Valley board of directors and administrative team, and play a large role in the school site Improvement plan in both short and long-term aspects of continual Improvement of the school culture. Examples of this in past years can be seen in the creation of improved common outdoor spaces for students to study as well as socialize, and the implementation of structured non-academic activities on campus during the school day as a means of providing opportunities for students to engage in social activities with their peers. RVCS is also in its fourth year of partnership with two local outreach agencies who provide counseling as well as training for students in recognizing the signs of emotional distress in their peers.|All three of these implemented actions have yielded positive and encouraging results in a post-pandemic educational climate, where students have had to re-learn aspects of social engagement with both peers and educators. We still see this as an area of need.  For the 2024/25 school year, River Valley focused on expanding students' access to mental health supports by increasing the hours of the therapist RVCS partners with to provide these supports.  RVCS would like to implement two more programs focused on student well-being and personal achievement. The first being a student and family centered series of community engagement activities to be held off campus and in the local community. The second program is multifaceted, and includes opportunities for current students to gain understanding and insight into post-secondary life through a series of discussions with alumni from River Valley working in various fields and career choices. RVCS hired a new school counselor in February 2025 who was singlehandedly put together a Trade and Career Fair for our students, which was the first Trade and Career Fair hosted by RVCS.   Both of these programs will continue during the 2025/26 school year, with modifications to the scope of each as a result of the hiring of a new academic counselor during the 2024/25 school year. This, in turn, will lead to future implementation of a job shadow program in which high school students will be able to gain a greater understanding of the expectations of the workforce/career and post-secondary educational goals through firsthand experiences in various local trades and careers.  There is the intent to incorporate Career Technical Education courses at RVCS over the course of the next three years.|Based on input from educational partners in recent years, RVCS believes that current and future students will benefit greatly from an understanding and open discussion about what life will be like after graduating high school. The aim of these programs is to ensure that students do not just feel safe on River Valley's campus, but feel safe and confident in their actions and decisions as they venture into their post-secondary lives.|Met||2025-06-16|2025
37681896120901|Barona Indian Charter|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  Barona Indian Charter School utilizes the Leader in Me Measurable Results Assessment (MRA). The MRA is a tool used to annually collect, analyze, and report student, staff and school-level outcomes related to the focus on improving leadership, culture, and academics. Personal Development: Score 72 - Students take responsibility for their actions and emotions Interpersonal Development: Score: 75 - Students build positive relationships through understanding, communicating, and valuing the differences they see in others. Positive Wellbeing: Score: 61 - Students engage in the behaviors and embrace the mindsets that build resilience and hope. Self-Advocacy: Score 68 - Students work to overcome barriers, problem-solve, and find solutions on their own Prosocial Behaviors: Score: 63 - Students support each other and offer help as needed. Personal Effectiveness: Score: 77 - Staff take responsibility for their actions and emotions Interpersonal Effectiveness: Score: 75 - Staff build and sustain positive relationships through understanding, communicating, and valuing the differences they see in others. School & Family Partnerships: Score: 64 - Teachers feel like most students’ families/caregivers engage as partners in their child’s learning. Family Engagement: Score: 71 - Students’ caregivers are satisfied with the way the school includes them in their child’s learning Community Engagement: Score: 71 - The school engages the community through collaborative partnerships and service learning that provides students and their families with sources of support and learning. Supportive Student Environment School Climate: Score: 75 - Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths. Student Empowerment: Score: 67 - Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. Trusting Relationships: Score : 83 - Students have a high trust relationship with at least one teacher School Belonging: Score 55 - Students believe that they are cared about and understood by the people in their school and feel a sense of belonging. Staff Voice: Score: 84 - Staff members believe they are positively impacting others through meaningful work Collective Efficacy: Score: 76 - Teachers believe that their collective actions can positively impact students Instructional Efficacy: Score 86 - Teachers are confident in their ability to use evidence|Overall students feel supported and encouraged by teachers and staff on campus. Barona Charter School will continue to build confidence and promote healthy relationships between students when at school.|Barona Charter School will continue to promote the Leader in Me program moving forward as we continue to see success in leadership and interpersonal relationships among students and staff.|Met||2025-06-23|2025
37681970000000|La Mesa-Spring Valley|6|The La Mesa-Spring Valley School District is committed to ensuring positive school climates for students, parents, and staff. We use three different assessments to measure school safety and connectedness, - 1) the California Healthy Kids Survey, 2) a parent/family annual survey, and 3) CORE Social-Emotional survey. Some school sites also conduct empathy interviews with their students that spotlight student voices on a variety of topics.  The district’s parent survey was administered in March 2025 to all district families TK through 8. The key findings from the 2024-2025 Parent Survey indicate overall parent satisfaction was high in all three categories (Support for Academic Learning – 90%, Sense of Community – 88%, Sense of Safety – 84%).  The highest percentages were found in the areas of school staff treating parents with respect (94%), school staff being helpful (93%), and my child feels welcome at school (93%). School staff welcoming parents’ suggestions was the statement with the lowest percentage of parents agreeing (74%).    We measure our student’s socio-emotional growth through two different surveys. The California Healthy Kids Survey (CHKS) is administered in Spring each year with results becoming available in late Summer. It includes responses from students in grades 5 and 7. The CORE Social-Emotional survey was administered in the Fall of 2024 and again in the Spring of 2025 to students in grades 4-8.  The results of both surveys are compared to determine growth in each of the four domains assessed (Growth Mindset, Self-Efficacy, Self-Management, Social Awareness).   Results from the California Healthy Kids Survey (CHKS) administered in Spring 2025 indicate that a majority of students feel a sense of connectedness with staff at their schools. Specifically, 68% of 5th graders and 59% of 7th graders reported feeling connected to caring adults on campus.  At the elementary level, there were slight differences by gender, with 71% of 5th grade males and 66% of 5th grade females reporting connections with caring adults at school. At the middle school level, perceptions of connectedness also varied across gender identities. Among 7th graders, 59% of males, 60% of females, 64% of non-binary students, and 52% of students identifying as something else reported having caring adult relationships at school.  These findings suggest that while many students feel supported by adults on campus, there are variations that may warrant further attention to ensure all students experience strong connections with school staff. Our Spring 2025 CORE SEL survey indicated the following: 65.2% of students surveyed demonstrate the ability to self manage, 63.8% show indications of a growth mindset, 62.3% believe they have social awareness skills, and 53.30% practice traits of self-efficacy based on their responses.|Overall, we are seeing a higher connection between students at elementary school compared to middle school. We recognize that continued efforts with staff to support making middle school connections is necessary and will support us as we work to reduce suspension rates and decrease chronic absenteeism. Students struggle with self-efficacy, and this area has slightly declined since last year (1.3%). We will review our Second Step curriculum and Tier I instruction in this area to see how we can help increase our students’ perception of themselves in this area, and continue to focus on building specific skills to build connection and reduce dysregulation.|In response to these results, the district continues to actively train staff on Trauma Informed Practices and provide the opportunity for school sites to access behavior training facilitated by our Student Supports team. In addition, our staff will continue to receive ongoing training in Restorative Practices. In order to build stronger learning communities and support inclusive, equitable learning experiences, our social workers will continue implementation of our Second Step (social-emotional learning) curriculum and district leadership is learning more about the CASEL standards and framework with the intention to support employees in making connections between academic and SEL instruction.|Met||2025-06-24|2025
37681970136408|Sparrow Academy|6|Per the Spring 2025 Parent Climate Survey, the following data was collected: Most or all of the time... 91% of parents stated that their child feels safe at school 91.1% of parents are satisfied with school safety 71.4% of parents agree that Sparrow is actively preventing bullying  Per the Spring 2025 Staff Climate Survey, the following data was collected: Most or all of the time... 76.2% of staff feel that Sparrow offers adequate counseling and support services for students 57.1% of staff feel that student discipline is handled fairly 85.8% of staff agree that it is a supportive and inviting work environment 85.8% of staff feel safe at school 81% of staff feel students are safe at school  Per the Spring 2024 Student Climate Survey, the following data was collected: Most or all of the time... 85% of 3rd-5th graders feel that the staff cares about the students 58% of 3rd-5th graders feel that students are treated fairly when they break the rules 76% of 3rd-5th graders believe that adults on campus help students resolve conflicts 96% of 3rd-5th graders feel safe at school|The move to a new campus has provided Sparrow Academy with a facility that all educational partners feel is safe for everyone. This is clearly a strength.  Sparrow Academy needs to continue to improve its student discipline system to ensure that all educational partners feel it is consistent and effective.|For the 2025-26 school year, Sparrow Academy plans to have an Assistant Director on staff working closely with the teachers, special education staff, and counselor. This hands-on role will support growth in the school's discipline and behavior policies.|Met||2025-06-10|2025
37682050000000|Lemon Grove|6|Spring 2024 Student SEL Survey for Elementary 3rd - 5th Grade Percent of Favorable Responses by Category (Point difference from Spring 2022)  Supportive Relationships: 87% (+4 points) Positive Feelings: 67% (+4 points) Social Awareness: 64% (+2 points) Self-Management: 63% (+1 points) Challenging Feelings: 50% (+4 points) Emotion Regulation: 48% (+6 points)  Spring 2024 Student SEL Survey for Secondary 6th - 8th Grade Percent of Favorable Responses by Category (Point difference from Spring 2022)  Supportive Relationships: 78% (-2 points) Positive Feelings: 63% (-2 points) Social Awareness: 54% (-1 point) Self-Management: 53% (0 change) Challenging Feelings: 50% (0 change) Emotion Regulation: 44% (+2 points)  CHKS 23-24 elementary averages: School Connectedness 65% Caring Relationships 67% High Expectations 80% Meaningful Participation 39% Perceived School Safety 66%|From the first pilot Student SEL Survey in Winter 2021 to the most recent survey in Spring 2024, we have learned that students tend to have higher scores in the fall, and lower scores in the spring. We realized the best way to determine effectiveness was to compare Fall to Fall, and Spring to Spring. When reviewing the data, we also saw consistent participation rates for our elementary groups, but more inconsistent participation rates for our secondary students, which made the patterns between fall to fall and spring to spring still difficult to compare for secondary. That said, in general, the data shows that elementary students have continued progress and growth in their SEL scores, demonstrated year over year. When reviewing elementary teacher schedules, talking to school administrators and conducting teacher surveys and interviews, it also appeared that elementary teachers were much more consistent in SEL lessons and delivery than their secondary partners. In general, we found that where teachers were following the SEL curriculum with fidelity, SEL scores were much higher, and where teachers were not following or consistently teaching the curriculum, scores suffered from year to year. We have identified that secondary teachers are not as familiar with the SEL curriculum, and we will be providing more targeted training and optional pilot curriculum adoption for teachers at the secondary level in years to come to support higher fidelity of SEL implementation.|Through the SEL curriculum adoption process that was undertaken in the 23-24 school year, we have identified that teachers are not as familiar with all of the resources provided by our SEL curriculum, Second Step. Therefore, our district Social Worker will be providing training on Second Step curriculum, in particular to our secondary teachers or teachers who are not as familiar with it. In addition to the staff training. the social workers will provide individual coaching and co-teaching the lessons as needed.|Met||2025-06-24|2025
37682130000000|Mountain Empire Unified|6|Mountain Empire Unified’s local climate survey results reflect differences in perception between elementary and secondary students. Elementary students reported 65.5% school connectedness, 72.5% feeling safe, and 60% identifying caring adult relationships. Secondary students reported lower results, with 48% school connectedness, 51% feeling safe, and 63% identifying caring adult relationships. Analysis shows that while caring relationships are a relative strength across grade levels, connectedness and safety perceptions decline in secondary grades, highlighting a need for increased student engagement and supportive environments. Survey results will guide LCAP actions to strengthen school climate for all students.|Analysis of school climate data highlights both strengths and needs across Mountain Empire Unified. Elementary students report higher connectedness and safety than secondary students, where perceptions drop significantly. This gap, along with high chronic absenteeism and suspension rates at Mountain Empire Junior High (MEJH), identified a clear need for targeted Social Emotional Learning (SEL) supports. In 2024–25, MEUSD piloted a new SEL curriculum at MEJH with a multi-role team of teachers, counselors, and administrators. Early learnings informed a districtwide SEL strategy for 2025–26, including the transition to the Wayfinder platform and development of an SEL monitoring system aligned with CA MTSS. These efforts aim to strengthen connectedness, safety, and well-being for all student groups.|Mountain Empire Unified is refining plans and procedures to address identified needs in student connectedness, safety, and well-being. Based on local data and key learnings from the Mountain Empire Junior High SEL pilot, the district is expanding SEL integration across all schools in 2025–26, with professional learning and collaborative planning cycles for teachers and counselors. MEUSD transitioned to the Wayfinder platform to better measure student engagement and is developing a districtwide SEL monitoring system aligned with CA MTSS to track connectedness and climate by student group. Site-level plans now include targeted strategies for secondary students, increased family engagement through Community Schools, and structured opportunities for underrepresented families to contribute to climate improvement efforts. These changes strengthen alignment between data, decision-making, and continuous improvement across the LCAP.|Met||2025-06-24|2025
37682130123224|San Diego Virtual|6|Even though SDVS is an online, independent study school, the culture and connectedness to the students and families promote safety and belonging because our culture is centrally focused on the belief that every student can succeed. Students choose online learning for a variety of reasons, and SDVS tailors instruction to best serve each student’s individual needs. Students connect to and speak with various teachers via phone, e-mail, or through Google Meet. Our students also have access to assistance as needed from our Registrar, Executive Director, Principal, Student Success Coordinator or Counselors. In order to promote social events, SDVS offers free educational field trips to students where they are given opportunities to socialize with their peers. In an effort to promote social and emotional development, SDVS initiated monthly student-interest clubs and groups that are mainly online with some in person activities. These clubs were generated by student interest forms, and the students feel that their input and suggestions are valued.  According to the Parent/Student survey results, students feel safe in this learning environment, where they are able to take charge of their own learning path while simultaneously receiving support from all staff toward their goals. In addition, the CHKS survey captured student responses, aligning with the Parent/Student survey on safety in this learning environment, and appreciated that all students belong and are welcome.|According to the Stakeholder survey, students feel welcome, safe, appreciated, and able to get help whenever needed. The majority of our students and families are extremely happy with the culture of the school and its ability to make students feel safe and welcome, changing the mindset of school altogether. Within the survey, the students appreciated the clubs and other events, connecting their relationship with school and their peers.|Some changes San Diego Virtual School plans to make in the upcoming school year, is to implement a Portrait of Graduate framework for students. This framework will empower students to be the best versions of themselves, while working on their abilities and achievements in school. This framework will be a guide to promote safety and continuous improvement for their life after high school.|Met||2025-06-05|2025
37682130127084|Compass Charter Schools of San Diego|6|"This year, the school again used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. Results of the mental health and school climate questions:  Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me: Gr. 6-8 51%, down from 23-24's:69%; Gr. 9-12: 59%, down from from 78% ""who notices when I’m not there"": Gr. 6-8: 49%, up from 23-24's 42%; Gr. 9-12: 67%, up from 23-24's 52%  ""who listens to me when I have something to say"": Gr. 6-8; 67% down from 23-24's 84:%; Gr. 9-12: 78%, down from 23-24's 83%  I feel close to people at this school (Strongly Agree/Agree)... Gr. 6-8 44% down from 23-24's 79%; Gr.9-12: 63%, the same as 23-24's 63% I feel like I am part of this school (Strongly Agree/Agree)... Gr. 6-8 88%, about the same as 23-24's 89%; Gr.9-12: 95% up from 23-24's 90% I feel safe in my school. Gr 6-8 98%,m up when compared to Gr. 7 23-24's 96%; Gr 9-12: 95%, down from 23-24's Gr 10's 98% The data on student perceptions of safety and connectedness provide important insights into the school environment across different grade levels. This data compares from last year to see trends. Seeing a dip in ""an adult who really cares about me"" and ""who listens to me when i have something to say,"" while a rise in ""who notices when I'm not there"" is puzzling and could be related to ST switches or student attrition and enrollments throughout the year. Our academic leadership team will make this a priority for staff in the next school year. Additionally, a dip in students feeling close to to other people at this school, but a slight rise in feeling ""a part of this school"" is also interesting. One wonder is if the staff training and application on ensuring standard based curriculum is assigned, learned and assessed may be an influence on these trends. Compass is moving to internalize speech therapy positions, and last year contracted with Care Solace to provide additional mental health support. Further, Compass started weekly WIT (Whatever It Takes) meetings that focus on scholars identified by staff as needing attention. Our belief is that as these initiatives grow, the indicators on scholar connectedness will also improve. Scholars continue to feel safe at Compass."|In conclusion, while the overall perception of safety is robust, there are areas that need attention, particularly the decline in perceived care and the decreasing sense of peer connectedness. To address these issues, schools should consider enhancing support systems (including WIT, Care Solace) during the transitional middle school years, improving attendance monitoring and engagement strategies, and implementing programs that foster stronger peer relationships, especially as scholars advance to higher grades. By focusing on these areas, the school can work towards creating a more supportive, connected, and engaging environment for all scholars.|Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. This school year, Compass administered mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards getting more participation to surveys to support school climate. With consistent and present data, Compass will better leverage its engagement opportunities and support services.|Met||2025-06-21|2025
37682130129668|Motivated Youth Academy|6|Motivated Youth Academy collected feedback through its Input Surveys from students and parents. Key findings include:  Student Feedback: Net positive sentiment increased from 74% to 80%. Students appreciated personalized support, flexible pacing, and effective learning tools. Some noted challenges with certain assignments and access to counseling.  Parent Feedback: Parents valued the tailored curriculum, student safety, and academic growth. A few expressed a need for stronger mental health support and more structured learning options.|Survey analysis showed strong student-teacher relationships, a safe learning environment, and effective personalized support as key strengths. Tools like Edmentum and flexible pacing were valued by students and parents. Identified needs include improved access to mental health services, clearer assignment design, and more structured options for students needing additional support.|To address identified needs, MY Academy will maintain a small student-to-teacher ratio to increase one-on-one support. Additionally, the school is advancing a competency-based education model, allowing students to demonstrate mastery and progress through engaging, project-based learning experiences.|Met||2025-06-18|2025
37682130136978|Elite Academic Academy - Mountain Empire|6|At Elite Academic Academy, we collect data through multiple mini-surveys administered at the end of each learning period. These surveys are designed to gauge student, parent, and staff satisfaction across various aspects of the educational experience. Below are the results from the most recent surveys: Satisfied with curriculum: 96.8% Satisfied with communication and responsiveness: 99.3% Satisfied with opportunities such as field trips and extracurriculars: 88.2% Feel connected to the school: 91.8% Satisfied with experience with our teacher: 100% Satisfied with overall experience at Elite: 98.2% Throughout the year, we focused on monitoring student wellness, school climate, and connection. The Student Support Team distributed Elite Cares Surveys to all student stakeholders to measure student engagement and feelings of connection. Each survey response was followed up with direct communication from the teacher, MTSS Director, or school counselor based on student needs. These surveys provided valuable insights that guided several changes. For example, students expressed feelings of loneliness and boredom, which led to the creation of more clubs and enrichment opportunities, including a Student Leadership Club. Additionally, we identified that some students felt disconnected from their teachers or the school, prompting outreach from our Support Team, resulting in students feeling valued and seeing improvements in their academic progress. From the surveys, we also gathered data on student progress: 59% of middle and high school students were on track with their work 30% were a little behind but receiving support 11% needed additional help In direct response to these results, we offer a virtual study hall for students to receive academic support and connect with their teachers. This initiative addressed the concerns raised by students about needing more academic guidance and connection with their teachers.|Key Learnings and Identified Needs: Student Well-being and Engagement: Feedback from Elite Cares Surveys revealed significant insights into students' emotional and social well-being, particularly regarding feelings of loneliness and boredom. These findings underscore the need for enhanced social connections and additional enrichment opportunities to foster a more engaging school environment. Academic Progress and Support: Survey data highlighted that 30% of students were slightly behind in their academic work, while 11% required more substantial support. In response, the school introduced initiatives like virtual study halls to provide targeted academic support and strengthen student-teacher relationships. School Climate and Communication: While students and families reported high satisfaction with communication, particularly regarding family-school interactions, there is still room to increase engagement in school activities and further improve school climate. Areas of Strength: Diverse Educational Offerings: One of our key strengths is the variety of state-approved curricula available at Elite Academic Academy, ensuring students have access to UC/A-G courses, CTE pathways, and high school diploma tracks. Our ability to document personalized learning choices reflects our commitment to individualized education. Personalized Approach to Education: Our use of student interest surveys and incorporating student feedback in course creation allows us to tailor education to individual needs, fostering a more relevant and engaging academic experience. Areas for Improvement: Expansion of Career Technical Education (CTE) Pathways: We are actively expanding our CTE offerings, providing a wider range of pathways to better equip students with practical skills and career opportunities. This is an ongoing effort to strengthen and align our programs with student needs and workforce demands. Broaden English Learner (EL) Curriculum: We are enhancing our EL curriculum from TK-12 to ensure comprehensive support for our diverse student population. This aligns with our goal of providing equitable educational opportunities for all students and continues to be a key area of focus. Increase VAPA and Physical Fitness Options: We are adding more Visual and Performing Arts (VAPA) and Physical Fitness offerings to ensure a well-rounded, holistic education for our students. These additions complement our core academic curriculum and are aligned with our mission to support all aspects of student development. Support for Student Wellness: In addition to academic and extracurricular expansions, we have introduced more group counseling programs focused on growth mindset, anxiety, and grief. These programs aim to support students' emotional well-being, further aligning our offerings with the needs of our school community.|Expansion of Enrichment Opportunities: In response to students' feelings of loneliness and boredom, Elite will continue to expand clubs and enrichment opportunities. This may involve revising existing policies to allocate resources and time for the development and promotion of additional extracurricular activities that cater to diverse student interests.|Met||2025-06-12|2025
37682130138636|JCS - Pine Valley|6|The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 80 surveys were completed by the students of JCS-Pine Valley.  The HSA uses a 3-tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBIS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows:  Overall (80): Tier 1 - 28.8% Tier 2 - 37.5% Tier 3 - 33.8% Average Strengths - 1.9 Average Challenges - 3.9 Most Significant Strengths - Emotion Control, Action Orientation, School Bonding Most Significant Challenges - Learning Interest, Reflection  SwD (9): Tier 1 - 44.4% Tier 2 - 22.2% Tier 3 - 33.3% Average Strengths - 2.0 Average Challenges - 3.2 Most Significant Strengths - Action Orientation, Empathy, Reflection Most Significant Challenges - Academic Motivation, Learning Interest  SED (6): Tier 1 - 33.3% Tier 2 - 33.3% Tier 3 - 33.3% Average Strengths - 1.5 Average Challenges - 3.3 Most Significant Strengths - Empathy, School Bonding Most Significant Challenges - Assertiveness  Hispanic (15): Tier 1 - 6.7% Tier 2 - 33.3% Tier 3 - 60% Average Strengths - 0.6 Average Challenges - 5.9 Most Significant Strengths - Empathy Most Significant Challenges - Assertiveness, Reflection  Home Study (28): Tier 1 - 50% Tier 2 - 28.6% Tier 3 - 21.4% Average Strengths - 2.9 Average Challenges - 2.7 Most Significant Strengths - Empathy, School Bonding Most Significant Challenges - Optimism, Assertiveness, Reflection  Academy (52): Tier 1 - 17.3% Tier 2 - 42.3% Tier 3 - 40.4% Average Strengths - 1.3 Average Challenges - 4.5 Most Significant Strengths - Action Orientation, Relationship with Peers Most Significant Challenges - Learning Interest, Reflection, Empathy|The Fall 2024 administration of the PEAR Holistic Student Assessment (HSA) at JCS-Pine Valley revealed important insights into the social-emotional development and school engagement of students in grades 4–12. Schoolwide results showed that only 28.8% of students were thriving (Tier 1), while 37.5% were in Tier 2, and 33.8% were in Tier 3, indicating a concerning percentage of students facing serious challenges. While notable strengths included emotion control, action orientation, and school bonding, significant challenges emerged in learning interest and reflection, suggesting a need to strengthen student engagement and metacognitive skills.  When disaggregated, the data highlighted both strengths and areas of concern within specific student groups. Students with Disabilities (SwD) had the highest percentage of students in Tier 1 (44.4%) and showed strengths in action orientation, empathy, and reflection. However, they still struggled with academic motivation and learning interest, indicating a gap between emotional resilience and academic engagement. Low Income students (SED) showed a balanced distribution across tiers, with strengths in empathy and school bonding, but challenges in assertiveness, an area that may hinder their ability to self-advocate and participate fully in the learning environment.  Hispanic students emerged as the highest-risk group, with 60% in Tier 3, an extremely low average number of strengths (0.6), and high levels of challenge (5.9). Their greatest strength was empathy, while assertiveness and reflection were significant areas of concern. This suggests an urgent need for culturally responsive supports and interventions that foster student voice and identity development. Home Study students were the most positively represented group, with 50% in Tier 1 and higher averages of strengths than challenges. Their challenges, however, centered on optimism, assertiveness, and reflection—indicating that even thriving students may need support in developing confidence and a growth mindset.  Academy students represented the second-highest-risk group, with 40.4% in Tier 3 and a low average of strengths (1.3) compared to challenges (4.5). Although these students demonstrated strengths in action orientation and peer relationships, they faced major challenges in learning interest, reflection, and empathy. This points to a need for increased emphasis on motivation, critical thinking, and social-emotional awareness within this learning pathway.|Overall, the HSA results suggest several key areas of need for the school. Most notably, widespread challenges in learning interest and reflection across student groups point to the importance of incorporating strategies that promote student engagement, autonomy, and metacognition. Low levels of assertiveness—especially among SED and Hispanic students—highlight the need for intentional instruction in self-advocacy and leadership skills. Additionally, with more than 70% of students in Tier 2 or Tier 3, there is a clear need for a robust multi-tiered system of support that includes schoolwide SEL instruction, targeted small group interventions, and individualized support for students in crisis.  Strengths such as emotion regulation, empathy, school bonding, and peer relationships can be leveraged to support school culture and student development. The data calls for a strategic, equity-focused approach to SEL implementation, including culturally responsive teaching, trauma-informed practices, and consistent progress monitoring. Continued work with the Leader in Me program (LiM) and Positive Behavior Interventions for Success (PBIS) is incorporated into Goal 3 of the LEA's LCAP. LiM is an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources.  As a next step, school leadership and staff will prioritize targeted SEL programming, invest in professional development, and prepare to reassess growth during the fall 2025 HSA window. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges, including, but not limited to, Student Success Team (SST), small group mini-lessons, and counseling support. etc. Additionally, the counseling staff will continue to support aligning SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole-group teaching and learning.|Met||2025-06-13|2025
37682210000000|National Elementary|6|Each year the National School District administers the California Healthy Kids Survey to fifth grade students, teachers and families to collect data on student perceptions and opinions of school climate. The preliminary results from the 2023-2024 survey show there was an average response rate of 74% which is the highest in the last four years.   The data for this year show a slight decline in the area of positive school climate. It will be necessary to analyze the data carefully to understand what might be the cause of this decline in perception of a positive school climate. NSD is committed to understanding and addressing the needs of students in all areas including mental health and well-being.  In terms of school connectedness, overall 65% of students feel strongly connected to their school, which reflects response data from the related questions: 79% indicated there are high expectations from adults at school  76%  agreed that they are motivated to learn  Data from disaggregated groups (race/ethnicity and gender) vary. Most ethnic groups (Hispanic/Latinx, Asian, Something else) results show a range between 73% and 62% indicating that they feel fairly connected at school. However, only 59% of students that identify as Mixed ethnicity feel connected at school. When comparing genders, the differences are slight with 62% of females and 68% of males feeling connected to school.    There was some disparity between ethnic groups in regards to academic motivation. 76% of Asian/Asian American and 81% of Hispanic/Latinx students report being academically motivated while the three remaining ethnic groups responded with lower rates between 67% and 69%. High expectations were rated positively amongst all groups with a range between 79% and 86%. In terms of gender, 76% of both females and males are motivated academically. 76% of females felt that adults had high expectations while 82% of males responded positively to that question.  Another important data point was how safe students feel at school. Overall, 66% of students feel safe at school and 74% feel that there are social and emotional learning supports. When looking at disaggregated data in terms of ethnicity, 81% of Asian/Asian American students feel safe at school while all other ethnic groups reported percentages between 52% and 67% with Mixed ethnic students reporting the lowest level of agreement at 52%. This disparity is concerning and is a matter that needs to be addressed by the district.   There is also a gap between the perceptions of different ethnic groups in terms of the social and emotional supports at school. Asian/Asian American (77%), White (81%) and Mixed ethnicities (86%) students felt that “Yes,” they had access to social and emotional supports. In comparison, Hispanic (72%) and “Something else” (72%) felt that their school had those supports.  Gender revealed differences in these areas: 58% of females reported feeling safe while 69% of males feel safe at school.|Based on analysis of the data, NSD will work closely with the counseling and psychologist teams at each school to audit and address school practices that may be negatively impacting students' perceptions. Specifically they will look at groups where the data was disproportionately less positive compared to other groups in the areas of school connectedness, school safety and school engagement. The counselor and school psychologists will then make recommendations of practices and strategies to address the identified needs.  Additionally, districtwide efforts have been put in place to address the climate and culture of the District and the schools. Some examples of these efforts include staff committees on Belonging, Wellness and School Safety. Another annual practice is the Student Roundtable with student representatives from each school and the Parent Roundtable hosted by the District Superintendent. These groups work to address some of the identified areas for improvement from survey data. All of these bodies are focused on improving the learning environment for students, staff and the community.|NSD is committed to the mental health and well-being of all students, staff and families. Each school has a counselor and psychologist. There are partnerships with outside agencies to support the social and emotional health of the NSD community. In response to the need for continuous improvement and based on the data analysis, the NSD will maintain these positions and partnerships. These practices allow the district to be responsive to the mental health needs of the school and work to improve outcomes for all groups.|Met||2025-06-11|2025
37682210101360|Integrity Charter|6|At the end of each school year, we distribute a school climate survey to all students in grades K-8. Students in grades K and 1 are given the survey on a 1:1 basis. The results are as follows: 327 students in grades K-8 completed the survey: 97.6% feel they were provided a good education (increase from last year). 96.9% feel teachers are respectful towards each other (increase). 93.9% feel that their school provided them with the necessary materials to meet their learning needs (increase). 93.5% feel that their school prepares them for college and/or future career paths (increase). 77.4% of students look forward to school each day (increase). 92.4% feel connected to their school (increase). 94.5% feel that their school works with their parents (increase). 96% respect their teachers (increase). 82.8% feel their classes are challenging (increase). 88.4% feel they are accepted and belong at school (increase). 95.4% say they are being taught Common Core Standards (increase).|We are very proud that in all areas for students, we grew in satisfaction. We will keep building the momentum to engage our students in their learning by focusing on their strengths, continuing the college and career focus.|We have had success with the changes we implemented the last couple of years with the college and career focus, and the focus on students strengths per the Thrively assessment; therefore, we will continue to grow that.|Met||2025-06-09|2025
37682960000000|Poway Unified|6|We used the California Healthy Kids Survey - last administered in Fall of 2024 to students in grades 5,7,9 and 11.  Elementary Level results show overall that 84% of our 5th graders feel safe at school.  Two student groups reported a 3% or more difference lower than the overall results:  Hispanic or Latino/a at 79% and students who are more than one race at 81%.  The Survey results show that at the middle school level, 70% of grade 7, and 77% of both grades 9 and 11 students perceive school as a safe place.  Student groups reporting an average 3% or more below the grade level average were American Indian/Alaska Native students in grade 9; Black or African American students in grade 7, 9, and 11; Hispanic or Latino/a students in grades 9 and 11; and students who are more than one race in grade 7.  Another data point is related to school connectedness and 77% of 5th graders reported positive connection to school.  One student group reported a 3% or more difference lower than the overall results:  American Indian/Alaska Native students reported connectedness at 73%.  At the secondary level 69-71% of our grade 7,9,11 students reported a positive feeling of school connectedness.   Student groups reporting an average 3% or more below the average range were our American Indian/Native Alaskan students; Black or African American students; Hispanic students; Native Hawaiian or Pacific Islander; and students of more than one race.|This data provides our staff with focus areas for sites to enhance their overall school student experience and informs site-level goals in the School Plan for Student Achievement (SPSA). In response to the survey results, the Poway Unified School District has continued to implement the following supports:, Anti-bias training, Learning for Justice Curriculum, Start with Hello - Sandy Hook Promise, Second Step Curriculum - a Social Emotional Learning Curriculum, additional counselors, social workers at the middle and high school levels, and increased hours for our Student Support Services personnel, Positive Behavioral Interventions and Supports (PBIS).   Based on the CHKS survey, informal input from parents and students, and a series of Equity Advisory meetings to establish goals and solutions to improve Racial Equity, we fully understand that barriers still exist for some of our students - specifically our American Indian/Alaska Native, African American, and Hispanic students.   The Panorama, CHKS, ASPIRE data continued to point to the need for programs and increased staffing in place to support students’ social-emotional needs: We maintained the increase in school counseling support K-12 and the increased hours for student services specialists and assistants K-12; we maintained our new social workers and increased school psychologist support; we increased the number of Second Step (SEL curriculum) lessons taught district-wide at the elementary school level and expanded the Second Step curriculum into the middle schools. To bridge the home and school for our families supporting children with disabilities, we established a Special Education Parent Ambassador program and a parent liaison at our Caring Connections Center. The District partnered with the San Diego County Office of Education to work with middle school teams and district leadership to build capacity and to provide professional learning around equity in schools, through the ASPIRE Network program.|To address needs identified through local data and key learnings, PUSD is refining existing plans and implementing targeted actions for continuous improvement. Chronic absenteeism and poor attendance have been recognized as indicators of students feeling disconnected or unsafe at school. Each site has an attendance team responsible for monitoring data, conducting outreach, and developing individualized support plans. Schools with student groups identified in the red tier for chronic absenteeism on the 2024 Dashboard are required to include specific attendance goals and actions in their School Plan for Student Achievement.  Districtwide, our two core focus areas remain: cultivating a strong sense of belonging and ensuring high-quality instruction. Professional learning for administrators and staff is aligned to these priorities. Additionally, we are strengthening Multi-Tiered Systems of Support (MTSS) at all school sites. These MTSS teams include staff trained in restorative practices, equity, and intervention strategies to ensure inclusive decision-making and intentional support for historically underserved student groups.|Met||2025-06-17|2025
37683040000000|Ramona City Unified|6|RUSD uses the LCAP Survey to assess school climate.  In the Winter of 2025, 1057 elementary students(ES) (Grades TK-6) and 1161 secondary students(SS) (Grades 7-12) responded to our LCAP Education Partner survey with the following questions related to school climate: (Change rate from Winter of 2024 Survey results.) How well does your school make you feel like you belong and are cared about? Elementary students who responded Well/Very Well = 86.76% (-1.12%) & Secondary students who responded Well/Very Well = 83.37% (-8.19%) Elementary specific student group responses to Well/Very Well: EL: 91% (-3%%) LTEL: 88% (-12%) HI: 89% (+2%) HOM: 93% (17%) SED: 87% (-2%) SWD: 86% (-3%) Secondary specific student group responses to Well/Very Well: EL: 91% (+5%) LTEL: 84% (+1%) HI: 85% (+17%) HOM: 79% (-4%) SED: 83% (+12%) SWD: 79% (+13%)  How well do you feel like you are a part of the school?	 Elementary students who responded Well/Very Well = 84.58% (-1.79%) & Secondary students who responded Well/Very Well = 83.37% (+9.44%) Elementary specific student group responses to Well/Very Well: EL: 88% (+1%) LTEL: 97% (+5%) HI: 85% (-4%) HOM: 61% (-19%) SED: 84% (-2%) SWD: 82% (+6%) Secondary specific student group responses to Well/Very Well: EL: 90% (-1%) LTEL: 87% (+10%) HI: 85% (+12%) HOM: 79% (+/- 0%) SED: 84% (+10%) SWD: 75% (+11%)  How well does your school keep students safe from physical harm? Elementary students who responded Well/Very Well = 81.84% (-3.58%) & Secondary students who responded Well/Very Well = 76.57% (+11.15%) Elementary specific student group responses to Well/Very Well: EL: 85% (-8%) LTEL: 84% (+7%) HI: 84% (-3%) HOM: 85% (-7%) SED: 81% (-4%) SWD: 81% (-5%) Secondary specific student group responses to Well/Very Well: EL: 81% (-10%) LTEL: 81% (+7%) HI: 73% (+5%) HOM: 67% (-12%) SED: 80% (+14%) SWD: 74% (+5%)  How well does your school promote the prevention of bullying? Elementary students who responded Well/Very Well = 70.38% (-3.87%) & Secondary students who responded Well/Very Well = 68.65% (+3.14%) Elementary specific student group responses to Well/Very Well: EL: 77% (-7%) LTEL: 72% (-3%) HI: 73% (-3%) HOM: 78% (-2%) SED: 71% (-5%) SWD: 68% (-2%) Secondary specific student group responses to Well/Very Well: EL: 91% (+9%) LTEL: 84% (+11%) HI: 72% (+6%) HOM: 68% (+/-0%) SED: 70% (+3%) SWD: 66% (-1%)|Analysis of the Winter 2025 LCAP School Climate Survey reveals both strengths and critical areas for growth in fostering a safe, inclusive, and supportive school environment across RUSD.  Areas of Strength: - Elementary English Learners (EL) consistently report high levels of belonging and connectedness (91%) and feeling part of the school (88%), reflecting effective inclusive practices at the elementary level. - Secondary Student Groups show marked improvements in multiple indicators, particularly in perceptions of school connectedness and safety. Secondary Students with Disabilities (SWD) reported notable gains across all four questions, including an 11% increase in feeling part of the school and a 5% increase in perceptions of safety. - Socioeconomically Disadvantaged (SED) secondary students also reported strong gains: a 12% increase in feeling cared about and a 14% increase in safety, suggesting successful implementation of targeted supports.  Identified Needs: - Elementary Homeless (HOM) students showed a 19% decrease in feeling part of the school and a 7% decrease in safety perceptions, highlighting a significant need for targeted interventions and connection strategies. - Secondary EL students showed a 10% decline in safety perceptions despite high ratings in other categories, pointing to a gap in safety-related communication or culturally responsive practices. - Bullying Prevention at Elementary Level remains a concern. Only 70.38% of elementary students overall feel their school promotes bullying prevention effectively, with notable declines among EL (-7%) and SED (-5%) students. This signals the need to evaluate the fidelity and visibility of Tier 1 PBIS practices and SEL instruction.  Trend Insights: While elementary students’ scores remained relatively high, year-over-year declines in almost all categories (e.g., belonging and safety) suggest early signs of disengagement or reduced efficacy of current climate-building strategies. In contrast, the upward trends in secondary students’ responses may reflect recent MTSS interventions, increased availability of mental health support, or increased student feedback opportunities at the middle and high school levels.|In response to the key learnings from our Winter 2025 climate data analysis, RUSD will implement the following continuous improvement actions, aligning with MTSS and student-centered practices: - Implementation of the Second Step Bullying Awareness intervention at all elementary school sites and increased collaboration amongst school counselors regarding implementation practices.   - Continue building capacity in all staff by continuing to offer instructional training that includes trauma-informed and inclusive teaching practices. - Provide the opportunity for all staff to be trained in strategies to de-escalate dysregulated students.   - McKinney Vento Liaisons (School Social Workers) will continue to coordinate direct outreach and data monitoring for homeless students, increasing in frequency from current year.  In collaboration with RUSD's parent liaison, McKinney Vento Liaisons will coordinate direct outreach with the guardians and families of homeless students. - Site-Level PBIS Teams will review discipline data alongside supervision schedules/routines and response data to identify blind spots and areas of need (e.g., under-monitored locations, specific grade-level issues, behaviors/expectations to re-teach).|Met||2025-06-26|2025
37683120000000|Rancho Santa Fe Elementary|6|The District created a survey with questions associated with a sense of safety and school connectedness and gave it to all 4th - eighth grade students (320 students).  75% of students agree/strongly agree that they feel safe at school 68% of students agree/strongly agree that they feel like they belong 35.5% of students agree/strongly agree that bullying is a problem 86% of students agree/strongly agree that teachers expect me to do my best at all times 41% of students agree/strongly agree that the rules at school are fair 47% of students agree/strongly agree that the rules are equally applied to all students  We continued the WEB Program this year with excellent results. We trained eighth graders to be WEB leaders and they planned an orientation and ongoing support throughout the year for our sixth graders and middle school students who were new to the district. We believe the program has made a huge difference in our students' comfort level as they transitioned. The program also provided a leadership opportunity to eighth graders, something identified as a need on surveys. We will definitely continue the program next year. Additionally, we launched the Lighthouse Leadership Team as a part of the Leader in Me program affording middle school students the opportunity to guide school activities and connection through Pep Rallies, Action Teams, and district wide events celebrating community. This program was very successful with students, staff, and families engaging in planning and implementation of events supporting student well being and connectedness.|According to survey results, students feel safe on campus and believe that teachers genuinely want them to succeed. The data indicates that students also show a keen interest in campus activities and events, suggesting a strong sense of engagement within the community. Moreover, the survey reveals that the majority of students feel a sense of belonging, emphasizing the inclusive and supportive environment fostered on campus. Overall, the feedback from the surveys reflects a positive and encouraging educational experience for students, highlighting the importance of safety, support, engagement, and a sense of belonging in creating a conducive learning environment. The data does show that the district has room for growth on the feeling of discipline and the fairness of consequences. By addressing these concerns and making necessary changes, the district can enhance its overall effectiveness and foster a more positive and inclusive atmosphere for everyone involved.|The district plans to continue with the current programs available and has introduced the Leader in Me program. By maintaining the existing initiatives, such as mentoring programs, counseling services, and extracurricular activities, we can build a strong foundation for students' overall development. The addition of the Leader in Me program has further empower students to take ownership of their learning, cultivate leadership skills, and foster a positive school culture. This comprehensive approach will provide students with the necessary support and resources to thrive academically and socially, ultimately preparing them for success in school and beyond. Additionally the district with implement a Positive School Culture Plan to provide a systematic framework for students and staff to learn, practice, model and coach social, emotional and positive behavioral skills.  This framework aims to supplement existing practice and build capacity across the K-8 school setting.|Met||2025-06-17|2025
37683380000000|San Diego Unified|6|"The district has historically conducted a census administration of the California Healthy Kids Survey (CHKS) at the secondary level for many years, initially on an every-other-year basis. Starting in 2016, the Grade 5 survey was introduced, and the administration switched to an annual format. However, in response to feedback from site and district leaders about limitations in previous surveys and participation rates that remained between 69.5% and 72.1% over the past three years in grades 5, 7, 9, and 11, the district developed and administered the SDUSD Student Survey in lieu of the CHKS for the 2024-25 school year. The SDUSD Student Survey was administered between January 7 and January 24, 2025, achieving an impressive 80.8% participation rate with 65,771 student participants across grades 3-12. The survey was conducted primarily on district Chromebooks to ensure seamless access, with minimal opt-outs reported. The results from the 2025 survey are shown below. The survey utilized a 5-point Likert scale where positive responses are defined as students selecting ""4"" (Agree) or ""5"" (Strongly Agree). Results reflect the percentage of students who responded positively to key school climate indicators aligned with LCAP Priority 6 requirements. School Safety Results Students reported feeling safe at school and having access to trusted adults. The results by grade level show: School Safety by Grade Level Grade 5 Percentage Feeling Safe, 72% Percentage with Trusted Adult, 68% Grade 7 Percentage Feeling Safe, 58% Percentage with Trusted Adult,  57% Grade 9 Percentage Feeling Safe, 63% Percentage with Trusted Adult,  55% Grade 11 Percentage Feeling Safe, 64% Percentage with Trusted Adult, 64% Overall Percentage Feeling Safe, 67% Percentage with Trusted Adult, 64%  School Safety by Race/Ethnicity Percentage Feeling Safe American Indian or Alaska Native, 59% Asian, 68% Black or African American, 61% Hispanic or Latinx, 65% Native Hawaiian or Pacific Islander, 65% White, 70% Two or More Races, 67% Overall, 67%  The SDUSD Student Survey includes questions measuring school connectedness and belonging, similar to the California Healthy Kids Survey connectedness scale. The connectedness scores provided below reflect percentages of students responding ""Agree"" or ""Strongly Agree"" to belonging and support questions. School Connectedness by Grade Level School Belonging Teacher Support Grade 5 School Belonging, 66% Teacher Support, 68% Grade 7 School Belonging, 55% Teacher Support, 52% Grade 9 School Belonging, 54% Teacher Support, 53% Grade 11 School Belonging, 51% Teacher Support, 56% Overall School Belonging, 60% Teacher Support, 61%  School Connectedness by Race/Ethnicity School Belonging American Indian or Alaska Native, 52% Asian, 61% Black or African American, 56% Hispanic or Latinx, 57% Native Hawaiian or Pacific Islander, 61% White, 63% Two or More Races, 60% Overall, 60%"|The overall results show areas of strength and opportunities for improvement in school climate across the district. For school safety, Grade 5 students report the highest levels of feeling safe (72%), with a notable decline in Grade 7 (58%) before modest improvements in Grades 9 and 11. This pattern is similar to trends typically observed in CHKS data nationally, where middle school represents a challenging transition period. Results for racial/ethnic groups reveal that White students report the highest levels of feeling safe (70%), while American Indian or Alaska Native students report the lowest levels (59%). Black or African American students and Hispanic or Latinx students show safety perceptions below the district average, indicating areas for targeted intervention. For school connectedness, Grade 5 shows the strongest results for both belonging (66%) and teacher support (68%), with secondary grade levels showing lower percentages. The racial/ethnic group results for belonging mirror the safety patterns, with American Indian or Alaska Native students reporting the lowest sense of belonging (52%) and White students reporting the highest (63%).  Comprehensive School Climate Measures The SDUSD Student Survey provides additional insights beyond traditional safety and connectedness measures, exploring eight critical areas: School Climate, Sense of Belonging, Teacher-Student Relationships, School Safety, Grit, Growth Mindset, Self-Efficacy, and Self-Management. Key findings from the comprehensive survey include: a. Growth Mindset: 74% of students believe they can improve if they try b. Goal Persistence: 71% of students are likely to try again if they fail to reach an important goal c. Teacher Care: 70% of students feel their teachers care about their success d. Academic Confidence: 62% of students feel confident in achieving their academic goals|Support and Implementation:  Schools have been provided with interactive dashboards and data analysis protocols to facilitate site-level analysis and action planning. The survey results will be integrated into Single Plans for Student Achievement (SPSA) to ensure data-driven improvements in school climate.  Areas for continued focus include: a. Supporting middle school transitions, particularly in Grade 7 where multiple indicators show declines b. Addressing disparities experienced by American Indian or Alaska Native students and other underrepresented groups c. Strengthening help-seeking behaviors and adult connections for students across all grade levels d. Building students' self-management and task management skills The district will continue to use this annual survey data to track progress on school climate improvement initiatives and implement supports and programs to address the needs of individual students and groups of students, fulfilling the requirements of LCAP Priority 6 while providing actionable data for continuous improvement.|Met||2025-07-24|2025
37683380101204|High Tech Middle|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683380101345|KIPP Adelante Preparatory Academy|6|"Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2024-2025 survey on school safety and connectedness are included below:  74.2%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2024-25 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.|Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.   In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2025-06-12|2025
37683380106732|High Tech High International|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683380106799|Learning Choice Academy|6|The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness.  A total of 18 students in grades 5 and 6 completed the survey (11% response rate)  The below data points represent findings related to school safety and connectedness:  72% of students strongly agreed or agreed that they feel close to people at this school 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 94% of students strongly agreed or agreed that they are happy to be at this school 89% of students feel safe or very safe at school 67% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 94% of students strongly agreed or agreed that teachers at TLC treat students fairly  A total of 189 students in grades 7 through 12 completed the survey (a 34% response rate).  The below data points represent findings related to school safety and connectedness:  80% of students strongly agreed or agreed that they feel close to people at this school 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 77% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 80% of students strongly agree or agree that they feel close to people at this school 72% of students strongly agreed or agreed that they are happy to be at this school 66% of students felt very safe or safe while at school 58% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 79% of students strongly agreed or agreed that teachers at TLC treat students fairly|"To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site. The school will continue to offer student clubs, Student Council, and sports, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor."|In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in April 2024. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results.|Met||2025-06-25|2025
37683380107573|High Tech Middle Media Arts|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683380108787|High Tech High Media Arts|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683380109033|King-Chavez Arts and Athletics Academy|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   The only significant subgroup by race/ethnicity is our Hispanic students.  These responses track the all students group due to our demographics which are 94% Hispanic/Latino.   83% of 5th grade students indicate they feel safe at school most or all of the time on the CAHKS.  This represents a year-to-year increase. The majority of students (87%) felt safe on the way to and from school.  Both parents (100%) and staff (100%) perceive the school as safe.    80% of all students reported high levels of school connectedness on the CAHKS, a rate higher than before the COVID-related school closures.  This rate was similar for males (81%) than females (80%) report school connectedness.  Academic motivation was slightly higher for females (87%) than males (82%), but the rates of students reporting caring adults in school was similar across gender (80% male and 81% female. 100% of parents and 100% of staff feel the school has adults that really care about students.|Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff.  An identified need is the is a gap between adult and student opinions on these metrics.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming and support resources.  We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for female students.  These results will be compared against the yearly CAHKS, a process which will provide multiple measures.  Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.|Met||2025-06-04|2025
37683380109157|Magnolia Science Academy San Diego|6|Student:  For students, the average approval rate at MSA-San Diego for Spring 2025 was 66%, reflecting a slight decrease of 2 percentage points compared to 68% in Spring 2024. While the decline is minor, it continues a subtle downward trend observed over the past few years.  Several factors may have contributed to this change, including ongoing concerns about facilities, the need for more academic differentiation, and feedback related to school nutrition and extracurricular offerings. Despite broader improvements in emotional support structures and communication, it appears that these longer-standing areas of concern are still influencing overall student approval rates. Nevertheless, the student approval rate remains above the network-wide MPS student average, and it meets the set target for next year of at least 65%.  Family:  For families, the average approval rate remained steady at an exceptional 96%, matching the rate from Spring 2024. This consistency is a strong indicator of continued family satisfaction and trust in the school’s direction. Improvements in areas such as special education support, communication transparency, and the emphasis on social-emotional learning likely contributed to sustaining this high level of approval. Families have consistently praised the school's community feel, dedication to students’ wellbeing, and the improvements made in proactive outreach, which have helped ensure that family satisfaction remains strong year over year.  Staff:  For staff, the average approval rate in Spring 2025 was 82%, a decrease of 6 percentage points from 88% in Spring 2024. This decline can largely be attributed to the transition to the Great Place to Work (GPTW) survey system. The new tool introduced a significantly different and longer survey structure, with altered question phrasing that made direct year-over-year comparisons difficult. Although MSA-San Diego's staff approval remains higher than many other MPS sites, the shift in methodology likely impacted how staff responses were collected and interpreted. Additionally, while strengths such as leadership trust, personal job satisfaction, and staff connection were highlighted, areas such as equity, clear expectations, and perceptions of caring emerged as opportunities for improvement. It is anticipated that with the same survey system being used next year, a clearer trendline for staff experience will emerge.|Success:  Student: Student approval dropped slightly from 68% to 66%, but data shows strong trust in teachers and feelings of safety and support. Relationships with adults and a sense of belonging remain high. While concerns persist around facilities and food, emotional safety and connection are strengths. We will expand support systems, leadership opportunities, and student voice in decisions.  Family: Family approval remained strong at 96%. Families value clear communication, effective tools like ParentSquare, and inclusive SPED support. High trust reflects strong leadership and responsive staff. To maintain this, we’ll ensure transparency, offer feedback channels, and provide personalized attention.  Staff: Staff approval dipped from 88% to 82%, likely due to the new GPTW survey format. Despite the drop, job satisfaction, leadership trust, and collegial connection remain high. To address areas like clarity and equity, we’ll prioritize communication, respond to feedback, and co-create improvements.  Identified Need:  Student: Students reported lowest approval in facilities, food, and academic rigor. Common concerns include lunch quality, limited green space, and the need for more challenging academics. Approval stayed at 66%, but these issues persist. Facility upgrades are planned through the Measure U Charter School Planning Grant.  Family: Despite 96% approval, some families want more enrichment and better follow-up on concerns. These comments, though limited, point to a need for improved responsiveness and program variety. Expansion is limited by staffing and resources.  Staff: Staff identified low scores in expectations clarity (69%), equity (71%), and caring (78%). While the GPTW transition may play a role, patterns suggest a need to improve communication and consistency. Despite these, staff approval remains above average. We’ll address concerns through clear expectations and ongoing climate improvements.|Based on our Spring Educational Partner surveys, we will focus on five areas: academic challenge and enrichment, facility improvements, nutrition, staff communication/clarity/equity, and continuous improvement.  Academic Challenge and Enrichment: -Explore expanding honors and advanced coursework to meet student demand for rigor. -Continue partnering with the Center for Model Schools and offer staff PD on rigor and collaboration. -Broaden after-school clubs and activities to reflect student interests. -Survey students and staff to guide next year’s club offerings. -Partner with parent volunteers for clubs, tutoring, and coaching. This year included 2 new parent-led clubs and 2 tutors.  Facility Improvements: -Prioritize outdoor space improvements, including more shade and PE areas. -Explore options for shade and social spaces on our current campus. -Work with SDUSD on new facility plans, incorporating these needs. -Add comfortable, safe common areas for breaks and lunch.  School Lunch and Nutrition: -Partner with food providers to review and improve meal options. -Focus on healthier, better-tasting meals using student feedback. -Ongoing collaboration with TopNotch has already shown improvements and positive student responses.  Staff Communication, Clarity, and Equity: -Provide PD on equitable discipline and consistent enforcement. -Work on systems to improve staff awareness of policies and procedures. -Develop transparent guidelines around expectations and accountability. -Strengthen internal communication and two-way staff-leadership dialogue.  Continuous Improvement and Feedback: -Implement regular progress monitoring and reporting cycles. -Offer ongoing feedback opportunities for students, families, and staff. -Continue PAC, PTF, Wizard Council, Coffee with the Principal, and staff meetings to share updates and gather input.|Met||2025-06-26|2025
37683380111898|Albert Einstein Academies|6|To improve the engagement of underrepresented families, AEA will need to ensure technology is provided as needed so that all can access school-related content. There is a need to survey families after events to gather direct feedback on what needs improvement, what works well, and other relevant information. Multiple modes of engagement must be used, such as using phone banks to make personalized, individual phone calls to parents to invite them to events.|According to survey data in grades 3-5, 77% of students feel supported in their learning by teachers and staff, and 65% of students feel safe in their school environment. Students were less consistent when it came to peer relationships, with 55% of students feeling that all students respect and care for each other all or most of the time.  Survey data from grades 6-8 indicate that 66% of students have positive relationships with at least one staff member, 64% of students feel safe in their school environment, and 72% have a positive peer relationship.|AEA continues to partner with the San Diego County Office of Education to implement MTSS, ensuring that we have systems and practices in place to meet the needs of every student at their individual level. Training is ongoing for select staff to better meet supervision requirements, especially in unstructured non-classroom areas. AEA established a partnership with the Tariq Khamisa Foundation (TKF) to implement restorative practices across our campuses. To continue building strong classroom communities, all classes will consistently incorporate Responsive Classroom on a daily basis and utilize Restorative Practices as a strategy for resolving conflicts. No Place for Hate and Safe School Ambassadors will teach and empower students to be advocates and upstanders in their classrooms and school.|Met||2025-06-24|2025
37683380111906|King-Chavez Preparatory Academy|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. The only significant subgroup by race/ethnicity is our Hispanic students. These responses represent all majority student groups due to our demographics which are 95% Hispanic/Latino.   A median average of 70% of students perceive the school as safe. This represents a decline over the previous year (76%). Disaggregation of the results by gender shows different trends. Boys feel increasingly safe as they advance in grade level, while girls feel about the same. English learners tend to feel more safe (73%) than non-English learners (66%).  Both parents (92%) and staff (100%) perceive the school as safe.    54% of all students reported high levels of school connectedness, a rate similar to before the COVID-related school closures.  Boys and girls feel similarly connected to the school 96% of parents and 100% of staff feel the school has adults that really care about students.|Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff.  An identified need is addressing the gap between adult and student opinions. Students, particularly female students, have lower perceptions of both safety and connectedness.|School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming and support resources. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for female students. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations and events to promote connectedness.|Met||2025-06-04|2025
37683380114462|Health Sciences High and Middle College|6|HSHMC maintains a welcoming, inclusive climate and culture that honors student voice and family perspectives.Through our continued work in Restorative Practices, efforts to create conditions that support students' aspirations, building student-teacher relationships, honoring student voice both inside and outside the classroom environment, and increasing attendance of parent involvement in leadership and school-wide activities, students will feel welcomed and valued. HSHMC measures school climate through the use of the California Healthy Kids Survey. Disaggregated survey data is shared school-wide and key learnings are used to drive and inform practices and procedures to enhance teaching and learning. Additionally, we analyze this data at professional learning events. This informs actions to build mentorships. We also have students analyze the data and give feedback or gather more data from other students. Specifically the 2024-25 student data demonstrated that students feel welcome at school (74%) and listened to by adults at the school (77.3%). Parents also feel welcome at the school (77%) and believe that their voice is heard while in meetings (68%).|Survey data revealed HSHMC’s strength in maintaining a welcoming, inclusive climate and culture that honors student voice and family engagement. An area of strength is our ongoing dedication to building and maintaining school culture. The first week of school is focused on school pillars and building community. Increased support for the use of Restorative Practices and Social-Emotional Learning school-wide to maintain a welcoming school climate and culture is an identified area for growth. In order to meet this need, we have targeted professional development to support teacher implementation of restorative practices. Teachers receive feedback from administration and coaches. In addition, we have implemented a formal Student Engagement Team (SET) with one team member supporting each grade level. These members attend to the needs of our staff and students. They check-in with teachers and students daily to help foster a safe learning environment. They do this by having impromptu conversations and formal restorative conversations. The SET Team logs these interactions to create a more accurate form of data collection for student behaviors that drive conversations with parents and disciplinary outcomes. The SET Team meets at least quarterly to discuss best practices for supporting our school-wide restorative efforts. Additionally there is a behavior huddle that occurs weekly to discuss students that need help with behaviors. This huddle includes admin, members of SET Team, teacher, and a counselor.|HSHMC will strive to increase the number of responses from the surveys, and to gather information from a broader, representative group of educational partners. There will also be increased sharing of the responses and more reflection on their meaning. Our focus will center on increasing student involvement with the data to better understand what the data results mean through student discussion, circles, focus groups and more.|Met||2025-05-27|2025
37683380118083|Innovations Academy|6|Innovations Academy utilizes an in house social emotional climate survey that includes a variety of questions regarding feelings of safety at school, connection to others, self reflection, respect of other school members, resilience etc.   Student Perceptions of School Connectedness: Grade Level Data  From our K-2 band of students, 52% responded at the highest level to this question (4)  From our 3-5 band of students, 30% responded at the highest level to this question (4)  From our 6-8 band of students, 15% responded at the highest level to this question(4)  As noted, the higher the grade level, the lower the satisfaction. We will refine our questioning to gather information that may help us understand how much of this is a reflection of developmental stages and ways we can improve. Other Subgroups  Socioeconomically disadvantaged pupils On a scale of 1-4, 4 being the highest,  44% scored a 4  English learners On a scale of 1-4, 4 being the highest, 58% scored a 4  Pupils with disabilities On a scale of 1-4, 4 being the highest, 42% scored a 4  Foster youth and Homeless youth: Innovations Academy did not have a substantial homeless or foster youth population.  Student Perceptions of School Safety: Grade Level Data  From our K-2 band of students, 67% responded at the highest level to this question (4)  From our 3-5 band of students, 44% responded at the highest level to this question (4)  From our 6-8 band of students, 38% responded at the highest level to this question(4)   Other Subgroups  Socioeconomically disadvantaged pupils On a scale of 1-4, 4 being the highest, 26% scored a 4  English learners On a scale of 1-4, 4 being the highest, 42% scored a 4  Pupils with disabilities On a scale of 1-4, 4 being the highest, 21% scored a 4  Foster youth and Homeless youth: Innovations Academy did not have a substantial homeless or foster youth population.|We consider it a strength that we are scoring well in these areas.  It is observable that students in lower grades report feelings of connectedness and support and safety more often than our older students. While some of this is expected, we would like to raise the level of connectedness in older grades and will continue to communicate with the older students about ways that would help them. We began an advisory this year with our middle school students, and that decreased the number of complaints we received about middle school students from middle school students. We also noticed a significant decrease this year in the use of vulgarity and profanity on campus. We also observe that our students have a higher perception of connectedness than of safety. We would like to explore what they consider a feeling of safety and help our students realize how safe they are at school. We can also strengthen perceptions of safety by strengthening the bonds students feel in their classroom communities and by making sure all students have friends that they can be with during recess and lunch breaks. We would also like to move our socioeconomically disadvantaged and our pupils with disabilities to a higher point on the self evaluation scale.  We can do this by first asking more specific questions about what might be leading to these scores and then helping them feel connected by supporting the building of peer and teacher relationship.|"Our implementation of advisory in middle school, 2 days per week, strengthened the bonds across grade levels. Our middle school advisory teachers are going to refine the topics they teach about to improve these measures. We will take a look at our survey to help students define ""safety"" and ""connectedness"" and alter the survey if needed in a way that gives us more information. We will specifically check in with our SED and SWD students early in the year through observations in class and on the playground."|Met||2025-06-17|2025
37683380118851|King-Chavez Community High|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   Disaggregating data by race/ethnicity, English Learner status, and socio-economic status is difficult in a small school with a homogenous population. 99% of students are Hispanic/Latino, 97% are socio-economically disadvantaged, and there were not enough English Learners in most grades to form a statistically significant group. Instead, we focused on gender and grade levels to drill deeper into the data.  71% of students perceive the school as safe or very safe.  This is a year-to-year increase of 4%. The rates of perceived safety were similar across gender, with 9th grade males and feeling the most safe.  Both parents (100%) and staff (100%) perceive the school as safe.   An average of 59% of students reported high levels of school connectedness, a 10% increase from the previous year.  The rates of connectivity across gender were similar across most grades, with 12th grade males feeling the most connected.   Academic motivation was higher for females through grade 11, but 12th grade males had the highest score of any grade.    100% of parents and 100% of staff feel the school has adults that really care about students.  The median average of students reporting a caring adult relationship was 69%, a 13% increase from the previous year.|Key learnings include an area of strength in adult perceptions of school safety and caring among parents and staff. We also saw that most indicators of school connectedness improved.  However, the rate of students reporting high levels of connectedness overall and especially in the younger grades remains an area of need.  For example, the rates of connectivity were only 50% in grade 10.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming and support resources since our current approach has resulted in improved results.  We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for students in younger grades.  Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.|Met||2025-06-04|2025
37683380119610|Gompers Preparatory Academy|6|At Gompers Preparatory Academy (GPA) student, parent, teacher and staff perception of a safe school climate is reflected through ongoing WASC and LCAP surveys. Results from our 2025 LCAP Survey include: GPA is a safe school: 94% of students agree 99% of parents agree 100% of staff agree GPA staff are supportive: 94% of students agree 97% of parents agree 98% of staff agree GPA is providing a high-quality education: 91% of students agree 98% of parents agree 100% of staff agree SWD are supported at GPA: 83% of students agree 89% of parents agree 98% of staff agree English Learners are supported at GPA: 60% of students agree 93%of parents agree 94% of staff agree Street Data interviews for EL and SWD based on their initial student survey data responses: • EL students' key takeaways: Teachers to provide more targeted support; examples; and time for them to practice their English skills. • SWD's key takeaways: Teachers to explain information more, provide more examples, focus on students who need more time or are getting lost. Top 3 Priorities Parents Chose:  High Graduation Rate (55%)  Positive School Climate (53%)  Retain and Recruit High Quality Staff (50%) Top 3 Priorities Staff Chose: Improve Student Achievement (75%) Positive Climate at GPA (66%) Recruit and Retain High Quality Staff (40%)|School Safety: Efforts to improve include continuing to focus on our strong school culture that puts students and safety first, providing ongoing training for staff, engaging in restorative justice practices for students, and providing education opportunities for parents/families, while also continuing to partner with local agencies to provide full wrap around services. Supportive Climate: Efforts to improve include maintaining our 1:1 chromebook policy, providing access to research-based and vetted software learning programs to increase literacy, numeracy, social-emotional learning and problem-solving skills. In addition, providing access to specific textbooks and resources needed for each subject, and ensure students who need additional support with wifi have access to resources, as well as professional development, tutoring and increased collaboration. High Quality Education: Efforts to improve include push-in supports during the school day with our co-teach model, targeted small group instruction, differentiated learning opportunities, and after school tutoring programs. Efforts to improve include ongoing professional development for staff on creating lesson plans and unit maps that incorporate the CCSS, as well as training on how to provide students with appropriate scaffolds to help them reach their grade level standards. GPA implemented the pivotal 7 Alignment Essentials that focuses on alignment for all staff grades 6-12 on the first 10, citizenship, balancing assignments, modeling the GPA binder and planner, standing to speak, and purposeful seating. In addition, providing teachers with direct feedback to increase student engagement and achievement. Reading conferences take place in each class during the first 10 minutes of class, as an added support to increasing literacy skills, not just in English class, but in all subjects. Efforts to improve include analyzing current data from state-wide assessments and in-school assessments to determine areas for improvement, provide professional development to support all staff in understanding where the skill gaps are and what the school will need to do to address them, share data and the plan for improvement with parents and educational partners, provide small group targeted instruction, provide tutoring, and differentiated instruction. SWD are supported: Efforts to improve include ongoing professional development for Education Specialists, Support teachers, School psychologist, and speech pathologist, scaffolding and interventions, co-teach model in ELA and math classrooms in all grade levels, learning center and academic enrichment classes, mild/moderate ELA and Math course offerings in middle school, all-inclusive high school access to A-G, academic enrichment courses for high school students, and continued parental involvement/training. GPA is currently implementing our CIM plan focused on decreasing disciplinary infractions for students with disabilities.|GPA is no longer part of the Differentiated Assistance (DA) and Additional Targeted Support and Interventions (ATSI) accountability and monitoring systems for improvement. GPA will continue to monitor and adjust accordingly to ensure the targeted subgroups continue to improve and flourish. GPA continues to be part of the Compliance Improvement Monitoring (CIM) focusing on SPED. GPA has updated the 25/26 LCAP to continue to address the specific needs of students, parents and staff. GPA LCAP goals include Student Achievement, School Culture and Climate, Increasing academic performance of SWDs, and Increasing the academic performance of our ELs. Key learnings that helped guide our 25/26 LCAP goals include, but are not limited to, targeted interventions and supports, professional development, and recruiting and retaining high quality staff.|Met||2025-06-17|2025
37683380121681|San Diego Global Vision Academy|6|Response: Due to student privacy reasons, the only student groups in the California Healthy Kids Survey from which they could disaggregate data were the Hispanic student group for elementary grades and Hispanic and Multiracial for middle school grades. ? Overall, 78% of 3rd-5th graders report feeling connected to the school ? 76% of Hispanic students in elementary school report feeling connected to the school ? 58% of Black/AA 5th grade students report feeling connected to the school ? Overall, 70% of 6th-8th graders report feeling connected to the school ? 66% of Hispanic students in Middle School report feeling connected to the school. ? 82% of Multi-racial 8th grade students report feeling connected to the school|Response: According to the Healthy Kids Survey 87% of 3rd-8th grades report that adults in school have high expectations.  84% of Middle School students and 89% of 3rd-5th grade students report feeling safe at school.  SDGVA will continue to prioritize professional development that explicitly addresses ways for educators to be culturally responsive warm demanders, time to plan and set expectations, procedures and protocols for their learning environment. SDGVA will continue to adhere to systemic management protocols that include high structured and supervised experiences outside the classroom utilizing educators, instructional coaches, administration and instructional associates for duties overseeing the cafeteria, lunch time, recess time and pick-up and drop-off process. SDGVA will continue to form positive and productive relationships with students and families through communication, events, and a culture of care.  Identified areas in Middle School include an increase in percentages from 6th (32%) to 8th (59%) grade on reports of mean rumors or lies being told. And an increase from 6th (20% to 8th (44%) grade on reports of cyberbullying.  Identified areas of need for the elementary school include more student voice and opportunity for students to share their ideas for school and classroom rules, learning activities, and school events.|Response: In order to address the Middle School students’ concerns regarding reports of rumors/lies and cyberbullying the next year’s Social-Emotional Program and School Counselor will include a focus on the impact of problem/gossip-saturated vs. solution-orientated communication, advocacy for self and others and digital etiquette.  In order to address the need for elementary students to have more opportunities for student voice and agency, we will create a Student Council of representation from students in 3rd-5th grade that solicit feedback on SDGVA programs, school-wide culture and daily routines.|Met||2025-06-18|2025
37683380122788|School for Entrepreneurship and Technology|6|In a recent survey, 100% of SET Parents and 91% of SET students believe the school is headed in the right direction (3, 4 or 5 on a 5 point likert scale) and 98% of parents and 94% of students believe their school is a safe place to learn. We also learned that the majority of SET students believe their teachers care strongly about them and, for the most part, are fairly to very satisfied with the progress in the areas of history/social science, science, writing, mathematics, and reading.|Areas of strength include school connectedness, safety and connection with staff.|There are students who are expressing concerns of not being heard, despite our efforts to offer more student voice through the SET Senate.  There are also students who perceive that decisions are not made fairly.  We will implement a suggestion box to help provide another easy avenue for students to offer suggestions or register complaints.  The fairness element is difficult to address because student privacy prevents full transparency when explaining decisions.|Met||2025-06-11|2025
37683380123778|Old Town Academy K-8 Charter|6|While the survey results indicate areas for growth, the overall takeaway is that OTA is performing well in key areas such as overall satisfaction, school safety, and academic quality.|N/A|We have reviewed our results and have already begun making adjustments for the upcoming school year, including enhancements to both field trip opportunities and academic programs.|Met||2025-06-18|2025
37683380124347|City Heights Preparatory Charter|6|The data reported on the California Dashboard regarding the Local Climate Survey shows that City Heights Prep has improved from a student perspective overall in both school conditions and climate. From students' feedback, their desire to have more elective classes and AP courses was identified as a strength in the school environment. This allowed middle and high school students to have more elective classes. City Heights Prep has made significant strides in improving the school climate and addressing student safety and connectedness, aligned with standards outlined by the California Health Kids Survey, Since the 2018-2019 school year, we have introduced school-wide assemblies to honor student achievements, invite outside speakers, and foster unity to campus. These efforts aim to build a stronger sense of community and connectedness among students. Additionally, we have continued to implement valuable student feedback in decision making process, ensuring that our students feel heard and valued. The introduction of new extracurricular activities, supported by funding form Expanded Learning Opportunities (ELP) Program, has been incredibly successful. Our new clubs, including guitar, boxing, soccer, and volleyball have generated excitement and enthusiasm among students, helping to enrich their school experience. This year, the school staff continued to plan and take the students on many field trips, along with scheduling events both on and off campus to build school community and student engagement. Lastly, there were many more school spirit opportunities, and several students engaged in these activities.|"Through the analysis of the data, we were able to see the importance of giving students a safe space to express their concerns, interests, and desired changes at their school. Not only did we analyze their input, but we also worked with the students at Family meetings, in ASB club and through their AVID classes to understand and implement the changes they wanted to see, creating a better environment for them. We can continue to improve the current community climate by considering students' suggestions in decision-making processes and maintaining extracurricular activities. Based on California Healthy Kids Survey data and our improved ""whole child"" approach, our school qualified for the Community Schools Partnership Program (CCSPP). This funding has helped implement SEL resources such as weekly emotional check in platform, SEL Curriculum for middle school elective, Resiliency Groups for support for students have experienced trauma, SEL training for staff to better support student's school wide. Additional platforms we use, such as Sown to Grown, Care Solace and Wayfinder. Sown To Grow is an online social emotional learning check in platform completed weekly by students in their AVID classes. AVID teachers have access to student reflections in which they can read and also respond to students. Once a week, reflections are reviewed by a school counselor and a student support coordinator. Student meetings are conducted with concerning student reflections. Care Solace is an online platform to assist families in finding mental health supports, food banks and shelters. Once a parent gives their consent, a ""Warm Handoff"" is given, so a Care Solace employee can reach out to the parent to help them find services that works with their insurance or are provided free services. Wayfinder is an online socio emotional learning curriculum platform used for our SEL Middle school elective. It helps students focus on building life skills, meaning, self-awareness, empathy and exploring post-secondary education. All teachers grades 6-12 have access to this platform and can use Wayfinder for SEL activities and lessons.This has fostered more positivity and increased students' desire to be at school. It has made school about more than just academics by including social-emotional support and activities that help students learn valuable skills both inside and outside of school, ultimately making school a more enjoyable experience for them."|The school staff will continue to seek input from students, and as a result, we have made adjustments to our school's safety plan to ensure a secure learning environment. We have also made changes to the school campus to create more space for activities and student use. Additionally, we have adjusted our positive behavior practices, incorporated more social-emotional supports, and added more student engagement opportunities. This year, the facilities manager upgraded the garden to create a grassy picnic area where students can socialize and enjoy their lunch with others. Picnic tables were added to this area to allow students to work outside as well. Based on student input, we also purchased a marquee to post important school updates, and acquired a new outdoor sound system for announcements and music to help build the school community and increase student engagement. We have also added two foosball tables as well as a ping pong table. We have also developed a high school mentoring program where high schoolers can volunteer to become mentors to selected middle school students, providing mental, emotional, and academic support. Teachers conduct daily socio-emotional check-ins and host weekly circles to build classroom and school culture. Additionally, we have developed weekly voluntary resiliency groups to help students learn skills to cope with trauma. In addition, City Heights Prep School Counselor has given multiple presentations to support students well being such as: anti-bullying presentation, drug awareness, tutoring and the importance of school attendance. We also had our annual spirit week where students participated in multiple activities during lunch such as: musical chairs, tight rope and easter eggs hunting. Furthermore, throughout the week students participated in jersey day, pajama day, twin day and school spirit day. Students who showed excellence were able to win incentives throughout the semester such as; winning prizes for perfect attendance, student of the month and pizza party for their classroom. All these changes were implemented based on feedback from the survey to address students' mental and emotional health.|Met||2025-06-06|2025
37683380126730|Kavod Charter|6|Students in grades 3-5 in elementary school were surveyed and 6-8th in middle school. A total of 201 students completed the survey. Some of the highlights are:            Nearly all students expressed a motivation to learn            Nearly all students believed most of the teachers or adults at school cared for them            Nearly all believed most students at school are generally well behaved            Nearly all believe they feel safe at school most or all of the time            Nearly all  students believed teachers and other grown-ups make it clear that bullying is not allowed            Nearly all believed there was at least one team member at Kavod who they would consider a trusted adult who you could go to if you    needed support|Kavod uses the Healthy Kids Survey as a base and adds additional questions to gauge particulars about the program to see if students understand the mission and embody key elements of the OLAM Profile. Additional questions indicate that some work must be done along educating families the importance of having students going to bed an appropriate hour so they are rested for the following day. In the middle school grades some work around peer to peer perceptions and interactions has to be looked at more closely; both face to face and online.|Since feedback has been pretty positive overall all around the areas of student engagement and school culture there are no major planned changes. Students/families who have expressed a less favorable outcome at Kavod have been followed up with to identify any areas we can improve in the future. We also plan to start after-school clubs earlier so that students can more easily begin participating in those activities.|Met||2025-06-16|2025
37683380127647|e3 Civic High|6|In Spring of 2025, e3 Civic High administered its annual local climate survey to staff, parents, and scholars to assess school safety, connectedness, academic quality, and leadership effectiveness. The survey was conducted online via Qualtrics, in both English and Spanish, and analyzed by an external evaluator, Dr. Nina Salcedo Potter of SDSU.  Survey participation rates were as follows: -Scholars (grades 9–12): 127 responses (36%) -Parents: 63 responses (17%) -Staff: 40 responses (71%)  Student data (Grades 9–12): Scholars reported overwhelmingly positive experiences related to school climate and safety. Approximately 95% agreed that they feel safe, are included, and would recommend the school to others. They also affirmed the school’s commitment to equity and leadership opportunities. Academic perceptions showed improvement over 2023, with increases in understanding of class expectations, college/career readiness, and support from learning facilitators. Still, students expressed a desire for clearer academic expectations, more extracurricular activities, and improved consistency in discipline and communication.  Parent data: Parents reported strong confidence in the school’s safety (96%), culture (94%), and volunteer inclusion (88%). The school’s academic program received positive feedback, with 69% strongly agreeing that scholars have access to rigorous, A–G aligned instruction. Support services, especially for scholars with special needs, reached their highest ratings to date. Disaggregated data indicated that 82% of responding parents identified their child as Latino/Hispanic, with additional representation from Black, White, Asian, and multiracial backgrounds.  Staff data: Staff responses reflected commitment to scholar success but also highlighted internal challenges. Only 69% would recommend the school—down from prior years. Concerns included inconsistent enforcement of expectations, reduced clarity in leadership communication, and material support. However, staff rated the Principal and Instructional Leadership Team positively, while perceptions of the CEO were notably lower.  Disaggregated student group data: Respondents represented a broad cross-section of racial/ethnic backgrounds. Latino/Hispanic scholars made up the majority, aligning with overall enrollment trends. Although survey items were not disaggregated by subgroup in reporting, narrative feedback from families emphasized the importance of individualized academic support, especially for IEP students and first-generation college-bound youth.  Conclusion: Overall, the 2025 data indicate a strong sense of safety and support among students and families, with high levels of trust in school-level leadership. Opportunities remain to strengthen academic rigor, extracurricular offerings, and internal staff cohesion. These findings are guiding continuous improvement efforts in school culture, communication, and instructional systems.|Analysis of the 2025 climate survey at e3 Civic High revealed strong alignment between student and parent perceptions of safety, support, and equity, alongside staff-identified needs for internal consistency and leadership transparency.  Key strengths:  Student Safety & Belonging: 95% of scholars reported feeling safe and included, with similarly strong ratings for equity and respect across student backgrounds. These perceptions held across demographic groups, including the school’s majority Latino/Hispanic population.  Positive Adult-Student Relationships: Students and parents praised learning facilitators as caring, respectful, and supportive. Staff-student connections remain a core strength of the school’s culture.  Parent Trust and Engagement: 94% of parents rated the environment as “very positive,” with high marks for support services and communication. Notably, 60% felt their input is valued—an all-time high.  School-Level Leadership: Students and parents reported strong trust in the Principal and Deans, citing approachability, fairness, and visible leadership.  Identified needs:  Academic Rigor & Clarity: Students and staff called for more consistent expectations, challenging coursework, and clearer grading practices. Scholars also requested greater alignment between instruction and assessments.  Leadership Communication: Staff expressed concerns about inconsistent planning, unclear decisions, and limited voice in school direction. Confidence in the CEO was low.  Student Engagement & Enrichment: Scholars highlighted a desire for more clubs, sports, field trips, and student-driven events to build connection and motivation.  Behavioral Consistency: Both staff and students noted uneven enforcement of discipline, with a call for clearer expectations and fair consequences.  Support for Special Populations: Families of IEP and first-generation students emphasized the importance of individualized academic and college-readiness support.  Conclusion: While e3 maintains a strong climate for students and families, the data underscore a need to strengthen internal communication, instructional consistency, and student engagement systems to ensure all scholars are supported and challenged.|Based on the 2025 climate survey findings, e3 Civic High is taking the following actions to strengthen school climate, instructional consistency, and stakeholder engagement:  1. Strengthening Academic Rigor and Clarity: The school is implementing department-level planning protocols to ensure alignment of curriculum, grading practices, and instructional pacing. Professional development will focus on standards-based instruction, formative assessment, and equity of access to rigorous coursework. A mid-year instructional review process will be introduced to monitor progress.  2. Expanding Scholar Engagement and Enrichment: In response to student feedback, e3 is increasing access to clubs, student-led events, and elective offerings. A student advisory council is being reinstated to co-design enrichment activities. New pathways, including CTE-aligned options, will be explored to better serve diverse learner interests and goals.  3. Improving Systems for Behavior and Accountability: The school will revise its behavior expectations framework to ensure clarity, consistency, and restorative practices. Staff will receive training on implementation, and a behavior response matrix will be shared with families. A new referral tracking system will help monitor follow-through.  4. Rebuilding Internal Communication and Trust: To address staff concerns, e3 will implement monthly cross-functional leadership meetings with teacher representation to improve transparency and two-way communication. Leadership will establish clearer planning timelines, decision-making protocols, and feedback loops. The CEO and Executive Team will host quarterly “pulse check” sessions to address concerns in real time.  5. Enhancing Family Communication and Support: To better support first-generation and multilingual families, the school will expand access to college-readiness workshops, including translated materials and evening sessions. A new family newsletter will provide regular updates on events, policies, and student supports.  6. Supporting Staff Morale and Voice: To improve retention and job satisfaction, e3 is expanding peer-led collaboration time, clarifying roles and compensation practices, and increasing recognition of staff contributions. Input from the annual climate survey will be incorporated into leadership evaluation and improvement planning.  Conclusion: These changes are directly informed by local data and stakeholder input. They reflect e3’s commitment to a safe, equitable, and high-performing learning environment grounded in strong relationships and continuous improvement.|Met||2025-06-12|2025
37683380129387|Empower Language Academy|6|Empower students, parents, and staff take annual surveys to measure perceptions of school safety and connectedness.  The rate of positive perceptions of school safety among students was 86%.  90% of parents and staff agree the school is safe.   Indicators of student connectedness were mixed, but overall high  (89%).   94% of students and parents report adults at school really care about students.   Student perceptions of active involvement were relatively lower. 23% of students feel adults at school did not ask them for their ideas, and 31% feel they do not have chances to solve school problems.|Areas of strength include the fact that both parents and students feel the school is safe and has adults who care about students.  An identified need is that some students do not feel like they have opportunities to share their voice and solve school problems.|The school will increase student involvement in decision-making that impacts them by strengthening student leadership groups and providing structured opportunities to shape classroom rules.  The LEA will build on existing strategies that have proven to be successful in building school connectedness and perceptions of caring.   These include school celebrations/events, student-centered academic engagement strategies, and a restorative approach to discipline.|Met||2025-06-18|2025
37683380129395|Elevate|6|At Elevate, we use the Measurable Results Assessment (MRA) from FranklinCovey Education as part of our ongoing commitment to creating a strong, positive school climate. As a Leader in Me school serving 4th–8th grade students, the MRA helps us measure progress in culture, leadership, and academics. We invite students, staff, and families to share their input, and use that feedback to set our goals for growth in the following school year.|"This year’s data was overall very positive, with a couple of areas highlighted as opportunities for growth. Our overall school climate score came in strong at 90, showing that the vast majority of our school community feels positive about the environment we’re building together. Our highest marks were in the ""Culture"" domain, where staff shared that they feel heard, and both students and families reported a strong sense of belonging and empowerment. We did notice a slight dip—just 1 point—from previous years in students' feelings about having a trusted adult they can connect with. While still a generally positive area, it's one we’ll be focusing on intentionally as we head into the next year. This year our students showed increased feelings of empowerment and belonging, which is encouraging and speaks to the leadership opportunities they’re experiencing. One area we’ve identified for growth is ""Goals,"" which received a score of 70. We’re already thinking about how to support students in setting and tracking personal and academic goals more effectively. Other areas for growth will be in helping more students feel that there is a high trust relationship with a staff member and helping students feel empowered to grow as learners and leaders. We will also focus on social supports, as this will help students be more motivated to attend school and feel connected to the school and to others."|Feedback from the MRA survey is used to inform our schoolwide “Wildly Important Goals” for the following school year, and the steps to achieve those goals are communicated to staff through professional development and collaboration times. We share our goals with students and their families through school-wide communications, classroom newsletters, and “scoreboards” displayed on each campus to track our progress toward reaching our goals.  This next year, part of our school-wide goals will include a focus on helping students understand their personal data, set goals for their learning, and work toward achieving those goals in small group instruction. This focus on small group instruction in our teacher PD will also support our goal of increasing trust in the relationship between staff and students, as small group settings foster a more personalized connection within the classroom.  In the future, we plan to explore other options for a school climate survey that will allow us to better disaggregate the data by student subgroups.|Met||2025-06-09|2025
37683380131565|High Tech Elementary|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683380131979|Ingenuity Charter|6|California Healthy Kids Survey data for the 2023-2024 school year indicated a 39% school connectedness rate.  2024-2025 California Healthy Kids Survey results indicate a significant 14% improvement in this area with a 53% school connectedness rate.|There is still significant room for improvement to reach a 75% outcome, however other qualitative data such as student interviews and educational partner input indicate strong improvement in the area of school connectedness and welcoming environments.  Student group data is not available given student sample size.  Students and families have reported that in person classes, workshops and tutoring have resulted in stronger feelings of connectedness.  Students have also reported that enrichment events have allowed them to form more social bonds.|The 2024-2027 LCAP cycle focuses on the areas listed above.  For example, a specific goal was established in the area of academic relevance and engaging educational experiences. In addition, another LCAP goal was created to focus on a sense of belonging and strong relationships.  Action steps in both of these goals are based on feedback from students and families.|Met||2025-06-09|2025
37683380135913|Urban Discovery Academy Charter|6|In 2025, the school administered both the CA Healthy Kids Survey and a local UDA climate survey.  With regards to school safety, on the CA Health Kids survey 93% of elementary students, 50% of middle school students, and 58% of high school students responded positively.   On the UDA Climate Survey, 71% of elementary school students responded positively regarding school safety, and 22% were unsure. 89% of middle school students and 100% of high school students responded favorably. 89.5% of families feel like students are safe at school. 89% of elementary students, 50% of middle school students, and 57% of high school students reported feeling connectedness with the school community.|UDA has developed new partnerships this year that has enabled additional support services to be provided to students.  The Children and Youth Behavioral Health Initiative (CYBHI) funding has allowed the school to expand mental health and wellness services K-12 starting this spring and continuing into next year. Prior to this, it was a challenge to provide these services to the elementary school students. Reality Changers has also supported Wellness by providing school counseling, including socioemotional and academic/college counseling services they provide.   This year the Social Emotional Learning (SEL) curriculum has been enhanced across all grade levels and it will continue to be implemented next year from the beginning of the school year.  The school has also partnered with the county to provide social worker interns; these team members will help support our focus on attendance, social emotional coping skills, violence prevention, and development of student voice and agency.|Our partnership to provide social worker interns will help address student and family needs, and provide social emotional learning supports.  The school will continue to increase mental health service providers next year and seek out ways to provide sustainable mental health services for students.|Met||2025-06-18|2025
37683380136663|America's Finest Charter|6|Results for the 2024-25 school survey were as follows: % of students reporting that they feel safe at school: All= 80% SWD= 49% SED= 80% EL= 56% AA= 51% HI= 70% % of students reporting that they feel connected to others at school: All= 60% SWD= 48% SED= 60% EL= 53% AA= 42% HI= 70% The participation rate was 67% of all students in grades 4-12.|The data revealed that 20% of our students do not feel safe or connected at school. While there is a slight variability of scores between different student groups, the overall trend is consistent. This is an area of high priority for this school. When students don't feel safe or connected, they can't learn.|The school has prioritized professional development for all staff in the areas of Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered System of Supports (MTSS), with a strong emphasis on Restorative Practices. Next year, the school will implement increased advisory time at the high school, as well as morning and closing circles, and restorative conversations for students facing lower-level behavioral challenges. Additionally, structures will be established to ensure the consistent implementation of these practices, promoting student safety and connectedness throughout the entire school. The staffing for the upcoming year will be aligned with these priorities.|Met||2025-06-23|2025
37683383730959|Altus Schools Charter School of San Diego|6|Altus Schools Charter School of San Diego (CSSD) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.    Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of CSSD’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, CSSD exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. CSSD’s response rate on the CHKS at each grade level was Grade 7 (56%), Grade 9 (21%), and Grade 11 (47%) for CHKS Core and Grade 7 (45%), Grade 9 (16%), and Grade 11 (41%) for CHKS Behavioral Health.|In 2024-2025, 98.4% of students reported that they felt safe at CSSD and 98.6% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions.  CSSD’s  2024-2025 suspension rate was 0.0% and expulsion rate was 0.0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. CSSD didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. Key learnings included that 36% of 7th graders, 35% of 9th and 28% of 11th reported experiencing chronic sadness/hopelessness in the past 12 months and 14% of 7th, 12% of 9th and 10% of 11th graders reported having considered suicide in the past 12 months. For Hispanic students it was 27% of 7th, 33% of 9th and 24% of 11th experiencing chronic sadness/hopelessness and 9% of 7th, 13% of 9th and 9% of 11th having considered suicide in the past 12 months. 8% of students in 7th, 20% in 9th and 24% in 11th reported having every used alcohol or drugs in their lifetime. 6% of students in 7th, 8% in 9th and 12% in 11th reported having used alcohol or drugs in the past 30 days. For Hispanic students 5% if 7th, 11% of 9th and 13% of 11th graders reported drug or alcohol use in the past 30 days. 0% of 7th graders, 3% of 9th and 3% of 11th graders reported they currently use tobacco.  7% of 9th and 3% of 11th reported vaping in the past 30 days. 0% of 7th, 9% of 9th and 2% of 11th grade Hispanic students reported vaping tobacco products in the past 30 days. Overall, 22% of students in 7th, 26% in 9th and 41% in 11th reported bedtime of 12am or later, and 70% of students in 7th, 62% in 9th and 53% in 11th reported eating breakfast today. For Hispanic students 16% of 7th, 26% in 9th and 46% in 11th reported bedtime of 12am or later, and 60% in 9th and 56% in 11th reported eating breakfast today.  Most students (69% in 7th, 68% in 9th and 76% in 11th) reported having caring adult relationships at school. Among Hispanic students the results were 67% of 7th, 64% of 9th and 75% of 11th. 89% of students in 7th, 88% in 9th and 90% in 11th report that teachers at the school treat students fairly. 73% of 7th, 66% of 9th and 65% of 11th graders reported overall life satisfaction and for Hispanic, 79% of 7th, 68% of 9th and 64% of 11th reported life satisfaction.  In the past 12 months 29% of 7th, 25% of 9th and 24% of 11th grade students reported wanting to receive mental health services, 35% of 7th, 23% of 9th and 24% of 11th reported receiving mental health services and 25% of 7th, 16% of 9th and 12% of 11th reported barriers to receiving services.|CSSD has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHKS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs CSSD has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at CSSD.|Met||2025-06-26|2025
37683383731189|Preuss School UCSD|6|The Preuss School at UC San Diego administers the California Healthy Kids Survey (CHKS) annually to gather comprehensive data on school climate for students in grades 7, 9, and 11. In 2024–25, the response rate was strong across all grade levels: 87% for middle school and 89% for high school. The data reflect scholars' perceptions of safety, connectedness, engagement, adult relationships, and social-emotional well-being.  Key findings include: School connectedness declined notably in middle school from 68% (2022) to 42% (2025), while high school remained steady at 50%. Perceived school safety averaged 72% for middle school and 69% for high school. Rates of chronic sadness improved slightly, with 25% of 7th graders and 23% of 11th graders reporting these symptoms, both figures lower than those in prior years. Scholars reported high levels of optimism and life satisfaction on the California Student Wellness Index, with scores of 103.7 (7th grade), 104.7 (9th grade), and 102.8 (11th grade), all exceeding the state averages. Substance use on campus remained low, with 98–100% of scholars across grades reporting no substance use at school. Notably, harassment reports among middle schoolers rose to 35%, while 20% of high school scholars reported being bullied.|The CHKS data highlight a dichotomy in scholar experience: while safety, substance-free environments, and adult support remain strengths, engagement and connectedness, particularly in middle school, have declined. The stark 26% drop in middle school connectedness since 2022 underscores the need for targeted interventions. Reports of harassment and bullying are rising, suggesting a climate where inclusion and peer relationships require renewed attention.  Conversely, high school scholars report stronger academic motivation and lower emotional distress than in past years. The Preuss School’s restorative practices, consistent advisory program (UP), and SEL efforts have contributed to stronger adult-scholar relationships, with 84–96% of scholars reporting access to caring adults.  We also recognize disparities among subgroups. Scholars with disabilities and long-term English learners report lower levels of school engagement and safety, which has guided our continued work with SDCOE on Differentiated Assistance - root cause analyses.|In response to the climate data, The Preuss School will take several key actions in 2025–26:  Expand the implementation of SEL curriculum via Aperture’s DESSA tool in middle school advisories to address connectedness and scholar self-regulation. Launch a formal Positive Behavioral Interventions and Supports (PBIS) program with a focus on middle school culture and behavior expectations. Strengthen family engagement through multilingual outreach, expanded use of ParentSquare, and increased translation services to rebuild trust and promote collaboration. Provide professional development on trauma-informed care and inclusive practices, with a focus on supporting scholars with disabilities and multilingual learners. These efforts will be monitored through CHKS metrics and integrated within our strategic plan—Foundation for Scholar Transformation (F4ST)—to ensure alignment with our LCAP goals for scholar well-being and engagement.|Met|The Preuss School at UC San Diego demonstrates a strong school climate, with 2024–25 CHKS data showing that 72% of middle school and 69% of high school students feel safe on campus. Substance use remains very low (98–100% report no use at school). Long-te|2025-06-12|2025
37683383731247|High Tech High|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683383731395|Altus Schools Audeo|6|Altus Schools Audeo (Audeo) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, Audeo exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo’s response rate on the CHKS at each grade level was Grade 7 (62%), Grade 9 (22%), and Grade 11 (51%) for CHKS Core.|In 2024-2025, 98% of students reported that they felt safe at Audeo and 99% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2024-2025 Audeo’s suspension rate was 0.0% and expulsion rate was 0.0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. Audeo didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. Key learnings included that in the past 12 months 7% of 9th graders and 12% of 11th graders reported having considered attempting suicide in the past 12 months. 7% of students in 9th and 4% in 11th reported current alcohol or drugs use while 21% in 9th and 19% in 11th reported lifetime alcohol or drug use. 0% of 7th,9th and 11th graders reported they currently use tobacco.  On the CHYS, among Hispanic responses for 11th grade, 31% reported 3 or more monthly absences, 38% reported trouble focusing on schoolwork, while 29% experienced socioemotional distress in the past 12 months and 38% experienced chronic sadness/hopelessness over that time.  50% reported a bedtime later than 12am and 36% reported eating breakfast today. For all students, in the past 12 months 7% of 9th and 28% of 11th grade students reported they wanted to receive mental health services, 36% of 9th and 21% of 11th graders reported receiving mental health services while 8% and 17% reported barriers to receiving services.|Altus Schools Audeo has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo has a school meal program, provide an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo.|Met||2025-06-26|2025
37683386039457|Darnall Charter|6|Teacher and Staff Support: 53.5% of respondents feel that students receive the necessary assistance and support from staff. Meeting Individual Needs: 58.1% of respondents agree that the school effectively meets the individual needs of students. Academic Programs: 58.1% of respondents believe the school’s academic programs successfully support student achievement. School Staff: 63.4% of respondents report positive relationships and support from school staff. Communication: 62.8% of respondents feel that communication between the school and families is strong. Positive and Welcoming Environment: 94.9% of respondents feel the school provides a welcoming and positive environment.|Results reflect strong overall satisfaction with Darnall Charter School’s academic programs, staff, and school climate, with the majority of families reporting positive experiences. However, the data also indicate areas for growth, particularly in fostering a more welcoming environment for all families and enhancing communication about school events and activities. While parents value the academic and enrichment opportunities offered, data suggest a need to deepen engagement and awareness.|Based on the analysis of data and key learnings from educational partner feedback, the LEA has identified a need to strengthen family engagement, improve communication strategies, and foster a more welcoming campus environment. In response, the LEA will implement several changes to existing plans and procedures. First, all family meetings and school events will include dedicated opportunities for gathering feedback, with summaries of this input shared at subsequent meetings to ensure transparency and close the communication loop. Additionally, the LEA will revise its communication plan to increase the frequency and clarity of updates through multiple channels, including translated newsletters, digital platforms, and in-person outreach. The school will also revise its family engagement policy to include the creation of a Family Advisory Committee with diverse representation to ensure inclusive input into school decision-making.  These actions are intended to address areas of need and support continuous improvement in school climate, engagement, and student outcomes.|Met||2025-06-20|2025
37683386039812|Keiller Leadership Academy|6|Keiller Leadership Academy (KLA) annually administers the California Healthy Kids Survey (CHKS) to measure student perceptions of school safety, connectedness, and well-being. In addition, KLA administers and progress monitors Panorama's SEL survey and Wellness Survey three times a year. Key domains measured include: School connectedness Perceived safety on campus Adult support at school Opportunities for meaningful participation Bullying and victimization Substance use and emotional well-being  The results are disaggregated by student group in accordance with Education Code 52052, including: Race/ethnicity Socioeconomically disadvantaged students English learners Students with disabilities Foster youth and homeless students   Overall Summary: Panorama SEL & Wellness Survey (Spring 2025) Social-Emotional Learning (SEL) Topics Grades 3–5  Supportive Relationships scored high at 87%, indicating strong adult-student connections.  Self-Management (60%), Social Awareness (54%), Emotion Regulation (39%), and Growth Mindset (37%) scored well below national benchmarks, all below the 10th percentile, signaling significant areas for growth.  Change since last survey was modestly positive (+1 to +3 points), showing slight improvement.  Grades 6–8  Supportive Relationships remained a relative strength at 82%, with a small increase (+1).  Self-Management (65%) showed slightly stronger performance (around the 20th percentile).  Social Awareness (52%) and Growth Mindset (40%) remained below the 10th percentile, with little to no change.  Social Perspective-Taking (43%) and Emotion Regulation (40%) were low, with notable declines (-4 each), suggesting growing emotional and interpersonal regulation challenges.  Student Supports & School Environment Grades 3–5  School Safety (54%) and Sense of Belonging (50%) were moderate (around 40th percentile), with School Safety showing strong improvement (+13).  School Climate (44%) remained below the 10th percentile, suggesting many younger students still perceive the school environment as unsupportive or inconsistent.  Grades 6–8  School Safety (58%) showed solid improvement (+5), now at the national 50th percentile.  Sense of Belonging (44%) and School Climate (38%) remain well below national averages, with Belonging only in the 20th percentile and Climate still in the bottom 10%, despite some improvement (+3 to +7).|Supportive relationships with adults are a consistent strength at all grade levels.  Emotion regulation, social perspective-taking, and growth mindset are major areas of concern across grades.  School climate and sense of belonging are especially low in middle and high school students, despite improvement in perceived safety.  Students are asking for more meaningful emotional support and stronger relationships with school adults beyond just academic help.|In response to the areas of need identified through local data analysis and stakeholder input—particularly in social-emotional learning (SEL), sense of belonging, and school climate—Keiller Leadership Academy (KLA) has implemented several critical changes to strengthen academic outcomes and student well-being.  The school’s master schedule has been strategically revised to allow for both academic rigor and dedicated time for social-emotional learning. This revised schedule integrates intentional SEL practices, targeted interventions, and collaborative planning time for staff to address whole-child needs.  To better meet students where they are developmentally, KLA has implemented a responsive and differentiated scope and sequence aligned with the Amplify Science curriculum and cross-disciplinary SEL competencies. These adjustments ensure instruction is not only standards-based but also adapted to the unique emotional and cognitive development stages of students across grade levels.  A Restorative Justice and Practices Team has been formed to support positive behavior interventions and to reduce exclusionary discipline practices. This team focuses on strengthening relationships, conflict resolution, and community-building to reinforce a positive school climate and help students regulate behavior more constructively.  Additionally, KLA will continue administering Panorama SEL and Wellness surveys to students throughout the year. These surveys are critical for monitoring progress in school climate, student well-being, and perceptions of safety and belonging. Disaggregated data from these surveys will inform ongoing professional development, family engagement strategies, and student support services.  These targeted actions are part of KLA’s broader commitment to continuous improvement, ensuring that every student feels safe, connected, and empowered to thrive academically and socially.|Met||2025-06-10|2025
37683386040018|Harriet Tubman Village Charter|6|During the 2024-25 school year, Harriet Tubman Village Charter School administered the Leader in Me Measurable Results Assessment (MRA), which collects feedback from students, staff, and families on areas such as School Belonging, School Climate, Staff Fulfillment, Family Involvement, and Family and Community Engagement. The results showed positive growth in several areas. Students’ sense of School Belonging increased to 79%, which is 3% higher than the previous year. The combined Staff and Student School Climate score rose by 4%, reaching 80%. Staff Fulfillment improved by 6% to 81%, and Family and Community Engagement increased by 5%, achieving a score of 72%. However, Family Involvement experienced a slight decline, decreasing by 4% to 71%.|This year there has been a more collaborative approach to student behavior with 4 or 5 people addressing behavior as a team rather than one individual making decisions (CARE team involved). The school hired Interquest Canine Detection to ensure there are no drugs on campus and this has helped prevent a lot of issues. Installing Zeptive VapeSensors in every room has helped reduce vaping on campus. We anticipate with the continued high level of behavior intervention and supports with health and wellness services that the school climate rating will continue to increase. The school is continuing to strengthen implementation of the Leader in Me program and is in the process of becoming certified as a Lighthouse school.  At a Lighthouse school, leadership is shared with students through a variety of leadership roles and student voice leads to innovations within the school. Student Lighthouse team of students to establish leaders on campus. Peace Patrol, students (peer-on-peer) support with minor behavior issues in regards to behavior towards other students and staff.  The school is also looking to partner with the California Healthy Kids Survey. The school is deepening its support systems through a partnership with SDCOE, bringing in intern social workers to assist with student well-being. The ICAN program and additional student supports will continue to be prioritized to strengthen academic and social-emotional outcomes. Moving forward, the school remains committed to building a more inclusive, collaborative culture through two-way communication and meaningful family involvement.|HTVCS will continue to build on the strong progress made in improving communication and family involvement while addressing identified gaps. To better support all families—especially emergent multilingual households and those facing access barriers—the school will enhance translation services and outreach efforts. Recognizing the need for clearer and more accessible communication, the school will implement a pre-established, structured calendar of events, including School Site Council (SSC), ELAC, Town Halls, and family engagement activities, to provide consistency and predictability for families. The school will also explore ways to offer flexible meeting times and virtual attendance options to increase participation. Staff time will be dedicated to deepening family engagement around strengthening partnerships and fostering student leadership at home and in school. Although parent participation in decision-making has increased, the school acknowledges the ongoing need to make these processes more inclusive and will prioritize building meaningful two-way communication and ensuring all family voices are heard and valued. These actions aim to solidify and expand family partnerships throughout the year and support continuous improvement in engagement and school community cohesion.|Met||2025-06-24|2025
37683386040190|King-Chavez Primary Academy|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   The only significant subgroup by race/ethnicity is our Hispanic students.  These responses track the all students group due to our demographics which are 97% Hispanic/Latino.   88% of students indicate they feel safe at school most or all of the time, an increase over the previous year. Perceived safety was equal across gender.  The majority of students (84%) felt safe on the way to and from school.  Both parents (100%) and staff (100%) perceive the school as safe.    76% of all students reported high levels of school connectedness.  More females (83%) than males (70%) report school connectedness.  Similarly, academic motivation was higher for females (88%) than males (79%).  The rate of students reporting caring adults in school (74%) was similar across gender.  100% of parents and 100% feel the school has adults that really care about students.|Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff.  An identified need is there is a gap between adult and student opinions around safety.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming.  We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap.  Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.|Met||2025-06-04|2025
37683386061964|The O'Farrell Charter|6|2024 California Healthy Kids Survey Student Response Data:  School Connectedness: 65.% positive response Academic Motivation: 77.45% positive response Perceived School Safety: 71% positive response  The 2025 student climate survey at OCR reveals generally positive student perceptions of school conditions, with an overall average score of 3.67 for both supportive classmates and parental involvement—highlighting strong peer relationships and family engagement. The average sense of school belonging among all students was 3.39, while perceptions of academic challenge and comfort reporting concerns were lower, at 3.06 and 3.01 respectively.  Disaggregated by grade band, elementary students consistently reported the most favorable experiences, with the highest scores in peer support (3.96) and school belonging (3.56). Middle school students reported the lowest sense of safety in reporting concerns (2.82) and the lowest academic challenge (3.02), indicating a need for increased attention to emotional safety and academic engagement during this transitional stage. High school students rated their experiences between the other two groups, showing moderate levels of belonging (3.44) and challenge (3.07).|Analysis of the 2025 student climate survey data reveals both strengths and areas for growth at OCR. A clear area of strength is academic motivation, with 77.45% of students responding positively. This reflects the impact of the school’s AVID program and its commitment to maintaining a rigorous academic environment. Students across all grade levels reported strong peer support and parent involvement, with overall average scores of 3.67 in both areas, suggesting that relationships with classmates and family engagement are foundational strengths.  However, the data also highlights important areas of need. Students in grades 6–12 reported lower levels of perceived safety and comfort in reporting concerns, with middle school students in particular rating their sense of safety at 2.82—noticeably lower than elementary students. Additionally, their sense of belonging and academic challenge was also lower compared to younger students. These findings point to a need for OCR to enhance efforts in creating a more emotionally safe, trusting, and distraction-free learning environment for secondary students.|Based on the analysis of local data and key findings from the 2025 student climate survey, OCR has identified the need to strengthen its mental health supports, particularly for students in secondary grades who reported lower perceptions of safety and comfort in seeking help. In response, the LEA will revise and expand its existing mental health services to address these concerns more effectively.  Survey results highlighted that while students feel academically motivated and supported by peers and families, middle and high school students experience a lower sense of safety and connection to school. Coupled with academic, attendance, and behavior data, this suggests a growing prevalence of mental health challenges such as anxiety, depression, and trauma among students.  To address these needs, OCR will implement several key changes. Trained school counselors will lead the delivery of individual and group mental health services, while additional contracted providers will offer targeted intervention programs for students with specific needs. Preventive initiatives—such as those focused on stress management, resilience, and emotional regulation—will be integrated into the school setting to proactively support student well-being.  Additionally, OCR will increase family and community engagement by hosting workshops aimed at helping parents recognize and respond to mental health concerns. Social work support will be expanded through partnerships with external agencies to help families access broader community resources. These changes will be supported by continuous monitoring, student and family feedback, and adjustments to ensure that supports remain responsive and effective.|Met||2025-06-09|2025
37683386113211|McGill School of Success|6|Some of the key findings from the student surveys is that there are some that feel at times that they do not have a caring adult that they can turn to for assistance. Even if only one or several more students feel this way, McGill will do a better job to ensure that every student feels supported by at least one or more adults on campus.|The overall results fount that the majority of students feel safe, secure, respected and cared for while at school.|McGill uses PBIS (positive behavior strategies) which include restorative circles and restorative justice in order to transition students back into their learning environment. We also implement the 6 pillars of Character Counts Traits school wide.|Met||2025-06-18|2025
37683386115570|Museum|6|The Museum School has always prided itself on fostering a strong and welcoming community, with many parents citing our positive school climate as a key factor in their enrollment decisions. This robust culture, built on student and staff morale, faced challenges recently due to COVID and administrative changes. Throughout the 2024-2025 school year, we made concerted efforts to address these impacts. We focused on filling all positions with high-quality teachers and providing them with the necessary support to succeed. We also addressed disruptions through regular input from educational partners, community events, and a renewed commitment to experiential education.  Our most recent survey reflects the positive impact of these initiatives. We saw a 20% increase in parent sense of safety at school, and 94% of respondents agreed or strongly agreed that The Museum School provides a good education for students. We're also proud that 88% of students reported their teachers notice if they are having trouble learning something.  As noted in last year's local indicators, The Museum School experienced its highest number of suspensions in the 2022-2023 school year, highlighting the need for proactive intervention. Historically, the school rarely suspended students (with a 0% suspension rate from 2019-2022). With the introduction of these renewed efforts, we've seen a significant reduction in suspensions, with only one for the 2024-2025 school year. This demonstrates our commitment to creating a safe and supportive learning environment for all.|The Museum School has prioritized comprehensive training for all staff in Positive Behavior Intervention Services (PBIS), Crisis Prevention (CPI), and Restorative Practices. To further support student well-being, the school continued the Deputy Director position to collaborate with the School Counselor in providing weekly Social-Emotional Learning (SEL) lessons across all grade levels. These efforts have yielded positive results, with a significant drop in suspension rates to just one for the 2024-2025 school year. School connectedness, a historically strong area for the Museum School, requires ongoing reinforcement. Student attendance is a key indicator of feeling connected and engaged at school. Nationally, chronic absenteeism has risen since the pandemic, a trend that has also impacted the Museum School. In response, the school has made, and will continue to make, individual contact with families of students with, or approaching, chronic absenteeism rates to offer support. The school also emphasizes the importance of scheduling family trips outside the academic year and securing learning contracts prior to such absences. The Museum School’s attendance rate for the 2023-2024 school year was approximately 93.8% (lower than pre-COVID years), and it has since increased to 94.5% for the 2024-2025 school year. This improvement is a result of a concerted effort to increase experiential learning opportunities, such as field trips and collaborative projects, designed to engage students and foster a stronger sense of community.|The school will continue to support students and families through collaborative SEL lessons, community events, and open communication protocols such as email communications, social media postings, and open meetings. During the next school year, the Museum School will also conduct a fall survey to capture student perceptions of school safety and connectedness across all grade spans in order to make meaningful adjustments early in the year. Further, the school will also conduct a fall Parent Survey and Staff Survey to gain a better understanding of how to meet the needs of our community and provide support for families and staff, with a follow-up survey in the spring. This information will be reviewed by the school’s Administrative and MTSS teams and be reported to the Board of Directors in a public and open meeting.|Met||2025-06-02|2025
37683386117279|Holly Drive Leadership Academy|6|Holly Drive Leadership Academy administers a school climate survey to students every spring.  Students not only have an opportunity to answer questions about the school's climate and quality of instruction but also open-ended questions where they can state what they like best about the school and what they would like to improve.  Historically the school's climate survey has been anonymous and has not collected race data.  Moving forward, we will collect race so we can disaggregate the results.  (Note there are only around 100 students at Holly Drive and most of them are African American).|Overall students at Holly Drive rate their school relatively highly, feel connected to adults, and feel safe.  There are however some grade outliers that merit more investigation.  78% students at Holly Drive rated it an A or a B.  This jumps to 88% of students in 4 grades.    Overall, 84% of students report their teacher or another adult care about them and want the to do their best.  This jumps to at least 89% in 5 grades.    83% of students feel safe overall.  This jumps to at least 86% in 4 grades.    Students’ favorite things about Holly Drive are reading, math and the field trips.  They would most like to improve the buildings/grounds (in their campus of portables).|As a result of student feedback, we have added metrics about school safety and campus cleanliness into the school's LCAP.  In addition, we have added strategies (e.g. Positive Playground and a custodian) to help reach our metrics.|Met||2025-06-24|2025
37683386117683|High Tech Elementary Explorer|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37683386119168|San Diego Cooperative Charter|6|At San Diego Cooperative Charter School, we deeply value student satisfaction as a cornerstone of a positive and effective learning environment. To better understand how our students experience school, we conducted a comprehensive survey across our student body. The results offered a range of important insights that have informed both reflection and action.  Students reported a high level of overall satisfaction with their educational experience, affirming the school’s dedication to student well-being and a supportive learning atmosphere. Academic support emerged as a significant strength, with students expressing appreciation for the guidance and encouragement they receive from teachers and staff. However, the survey also highlighted a desire for improved communication—students indicated they wanted more timely, clear, and consistent information about school events, policies, and opportunities. In response, we implemented revised communication strategies, including expanded digital tools, newsletters, and regular town hall meetings.  Disaggregated results provided further understanding of our students’ experiences. While many student groups expressed feeling included and valued, data revealed an achievement gap among subgroups, particularly in academic performance and engagement. This finding led to targeted interventions, including increased academic support, structured study halls, and customized resources to support learners who may face barriers.  In alignment with our values, feedback from historically marginalized student groups has strengthened our commitment to equity and inclusion. We launched a school-wide initiative that examines our policies, professional development, curriculum, and even website through a diversity, equity, and inclusion lens. This ongoing work includes staff training focused on cultural responsiveness and efforts to ensure that diverse perspectives are reflected and honored in classroom instruction.  We also expanded access to before- and after-school programs, enriching the school experience for all students and supporting families who rely on extended care options. These changes reflect our holistic approach to student success—addressing academic, social, and emotional needs in tandem.  Overall, the student satisfaction survey has been an essential tool in shaping our continuous improvement efforts. We remain committed to listening to student voices, reducing achievement gaps, promoting equity, and creating a learning environment where all students can thrive.|Included in Prompt 1|At San Diego Cooperative Charter School, we are deeply committed to providing a high-quality, inclusive education that supports the growth of every learner. As part of our ongoing efforts to enhance student success, we are strengthening our use of data-driven decision-making to better identify student needs and respond with practical, timely support.  By systematically analyzing real-time student data, we are gaining valuable insight into academic, behavioral, and social-emotional progress. This allows us to move beyond assumptions and act based on evidence, ensuring that interventions are targeted, equitable, and aligned with the unique needs of our students.  Our approach to data-driven decision making enables us to:  Personalized Support: By closely monitoring student performance, we can tailor instruction and interventions that reflect each learner’s strengths, challenges, and areas for growth. This ensures a more individualized path toward success.  Allocate Resources Strategically: By using data to identify where the greatest needs exist, we can direct our personnel, materials, and services with purpose, thereby maximizing the impact of our resources.  Monitor Progress Continuously: Ongoing data collection and analysis enable us to identify trends in student growth and potential obstacles, allowing us to adjust supports proactively and prevent students from falling behind.  Identify Early Warning Signs: Early indicators—whether academic, behavioral, or social—can be flagged quickly, enabling our team to intervene before challenges escalate.  Provide Timely Interventions: With a system grounded in responsive data use, we can deliver support when it matters most, ensuring students receive the help they need, exactly when they need it.  This intentional use of data strengthens our commitment to educating the whole child and supports a culture of continuous improvement. At San Diego Cooperative Charter School, we believe that by using data wisely and compassionately, we can ensure that every student has the opportunity to thrive academically, socially, and emotionally.|Met||2025-06-10|2025
37683386119598|King-Chavez Academy of Excellence|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   The only significant subgroup by race/ethnicity is our Hispanic students.  These responses track the all students group due to our demographics which are 98% Hispanic/Latino.   69% of elementary and 54% of out middle school students indicate they feel safe at school most or all of the time.  This is a small year-to-year decrease.  The majority of students felt safe on the way to and from school.  The rates of perceived safety were similar across gender, but slightly lower for EL students. Both parents (100%) and staff (100%) perceive the school as safe.    More elementary (67%) than middle school (60%) reported high levels of school connectedness.  Both groups saw a small increase in this metric.  The rates of connectivity were similar across gender and EL status.  Academic motivation was higher this year, and comparable between females (80%) and males (76%).  97% of parents and 96% of staff feel the school has adults that really care about students, while students report rates of 60% (elementary) and 67% (middle).|Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff.  An identified need is there is a gap between adult and student opinions. Students, particularly middle schoolers, have lower perceptions of both safety and connectedness.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming and support resources.  We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for middle school students.  Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.|Met||2025-06-04|2025
37683460000000|San Dieguito Union High|6|SDUHSD administers the California Healthy Kids Survey (CHKS) annually to all grades 7-12, and the results of this survey are posted on SDUHSD's website.  The 2024 CHKS Survey was administered in SDUHSD in December, and the key results are as follows:  - 9,588 students completed the survey  - 69% of students feel close to people, feel part of, and are happy to be at their school  - 71.5% of students believe that adults on campus care about every student  - 37% of students believe that they can do interesting activities and have a voice in decision-making at school  - 74% of students believe that they are safe at school  - 70% of students believe that school motivates them to try hard on schoolwork and want to do well  - 60% of students believe that their school has clean and well-maintained properties|The 2024 CHKS results indicate that SDUHSD students feel connected to school, have caring staff, and have a sense of safety at school. While there are positive trends for our students across academic, behavioral, and social-emotional measures, disaggregating the data shows that some students are experiencing different rates of connectedness, engagement, well-being, and safety. District and school staff will continue intentional work to maintain and further enrich a positive school climate across communities for all students. Additionally, focused efforts will continue to identify and support students with greater needs, as revealed in the CHKS responses. With the students' sense of improved social and emotional health, school communities will continue to refine and enrich their programs to ensure all students are connected with staff and the school community.|"This year, SDUHSD will continue to work towards the LCAP around ""belonging."" Actions within the goal support inclusion and diversity. In service of this goal, we will work to increase participation in the CHKS survey and gather climate data quarterly. Other actions include:  -Increase staffing of high school campus supervisors, school social workers, bilingual Spanish and Chinese Parent Community Liaisons -Professional development for all staff regarding the importance of and interconnectivity of school climate, student support, and academics -Revised process to ensure students in housing transition, McKinney Vento and Foster Youth have an assigned social worker and regular supportive meetings -Special Education Strategic Plan Parent and Site Representatives work to focus on students with disabilities a sense of connectedness, belonging, and safety -School-wide activities and targeted work on increasing student protective factors, wellness, belonging, and help-seeking -Culturally Sustaining ELD Collaborative - Student Empathy Interviews & Student/Parent/Family Listening Circles"|Met||2025-06-18|2025
37683530000000|San Pasqual Union Elementary|6|2025 CA Healthy Kids Survey   5th GRADE School Connectedness  All Students - 79% White Students - 86% Hispanic Students - 73%  Feel Safe at School  All Students - 79% White Students - 88%  Hispanic Students - 73%  ------------------------------------  7TH GRADE School Connectedness  All Students - 72% White Students - 75% Hispanic Students - 72%  Feel Safe at School  All Students - 72% White Students - 76% Hispanic Students - 67%   Life Satisfaction All Students - 78% White Students - 79%  Hispanic Students - 85%|Due to a small student population, the only available disaggregated groups were white and Hispanic students.  As noted above, Hispanic students show lower levels on school climate measures but higher levels of life satisfaction.|Concerns about connectedness and safety among our Hispanic students is likely connected to the current political unrest, especially as it relates to immigration enforcement. The District will continue its efforts through PBIS and Kagan to continue to build connectedness, belonging, and understanding among all students.|Met||2025-06-25|2025
37683610000000|Santee|6|Two survey topics serve as priorities for our data analysis: (a) Student Interactions and Safety and (b) Sense of Belonging (School Connectedness). Santee School District administers the California Healthy Kids Survey (CHKS) annually to 5th and 7th grade students. In the survey administered in the spring of 2025, 75% of 5th grade students and 67% of 7th grade students reported feeling connected to their school. 77% of 5th grade students and 53% of 7th grade students reported feeling safe at school.  The district has also implemented surveys through Panorama Education to students in 4th through 8th grades. In the Fall 2024 surveys, 69% of 4th and 5th grade students and 61% of 6th through 8th grade students responded favorably for the topic of Student Interactions and Safety. 82% of 4th and 5th grade students and 65% of 6th through 8th grade students responded favorably for the topic of Sense of Belonging.|Santee School District disaggregates these data sets to analyze if disparities exist among English Learners, socio-economically disadvantaged, military connected, students with disabilities, and student race. After a thorough analysis of these student groups, no significant disparities were found.|Santee School District has put in place curriculum and staffing to support all students. Our district is refining its implementation of Second Step curriculum to support social-emotional learning and has also adopted Positive Behavioral Interventions and Supports (PBIS) school-wide systems to improve school culture and student behavior. In addition, Santee School District will continue to employ 10 counselors to support students with behavioral, social, and emotional needs.|Met||2025-06-17|2025
37683790000000|San Ysidro Elementary|6|SYSD Administered the California Healthy Kids Survey (CHKS) to grades 3-8 students. The following data points are indicated below: Social Emotional Health Social Emotional Distress 23% Experienced chronic sadness/hopelessness 30% Considered suicide 9% Self-Efficacy 65% Self Awareness 62% Optimism 54% Gratitude 68% School Climate/Connectedness 53% Caring Adult Relationships 55% Facilities Upkeep 46% School Safe/Very Safe 60% Experienced Harassment/Bullying 32% Seen a weapon on campus 8% Current Vaping 1%  Suspension Rate 3% Chronic Absenteeism Rate 32.3%|The survey data and the student listening circles/empathy interviews suggest that further efforts are needed to help students develop effective strategies for regulating their emotions positively and healthily. Emotional dysregulation seems to be the most contributing factor to student conflict. Referral Data and trends suggest that fewer students are acting out aggressively at school; however, many students have either engaged in online harassment or have been victims of it. Identifying our students in Tier 2 and Tier 3 is a significant area of strength. Using the universal screener, mySAEBRS, psychologists, counselors, parents, and teachers collaborate to support the needs of the student.|SYSD is allocating resources to develop robust PBIS teams at each school site, establishing safety protocols that hold students accountable for their actions and are more restorative in nature. More staff have received training in Trauma-Informed practices and restorative practices. The district uses street data and establishes student listening circles at both district middle schools. These sessions provide critical data that we can utilize to make positive improvements for students. We will continue to use the universal screener to support our students' well-being.|Met||2025-06-24|2025
37683870000000|Solana Beach Elementary|6|All schools in SBSD with students in grade 5 and grade 6 administer the California Healthy Kids Survey (CHKS) annually December-January. The results of this survey are shared out at both the site and district level with educational partners. As part of the student performance academic and social emotional learning update each spring for the LCAP, staff provides updates and gathers input from the Board of Education. Results from the 2024-25 administration are linked here that include total score reports. The disaggregated data by student groups begin on page 35 of the report. Overall perceptions of student connectedness and safety remain high, while an area to continue to focus on is meaningful participation. Grade 5 Participants Identified Gender: Female: 50% Male: 50%  Grade 6 Participants Identified Gender: Female: 47% Male: 53%  The survey asks participants what their race or ethnicity is. Participants are able to mark all that apply. The following table shows the responses listed as grade 5, then grade 6 in percentages.  American Indian or Alaska Native, non-Hispanic: 1%, 2% Asian or Asian American, non-Hispanic: 31%, 29% Black or African American, non-Hispanic: 1%, 2% Hispanic or Latino/a: 9%, 11% Native Hawaiian or Pacific Islander, non-Hispanic: 0%, 1% White, non-Hispanic: 39%, 36% Multiracial, non Hispanic: 9%, 12% Something else, non-Hispanic: 10%, 8%|In review of the 2024-25 CHKS data report, 91% of students in grades 5 and 6 report feeling safe at school. School staff and district leadership support this work through tiered support, identification of a trusted school adult, site equity visits just to name a few.  An identified area of growth falls within the response rates of students in both grades 5 and 6 indicating lower than targeted response rates for meaningful participation. In order to support refinements to further the student learning experience in SBSD, district and school site staff will continue to partner together to address student voice, agency, and teacher engagement in academic instruction.|One key learning for SBSD is that ongoing refinement of supports for student academic success and increasing opportunities for powerful learning that promote high expectations and student agency is necessary for continuous improvement. We want each and every student to have authentic application of the learning in the classroom and beyond. From the social emotional learning lens, ongoing refinement of support for students’ overall social and emotional wellness and positive student behavior continues to be stretch goal. This will include but not limited to: continued support of an “inclusion” mindset, trauma sensitive practices, Effective Schoolwide Environment Plans (ESEP) and Effective Classroom Environment Plans (ECEP) work. Utilizing input and feedback from our educational partners through parent engagement and education (academics, student wellness, civic education, environmental stewardship) is paramount while we also continue refinements around communication.|Met||2025-06-18|2025
37683950000000|South Bay Union|6|1.9% of students were suspended for at least one day out of 4,134 students for the CA School Dashboard, which has an overall indicator of orange. Foster Youth and White Student Groups are in red for suspension. Our orange indicator has the following student groups: English Learners, Filipino, Hispanic, Homeless, Long-Term English Learners, Two or More Races, and Socioeconomically Disadvantaged. Our African American students are in yellow, and our Students with Disabilities have a green indicator.  For our 3rd-6th-grade students on the CA Healthy Kids Survey, 78.5% feel safe at school, whereas our 7th-8th-grade students perceive school as very safe or safe at 62%.  59% of our 7th-8th graders feel connected to school whereas our 3rd-6th graders are at 73.5%.  82% of our respondents for the CA Healthy Kids Survey identified as Hispanic or Latino/a for our 6th-8th graders and 59% for our 3rd-6th grade students were Hispanic or Latino/a. Our Hispanic or Latino/a students were the largest group that completed the survey.  34% of 7th-8th graders experienced harassment or bullying. Our 3rd-6th graders responded that 75% expressed that their school had an anti-bullying climate.  80% of 3rd-6th grade students feel academically motivated, and 68% of 7th-8th graders feel academically motivated too.|The data reveals key strengths and areas for improvement across grade levels and student groups. The overall suspension rate is 1.9%, resulting in an orange Dashboard indicator. However, Foster Youth and White students are in the red, indicating a need for more equitable discipline practices. Several other groups, including Hispanic, English Learners, Socioeconomically Disadvantaged, Homeless, and Filipino students, are also in the orange, while Students with Disabilities show strength with a green indicator. School climate data highlights a decline in safety and connectedness from elementary to middle school. 78.5% of 3rd–6th graders feel safe, compared to 62% of 7th–8th graders. Connectedness drops from 73.5% to 59%, and 34% of middle schoolers report experiencing bullying, suggesting a need for stronger supports in the upper grades. Still, 75% of younger students feel their school has an anti-bullying climate. Academic motivation is relatively strong, with 80% of elementary and 68% of middle school students reporting high motivation. Hispanic or Latino/a students were the largest group surveyed, making their perceptions central to understanding school climate. Their representation and orange suspension rate point to a need for culturally responsive strategies. In summary, strengths include a low overall suspension rate, positive elementary climate, and strong academic motivation. Key needs involve improving middle school safety and connectedness, addressing bullying, and ensuring equitable discipline for disproportionately impacted student groups.|SBUSD has reviewed the data and identified several targeted actions to support continuous improvement, focusing on equity, school climate, and student well-being. To address the disproportionate suspension rates among Foster Youth, White, Hispanic, English Learner, Socioeconomically Disadvantaged, Homeless, and Filipino students, SBUSD will review current discipline policies to ensure they are equitable and culturally responsive. Staff will continue to receive professional development on restorative practices, and trauma-informed care. In addition, suspension data will be closely monitored and disaggregated by student group to identify patterns and intervene early. To improve the declining sense of safety and connectedness at the middle school level, the middle schools will implement practices that promote positive relationships and support. Anti-bullying efforts will be expanded through student-led initiatives and peer mediation for example. SBUSD will also actively involve middle school students in shaping their school climate through surveys and focus groups, ensuring their voices guide improvements. Recognizing the central role of Hispanic/Latino students, who were the largest group surveyed and also represented in the orange suspension rate, the district will enhance culturally responsive practices across the district. This includes increasing outreach to families and integrating culturally relevant content and strategies into classroom instruction. Efforts will also focus on building upon existing strengths, such as the strong academic motivation and positive school climate at the elementary level. Successful strategies from these schools will be shared across sites to inform middle school improvements. Finally, SBUSD will implement ongoing cycles of continuous improvement and street data cycles at school sites and will regularly review progress through data. These steps are designed to ensure a safe, inclusive, and supportive environment where all students can thrive.|Met||2025-06-11|2025
37683956040505|Imperial Beach Charter|6|In our California Dashboard data for 2023-2024, we had improvement in several demographics moving into the Yellow Indicator with all students now at 24.9%. Our Emerging Multilingual Learners: 34.5%, Hispanic students: 26.6%, Socioeconomically Disadvantaged: 33.3%, Students With Disabilities: 29.5%, and at White: 21.4%. Our groups in the Orange Indicator are Long Term English Learners: 42.9% and our students with 2 Or More Races: 22.4%.  In our Street Data collection in 2024-2025 some emerging themes with our students were wanting better playground equipment and better cafeteria food. They want more on-campus activities such as spirit weeks and events.  They also wanted more positive interactions with staff, and more options for after school clubs.  Emerging themes with our staff were that they wanted guidance in how to continue in our work in community schools, and continued work in Restorative Practices and PBIS. They continue to want time to be able to connect with each other (certificated and classified), work across grade levels to support students in their academics and socio-emotionally. They appreciate the work of our counselors, social worker, and family liaison. The results from the California Healthy Kids Survey showed from IB Middle School Responses, 7th & 8th: Meaningful Participation in School, only 7th = 22% and 8th = 36%. In Academic Motivation - 7th IEP students = 41% - 7th Multilingual Learners = 61% - 7th Hispanic = 58%  - 7th White = 64%  - 8th IEP students = 39% - 8th Multilingual Learners = 41% - 8th Hispanic = 64% - 8th White = 44%  Caring Adults in School - All 7th = 47% - All 8th = 45%  - 7th IEP students = 75% - 7th Multilingual Learners = 38% - 7th Hispanic = 47%  - 7th White = 58%  - 8th IEP students = -% - 8th Multilingual Learners = 41% - 8th Hispanic = 46% - 8th White = 34%  School Connectedness - All 7th = 43% - All 8th = 51%  - 7th IEP students = -% - 7th Multilingual Learners = 51% - 7th Hispanic = 51%  - 7th White = 44%  - 8th IEP students = -% - 8th Multilingual Learners = 44% - 8th Hispanic = 38% - 8th White = 34%  From our Listening Campaign, it showed that 88% of our students felt connected to school, and 80% had a connection to an adult on campus. This was in opposition to the CHKS data that was collected later on in the spring.|With the data from the California Dashboard, we were able to compare lawst year to this year and saw a drop in chronic absenteeism. This is in large part due to the Attendance Team and the work they have done to reach out to our families and providing additional support to get students to school. This also includes our increase in attendance celebrations and full implementation of PBIS, which has led to deeper connections with students and families on campus.  The discrepancy between the Listening Campaign data and the CHKS was extreme, and led us to dive deeper into the results and the nature of implementation. While both were surveys administered in class, one had very specific questions that were related to student belongingness in class, and was also presented to students after our culture building activity of Unity Days for middle schoolers. The CHKS was done in the spring before Spring Break and did not have any event or activity that was close to the administration of the survey. The Listening Campaign survey was also created by staff, and edited by students who were able to promote the survey and take ownership of the data. As a result, the two surveys that were similar in nature had very different results that contradict each other. This was the reason why the Street Data collected was important to provide a baseline for communication and planning.|We will be expanding the support for Trauma Informed Care training for staff, so that more can take the professional development and become more familiar with student and family needs. We will also be expanding the use of PBIS schoolwide with different activities and supports for students and staff. We will continue to support the expansion of community based learning as well, to go throughout the school year and empower students to make an impact on their community. For our older students, we will be working on creating supports for our emerging multilingual learners as we have identified that as a need so that they can be successful academically.|Met||2025-06-11|2025
37683956040513|Nestor Language Academy Charter|6|Below is are responses for students in 3rd-8th Grade and a comparison of the 23-24 to 24-25 school years.  Caring adults in school: Increased from 66% to 72%, showing improvement in student perception of adult support. High expectations from adults: Increased from 80% to 85%, indicating stronger encouragement for students to meet high standards. Feeling safe at school: Increased from 77% to 82.5%, reflecting a better sense of safety among students. No cyberbullying in the past 30 days: 3rd Grade: Increased significantly from 62% to 89%. 4th Grade: Slight decrease from 78% to 77%. 5th Grade: Increased from 71% to 79%. 6th Grade: Increased from 68% to 75%. 7th Grade: Decreased from 28% to 24%. 8th Grade: Decreased from 30% to 25%. A majority of Hispanic or Latino/a students across all grade levels reported feeling connected to their school. 3rd Grade: 83% 4th Grade: 72% 5th Grade: 84% 6th Grade: 72% These results highlight strong feelings of school connectedness, particularly in 3rd and 5th grades.|Overall, student perceptions improved across key areas:  Caring Adults at School: Increased from 66% to 72%, indicating stronger adult support. High Expectations from Adults: Rose from 80% to 85%, showing greater encouragement for academic success. Feeling Safe at School: Improved from 77% to 82.5%, reflecting a stronger sense of safety. Cyberbullying (No Incidents in Past 30 Days):  Significant improvement in 3rd grade (62% ? 89%) and steady gains in 5th (71% ? 79%) and 6th grades (68% ? 75%). Slight decline in 4th grade (78% ? 77%). Notable decreases in 7th (28% ? 24%) and 8th grades (30% ? 25%), suggesting a need for targeted support at the middle school level. School Connectedness – Hispanic/Latino/a Students:  High levels of connectedness reported, especially in 3rd (83%) and 5th grades (84%), with 4th and 6th grades both at 72%.|We would like to focus our support in the middle school grade levels, specifically in proactive lessons around the impacts of cyber bullying and implementing a consistent SEL curriculum.|Met||2025-06-11|2025
37684030000000|Spencer Valley Elementary|6|Based on the provided local survey data and given that Spencer Valley is a very small school with 44 students and 16 staff members, the LEA has a strong positive sentiment across all stakeholder groups regarding safety and well-being. It is important to note that the school's small size prevents it from using the California Healthy Kids Survey, making its local data collection particularly vital. The survey participation rates—17 parents, 13 students, and 10 staff—represent a substantial portion of the school community, providing a meaningful snapshot despite the lack of disaggregation. The data shows that 11 of the 13 students who responded feel happy at school all, most, or some of the time, and 10 of 13 feel safe. All 10 participating staff members reported feeling strongly supported or supported by others, and all 10 also reported feeling strongly safe or safe at school. Furthermore, all 13 parents who responded strongly agreed or agreed that their child is safe at school, and all 13 also strongly agreed or agreed that they feel welcome at school. The overwhelmingly positive responses suggest a strong foundation of safety and belonging among all participating stakeholders within this close-knit school environment.|Based on the analysis of the climate survey data, a key learning is the pervasive sense of safety and well-being shared by students, staff, and parents at Spencer Valley School. A significant area of strength is the school's positive climate, as evidenced by the high percentage of students who report feeling happy (11 out of 13) and safe (10 out of 13). This positive sentiment is further reinforced by staff, with all 10 participants reporting feeling supported and safe. Parents also overwhelmingly agree that their children are safe and that they themselves feel welcome at school. While the small sample sizes preclude disaggregation by student group, the collective positive responses across all participating stakeholders—who represent a substantial portion of the small school community—highlight a strong, foundational sense of security and belonging. This data suggests that the school is successfully cultivating a supportive environment, which is a significant strength. An identified need, however, is the lack of a more comprehensive survey tool that could provide richer, disaggregated data, which is a direct result of the school's small size.|Spencer Valley has determined that changes to its existing plans and procedures are necessary to address the identified need for greater family engagement in providing input. As such, the school will continue to actively seek new ways to involve families more in the school community and in the decision-making process. The most significant change will be a revision of the existing school survey. Recognizing the limitations of the current tool, the survey will be redesigned to better fit the needs of accurately determining the school climate and gathering more meaningful feedback from all stakeholders. This revision is a direct action the school will implement for continuous improvement, with the goal of creating a more effective and comprehensive feedback mechanism that encourages greater family participation and provides a clearer picture of the school environment.|Met||2025-06-18|2025
37684030125401|Insight @ San Diego|6|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Met|Unique Perspectives 1.	A few students recognize that online learning inherently limits school connection but say they are still happy with their experience. 2.	Some express a preference for not feeling connected to the school and are simply there for thei|2025-06-25|2025
37684036120893|California Virtual Academy @ San Diego|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-25|2025
37684110000000|Sweetwater Union High|6|During the 2024-2025 school year, we implemented the CORE Social Emotional Survey to all Sweetwater students. We received over 13,000 responses (out of approximately 34,000 students).  All comparisons are to the 2023-2024 school year.  We received responses from students in grades 7-12 which showed the following: On the category of school connectedness 20 of 23 schools that administered the survey in 2024-2025 saw an increase in positive responses to the questions associated with this category.  We saw an upward trend on several key questions. For example, “I feel close to people at school.” improved slightly at each school level.  Middle Schools were 63% favorable (5% increase), High Schools were 60% favorable (5% increase) and Alternative Schools were 70% favorable (25% increase).  There was improvement on answers to the question, “The teachers at this school treat students fairly.”    Middle Schools were 52% favorable (2% increase), High Schools were 58% favorable (5% increase) and Alternative Schools were 70% favorable (10% increase).  Here is the breakdown of significant student groups for the area of school connectedness:  Students with Disabilities Middle Schools 55% favorable, No change High Schools 53% favorable, +1 change Alternative Schools 67% favorable, +9 change  African Americans Middle Schools 52% favorable, +2 change High Schools 49% favorable, +5 change Alternative Schools 63% favorable, -6 change  Hispanics Middle Schools 54% favorable, no change High Schools 57% favorable, +4 change Alternative Schools 66% favorable, +15 change|The data show a continuous improvement over several years in the area of school connectedness.  The improvement in high schools was at all but one school.|Many schools have focused on improving climate and culture through resource mapping as well as assets and needs assessments as the first steps to Multi Tiered Systems of Support (MTSS) implementation.  Schools have also directly responded to student voice through empathy interviews crafting improvement plans from that feedback. Castle Park Middle earned recognition as a bronze level PBIS school.  Finally, our district has been engaged in a multi-year, many pronged approach to motivating and inspiring our African American students through establishing Black Student Unions at most of our schools and implementing the RISE: African American Scholars Conference, hosted by Southwestern College and special recognition at graduation.  These many efforts have contributed to improved performance and school connectedness for African American students across the Sweetwater District.|Met||2025-06-23|2025
37684110126086|Hawking S.T.E.A.M. Charter|6|Summary of results for students in grades 3-5: School belonging 57% favorable, School climate 54% favorable, School engagement 43% favorable, School safety 58% favorable, Teacher-student relationships 72% favorable. Summary of results for students in grades 6-8: School belonging 43% favorable, School climate 42% favorable, School engagement 24% favorable, School safety 54% favorable, Teacher-student relationships 53% favorable. Of note, feedback from RFEP students in grades 3-5 reflected an increase in positive feelings in all areas surveyed. This is also the case within our SWD subgroup in all grade levels in the areas of School climate, and School engagement.|Areas of Strength: Teacher-student relationships received the highest favorable rating across all grade levels, with 72% favorability in grades 3-5 and 53% in grades 6-8, indicating strong student-teacher connections crucial for well-being and academic success. School safety also received relatively high ratings, with 58% favorability in 3-5 and 54% favorability in 6-8, showing effective efforts in maintaining a safe environment. Identified Needs: Lower favorable ratings were observed in school belonging, school climate, and school engagement, particularly in grades 6-8, indicating challenges in students' connection to the school community, the overall atmosphere, and engagement in activities. RFEP and SWD Subgroup Findings: RFEP and SWD students showed increased positive feelings about school safety compared to the general student population, suggesting effective safety measures for these groups. SWD students expressed more favorable outlooks in all areas surveyed at all grade levels, underscoring the importance of tailored support for their success and well-being.|Revisions to Existing Plans: Hawking has revised its Social-Emotional Learning (SEL) curriculum implementation to include more targeted activities aimed at fostering a sense of belonging, improving school climate, and increasing student engagement. Professional Development: Enhanced opportunities for teachers and staff include training in conducting Parent-Teacher Home visits, cultural responsiveness, trauma-informed practices, and restorative justice approaches to strengthen teacher-student relationships. Student Support Services: Increased access to counseling and mentoring addresses students' social and emotional needs and enhances their overall well-being. Parent and Community Engagement: Implemented initiatives such as parent-teacher home visits, workshops, and events like Coffees with the Principal to increase engagement and involve families and community members in school activities. Future Plans: Hawking will continue monitoring and analyzing data on school climate and student outcomes to assess impact and identify areas for improvement. Collaboration: Committed to ongoing collaboration with students, parents, teachers, and community members to ensure all student needs are addressed and improvement efforts are informed by diverse perspectives.|Met||2025-06-25|2025
37684113731304|MAAC Community Charter|6|MAAC Community Charter School (MCCS) administered the California Healthy Kids Survey (CHKS) in 2024–25 to assess student perceptions of school climate, connectedness, and safety. The survey captured data for grades 9–12 and was disaggregated by race/ethnicity, gender, and English learner status.  Overall Findings: Students generally reported high levels of connectedness and safety, with 75% indicating they feel safe at school. Additionally, 72% of students agreed that there are adults at school who care about them and are supportive. These indicators reflect the school’s strong emphasis on building trusting relationships and a welcoming environment .  Disaggregated Data:  Latino students—the largest student group—reported similar or slightly higher rates of connectedness and safety compared to the overall average.  English Learners (ELs) reported slightly lower perceptions of school connectedness, suggesting a need for more targeted supports to ensure inclusivity and cultural responsiveness.  Students with disabilities indicated lower levels of safety and participation in school events, highlighting an equity gap that the school aims to address through its Community School and MTSS efforts .  Subscale Highlights:  77% of students reported that adults at school treat students with respect.  68% said that rules are clear and fairly enforced.  61% of students reported that their school promotes cultural respect and diversity.  83% of students said they had not experienced bullying or violence at school, an indicator of strong school climate and student behavior support.  This local climate data provides MCCS with actionable insight into both strengths and gaps in student experiences, informing efforts to improve schoolwide safety, equity, and belonging for all learners.|Areas of Strength: Strong Relationships with Adults: A large majority of students (over 70%) reported that adults on campus care about them and treat them with respect. This reflects MCCS’s success in creating a school culture grounded in trust, empathy, and restorative practices.  Perception of Safety: Approximately 75% of students reported feeling safe on campus, and more than 80% indicated they had not experienced bullying or physical threats. These results affirm the effectiveness of the school’s multi-tiered system of supports (MTSS) and behavioral interventions.  Respect for Diversity: 61% of students agreed that the school promotes cultural respect and celebrates student backgrounds, highlighting the impact of culturally sustaining practices embedded in instruction and community engagement.  Identified Needs: Support for English Learners: EL students reported lower rates of school connectedness and felt less comfortable seeking academic or emotional support from staff. This signals a need for targeted efforts to increase EL inclusion, support services, and culturally responsive outreach.  Students with Disabilities: Students with disabilities expressed less satisfaction with school safety and fewer opportunities to participate fully in the school community. This indicates a need to further differentiate support systems and improve accessibility in both academic and extracurricular settings.  Clarity and Fairness of Rules: Although a majority agreed that rules are clear, only 68% strongly affirmed their fairness. This suggests room to strengthen communication and consistency in implementing behavioral expectations.|Planned Changes and Actions: Strengthening Support for English Learners:  MCCS will increase access to bilingual counseling and advisory supports for EL students.  The school will expand ELD-integrated social-emotional learning (SEL) activities during Advisory periods to foster connection and build student voice.  Family engagement practices will be updated to include more culturally responsive outreach and support for EL families, including workshops and expanded interpretation services.  Improving Inclusion for Students with Disabilities:  MCCS will enhance training for staff on inclusive practices and disability awareness, ensuring that all students feel safe and valued.  The school will increase co-planned instructional opportunities and peer mentoring programs to better integrate students with disabilities into academic and extracurricular settings.  Clarifying and Strengthening Schoolwide Expectations:  MCCS will revisit its behavior matrix and revise schoolwide expectations to ensure they are clear, consistent, and culturally affirming.  A student advisory group will be created to provide regular feedback on discipline practices and to co-design restorative alternatives to suspension.  Staff will receive additional professional development on restorative justice, trauma-informed care, and de-escalation strategies to support fair and consistent enforcement of rules.  Enhancing Data Transparency and Feedback Loops:  Survey results and school climate data will be shared with students, families, and staff through accessible reports and discussions during PAC/ELAC and school assemblies.  Ongoing data reflection cycles will be incorporated into PLCs and leadership team meetings to ensure real-time adjustments and continuous improvement.|Met||2025-06-24|2025
37684370000000|Vallecitos Elementary|6|Vallecitos administers the California Healthy Kids Survey (CHKS) each spring to three audiences: Grades 3-6 student module (connectedness & safety), Grades 7-8 student core (climate, engagement), and Parent and Staff companion surveys. Because enrollment hovers around 195, CHKS suppresses most student-group breakouts to protect privacy; however, we download raw files to analyze any cell with =10 respondents and triangulate those findings with publicly reported suspension and attendance data. Grades 3-6 (TK-5 span) Feel safe at school rose from 72% to 86% (+14 pp). Happy to be at school climbed from 73% to 86% (+13 pp). Teachers ask for my ideas increased from 30 % to 43 %, while interesting activities dipped slightly (52%~>50%). Interpretation: Younger students report markedly stronger safety and belonging, matching the 19-point drop in chronic absenteeism among English Learner and SED groups. Grades 7-8 (6-8 span) Feel safe at this school edged down (66%~>64%). Happy to be here fell more sharply (67%~>55%). Intrinsic-motivation items—do things that make a difference and try hard because interested—inched up 2-4 pp. Interpretation: Middle-schoolers still feel physically safe but show waning affective connection, mirroring Orange-band chronic-absenteeism for White students (13.6%) and Students with Disabilities (12.9%) identified in local data. Parents Positive-response rates climbed across all three items: School is a safe place for my child 50%~>60% School actively seeks parent input 43%~>53% School motivates students to learn 64%~>74% Interpretation: Gains coincide with expanded engagement events (Back-to-School Night 95% turnout; DELAC 31%). Rising parent confidence helps validate student-reported improvements in the lower grades. Staff School is a safe place for staff 85%~>94% Adults treat each other with respect 46%~>69% School motivates students 77%~>94% Interpretation: Staff perceive sharper collegiality and student motivation, supporting the district’s reliance on restorative circles and noon-duty coverage to keep suspensions at 1%. Disaggregated Highlights & Limitations Suspension & Attendance proxies: While CHKS subgroup cells were too small to publish, discipline data reveal climate inequities..For example, students with Disabilities post a 6.5% suspension rate (Yellow) and White students show 13.6% chronic absenteeism (Orange) despite overall Blue status. Next steps: Beginning 2025-26, the district will add a brief School Belonging pulse survey in October and February to capture subgroup perceptions earlier, and reinstate home-visit outreach (Action 2.14) targeted to White and SWD students. Overall, CHKS results confirm significant gains in elementary safety and parent confidence, marginal progress in middle-school engagement, and strong staff morale—data that directly inform Goal 2 refinements and targeted supports for specific student groups.|The 2024-25 survey cycle shows that Vallecitos has made clear gains in perceived physical safety and adult-to-adult respect, yet still faces gaps in middle-school belonging, family voice, and equitable discipline/attendance. Areas of strength Elementary safety and connectedness. Grades 3-6 students posted double-digit jumps in “feel safe at school” (72%~>86%) and “happy to be here” (73%~>86%), mirroring the steep drop in chronic absenteeism among English Learners and socio-economically disadvantaged pupils. Parent confidence. All three parent items improved 9–11 percentage points, with the largest gain in “school motivates my child to learn” (64%~>74%), a likely by-product of higher-profile family events such as the 95% turnout at Back-to-School Night and 31% DELAC/Cultural Night participation. Staff climate. Positive staff responses on safety and mutual respect climbed from 85% to 94% and 46% to 69%, respectively, suggesting that restorative-practice training and staggered lunch-duty coverage are paying dividends. Identified needs- -Middle-school belonging. Grades 7-8 students reported a slight dip in safety (66%~>64%) and a sharper slide in happiness (67%~>55%). These affective declines correspond to the Orange-band chronic-absenteeism rates for White students (13.6%) and Students with Disabilities (12.9%). -Family voice. Although “school seeks input” improved to 53%, it remains 22 points below the 75% Year-3 target. DELAC attendance, while up seven-fold, still involves less than one-third of English-learner families. -Discipline disparities. Overall suspension held at 1%, yet Students with Disabilities experienced a 6.5% suspension rate—six times the all-student average—highlighting a need for deeper Tier II restorative supports. Timeliness of data. Annual CHKS results arrive after the LCAP draft is underway, limiting real-time course-corrections. Implications for continuous improvement -Intensify middle-school engagement. Expand Tier I SEL lessons and add interest-based clubs (e-sports, guitar, coding) to bolster belonging for grades 6-8. -Target chronic-absence cohorts. Re-launch home visits (Action 2.14) focused on White students and Students with Disabilities, and integrate goal-setting modules from SchooLinks into MTSS check-ins. -Elevate family voice. Offer bilingual DELAC sessions at flexible times, establish quarterly IEP-family workshops, and pilot a parent “design team” to co-create engagement strategies. -Close discipline gaps. Train staff on disability-responsive restorative circles and track referral patterns monthly to ensure early intervention. -Add pulse surveys. Implement two short School Belonging polls (Oct/Feb) disaggregated by subgroup to capture climate shifts before state testing and budgeting windows. These key learnings will drive 2025-26 refinements to Goal 2 actions and metrics, keeping the district focused on equitable, data-informed improvements in school climate.|Prompt 3 (USE) – How Vallecitos is acting on the school-climate findings During the 2025-26 update cycle the district made four concrete adjustments to Goal 2—and one data-collection upgrade—to close the gaps surfaced in Prompts 1-2. Re-activate and narrow Home Visits (now Action 2.14). The 2024-25 plan included home visits but they were not implemented; chronic-absence rates therefore stayed Orange for White students (13.6%) and Students with Disabilities (12.9%). For 2025-26 the protocol has been reinstated exclusively for those two subgroups and will trigger after five unexcused absences. The site administrator and PPS counselor, both trained in restorative questioning, will conduct the visits. Launch quarterly IEP-Family Workshops (new Action 2.15). Survey comments and SWD suspension data (6.5%, Yellow) pointed to a need for deeper parent partnership. A series of evening workshops—co-hosted with the SELPA and Mano a Mano Foundation—will focus on navigating services, positive behavior supports, and transition planning. Expand disability-responsive restorative practices. To address the disproportionate suspension of SWD and continuing disengagement among middle-schoolers, all certificated and classified staff will receive a fall refresher on tiered restorative circles, with an added module on disability considerations. The PPS counselor will coach teachers on implementing circles during advisory periods. Broaden middle-school belonging opportunities. In response to the drop in “happy to be at this school” (67%~>55%) among grades 7-8, the district is adding interest-based lunchtime clubs (e-sports, guitar, coding) and embedding Second Step advisory lessons twice per week instead of once. These actions are written into the implementation notes of Second Step (2.7) and Campus Supervision (2.11) so they can be funded without adding a new line item. Introduce biannual School Belonging pulse surveys (October & February). Annual CHKS data arrive after budgeting decisions are underway, limiting agility. A two-question, anonymous Google Form—mirroring the CHKS “feel safe” and “happy to be here” items—will be administered to grades 3-8, with subgroup breakouts where N = 10. Results will be reviewed in MTSS meetings and summarized for the March Board workshop so mid-year course corrections (e.g., extra clubs, targeted counseling) can be funded in time. Policy & procedure alignment: -The Attendance Board Policy will be updated to codify the five-absence trigger for home visits. -The Parent-Involvement Administrative Regulation will add the quarterly IEP workshop schedule and flexible DELAC time slots. -The Staff Development Plan will insert the restorative-practice module and pulse-survey data reviews into the mandatory August and January PD days. -The LCAP Goal 2 metrics now include subgroup-specific attendance benchmarks (= 9% chronic absenteeism for White and SWD by June 2026) so progress is visible in the Dashboard and annual self-reflection.|Met||2025-06-24|2025
37684520000000|Vista Unified|6|"Student Perceptions of School Safety: Students in Grade 5  Feeling Safe at School 78% of students reported feeling safe at school either most of the time or all of the time: 39% said “Yes, all of the time” 39% said “Yes, most of the time” However, 22% of students reported feeling safe only some of the time or never.  Feeling Safe on the Way to and from School An even higher percentage (89%) of students reported feeling safe on their commute: 66% “all of the time” 23% “most of the time” Only 11% of students expressed occasional or no feelings of safety during travel.  Student Perceptions of School Safety: Students in Grades 7, 9, and 11  Perceived Safety at School Grade 7:  Only 56% of students reported feeling either “very safe” or “safe” while at school. Grade 9:  Reported safety increased to 71%, showing a significant improvement from middle to early high school. Grade 11:  Perceived safety continued to improve, with 73% of students feeling “very safe” or “safe.”  Student Perceptions of School Connectedness: Students in Grade 5  Key Findings on Grade 5 School Connectedness: 75% of students reported feeling connected to school (""Yes, most of the time"" or ""Yes, all of the time""). 41% of students feel close to people at school most of the time; another 24% said all of the time. 42% are happy to be at school most of the time, and 30% all of the time. 32% feel like they are part of the school most of the time and 44% all of the time. 36% said teachers treat students fairly most of the time, and 47% all of the time. 39% feel safe at school most of the time, and 39% all of the time.  Student Perceptions of School Connectedness: Students in Grades 7, 9, and 11  General Trends in Connectedness: Grade 7: 57% of students reported feeling connected to school. Grade 9: 63% of students reported feeling connected, an increase compared to grade 7. Grade 11: 64% of students reported feeling connected, indicating a plateau in growth from 9th grade.  Student Group Observations: English Learners: Grade 7: 54% Grade 9: 64% Grade 11: 46% – lower when compared to other student groups.  Students with IEPs: Grade 7: 63% (higher than general education peers) Grade 9: 61% Grade 11: 57% – lower than other grades.   Gender: Grade 7: Males (63%), Females (51%) Grade 9: Males (66%), Females (61%) Grade 11: Males (64%), Females (65%) – females show similar levels compared to males by 11th grade."|Student Perceptions of School Safety: Students in Grade 5  Strengths 89% of students reported feeling safe while traveling to and from school either “most of the time” or “all of the time.”  78% of students reported feeling safe at school “most” or “all” of the time. This indicates that overall school environments are perceived as generally positive. Needs 22% of students expressed only occasional or no sense of safety while at school.  Student Perceptions of School Safety: Students in Grades 7, 9, and 11  Key Learnings: The percentage of students who reported feeling “very safe” or “safe” at school tends to increase from 7th to 11th grade. Asian students report the highest perception of safety (83%), while Black/African American students report the lowest (44%), a nearly 40 percentage-point difference. In grade 7, only 50% of students identifying as “Something else” report feeling safe. Needs: Targeted Supports for Black/African American and Multiracial students. School Climate Strategies for Grade 7 Students - Transitional support and engagement strategies may be needed. Equity-Driven Interventions - initiatives that address inequities based on racial identity and socio-economic status Strengths: Students in grade 11 generally report higher levels of perceived safety than younger peers  Student Perceptions of School Connectedness: Students in Grade 5  Strengths 75% of grade 5 students reported feeling connected to school either “most of the time” or “all of the time 83% of students agreed that teachers treat students fairly at least most of the time. 78% of students reported feeling safe at school Needs 25% of students did not report feeling connected to school consistently.. Only 30% of students said they are happy to be at school “all of the time”.  Student Perceptions of School Connectedness: Students in Grades 7, 9, and 11 Strengths Overall Connectedness Improves with Grade Progression: The percentage of all students reporting feeling connected to school increased from 57% in grade 7 to 63% in grade 9 and 64% in grade 11. Female students reported steadily increasing feelings of connectedness across grade levels, from 51% in grade 7 to 65% in grade 11, indicating that female student engagement strengthens over time. Strong Perceptions of Connection Among Students with IEPs: 63% of grade 7 students with IEPs reported feeling connected.  Needs While English learners reported the highest connectedness in grade 9 (64%), that number dropped to 46% in grade 11.  Although connectedness improves from grade 7 to 9, it does not significantly increase by grade 11. In grade 7, only 51% of female students felt connected compared to 63% of males, highlighting a gender-based gap in early adolescent engagement. Students with IEPs reported steadily decreasing connectedness: from 63% in grade 7 to 61% in grade 9, and 57% in grade 11.|School Safety Based on the analysis of data for students in grades 5, 7, 9, and 11, findings point to necessary revisions in school-level planning, districtwide systems, and MTSS-aligned practices to ensure a more inclusive learning environment for all students.  Planned Changes to Address Identified Needs and Promote Continuous Improvement 1. Incorporate School Climate and Student Perception Metrics into SPSA Goals Change: School sites shall include at least one SPSA goal that addresses student perceptions of school safety or connectedness, using CHKS data as a baseline. Purpose: Ensure that school-level improvement plans respond to locally-identified climate and engagement concerns, particularly in grade 5 and 7 where safety and connection rates are lowest. Action: Revise SPSA templates and reviewer rubrics to include a School Climate component aligned with MTSS Tier 1 strategies and disaggregated student group data.  2. Implement Equity-Focused School Safety Reviews Change: The district shall require sites with the most significant disparities in perceived safety to conduct equity-based school safety reviews. Purpose: Address systemic inequities revealed in CHKS data, such as the ~40-point gap in perceived safety between Asian and Black students in grade 9. Action: Track implementation of site-level school climate action plans.  School Connectedness Vista Unified School District recognizes the need to make targeted adjustments to existing plans and procedures to ensure all students experience a strong sense of belonging and support across all grade levels.  Changes for Continuous Improvement 1. Strengthening Tier 1 School Connectedness Supports in SPSAs Change: All school sites shall explicitly describe Tier 1 relationship-building strategies within their School Plan for Student Achievement (SPSA). Rationale: Data show that ~25% of grade 5 students and up to 54% of secondary students in some student groups (e.g., English Learners, students with disabilities) do not consistently feel connected to school.  2. Disaggregation and Use of SEL/Connectedness Data Change: The district will emphasize the disaggregation of connectedness data by grade level and student group. Rationale: A significant drop in connectedness for English Learners in grade 11 and gender disparities in grade 7 highlight the need for more targeted insight and response. Action: Sites will receive grade-level and group-specific CHKS results and be required to reflect on these findings in their SPSA needs assessment.  3. Continuous Improvement Cycles with Site Teams Change: Mid-year SPSA reflection cycles using PDSA protocols will be implemented that include school connectedness. Rationale: Many school-level actions are planned annually but may lack thorough follow-up adjustments based on student feedback and interim outcomes. Action: Schools will review results alongside attendance, discipline, and engagement data to refine and revise actions before the end of the school year.|Met||2025-06-26|2025
37684520106120|SIATech|6|Panorama Survey data shows that 10th -12th graders indicated that 41% (Sense of Belonging) and 34% (Engagement) agreed when it came to school connectedness, caring adult relationships, and rigorous expectations. Students also perceived school as safe, 78% at the time of the survey. As for Teacher-Student relationships, the numbers were in the 91% range when it came to teachers demonstrating respect toward students. Some students indicated they experienced unfair treatment by teachers, although the number was still low in the 3% range.|Strength: Students reported that teachers have rigorous expectations of their students and push them when they feel like giving up. 74% of students expressed that their teachers encourage them to do their best. Furthermore, students indicated that they believed that they could count on a teacher or adult from school to help them.  Growth: While students reported that teachers have rigorous expectations of their students and want students to do their best, 14% of students expressed that they are not all eager to participate in classes, and 22% indicated they often do not talk about ideas from classes outside of school.|In response to local data analysis and critical learning, SIATech is making significant changes to support student well-being. Wellness centers are located at all school sites throughout the organization, and Wellness Together and other service providers provide increased counseling support. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services.|Met||2025-06-30|2025
37684520114264|North County Trade Tech High|6|Healthy Kids Survey. Informal assessments and observations through our Advisory program. Internal school climate survey.|"We noticed that our students have high need in the areas of substance use/abuse and feelings of sadness. An area of strength for us is ""caring adults in school"" but we noticed the 12th grade students report feeling more supported than the 9th grade and we learned we need to invest more in establishing those relationships immediately."|We will be investing more resources into mental health support, including contracted service providers and staff development.|Met||2025-06-10|2025
37684520124917|Guajome Learning Centers|6|Guajome Learning Centers (GLC) is committed to ensuring that all students have access to the fundamental educational resources necessary to thrive. As a small, independent study-based K–12 charter program, GLC places a high value on maintaining fully credentialed educators, safe and functional learning environments, and access to standards-aligned instructional materials—all core components of California’s Priority 1.  GLC maintains a low student-to-teacher ratio, which allows for meaningful interaction and individualized instruction. All teachers are appropriately assigned and hold valid California teaching credentials for their subject areas and grade levels, including specialized credentials for English Learners and students with disabilities. The program’s staffing model ensures that students receive high-quality support from experienced professionals, whether they are attending in-person small group instruction or participating in online, asynchronous learning activities. Each teacher works with students to develop a Personalized Learning Plan (PLP), aligned with California content standards and A–G course requirements for college readiness.  To support access to high-quality curriculum, GLC utilizes a curated suite of instructional materials, including both online and print resources. Materials are selected to align with state academic standards and are reviewed annually for relevance, rigor, and equity. Students have access to Chromebooks, digital platforms such as Edmentum and Google Classroom, and traditional textbooks for core content areas. For students with specialized needs, instructional materials are further customized to provide scaffolding, enrichment, and accommodations as outlined in Individualized Education Programs (IEPs) or 504 Plans.  The physical learning environment at GLC is well maintained and conducive to both independent and small-group instruction. Housed on the shared Guajome Park Academy campus, GLC benefits from access to clean, safe facilities that meet state and local health and safety standards. Students attending in-person learning sessions work in a dedicated space designed for flexibility, featuring collaborative seating, updated technology, and designated spaces for tutoring and quiet study. Safety remains a top priority: the site conducts regular drills, maintains secure entrances, and follows updated protocols for health, emergency preparedness, and facility cleanliness.  Technology plays a crucial role in delivering basic services at GLC. Every student has access to a school-issued device and internet connectivity support if needed. Teachers and staff receive professional development in digital instruction and assessment tools to ensure that students experience a seamless and engaging online curriculum. Additionally, the GLC team provides tech support for both students and families, helping to reduce access barriers for learners who study from home.  Finally, GLC maintains clear communication with famili|We are effectively meeting the needs of our students through personalized learning opportunities|We will be providing more CTE Pathways|Met||2025-06-10|2025
37684520128223|Bella Mente Montessori Academy|6|Local climate surveys, like the California Healthy Kids Survey and other locally-administered surveys, such as Leader in Me, offer valuable insights into the school environment, covering safety, relationships, engagement, and well-being. Bella Mente reports overall scores and scores disaggregated by student groups to identify disparities. Analysis extends to specific survey items, revealing areas needing attention. Supplementing surveys with tools like student focus groups adds qualitative depth. Together, these approaches provide a thorough understanding of school climate, aiding efforts to foster inclusive and supportive learning environments. Improvements in students sense of belonging and safety increased in the Leader in Me survey from the previous year.|Analyzing climate survey data, including disaggregated student group data, reveals strengths and areas needing improvement in the school environment. This data helps identify disparities among student groups and informs targeted interventions to address challenges. By promoting equity, fostering inclusion, and supporting continuous improvement, Bella Mente will continue to create positive and supportive learning environments for all students.|The LEA will make strategic changes based on data analysis to address identified areas of improvement in school climate. These changes include revising interventions, updating policies, providing professional development, allocating resources, engaging the community, and establishing monitoring systems for continuous improvement, fostering a positive and inclusive environment for all students.|Met||2025-06-10|2025
37684523730942|Guajome Park Academy Charter|6|In spring 2025, Guajome Park Academy administered a locally developed student climate survey to all students in grades 6 through 12. This Student Needs Assessment was designed to gather insights into school connectedness, participation, academic engagement, environment, and social-emotional health. The survey supplements data from the California Healthy Kids Survey (CHKS), last administered in 2024 to students in grades 7, 8, 9, and 11. Due to a technical error, the school’s 2025 survey includes incomplete responses from 9th and 10th grade students; however, a manual review confirmed their responses aligned with overall high school trends. The 2025 local survey provided more specific, school-contextual data than CHKS and included disaggregation by grade level. Responses can be further filtered internally to distinguish between middle and high school trends. While subgroup data (e.g., by ethnicity or gender) was not part of the presentation summary, the underlying data supports further disaggregation as needed. In the area of school connectedness, 51% of students reported feeling connected to school in the 2025 in-house survey, compared to 55% in the 2024 CHKS. While this reflects a slight decline, one question in this category showed significant growth—from 42% agreement in 2024 to nearly 70% in 2025—indicating that targeted efforts to build community and student engagement are showing positive results. School participation continues to be an area of need. Only 21% of students reported active participation in CHKS 2024—the lowest item in that year’s survey. The 2025 local survey showed that while actual participation may still be low, students increasingly recognize when opportunities to engage are present. This suggests the need for improved visibility and encouragement, rather than a lack of offerings. In the academics section, students showed a solid understanding of summative assessments and increasing awareness of how formative assessments support learning. A question related to academic expectations rose from just 13% agreement in 2024 to a significantly higher level in 2025, signaling improvement in student perceptions of rigor and relevance. Social-emotional health results showed improvement based on past scores. The inclusion of this section signals the school’s ongoing commitment to supporting student well-being. It remains a priority for future planning. Overall, the 2025 student climate data highlights progress in school connection and academic mindset, while reinforcing the need to focus on student participation, environment, and emotional well-being. This data will be used to inform schoolwide planning, guide professional development, and support continuous improvement in school climate.|A major area of strength identified was in school connectedness, where one survey item showed substantial growth—rising from 42% agreement in 2024 to nearly 70% in 2025. This improvement suggests that recent initiatives aimed at fostering relationships, community, and engagement are having a positive impact. Though the overall connectedness score dropped slightly from 55% (CHKS 2024) to 51% (2025 in-house survey), the significant gain in this key indicator highlights the importance of continuing relational and community-building efforts. Another strength was observed in academic mindset and expectations. Students demonstrated a strong understanding of the value of summative assessments, and there was notable improvement in their connection to learning. One indicator—student agreement with a question related to academic expectations—rose from just 13% in 2024 to a much higher level in 2025. This suggests that instructional efforts emphasizing goal-setting, assessment literacy, and rigor are reaching students more effectively. Conversely, the data identified several critical needs. The most consistent concern across both the CHKS and local survey was school participation. In the CHKS, only 21% of students indicated they actively participate in school activities, the lowest among reported indicators. While the 2025 showed improvement, and students acknowledged attempts were being made to create more student choice and voice, showing that students “notice” when opportunities exist—actual engagement remains low. This indicates a need for increased student voice, accessible activities, and more inclusive outreach to ensure all students feel invited and empowered to participate. The school environment also remains a key area for growth. In 2024, only 28% of students agreed that the school environment was supportive and safe. Though 2025 data did not include a direct update for this item, the environment category remained among the lowest rated. This points to the continued importance of improving facilities.|Following the analysis of the 2025 Student Needs Assessment, GPA has identified key areas for growth and is implementing strategic changes to support continuous improvement. While students reported gains in academic understanding and school connectedness, challenges persist in participation, campus climate, and social-emotional wellness. The school is revising existing plans and launching new initiatives to address these needs.  To improve student participation, which remained low in both the CHKS (21%) and local survey data, the school is enhancing how extracurricular opportunities are offered and communicated. Activities are being made more accessible, with expanded schedules and increased promotion through advisory and digital platforms. Students will have more opportunities to lead through advisory roles and event planning. These efforts aim to strengthen student ownership and engagement.  GPA also recognizes the need to expand student advocacy. Building on a strong foundation with the Student Union and LGBTQ+ Organization, the school is launching a Black Student Union, Encuentros, and Hermanitas in 2024–25. These new groups will provide leadership and cultural representation for Black and Latino students, ensuring that advocacy and belonging are extended to more student populations.  In response to concerns about school environment and safety—where only 28% of students in 2024 agreed that the environment was supportive—the school is prioritizing facilities upgrades and visible adult supervision. GPA is expanding professional development in trauma-informed practices, PBIS, and culturally responsive instruction. These strategies are designed to foster a more inclusive and emotionally safe campus.  To address rising needs in social-emotional wellness, the school has partnered with local agencies to offer restorative responses to behavioral issues, particularly those related to mental health and substance use. Counseling access is expanding, and the advisory curriculum is being updated to include lessons on stress management, healthy relationships, bullying prevention, and responsible social media use. These efforts will also engage families through educational workshops and community events.  On the academic side, GPA continues to make progress. Survey results showed increased student agreement with questions related to academic expectations, including a rise from 13% in 2024 to a much higher rate in 2025. In response, teachers are balancing standards-aligned instruction with student choice in both content and assessment. Students are being empowered to reflect on their progress and set learning goals, which supports a stronger connection to their academic journey.  Finally, GPA is improving its use of disaggregated data to inform decisions. Though the presentation did not include detailed subgroup data, grade-level breakdowns are available, and staff are receiving training to analyze trends by group.|Met|Guajome Park Academy continues to make meaningful progress in improving school climate by acting on student voice and data-informed needs. A major strength is the school’s long-standing support for student leadership and advocacy. Building on the success|2025-06-10|2025
37735510000000|Carlsbad Unified|6|Data collected and analyzed from Kelvin Surveys:  Elementary  Safety 95% School Connectedness 91%  Secondary Safety 75% School Connectedness 81%|Analysis ? Maintained a high level of school connectedness at the elementary and secondary levels. ? Saw an increase in school safety at the elementary and secondary levels. Continue efforts at the secondary level regarding safety perceptions among students|Next Steps ? Principals review data and develop action plans for their school|Met||2025-06-18|2025
37735690000000|Oceanside Unified|6|These results are from the annual LCAP survey administered from the program Panorama in January 2025. This survey was administered to students in Grades 3-12, with a 71% completion rate. Student groups are desegregated Locally and presented to the LCAP committee and the Board.|Our perceived safety at elementary school is an area of strength at 95%. There is an overall need to increase the perceived safety in our secondary schools. Student connectedness is also lower at our secondary schools and also among some student groups at our elementary level.|To address safety concerns OUSD has installed cameras around our schools and emergency cameras in classrooms to better monitor activities on and around our schools. We will also continue to use and expand the use of restorative practices with our students.|Met||2025-05-20|2025
37735690136267|Coastal Academy Charter|6|Data from the Covitality Survey In the spring of 2025, students in grades 5/6, 8, and 10 participated in the Covitality survey.   Our schools continue to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. The Classical Academies measures students' school climate and overall life satisfaction through a CoVitality survey.  Below is the data for overall life satisfaction and school connectedness by site.  Coastal Academy TK-8 6th: 83.95 (falls in the average range) 8th: 79.22 (falls in the average range) 6th: The student average in school connectedness was in the Average range. 8th: The student average in school connectedness was in the Average range. Coastal Academy High School 10th: 74.49 (falls in the average range) 10th: The student average in school connectedness was in the Average range.|All student scores fell within the average range.|We will continue to have counselors on site for students.  They will provide in-class lessons on SEL topics and resources as needed.|Met||2025-05-19|2025
37735693731221|Pacific View Charter|6|PVC conducts biannual student surveys. The last survey was issued at the end of the school year 2025.  90% of responding students rated their overall satisfaction with the school as good to great.  96% of students feel supported by their teachers and that they received sufficient help with their school work. 95% of students feel supported in overcoming difficulties.This indicates that efforts to create a warm and supportive environment for students continues to be a strength at Pacific View and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model.  Also, in support of this, are the survey results indicating that 81% of students feel that the staff takes bullying seriously and 97% feel safe at school.  School support and safety is an area of strength for PVC.  When disaggregating the data by subgroup, no disparities existed in the data. Students responding yes to feeling safe at school were as following (note that many sample sizes were less than 20 and not reported to protect privacy :  97% -All 98% -Hispanic/Latino 95% - White n/a -African American/Black n/a- Other 97% Low Income 95% - Special Education 97% - English language learners n/a - Foster Youth n/a - Homeless Youth|As stated above, survey results indicate that efforts to create a warm and supportive environment for students continues to be a strength at Pacific View and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model.  Also, in support of this, are the survey results indicating that 81% of students feel that the staff takes bullying seriously and 98% feel safe at school.School support and safety is an area of strength for PVC.|Students played a much larger role in providing feedback to the school than in previous years through the middle school leadership class, Middle school ambassadors program, WASC focus group participation as well as through the surveys. Some of the comments that resulted in direct changes to the LCAP are as follows:  PVC should continue to offer support programs like tutoring, extra credit activities, and counseling to help students stay on track.(Goals 3, 4) Make a mandatory project to make a full proof plan for the future. (Goal 2) I personally think that the school should also implement some sort of rewards system for top students to provide students with more incentive to stay consistent and work to the best of their abilities. (Goal 5 - PBIS Implementation Plans)|Met||2025-06-25|2025
37737910000000|San Marcos Unified|6|"Local Climate Survey Data (LCFF Priority 6: 2024-25) San Marcos Unified School District (SMUSD) used three validated instruments to assess school climate across grades 3–12: the California Healthy Kids Survey (CHKS), the Panorama Education “Future Ready” Student Survey, and the local LCAP Student Survey. California Healthy Kids Survey (CHKS) CHKS data from elementary students showed that 82% felt safe at school, 75% reported having a caring adult, and 70% expressed high levels of school connectedness. Disaggregated results revealed lower meaningful participation among Hispanic students (35%) compared to White (42%) and Asian (47%) peers. Female students reported stronger adult connections (78%) than males (71%). Among secondary students, 59% reported feeling connected to school, and 68% felt safe. Notably, 29% experienced chronic sadness or hopelessness in the past year, and 17% seriously considered suicide. English Learner (EL) students reported lower connectedness (50%) than their English-proficient peers (63%), and students with IEPs reported less meaningful participation (44%) compared to general education peers (58%). Panorama Education ""Future Ready"" Survey  For grades 3–5, students gave a 72% favorable rating for Communication and Empathy. Within this group, 41% said they were encouraged daily to share their thoughts, 75% reported having an adult who checks in on their well-being, and 85% felt their teachers showed kindness and understanding. For grades 6–12, the Communication domain received a 57% favorable score (down 3 points from the prior survey), with only 26% of students reporting they were encouraged to share ideas in all classes. The Empathy domain had a 58% favorable score (down 1 point), with 73% of students saying an adult checks in with them and 64% stating that their teachers show kindness and understanding. LCAP Student Survey  Results from the 2024–25 LCAP Student Survey (grades 4–12) aligned with the other tools. 82% of students reported feeling safe at school, 79% felt supported by teachers and staff, and 67% reported feeling connected. Additionally, 74% felt encouraged to do their best, and 71% said adults at school treat students with respect."|San Marcos Unified School District’s analysis of data from the CHKS, Panorama, and LCAP Student Surveys identified consistent areas of strength and need across grade levels and student groups. Areas of strength include perceptions of safety and adult support in elementary grades. In the CHKS elementary survey, 82% of students reported feeling safe, 75% identified a caring adult on campus, and 70% reported a sense of school connectedness. Similarly, 82% of students in the LCAP Student Survey (grades 4–12) reported feeling safe, and 79% felt supported by teachers and staff. In the Panorama survey for grades 3–5, 85% of students said their teachers show kindness and understanding, and 75% said an adult checks in with them. Communication and collaboration were also rated positively in elementary data. In the Panorama survey for grades 3–5, 72% of students responded favorably in both the Communication and Empathy domains, and 41% reported being encouraged daily to share their thoughts.   Areas of need appeared more prominently in secondary results. In the CHKS secondary survey, 59% of students reported feeling connected to school, and 68% felt safe. Additionally, 29% reported feelings of sadness or hopelessness in the past year, and 17% reported having seriously considered suicide. Panorama results for grades 6–12 reflected lower perceptions of communication and emotional support. Communication received a 57% favorable rating (down 3 points from the prior year), with only 26% of students saying they are encouraged to share ideas in all classes. Empathy was rated 58% favorable (down 1 point), and 64% said their teachers show kindness and understanding.   Disaggregated subgroup results  indicated further differences in student experience. In the CHKS elementary data, Hispanic students reported lower meaningful participation (35%) compared to White (42%) and Asian (47%) students. Female students reported stronger relationships with adults (78%) than male students (71%). Among secondary students, English Learners reported lower school connectedness (50%) compared to English-proficient peers (63%), and students with IEPs reported less meaningful participation (44%) than students in general education (58%).|San Marcos Unified School District (SMUSD) made several adjustments to address needs identified through local survey data, especially related to school connectedness, emotional well-being, and subgroup disparities among secondary students, English Learners (ELs), socioeconomically disadvantaged students, and students with disabilities. To address needs in connectedness and emotional support, the district expanded implementation of its Multi-Tiered System of Supports (MTSS). Five schools piloted MTSS in 2024–25; a broader rollout is planned for 2025–26 to improve coordination of academic, behavioral, and wellness supports (Action 1.2).  In response to the needs of our Long-Term English Learners (LTELs), SMUSD created Action 1.9, which implements personalized learning plans and increases outreach to families through multilingual workshops. English Language Development efforts were also revised to include district- and site-level monitoring of Project GLAD implementation, as well as expanded training focused on academic language across core subjects (Action 1.5).   These actions reflect revisions to instructional programs, family engagement, and student support structures to address areas of need identified in survey and performance data.   Secondary students reported lower levels of safety and belonging. To address this, mental health services remain in place at all school sites (Action 2.2), Panorama SEL surveys continue to be administered (Action 2.4), and PBIS training is ongoing (Actions 2.1, 2.4). Assistant principals at elementary sites (Action 2.3) continue to support student behavior, wellness, and equity-focused practices.   In response to low engagement and relevance among secondary students, Actions 1.3 and 1.4 were adjusted to emphasize embedded academic support in college and career readiness programs, including refined use of the Xello platform for postsecondary planning. Work-based learning opportunities are now more intentionally aligned with student interests and state standards.   To respond to disparities in academic achievement and school connectedness by subgroup, SMUSD expanded support at high-need campuses through additional staffing and integrated ELD services (Action 1.8). Co-teaching and targeted academic interventions were deployed to support ELs and SWDs in core subjects (Actions 1.6, 1.7).|Met||2025-06-26|2025
37737910138222|Pivot Charter School - San Diego II|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 80% of students indicating they felt connected and included at Pivot, 77.5% of students indicating that their teachers and other adults at Pivot know and understand them, and 86.7% of students indicated that they feel successful at Pivot.    Unduplicated students 81.8% indicated that they feel connected and included at Pivot  85.5% indicated that their teachers or other adults at Pivot know/understand them  89.1% indicated that they feel successful at Pivot    Special education students  74.3% indicated that they feel connected and included at Pivot  74.3% indicated that their teachers or other adults at Pivot know/understand them  77.1% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 90.9% indicated that they feel connected and included at Pivot  100% indicated that their teachers or other adults at Pivot know/understand them  72.7% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the special education subgroups: 85.4% indicated that they feel connected and included at Pivot  73.2% indicated that their teachers or other adults at Pivot know/understand them  90.2% indicated that they feel successful at Pivot    Parents and guardians were also surveyed, with 100% indicating that they were satisfied with Pivot Charter School and 100% indicating that they were satisfied with the curriculum.    Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum|Overall, the data shows that families and students are satisfied with their experience at Pivot Charter School. One area of need is for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. Another area of need is overall participation in the survey. This year, we moved the form to ParentSquare and saw improvement over previous surveys. We hope to send the survey a few months earlier to collect more input. We also hope to see increased participation in our Family Homerooms next year, which started for the first year.|The 23-24 school year was the first year of implementation of  Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events.|Met||2025-06-16|2025
37754160000000|Warner Unified|6|Data: Is provided from our MTSS parent survey and MTSS student survey, as well as our LCAP input meetings and informal communications with parents.|Meaning: The surveys and interactions/conversations gave us a good sense that the school district is doing well and parents and students were happy with the progress that has been made.  The overall challenge that was brought forth was the need for increased access to mental health and social-emotional learning.   The feedback was taken seriously and we have secured a part time Social Worker Intern through SDCOE for the 25-26 school year.   Use: Warner Unified will make a concentrated effort to improve district office and teachers' communications in the future. We will also continue to promote mental health programs on campus, and we will seek out additional opportunities to provide support to our students.|Use: Warner Unified will make a concentrated effort to improve district office and teachers' communications in the future. We will also continue to promote mental health programs on campus, and we will seek out additional opportunities to provide support to our students.|Met||2025-06-10|2025
37754160122796|All Tribes Elementary Charter|6||||Not Met|||2025
37754160132472|California Pacific Charter - San Diego|6|"All students in grades TK-12 were invited to participate in the annual school climate survey, which gathered student perceptions in areas such as grade-level instruction, teacher support, goal setting, safety, sense of belonging, and overall satisfaction with the school. A total of 163 students participated in the survey, including 47 students in grades TK-5, 30 in grades 6-8, and 86 in grades 9-12. To the question, ""I feel safe and welcome at school,"" 97.4% of students agreed, indicating a strong overall perception of school safety and inclusiveness. The perception of safety was consistently high across student groups, with 98% of Hispanic students, 100% of African American, Asian, English Learner (EL), Socioeconomically Disadvantaged (SED), and Homeless Youth (HY) students, 96% of White students, and 95% of Students with Disabilities (SWD) reporting that they felt safe and welcome at school. When asked whether they had someone at school they could talk to for support if they had a problem, 94.8% of students agreed. Additionally, 85.3% of students indicated they feel a sense of belonging and connectedness at school. Disaggregated data showed that 91% of Hispanic students, 90% of African American students, 78% of White students, and 67% of Asian students agreed they felt connected to the school. Among specific student groups, 100% of EL, SED, and HY students, and 81% of SWD students reported a sense of connectedness."|Based on the analysis of the most recent school climate survey, several key learnings and areas of strength have been identified. An overwhelming majority of students (97.4%) across grades TK-12 reported feeling safe and welcome at school, reflecting a consistently positive perception of the school environment. This perception of safety remained high across all student groups, with 98% of Hispanic students, 100% of African American, Asian, English Learner (EL), Socioeconomically Disadvantaged (SED), and Homeless Youth (HY) students, 96% of White students, and 95% of Students with Disabilities (SWD) affirming that they feel safe at school.  Additionally, 94.8% of students reported having someone at school they can turn to for support when needed, reinforcing the presence of strong adult-student relationships and effective support structures. While the overall sense of belonging and connectedness remained strong at 85.3%, the disaggregated data revealed variability among student groups. Students identifying as EL, SED, and HY reported the highest levels of connectedness (100%), followed by Hispanic (91%) and African American (90%) students. However, lower connectedness was reported among White (78%) and Asian (67%) students, indicating a need to explore and address experiences of inclusion and engagement within these groups.  These findings demonstrate that the school has maintained a strong foundation of safety and support for all students, while also highlighting an opportunity to deepen efforts that promote connection and belonging—particularly for student groups with lower levels of reported connectedness.|While the school climate survey data reflects continued strengths in student safety and access to support, the analysis also revealed specific areas for improvement that will guide changes to current practices. In particular, the lower reported sense of connectedness among White (78%) and Asian (67%) students points to the need for more targeted inclusion efforts. In response, the LEA will implement new strategies to foster greater school connectedness among all student groups, including culturally responsive community-building activities, increased student voice opportunities, and expanded staff training on inclusive practices.  Additionally, the school will work to strengthen engagement across all grade spans, especially in TK-8, where survey participation remains comparatively low. This will include developmentally appropriate tools for gathering feedback from younger students and more intentional outreach to encourage their participation in climate surveys and school activities.  To support continuous improvement, the school will maintain regular use of surveys and feedback loops and disaggregate results to monitor trends across student groups. These actions will ensure that all students—regardless of background—feel safe, supported, and connected, further reinforcing the school’s commitment to equity and belonging.|Met||2025-06-17|2025
37754160138651|San Diego Mission Academy|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: * 100% of the students reported that they felt safe * 99% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-06|2025
37754160139378|Sage Oak Charter School - South|6|Sage Oak Charter School annually administers a comprehensive local climate survey to parents, students, and staff to assess perceptions of school safety, connection, and engagement. The most recent data reflect strong outcomes across all stakeholder groups, with particular strengths in areas tied to safety, respectful environments, and curriculum quality. Parent Survey Highlights: 99% of parents believe the curriculum and resources provide a robust, well-rounded educational experience. 89% feel connected to the school’s mission of empowering students to lead purposeful and productive lives. 88% feel Sage Oak effectively provides opportunities for involvement and input, reflecting healthy engagement levels. 98% agree the school prioritizes safety, value, and respect. 93% are informed about student social-emotional and mental health support resources. Staff Survey Highlights: 94% believe the school’s curriculum is rigorous and well-rounded. 98% of teachers and EAs feel equipped to prepare students for the next grade band. 93% feel English Learners have adequate access to academic supports. 95% feel connected to the school’s mission. 97% believe their voices are valued in decision-making. 99% affirm the school prioritizes safety, value, and respect. 97% feel professionally equipped through PD offerings. 94% are informed of student support resources. Student Survey Highlights: 96% report that curriculum and resources are challenging and well-rounded. 91% feel connected to the school’s mission. 89% feel they are given opportunities for input and involvement. 98% agree the school prioritizes a safe, respectful learning environment. 90% are aware of available mental health and social-emotional supports.|The analysis of Sage Oak’s local climate survey reveals clear strengths in school climate, particularly around stakeholder confidence in academic quality, student safety, staff preparedness, and alignment with the school’s mission. Across all groups—parents, staff, and students—responses reflect a deeply supportive, respectful, and engaging educational environment. Key Areas of Strength: Academic Quality and Rigor: A significant majority of respondents across all groups indicated satisfaction with the curriculum's quality—99% of parents, 94% of staff, and 96% of students. This reflects a shared confidence that Sage Oak provides a challenging and comprehensive educational experience. Safety and Respect: High agreement levels—98% (parents), 99% (staff), and 98% (students)—indicate that Sage Oak fosters a safe and respectful learning environment, a key factor in promoting student well-being and engagement. Mental Health and Support Awareness: Over 90% of all groups reported awareness of social-emotional and mental health supports, affirming that communication about these services is reaching stakeholders effectively. Staff Preparedness: Staff responses demonstrate strong confidence in their professional readiness, with 97% affirming that PD equipped them to succeed in their roles. Identified Needs and Growth Opportunities: Engagement and Input: While still positive overall, scores related to opportunities for input and involvement were slightly lower: 89% of parents and 88% of students agreed their voices were heard, compared to 97% of staff. This gap suggests an opportunity to deepen engagement efforts, especially for families and students who may not yet feel fully empowered to contribute to decision-making. Student Connection to Mission:  While still positive, 89% of parents and 91% of students reported feeling connected to the school’s mission—slightly lower than staff (95%). This suggests room to deepen mission-centered experiences, especially for families who may interact less frequently with mission-driven programming. These insights underscore that while Sage Oak’s school climate is overwhelmingly positive, intentional efforts to strengthen two-way communication and input opportunities—especially for families and students—will enhance inclusion and foster deeper connection.|Based on key findings from the local climate survey, Sage Oak Charter School will implement several targeted strategies to address areas of need and build on existing strengths related to school climate and stakeholder engagement. Enhancing Student and Family Voice in Decision-Making To address the slight discrepancy in perceived opportunities for involvement—particularly among parents (88%) and students (89%)—the school will expand structured input opportunities in 2025–26. This includes forming a new Parent Engagement Committee designed to complement existing advisory bodies (PAC and STAC), ensuring broader representation and more regular input from families who may not be engaged in current forums. These committees will continue to help elevate voices that were previously underrepresented in decision-making processes. Deepening Student Mission Connection While 91% of students and 89% of parents report feeling connected to the school’s mission, Sage Oak will take steps to reinforce this connection through intentional student experiences. Advisors and counselors will embed mission-aligned reflections in academic planning meetings, and student-centered activities—such as leadership opportunities, service projects, and career exploration—will be expanded to help students see how their learning aligns with the broader purpose of “leading purposeful and productive lives.” Strengthening Communication Around Input Channels Survey data suggest that while Sage Oak offers many pathways for engagement, not all stakeholders are fully aware of them. To address this, the school will implement a more visible communication campaign—through newsletters, social media, onboarding, and an additional virtual parent summit—outlining specific ways families and students can participate in shaping school decisions. Staff will also be encouraged to personally invite families to participate in upcoming meetings and surveys, especially those from underrepresented groups. Sustaining and Building on Areas of Strength Given exceptional scores in school safety and respect (98–99%), the school will maintain current safety policies, staff PD frameworks, and mental health outreach efforts. The team will also ensure continued availability and promotion of social-emotional supports, particularly during high-stress periods such as testing and transitions. These actions, rooted in the climate survey results, reflect Sage Oak’s ongoing commitment to inclusivity, connection, and continuous improvement across all dimensions of school climate.|Met||2025-06-18|2025
37754160139386|Excel Academy Charter|6|"Overall Satisfaction Report: Based on 181 student responses (grades 6-12) 99.4% of survey respondents agree that their teacher is available to speak with them when they need guidance. 95.6% of survey respondents agree that the curriculum provides challenging grade level instruction and assessment of their academic progress. 93.4% of survey respondents agree that the curriculum and instruction are engaging and they are able to complete the coursework on time. 100% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed. 97.8% of survey respondents feel safe and welcome to meet with their teacher to discuss their progress. 97.2% of survey respondents feel overall satisfaction with Excel Academy Charter School. 98.3% of survey respondents feel the school does a good job communicating through all forms of communication. 98.9% of survey respondents know that they have someone at school who they can talk to (teacher or counselor).  Testimonials ""Excel Academy provides everything I need."" ""Honestly, Excel has done a seriously amazing job in teaching. I really enjoyed the learning year with Excel and I am so lucky to be here. It was seriously a great year!"" ""It has been a great year and I appreciate my teacher always doing his best to help me succeed and work.""  Elementary SEL Survey - Grades 7-8 - 121 respondents The SEL survey was provided to garner a sense of understanding as to how the students were feeling about themselves and their progress in school. Counselors were able to get a pulse on how the students were feeling to offer necessary support and/or to plan interventions. On a five point scale, four and five were the highest scores available (a positive reflection). When asked how the students felt they were doing in school, 57.9% scored an overall four and 34.7% scored an overall five. When asked how the students feel about the relationships that surround them, 30.8% scored an overall four and 57.9% scored an overall five. When asked how the students feel about themselves most of the time, 40.5% scored an overall four and 52.1% scored an overall five.  Students in grades K - 12 Intervention Feedback 100% of survey respondents agree that they are satisfied with teacher communications. 100% of survey respondents agree that students are receiving quality instruction. 100% of survey respondents feel that the provided classes have given their students a sense of belonging.  Testimonials: ""Teacher is very patient and keeps the students engaged."" ""My son loves his ELD class. He finds the way he learns with the teacher very exciting."" ""My child looks forward to class and has learned new skills."" ""Class is amazing and is helping our son engage with the other students and teacher. Very nice teacher and helps him understand whatever he doesn’t understand."" ""I am grateful for the patience that has been given throughout the learning process."""|"MEANING: The survey results are shared with educational partners to address trends in the input during the ELAC, SSC, and all staff meetings. There was no input that directly affected the LCAP goals and actions. The most consistent trend we found was praise for EACS and appreciation for all of the resources provided to families. The social-emotional well-being of EACS students are closely monitored, and when necessary, appropriate steps are taken to address and support student needs. The ""What I Need"" (WIN) program is well received by parents and the family feedback was positive. The constructive comments were associated with parent/guardian welcoming additional opportunities for writing, reading, and math instruction."|USE: EACS takes pride in focusing on continuous improvement by analyzing current curriculum options, internal assessments, opportunities for social-emotional growth, and educational partner feedback to ensure students are being provided the best education that serves their individual needs. i-Ready has been an exceptional internal assessment for EACS students. However, since i-Ready only assesses math and reading, for the 25/26 school year, EACS will be piloting Write Score to enhance written expression. Students will be taking two benchmark assessments, one in the fall and one in the spring, to determine areas of strengths and needed growth.|Met||2025-06-18|2025
37754160139451|Pathways Academy Charter School - Adult Education|6|Overall percent of 451 survey participants in agreement with: 99.6% (449) feel safe while working in the school online course environment 96.9% (437) feel a genuine connection with the teacher and that she/he really cares about their success in school 98.7% (445) feel safe and welcome to meet with the teacher to discuss their progress  97.3% (439) feel their input is valued and respected when collaborating with the teacher or school staff and administration 97.9% (428) During teacher meetings, the teacher inquired about the student's well-being and provided the student with information|Overall high satisfaction rate with the Pathways Academy school program:  High Expectations: High expectations for students increases confidence and improves academic performance Overall, 98.7% of survey participants feel welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration.  School Safety: School safety creates an encouraging environment for students to explore, learn, and grow creatively and academically. Overall, 99.6% of the survey participants are in agreement that Pathways Academy is a safe learning environment where there is support from their teachers.  Respectful Climate: A number of reports emphasize the importance of a positive school climate in promoting the skills and knowledge that provide the foundation for lifelong success. Overall, 97.3% of the students are in agreement that they feel valued and respected by their teacher and school.  Caring Adults: Developmental research shows that having one or more caring adults increases the likelihood that students will experience success at school.  Overall, 97.9% reported that their teacher inquired about their well-being and provided information on accessing community coordinated services (health, mental health, public assistance, housing).|Create a collaborative and supportive environment that benefits teachers and students leading to increased program satisfaction and improved outcomes by: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program. Continue discussions on strategies for identifying students that need additional support with course completion. Continue to provide information and support for student participation in WIOA. Continue staff training on community services available to students, ways to inquire about a student’s well being, and resources available to provide students with information on accessing community services (health, mental health, public assistance, housing.|Met||2025-06-03|2025
37754166119275|All Tribes Charter|6|Being in a Native community, standard methods of survey are met with resistance and skepticism. We utilize traditional methods of communication and conversation. Nominal group technique has been an accepted way to gather input and information where every person feels valued and heard. As a community topics of need are identified, possible solutions are suggested, and every person has the opportunity to choose the methods they feel would best address the need. Collectively, as a school, parents, students, and community members feel safe and heard. The specific items typically addressed are not about climate and safety concerns, they are more about ensuring their children have more opportunity and a better school experience than they did.|Traditional Native American families have not had positive education experiences. The last 25 years here at All Tribes Charter has created a positive general shift in Indian Education for more than 12 different reservations. This second generation of All Tribes students have nothing but positive experiences around their education. Current families and student populations actively participate in school events and walk in and out of the doors with pride and confidence as opposed to fear and anxiety.|If anything, the data we have collected encourages us to continue on our path of creating a positive generational shift in Indian Education. What we are doing is working. All Tribes has hired additional personnel to formulate data to be shared out with other communities to share best practices.|Met||2025-04-10|2025
37756140000000|Valley Center-Pauma Unified|6|VCPUSD administers a local climate survey every year as a component of our overall LCAP input collection and development process. These surveys provides a valid measure of perceptions of school safety and connectedness. District administration and school sites received the findings and reports. Local climate survey results are referenced in the VCPUSD Local Control and Accountability Plan (LCAP) and connected to LCAP goals and actions. Parent/Guardian Survey Data - School Connectedness: 93%; Feel Safe at School: 88%; Caring Adult Relationships: 91% Staff Survey Data - School Connectedness: 88%; Feel Safe at School: 79%; Caring Adult Relationships: 90% Local Climate Student Survey Data - School Connectedness: 80%; Feel Safe at School: 84%; Caring Adult Relationships: 78%|The overall responses suggest increases for the students survey between the two years with increases in the areas of School Connectedness, School Safety, and Caring Adult Relationships.  Insights into the important role of social and emotional factors in students' overall success. With students feeling a strong correlation between academic performance and social-emotional skills, highlighting the importance of continued to support the growth of these skills for improved student outcomes.  Prioritizing social-emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from parents, teachers, students, and community members, underscores the collaborative approach to addressing these needs within the school community.  Continued work around campus security with visibility of staff as a suggestion to enhance safety and stricter enforcement of safety measures.  Parents, students, and staff shared the positive impacts of work around PBIS and a desire to continue the development of clearer school-wide behavior incentives and resources.  This connected school-wide emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. As school sites are analyzing their site specific data, we will look to determine how disaggregating data by student group can be facilitated moving forward to determine if there are any student groups that are experiencing more challenging aspects of school climate more than others.|VCPUSD is looking into additional surveys and tools for all students TK-12 to be used nearer the beginning of the school year with social/emotional health checks in order to determine what individual students may need more supports or interventions. We will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health. VCPUSD is also continuing to focus on MTSS at each school site and at the district level with data monitoring mechanisms that have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other areas. As part of our continuous improvement process VCPUSD has planned actions, such as the universal screener and ongoing training (e.g. MTSS, social-emotional well-being), that we expect to continue to have specific positive outcomes (e.g., reductions in suspension and chronic absenteeism rates).|Met||2025-06-26|2025
37764710000000|SBC - High Tech High|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710114678|High Tech High Chula Vista|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710114694|High Tech High North County|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710119271|High Tech Middle North County|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710123042|High Tech Middle Chula Vista|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710123059|High Tech Elementary Chula Vista|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710127605|High Tech Elementary North County|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710137067|High Tech High Mesa|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710138768|High Tech Middle Mesa|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37764710138776|High Tech Elementary Mesa|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized.  This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question:   Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 67% HTH High: 73%|As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students.  In the coming year, we will seek to understand and improve this measure within our elementary schools.  This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions.  To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2025-06-23|2025
37768510000000|Bonsall Unified|6|Bonsall Unified School District administers the California Healthy Kids Survey (CHKS) to its 5th, 7th, 9th, and 11th-grade students every other year. The survey is an anonymous confidential survey of school climate and safety, student wellness, and youth resiliency.  Elementary (Grade 5): The 2025 California Healthy Kids Survey results reflect both progress and areas needing attention at the elementary level:  Perceived School Safety remains high at 83% unchanged from the previous year, and significantly above the state average of 78%. School Connectedness increased to 74% up from 73% in 2024 and now above the state average of 73%. Academic Motivation improved to 84%, exceeding the 2024 figure of 81% and closely aligned with the state average of 83%. Caring Relationships rebounded to 88% from 84%, suggesting stronger adult-student connections. Meaningful Participation continues to be a growth area, now at 39% though up from 34% in 2024, still below the state average of 41%. Parent Involvement in Schooling increased slightly to 93%, indicating ongoing family engagement. School Cleanliness dropped again to 65%, down from 68% in 2024 and 86% in 2021, signaling a need for facility attention.  Secondary (Grades 7, 9, 11): The secondary CHKS data also reveal a mix of promising trends and concerns:  Grade 7:  School Safety held steady at 59%, above the 2023 low of 46% but still below the state average of 53%. School Connectedness increased to 66% up from 57% in 2024 and well above the state average of 55%. Academic Motivation improved to 75% from 62% and now exceeds the state average. Caring Adult Relationships rose to 84%, showing improvement in student-adult connections. Meaningful Participation remains low at 29%, although improved from 17% in 2023.  Grade 9:  School Safety increased slightly to 50% from 42% but remains below the state average. Academic Motivation stayed flat at 40%, under the state average of 60%. Caring Adult Relationships fell to 36%, down from 63% in 2023, highlighting a need for targeted relational support. Meaningful Participation dropped to 12%, the lowest of all grade levels.  Grade 11:  School Safety increased to 45%, from a previous low of 42%. Academic Motivation stands at 52% and Meaningful Participation at 21%, indicating room for engagement improvement.  Mental Health:  Grade 7 and 9 both showed slight increases in chronic sadness (25%) but stayed below state averages. Life Satisfaction and Optimism increased in both grades, and the California Student Wellness Index rose to 105.1 (Gr 7) and 103.2 (Gr 9), both above the state norms.  Conclusion: While school connectedness, academic motivation, and caring adult relationships are trending upward in many areas, there is still a persistent need to boost meaningful participation, especially at the secondary level. Facilities upkeep at elementary sites and relational support for high school students also remain key priorities for improvement.|The 2025 California Healthy Kids Survey (CHKS) highlighted both strengths and areas for improvement in Bonsall Unified School District (BUSD), offering insight into school climate, student engagement, and wellness.  Areas of Strength:  At the elementary level, students reported strong feelings of safety (83%) and connectedness (74%), both above state averages. Academic motivation (84%) and caring adult relationships (88%) were also high, indicating that most students feel supported by staff and are engaged in their learning. Additionally, parent involvement remains a strength, with 93% of students stating their parents ask about school.  At the secondary level, 7th-grade students showed gains in several areas: school connectedness rose to 66%, and academic motivation increased to 75%. These gains were also reflected in mental health indicators—life satisfaction (70%) and optimism (60%)—with the Student Wellness Index climbing to 105.1, well above the state benchmark. Caring relationships improved to 84% in 7th grade, suggesting middle school students are feeling more supported by adults on campus.  Areas of Need:  A consistent need across grade levels is meaningful participation. Only 39% of 5th graders and 29% of 7th graders reported feeling they have a voice in school. This drops significantly to 12% in 9th grade, indicating a need to expand opportunities for student input and leadership.  Facilities upkeep also declined at the elementary level, with only 65% of students reporting their school is clean and tidy, down from 86% in prior years.  Mental health concerns remain a priority. Chronic sadness was reported by 25% of both 7th and 9th graders, and suicidal ideation by 11% of 7th graders and 14% of 9th graders. These findings highlight the urgency of expanding access to mental health supports and wellness services.  Conclusion:  The CHKS data confirm that students feel safe, supported, and motivated at many grade levels, especially in elementary and middle school. However, low student participation in decision-making, declining perceptions of facilities, and rising mental health concerns—particularly among secondary students—underscore the need for targeted action. BUSD will continue analyzing data by student group to ensure equitable support for all learners, including English Learners, Foster Youth, and Native Learners.|District (BUSD), especially at the secondary level. In response, the district is implementing targeted actions and updates to improve student engagement, academic motivation, relationships with adults, and overall school climate.  1. Increasing Meaningful Participation Through College and Career Integration To address low rates of meaningful participation—particularly among secondary students (only 12% of 9th graders reported meaningful engagement)—BUSD is focusing on connecting academic experiences to future aspirations. The district is implementing the California Colleges.ed (CCGI) platform beginning in 6th grade to help students link current coursework with college and career goals. Through the use of tools such as the Interest Profiler, Skills Assessment, and personalized goal-setting features, students can better understand how their education supports their future, making school experiences more relevant and engaging.  Expanded opportunities for college and career exploration, combined with culturally responsive teaching and increased student voice through forums and leadership activities, aim to foster a stronger sense of belonging and participation.  2. Strengthening Academic Motivation To address variability in academic motivation across grade levels, BUSD is building a clear pathway from middle school through high school and beyond. Continued exposure to college and career options, combined with individualized planning through CCGI, will support students in setting and pursuing personal academic goals. These efforts are designed to maintain motivation and engagement throughout their academic journey.  3. Enhancing Adult-Student Connections and School Climate CHKS results revealed a need to improve students’ perceptions of caring adult relationships, particularly at the high school level. To address this, BUSD is strengthening its multi-tiered system of supports (MTSS). School counselors will provide more personalized support through mentoring, one-on-one meetings, and small group interventions. New roles, including MTSS TOSAs and a secondary Assistant Principal, will increase adult presence and connection on campuses.  BUSD has also expanded access to mental health supports by maintaining full-time counselors at elementary schools and continuing its partnership with Care Solace. These efforts aim to ensure students have multiple touchpoints with trusted adults who support their well-being.  4. Improving Campus Environment Elementary CHKS data showed a decline in student perception of campus cleanliness (down to 65%). In response, BUSD is reviewing facilities protocols and increasing student involvement in campus upkeep projects to build pride in the learning environment.  5. Advancing Equity Through Data and Community Voice To ensure continuous improvement is inclusive, BUSD is expanding the disaggregation of climate and engagement data by student group, including English Learners, Foster Youth, and Native Learners. Advisory groups such|Met||2025-06-25|2025
37768516113468|Vivian Banks Charter|6|The 2024–25 California Healthy Kids Survey (CHKS) results for Vivian Banks Charter School (VBCS) provide insight into the school’s climate, particularly in the areas of student connectedness, safety, and relationships with adults—key indicators of a positive learning environment.  Overall Climate Results: The majority of students reported feeling safe, supported, and engaged at school.  School Connectedness: 70% of students reported feeling connected to school, showing that most students experience a sense of belonging.  Caring Adult Relationships: 82% agreed there is an adult at school who cares about them, highlighting strong staff-student relationships.  School Safety: 73% of students reported feeling safe at school most or all of the time.  High Expectations & Encouragement: 83% of students stated that adults at school expect them to do their best and provide encouragement.  Academic Effort: 88% of students said they try hard to do well in school.  These results demonstrate strengths in adult-student relationships and a school culture that promotes both emotional well-being and academic effort.  Disaggregated Data and Student Group Considerations: While elementary CHKS data does not provide extensive disaggregation by student subgroup, the VBCS population includes high numbers of English Learners, Native American students, and socioeconomically disadvantaged students. Given this context, the climate data is essential for evaluating whether these groups feel equally supported and connected. To strengthen this understanding, VBCS plans to use additional local tools—such as focus groups, family feedback, and supplemental surveys—to capture disaggregated input and ensure equitable support for all student groups.|The 2024–25 California Healthy Kids Survey (CHKS) results from 5th-grade students at Vivian Banks Charter School (VBCS) provide insight into the school’s climate. The data shows that VBCS fosters a generally positive, supportive environment while also identifying areas for improvement.  Strengths: VBCS demonstrates strong relationships, high expectations, and a sense of belonging:  Caring Adults: 82% of students said an adult at school cares about them.  Safety: 73% feel safe at school most or all of the time.  High Expectations: 83% reported that adults expect them to do their best.  Student Effort: 88% of students try hard to do well in school.  Belonging: Over 70% said they enjoy school and feel like they are part of the school community.  These results show that students feel supported by adults and are motivated to succeed, which are key components of a strong school climate.  Areas for Growth:  Fairness and Equity: Only 68% of students believe that students are treated fairly. This highlights the need to evaluate discipline practices, inclusiveness, and perceptions of equity.  Peer Relationships: Some students may not consistently experience positive peer interactions. Expanding social-emotional learning (SEL) and conflict resolution skills will help build stronger student relationships.  Subgroup Data Limitations: The CHKS does not provide data by subgroup at the elementary level. With a high percentage of English Learners, Native American students, and socioeconomically disadvantaged students, VBCS will use supplemental tools like family and student focus groups to ensure all students are equitably supported.|Planned Revisions and Actions: 1. Promoting Equity and Fairness: Only 68% of students reported feeling that students are treated fairly at school. To address this, VBCS will revisit and revise its behavior expectations and discipline procedures to ensure consistent, transparent, and equitable application. Staff will engage in professional development on implicit bias, culturally responsive instruction, and trauma-informed practices to strengthen inclusivity and reduce disparities in student experiences.  2. Strengthening Peer Relationships and SEL: While students generally feel safe, results suggest there is room to improve peer-to-peer interactions. VBCS will adopt a structured social-emotional learning (SEL) curriculum across all grade levels to promote empathy, cooperation, and respectful communication. Teachers will receive training to implement SEL routines consistently, embedding them into daily instruction to reinforce positive social behaviors.  3. Amplifying Student Voice: To foster greater engagement, especially among underrepresented students, VBCS will increase opportunities for student voice. This will include classroom feedback circles, suggestion boxes, and student panels where learners can share experiences and ideas for school improvement. These strategies will support a stronger sense of belonging and inclusion.  4. Expanding Data Collection and Disaggregation: The CHKS does not provide detailed data by subgroup at the elementary level, making it difficult to assess the specific experiences of English Learners, Native American students, and socioeconomically disadvantaged students. To address this gap, VBCS will introduce additional local surveys and conduct small-group listening sessions to gather disaggregated input that will guide equity-centered decision-making.  5. Increasing Family Engagement: To support alignment between school and home, VBCS will host family learning opportunities focused on topics such as restorative practices, SEL, and culturally inclusive strategies. These workshops will help families better understand the school’s climate goals and increase their ability to partner with staff in creating a positive learning environment.  6. Continuous Monitoring and Feedback: Climate goals will be embedded into the school’s site plan, with regular reviews of both CHKS and local survey data to track progress. Results and updates will be shared with advisory groups—including ELAC, SSC, and the Indian Education Council—as well as with the broader school community to ensure transparency, promote shared responsibility, and sustain continuous improvement.|Met||2025-06-06|2025
37770990000000|SBE - Altus Schools East County|6||||Not Met|||2025
37770990136077|Altus Schools East County|6|Altus Schools East County (ASEC) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASEC’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, ASEC exceeded this metric.  Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASEC’s response rate on the CHYS at each grade level was Grade 7 (50%), Grade 9 (22%), and Grade 11 (20%) for CHYS Core and Grade 7 (50%), Grade 9 (17%), and Grade 11 (10%) for CHYS Behavioral Health.|In 2024-2025, 97% of students reported that they felt safe at ASEC and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 ASEC’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. ASEC didn’t receive disaggregated results for Grade level, SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group due to insufficient number of responses which are required for disaggregation. Additionally, there were insufficient numbers of respondents to receive grade level or student group disaggregation for the behavioral health indicators on the 2025 CHKS.|ASEC has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHKS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs ASEC has a school meal program, provide an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at ASEC.|Met||2025-06-24|2025
37771070000000|SBE - Altus Schools South Bay|6||||Not Met|||2025
37771070136473|Altus Schools South Bay|6|Altus Schools South Bay (ASSB) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHYS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASSB’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2024-2025, ASSB exceeded this metric.  Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASSB’s response rate on the CHYS at each grade level was Grade 7 (53%), Grade 9 (18%), and Grade 11 (31%) for CHYS Core and Grade 7 (33%), Grade 9 (12%), and Grade 11 (31%) for CHYS Behavioral Health.|In 2024-2025, 97.6% of students reported that they felt safe at ASSB and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2024-2025 ASSB’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Due to small school size, this means ASSB didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group. Key learnings included that 36% of 9th and 25% of  11th graders reported social emotional distress and 27% of 9th and 10% of 11th graders reported having considered suicide in the past 12 months. 25% of 9th and 20% of students in 11th reported having every used alcohol or drugs in their lifetime and 0% of 9th and 10% of 11th grade students reported alcohol or drug use within the past 30 days. 7% of 9th and 0% of 11th reported using vape products in the past 30 days. 24% of students in 9th and 20% in 11th reported bedtime of 12am or later, and 59% of students in 9th and 65% in 11th reported eating breakfast today.   In the past 12 months 18% of 9th grade and 20% of 11th grade students reported wanting to receive mental health services, and 33% of 9th and40% of 11th reported receiving mental health services. In the past 12 months, 36% of 9th graders experienced chronic sadness/hopelessness with 27% considering suicide.  For Grade 11, these numbers were 25% and 10%. Most students (60% in 9th and 93% in 11th) reported having caring adult relationships at school and that the school promotes parental involvement (65% of 9th and 83% of 11th). 100% in 9th and 11th report that teachers at the school treat students fairly. 58% of 9th graders and 91% of 11th graders reported overall life satisfaction. 92% of 11th grade students reported school as Safe or Very Safe.|ASSB has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs ASSB has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at ASSB.|Met||2025-06-24|2025
37771560000000|SBE - Vista Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, TK-5th graders were at a 76% positive response rate. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
37771560137323|Vista Springs Charter|6|"In 2024-25, as part of the 2025 LCAP Annual School Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly.  The survey was sent to students' email addresses through ParentSquare.  Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were:  ""I have learned how to be a good friend"" (91% of students agree), and ""adults make it clear to students that bullying is not okay"" (88% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (42% agreement), and ""I get chances to help decide on school activities or rules"" (46% agreement).  These results are consistent with the previous year."|On average, students responded positively to these questions 73% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts.  This reflects a 2% increase from the 2024 overall 71% positive rating.  Student subgroup information was disaggregated for analysis.  When analyzing the results by grade span groups, TK-5th graders were at a 76% positive response rate. The middle school group had the lowest rate of positive responses at 67%.  Students with IEPs, 504s, and English Language Learner student groups had very similar overall positive ratings compared to the overall student population.  All scores were within four percentage points or fewer of the overall average.|"In response to the needs of the school community, a Belonging Goal was added. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students, including the use of Branching Minds, a comprehensive MTSS solution.  School staff continues to participate in restorative practice training events.  Leadership is collaborating on a database of alternative means of discipline options and increasing training on discipline policies and documentation.  Additionally, school leaders will continue the expansion of mental health services resources and the train-the-trainer model of behavior management. To address the two statements with the lowest positive ratings on the student survey, the school implemented an evidence-based program called ""Leader in Me"" by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom."|Met||2025-06-12|2025
37771640000000|SBE - College Preparatory Middle|6|80% of our students feel they have learned the skills to take on academic challenges and not give up easily.  74% of our students report that they are learning and gaining study skills and 88% have future plans for attending college (Data: Student Survey May 2025). 76% of students report that they feel safe on campus (Data: Student Survey May 2025); an increase of 11% from the previous year.  95% of parents say they feel welcomed on campus and 94% of parents feel that their child feels safe at CPMS (Data: Parent Survey May 2025).  After reflecting on our 2024 survey data, we took a close look at how we can improve in this area, specifically students feeling safe on campus.  While we have seen an increase of 11% on this metric, we will continue to look at how we can improve even more.  Students report that they would like to see more support in the areas of college and career readiness (28%) and study skills (20%).  (Data: May 2025 Student Survey) We will continue to find ways to expand our offerings in these areas for next year.|In response to our 2024 survey results, we Implemented changes to our SEL curriculum to incorporate more activities that promote connectedness and belonging.  This year's survey shows in increase in this area (76% of students feel they are safe on campus and 73% feel like they are connected to the students in their Tiger's Den class). (Data: May 2025 Student Survey)  While we are encouraged by these results, we will continue to work toward more growth in this area.|As described above, we will continue the work we started this year by implementing more initiatives to increase students' feelings of connectedness and belonging.  Our counselor will offer more opportunities for students to work on social skills and developing friendships, as well as managing conflict resolution through small groups.  Our student government will work closely with our PTSA to coordinate activities for both students and families to connect with each other in and out of school.  Teachers will receive support so they can continue to focus on connection building activities each morning in their Tiger's Den class. Collecting data more often throughout the year to check in on this goal and identify areas of need will be a priority as we work toward growth in this area.|Met||2025-06-10|2025
37771640137356|College Preparatory Middle|6|80% of our students feel they have learned the skills to take on academic challenges and not give up easily.  74% of our students report that they are learning and gaining study skills and 88% have future plans for attending college (Data: Student Survey May 2025). 76% of students report that they feel safe on campus (Data: Student Survey May 2025); an increase of 11% from the previous year.  95% of parents say they feel welcomed on campus and 94% of parents feel that their child feels safe at CPMS (Data: Parent Survey May 2025).  After reflecting on our 2024 survey data, we took a close look at how we can improve in this area, specifically students feeling safe on campus.  While we have seen an increase of 11% on this metric, we will continue to look at how we can improve even more.  Students report that they would like to see more support in the areas of college and career readiness (28%) and study skills (20%).  (Data: May 2025 Student Survey) We will continue to find ways to expand our offerings in these areas for next year.|In response to our 2024 survey results, we Implemented changes to our SEL curriculum to incorporate more activities that promote connectedness and belonging.  This year's survey shows in increase in this area (76% of students feel they are safe on campus and 73% feel like they are connected to the students in their Tiger's Den class). (Data: May 2025 Student Survey)  While we are encouraged by these results, we will continue to work toward more growth in this area.|As described above, we will continue the work we started this year by implementing more initiatives to increase students' feelings of connectedness and belonging.  Our counselor will offer more opportunities for students to work on social skills and developing friendships, as well as managing conflict resolution through small groups.  Our student government will work closely with our PTSA to coordinate activities for both students and families to connect with each other in and out of school.  Teachers will receive support so they can continue to focus on connection building activities each morning in their Tiger's Den class. Collecting data more often throughout the year to check in on this goal and identify areas of need will be a priority as we work toward growth in this area.|Met||2025-06-10|2025
37771720000000|SBE - Baypoint Preparatory Academy San Diego|6||||Not Met|||2025
37771720138099|Baypoint Preparatory Academy - San Diego|6|To ensure BPA-SD elicited substantial representation and meaningful  engagement, students were consulted through various communication  methods, including surveys and both on-site and virtual ESWED meetings.  Students overwhelmingly reported positive experiences, with 90-100%  expressing satisfaction in safety, encouragement, student connectedness,  diversity, and academics. They recognized efforts to enhance effective  student conflict resolution practices, student activities, school events, and  continuing academic support in all subjects. Students were involved in  resolving school life problems, promoting student development, and  working together to create a healthy school environment. They were  informed about the 20224-25 progress and encouraged to provide  feedback, suggestions, and ideas for modifying actions to achieve the BPA SD goals. Collaboration among educational partners was instrumental in  identifying and addressing areas of need, with all suggestions prioritized  and organized into actionable steps. The process concluded in final remarks  presented at the Governing Board meeting, ensuring a comprehensive and  inclusive approach to addressing school priorities. BPA-SD is committed to  providing students and staff with a safe environment in which to learn/work  and keep all educational partners trained and well informed about safety  improvement/practices: -practice safety drills -enhance security measures by  implementing an automated locking system to regulate access to the school  building ensure doors are securely locked and monitored throughout the  school hours for added safety use of security cameras to monitor the school  require staff to wear badges with photo IDs enforce student dress code use  of random sweeps for prohibited items (listed in the student/parent  handbook) periodic campus security risk assessments build student teacher/staff relationships for social-emotional wellness Construction of the  BPA-SD campus began in spring 2020, with the completion of classrooms  and support rooms achieved by September 2022. To fully maximize the potential of the facility, BPA-SD is currently undergoing construction to  finalize all necessary public improvements and develop designated areas for  sports and event activities.|BPA-SD prioritizes the maintenance of a safe and conducive learning  environment through comprehensive facility management and safety  measures. BPA-SD ensures a clean and safe learning environment through  regular cleaning services and adherence to safety protocols. The school's  commitment to safety is evident in its implementation of various security  measures, including safety drills, controlled access to the school building,  and the use of security cameras to monitor the campus. Additionally, staff  are required to wear badges with photo IDs, and the enforcement of student  dress codes contributes to maintaining a safe and orderly school  environment. When suspected/informed, the school conducts sweeps for  prohibited items listed in the student/parent handbook, further enhancing  safety and security on campus. Regular campus security risk assessments  enable the school to identify potential vulnerabilities and implement  appropriate measures to mitigate risks effectively. Construction efforts to  optimize the facility reflect the school's commitment to providing students  and staff with modern and functional learning spaces. Ongoing construction  reflects a commitment to optimizing the facility for educational and  extracurricular activities, contributing to a positive school experience. BPA SD is committed to providing students and staff with a safe environment in  which to learn/work and keep all educational partners trained and well  informed about safety improvement/practices: -practice safety drills  enhance security measures: an automated locking system to regulate access  to the school building -ensure doors are securely locked and monitored  throughout the school hours for added safety -use of security cameras to  monitor the school -require staff to wear badges with photo IDs -enforce  student dress code -use of random sweeps for prohibited items (listed in the  student/parent handbook) -periodic campus security risk assessments -build  student-teacher/staff relationships for social-emotional wellness.|All educational partners collaborated to identify and address areas of need,  with their suggestions prioritized and organized into actionable steps. This  inclusive process ensured meaningful engagement, comprehensive strategic  planning, and accountability while adhering to state and local indicators to  effectively serve the needs of BPA-SD's diverse student population, including  the most vulnerable students. The educational partners’ feedback, combined  with academic data, was essential throughout the process as it allowed for a  systematic and organized way to consolidate information and analyze  effectiveness, perceptions, and areas of greatest need. As a result, BPA-SD  educational partners became more confident and actively engaged with  BPA-SD leadership and more informed about the needs of their students  and the direction of the educational program for the 2025-26 academic  year.|Met||2025-06-23|2025
38103890000000|San Francisco County Office of Education|6|In 2024–25, SFUSD administered the Social-Emotional Learning (SEL) Survey across all grade spans—elementary, middle, and high school—focusing on student perceptions of Growth Mindset, Self-Efficacy, Self-Management, and Social Awareness. These metrics, disaggregated by grade level, offer longitudinal insight into school climate and students’ social-emotional development.  Elementary Students: Growth Mindset: 66% (down from 67%) Self-Efficacy: 54% (up from 53%) Self-Management: 65% (down from 66%) Social Awareness: 61% (up from 53%)  Middle School Students: Growth Mindset: 65% (down from 66%) Self-Efficacy: 54% (down from 55%) Self-Management: 67% (down from 68%) Social Awareness: 58% (down from 59%)  High School Students: Growth Mindset: 68% (flat) Self-Efficacy: 51% (up from 50%) Self-Management: 70% (up from 69%) Social Awareness: 63% (no change) SFUSD has remained focused on improving students' Sense of Belonging as measured by LCAP Goal 2- Serving the Whole Child and SFUSD's Board of Education Goals & Guardrails- Guardrail 2.  In Spring 2025, SFUSD’s elementary SEL survey revealed that all racial/ethnic subgroups reported a significantly lower Sense of Belonging than the district average of 73%. Filipino (8%), White (5%), Two or More Races (3%), and Pacific Islander (2%) students showed modestly low scores, while Hispanic/Latino (0%), Asian (-1%), and African American (-6%) students reported the low est connectedness.  In the Spring 2025 secondary student SEL survey, Sense of Belonging varied by race/ethnicity across SFUSD. African American students (n=812) reported the lowest belonging at -9%, followed by Hispanic/Latino (n=5,842) at -1% and Filipino students (n=610) at 0%. Asian (n=6,563) and Decline to State (n=469) students each scored +1%, while Pacific Islander (n=121) and Two or More Races (n=1,492) reported +2%. White students (n=2,122) scored the highest at +4%, though all groups showed room for improvement relative to the district average.|Districtwide, students reported relatively stable or improving perceptions in some competencies—particularly Social Awareness in elementary school (+8%) and Self-Efficacy in high school (+1%). These positive shifts reflect ongoing implementation of LCAP Goal 2 strategies focused on mental health supports, Coordinated Care Teams, and wellness programs. Despite gains in overall student Sense of Belonging data, when disaggregated by race/ethnicity. Among elementary students, African American (-6%), Asian (-1%), and Hispanic/Latino (0%) students reported markedly lower levels of belonging relative to the district average of 73%. At the secondary level, these disparities widened. African American secondary students scored -9%, and Hispanic/Latino students -1%, with Filipino students flat at 0%. Only White students (+4%) exceeded the average, while Pacific Islander and multiracial students showed modest positive scores (+2%). These data point to a systemic challenge, particularly Black and Latinx students, consistently report lower levels of connectedness to school.|Despite shifts in district office leadership, SFUSD/SFCOE will remain committed to implementing strategies in service of LCAP Goal 2 to improve experiences and outcomes for all students, especially our most marginalized students. Joint meetings between members of the Schools LEAD Team as well as members of the Student and Family Services Division along with other key district leadership will continue meeting to collaborate, align and review what implementation strategies are leading to improvement.|Met||2025-06-24|2025
38684780000000|San Francisco Unified|6|In 2024–25, SFUSD administered the Social-Emotional Learning (SEL) Survey across all grade spans—elementary, middle, and high school—focusing on student perceptions of Growth Mindset, Self-Efficacy, Self-Management, and Social Awareness. These metrics, disaggregated by grade level, offer longitudinal insight into school climate and students’ social-emotional development.  Elementary Students: Growth Mindset: 66% (down from 67%) Self-Efficacy: 54% (up from 53%) Self-Management: 65% (down from 66%) Social Awareness: 61% (up from 53%)  Middle School Students: Growth Mindset: 65% (down from 66%) Self-Efficacy: 54% (down from 55%) Self-Management: 67% (down from 68%) Social Awareness: 58% (down from 59%)  High School Students: Growth Mindset: 68% (flat) Self-Efficacy: 51% (up from 50%) Self-Management: 70% (up from 69%) Social Awareness: 63% (no change) SFUSD has remained focused on improving students' Sense of Belonging as measured by LCAP Goal 2- Serving the Whole Child and SFUSD's Board of Education Goals & Guardrails- Guardrail 2.  In Spring 2025, SFUSD’s elementary SEL survey revealed that all racial/ethnic subgroups reported a significantly lower Sense of Belonging than the district average of 73%. Filipino (8%), White (5%), Two or More Races (3%), and Pacific Islander (2%) students showed modestly low scores, while Hispanic/Latino (0%), Asian (-1%), and African American (-6%) students reported the low est connectedness.  In the Spring 2025 secondary student SEL survey, Sense of Belonging varied by race/ethnicity across SFUSD. African American students (n=812) reported the lowest belonging at -9%, followed by Hispanic/Latino (n=5,842) at -1% and Filipino students (n=610) at 0%. Asian (n=6,563) and Decline to State (n=469) students each scored +1%, while Pacific Islander (n=121) and Two or More Races (n=1,492) reported +2%. White students (n=2,122) scored the highest at +4%, though all groups showed room for improvement relative to the district average.|Districtwide, students reported relatively stable or improving perceptions in some competencies—particularly Social Awareness in elementary school (+8%) and Self-Efficacy in high school (+1%). These positive shifts reflect ongoing implementation of LCAP Goal 2 strategies focused on mental health supports, Coordinated Care Teams, and wellness programs. Despite gains in overall student Sense of Belonging data, when disaggregated by race/ethnicity. Among elementary students, African American (-6%), Asian (-1%), and Hispanic/Latino (0%) students reported markedly lower levels of belonging relative to the district average of 73%. At the secondary level, these disparities widened. African American secondary students scored -9%, and Hispanic/Latino students -1%, with Filipino students flat at 0%. Only White students (+4%) exceeded the average, while Pacific Islander and multiracial students showed modest positive scores (+2%). These data point to a systemic challenge, particularly Black and Latinx students, consistently report lower levels of connectedness to school.|Despite shifts in district office leadership, SFUSD/SFCOE will remain committed to implementing strategies in service of LCAP Goal 2 to improve experiences and outcomes for all students, especially our most marginalized students. Joint meetings between members of the Schools LEAD Team as well as members of the Student and Family Services Division along with other key district leadership will continue meeting to collaborate, align and review what implementation strategies are leading to improvement.|Met||2025-06-24|2025
38684780101337|KIPP Bayview Academy|6|62% of KIPP families have a positive experience with the school. 83% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
38684780101352|KIPP San Francisco Bay Academy|6|71% of KIPP families have a positive experience with the school. 85% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
38684780101774|Five Keys Charter (SF Sheriff's)|6||||Not Met|||2025
38684780107300|City Arts & Leadership Academy|6|The Fall 2024 Student Climate Survey shows that most students feel a strong sense of belonging and connection to adults, with low concerns about violence and online bullying. However, slightly less than half of students reported feeling respected by their peers, with just 45% feeling confident in completing their work. Among African American students, feelings of belonging (50%), respect (19%), and adult connection (38%) were notably lower. These findings suggest a mostly supportive school climate, with opportunities for improving equity and student connection— especially among African American students.|There are bright spots in the data, including the majority of students feeling connected and feeling that they belong. There are also areas of concern, specifically that the ratings from African-American students are significantly lower in these areas. The sample size is low, but it was still an indicator that Black students felt less connected and less of a sense of belonging.|This did change existing plans. As a result of this data, we created a strong African-American Academic Success Goal for Semester 2 to better support students. This included identifying the strengths and areas of improvement for students identifying as African American, and creating a plan of intervention to implement. This has led to stronger academic outcomes, and we will have updated sense of belonging data soon as well.|Met||2025-06-05|2025
38684780118141|Five Keys Independence HS (SF Sheriff's)|6|Data Source: Locally developed survey, in alignment with the California Healthy Kids Survey, designed to better capture the feedback from students from a wide variety of ages and educational experiences.  Analysis of the survey was disaggregated using a variety of student groups in order to fully capture the feedback of the many student groups Five Keys serves.|Plus/Growth Students really value their teachers–they are the reason they come to school each day and continue to come back even when they are facing hardships in their life Students are deeply appreciative of the services that Five Keys provides The expansion of digital curriculum (Canvas and other modalities) have increased students ability to do more school work Challenges/Barriers Illness, appts, and work are large barriers for students trying to attend school Second language students do not always feel supported or understood Access to technology continues to be a barrier for students–both in obtaining the technology and being able to use it|Next Steps Increase technology access and online learning for all students Continue to offer extend learning hours so that students can attend school despite busy schedules; adjust site hours where appropriate to make the changes more permanent Push for more student access in custody environments - more consistent classes and regular time meeting with teachers|Met||2025-06-30|2025
38684780123265|Gateway Middle|6|At Gateway Middle School we conduct annual school climate surveys. At Gateway Middle School we administered student surveys to students in grades 6-8.  GMS staff and leadership reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of caring relationships, school safety, and school connectedness.   The following is a snapshot of the results of the 2024-2025 survey:  84% of GMS students report that they feel that their teachers care about them as a person and as a student   70% of GMS students report that they feel proud to be part of Gateway. 74% of GMS students report that they feel connected to and supported by their advisory.  Across all students at Gateway Middle School, the vast majority responded “I feel safe at my school;” about 15% disagreed with that statement.|Based on the data, we see that a high percentage of Gateway Middle School students report that they have caring relationships and that staff care and have high expectations of them.  Most students report feeling safe at school.  While the percentage of students reporting that they feel connected to school increased from last year, increasing students' sense of belonging and connectedness at school is a continued area for growth. This is an area of focus for all students, and the school has a specific focus on improving belonging and connectedness for Black/African American students and students with IEPs.|Based on the analysis of data and focus on increasing students' sense of belonging and connectedness at school, we plan to focus on continuing to develop the following: revising and improving advisory curriculum and practices to build culture and community and provide opportunities for social-emotional skill development  professional development and support for staff to foster belonging and community in Advisory and classrooms, using Advisory SEL curriculum and practices opportunities for student leadership (e.g. student council, WEB leaders) increased opportunities for student participation in school spirit and community (e.g. joyful events, competitions, awards, dances, cultural events) partnership programming through community partners that offer programs and mentorship during the school day student focus groups to inform continuous improvement, including listening sessions with focal student groups (e.g. Black students and students with IEPs)|Met||2025-05-21|2025
38684780123505|Mission Preparatory|6|According to survey results in 2025, student survey results indicate that 86% of students feel safe at school and 80% of 3rd-8th graders feel connected to the school community.|Mission Preparatory School is committed to providing a high level of social emotional and mental health support for students.   This year the school has provided 2.5 full-time counselors to address student needs.  The school is also creating more opportunities for student voice and opportunities for autonomy in order to create critical thinkers who can be changemakers in their communities.  School culture successes can also be attributed to an intensive focus on the implementation of restorative justice practices in classrooms and on a school-wide basis.  Through our partnership with The New Teacher Project (TNTP), Educators Thriving the school is in the fourth year of restorative practices implementation as it relates to school culture.|The school plans to shift the anti-racist pedagogy professional development sessions to begin to think about how this pertains to differentiating instructional strategies and content as well.  Differentiation must meet student needs while not lowering expectations, and student needs must be addressed in a whole-child manner.|Met||2025-06-05|2025
38684780127530|KIPP San Francisco College Preparatory|6|72% of KIPP families have a positive experience with the school. 78% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
38684783830429|Life Learning Academy Charter|6|We administered the Annual DCYF Workforce and Educational program participant survey as our annual climate survey.  82% of our students would recommend our program to a friend with 27% responding neutral to the prompt. 86% percent of students positively responded that they feel safe while at LLA. Students positively identified that the program at LLA helped them learn how to get the help they need to succeed, worked well with others, were better equipped to handle problems and challenges, they have clearer goals for the future, and a positive outlook on their future.  Students responded positively when talking about their relationship with the staff.  They felt strongly that program staff promotes respect for diversity, that they care about the students, believe that they will become a success, encourage them to work hard, and that they make them feel comfortable enough to share their cultural background and other aspects of their identity. While there was an improvement from the previous year, a relative area of growth is still student perception about all staff treating youth fairly. Only 54% of students responded positively and 31% responded neutrally.  We added some questions to assess students' perceptions of inclusion in our community, knowing their academic skills and interests, and knowing what it takes to hold a job. 71% students responded that they know what it takes to hold a job and can identify their academic skills. 52% responded that they feel like they belong and 42% students responded neutrally. Students attending  LLA the longest report the highest ratings across almost all categories, and in particular their satisfaction ratings for how LLA helps them to make plans in education/training, and career.|Through our ongoing data analysis, we have examined student subgroups and trends over the years. By looking at our subgroup data, we found no discernible patterns across gender. We did find that overwhelmingly students receiving therapy and living in the dorm responded more favorably than those who didn't. Additionally, we observed another positive trends for students who attended for more than one year. They responded much more favorably than new students regarding our school climate, showing that, with time, student perceptions of our school culture and climate have improved.  The majority of students are responding positively on all school climate indicators, with safety being the highest rated category. However, we did see a comparatively high percentage of students responding neutrally to the following climate prompts:  I feel like I belong here, I feel like my ideas matter, and program staff are fair to me. We want to dig deeper into what is behind those neutral responses and utilize our student leaders to help us collect more data and insight into this area.|We are committed to strengthening our school climate by actively investing in student leadership as a catalyst for positive change. As part of our effort to build a shared decision-making culture, we will continue to elevate student voice and agency across campus. This includes expanding opportunities for leadership development through our Student Council, Student Advisory Committee, Peer Mediation Program, and Student Tour Leadership initiatives. In addition, we will enhance communication around school policies, programs, and available supports to foster greater transparency, a stronger sense of belonging, and increased perceptions of fairness among students at LLA.|Met||2025-06-26|2025
38684783830437|Gateway High|6|At Gateway High School we conduct annual school climate surveys.  At Gateway High School we administered student surveys to students in grades 9-12.  GHS staff and leadership review the results as a whole and also with particular attention paid to questions related to student perceptions of caring relationships, school safety, and school connectedness.  The following is a snapshot of the results of the 2024-2025 survey:  84% of GHS students report that they have caring relationships with adults in school. 77% of GHS students report that they feel connection and belonging at Gateway. Across GHS, most students report that they feel safe at school (about 70% agree and about 25% neither agree or disagree)|Based on the data, we see that a high percentage of Gateway High School students report that they have caring relationships and that staff care and have high expectations of them.  Most students report feeling safe at school.  We continue to focus on increasing students' sense of belonging and connectedness at school.  This is an area of focus for all students, and the school continues to have a specific focus on improving belonging and connectedness for Black/African American students and students with IEPs.|Based on the analysis of data and focus on increasing students' sense of belonging and connectedness at school, we plan to focus on continuing to develop the following: opportunities for student leadership  student affinity clubs and spaces.  We have many affinity clubs and students report that these spaces increase their connection to school. support for staff to foster belonging and community in Advisory and classrooms sports and extracurricular opportunities, which build connections  partnership programming through community partners that offer programs and mentorship during the school day continue student focus groups to inform continuous improvement, including listening sessions with focal student groups (e.g. Black students and students with IEPs)|Met||2025-05-21|2025
38684786040935|Thomas Edison Charter Academy|6|An online survey was completed in class by 4th- 8th graders at TECA in Spring 2025. Students provided feedback on their experiences as students at TECA. The survey was anonymous and completed by any students in attendance during the assigned class session. The survey data is collected anonymously as our students have provided feedback that they feel they can’t be as honest when their responses are identifiable so we try to respect this need for anonymity when possible, as a result disaggregation is not fully represented. Results show that students’ overall perception of their academic development and the school’s support of them is positive. Most TECA students (83%) perceive what they learn at TECA as meaningful, a slight decrease from last year (-2%). Just about all (95%, = last year) students said they have friends at school, 94% (+4%) expressed they can express their creativity at school, and 86% (+1%) said there is an adult at school who believes they will be a success. Less students feel a connection to an adult, especially when it comes to non-academic problems (70%, -4%). The majority of EL students interviewed felt they were receiving a lot of support for their academic development at school and that they were able to get help when they needed it. Most students indicated they feel safe in their neighborhood (95%) and at school (86%) which is an improvement from year’s past. The number of students feeling safe emotionally (86%) at school has increased (by 7%) since the last survey administered.|The data above demonstrate that our students have a solid support network at school and enjoy being at TECA which keeps them wanting to come to class. The safety data tells us that we have had success in ensuring that students know that school is a safe place for students by the steps we have taken this year. It is important to consider the improvement in emotional safety at school improvement when planning for SEL and student supports next school year, as it shows successful programming from the past years. We have noticed, however, that increased absences are often due to mental health needs, so chronic absenteeism prevention efforts will be heavily focused on this type of support.|TECA administration uses survey data to support the planning process each year to identify needs and programming gaps. As a result of data such as this, continued development of our Wellness Center continues to be a top priority this coming school year. TECA uses this center to support relationship building and problem solving with students and families to strengthen our relationships. Our increased staff of 2 counselors and a Restorative Justice Coordinator partner with community organizations to increase their resource toolbox to best support our students and their families. They also review our programming to support students in smaller social groups daily and develop programming each month to focus on themes like college-going culture, family culture, etc. Finally, the implementation of Positive Behavior Intervention Support (PBIS) will continue to further enhance this schoolwide program to better support students and staff.|Met||2025-06-17|2025
38684786112601|Creative Arts Charter|6|2024-25 student survey results show: 88.8% of students responded positively to school connectedness. 93.2% of students responded positively to school safety.  2024-25 parent survey results show: 79.6% of parents responded positively to school connectedness. 75.9% of parents responded positively to school safety.|We learned our students feel welcomed, valued, and supported. They expressed pride in attending Creative Arts Charter School and appreciate the school’s focus on developing effective and caring teachers, our wellness center, and the arts integration on campus. Similarly, families shared that the arts integration program emphasizes creativity and the project-based learning has made learning other content more accessible for their children. They agree that our school is a welcoming, inclusive environment, and they appreciate the school’s supportive staff. Like in previous years, they would like to see even more resources committed to providing socioemotional support and they also hope we can provide more proactive behavior support. Students speak enthusiastically about their experience at the school but some would like a more challenging academic experience.|Students want more academic support when they are struggling and more of a challenge when the work is too easy, so we are investing in tutoring afterschool and requiring students to participate in tutoring if they participate in the afterschool program. To challenge our students who want a more rigorous math experience to prepare them for high school, we are paying for our 8th grade students to take an Algebra 1 course online and paying a teacher to support those students. Our families want more behavioral support, so we are asking our afterschool staff to support student behaviors during the day in classrooms and we are working with SFUSD to ensure the school is fully staffed. Families also asked us to improve our communication systems, so we are attempting to streamline those communications and we have partnered with two consultants to help us communicate more effectively.|Met||2025-06-24|2025
38769270000000|SBE - The New School of San Francisco|6|New School San Francisco collects and analyzes local climate data annually through the Winter Family Climate Survey and student climate surveys, as well as state-reported indicators such as chronic absenteeism to understand and improve school conditions.  Student Climate Survey Results: The percentage of students who reported feeling safe and connected at school increased from 71% in 2023–24 to 79.8% in 2024–25, indicating progress in creating a positive and inclusive school climate. This growth reflects ongoing schoolwide efforts to strengthen student relationships, support systems, and restorative practices.  Family Climate Survey Results (Winter 2024–25): 91.3% of families reported understanding their child’s academic progress 88.0% agreed the school provides timely and relevant information 86.1% said the school provides opportunities for engagement 83.8% feel like valued and welcomed members of the school community 81.2% reported that their concerns and comments are heard by staff These results demonstrate strong connections between school and home, supported by multilingual communication, family conferences, and active affinity groups such as AAPAC and the Latino Family Affinity Group.  Chronic Absenteeism (CA School Dashboard): New School San Francisco saw a significant decrease in chronic absenteeism for all students and all numerically significant subgroups from 2022–23 to 2023–24: All Students: decreased from 25.0% to 18.6% English Learners: 42.2% to 32.5% Socioeconomically Disadvantaged: 40.0% to 33.3% Students with Disabilities: 34.8% to 24.5% Black/African American: 42.9% to 26.1% Hispanic/Latino: 37.3% to 30.2% Asian: 16.3% to 8.2% White: 14.1% to 11.4% Two or More Races: 15.6% to 9.1%  This reduction reflects the school’s coordinated efforts to improve attendance through targeted outreach, personalized follow-up, and student-centered supports that prioritize connection, wellness, and family partnership.  Together, this local and state data illustrates meaningful progress in strengthening school climate, fostering inclusive engagement, and improving student outcomes.|The analysis of local survey data and state indicators reveals several key learnings about school climate and conditions at New School San Francisco.  A central strength is the school’s strong partnership with families, as evidenced by the Winter 2024–25 Family Climate Survey results. High percentages of families report understanding their child’s academic (91.3%) and social-emotional progress (87.1%), receiving timely information (88.0%), and feeling welcomed and valued by the school (83.8%). These responses reflect effective systems for two-way communication, inclusive engagement, and a school culture grounded in trust and accessibility.  Student climate data also reflects positive momentum. The percentage of students reporting that they feel safe and connected at school rose from 71% in 2023–24 to 79.8% in 2024–25. This improvement suggests progress in building positive relationships and a supportive school environment, especially for students who may have been more impacted by post-pandemic challenges.  In addition, a notable area of strength is the significant decline in chronic absenteeism for all student groups. For example, the chronic absenteeism rate for Black/African American students decreased from 42.9% to 26.1%, for English Learners from 42.2% to 32.5%, and for Students with Disabilities from 34.8% to 24.5%. These reductions highlight the impact of intentional outreach, individualized support, and strengthened connections between families and school.  At the same time, the data surfaced areas for growth. While 81.2% of families agreed their concerns are heard, this was the lowest-rated survey item among those reviewed, indicating a need to improve how the school responds to and follows up on family input. In addition, continued disparities in chronic absenteeism across student subgroups underscore the need for sustained, targeted support, particularly for English Learners, Black students, and socioeconomically disadvantaged students.  These findings reaffirm NSSF’s strengths in relationship-building and family communication, while also highlighting the importance of continued investment in culturally responsive engagement, restorative practices, and systems that close feedback loops and promote equitable student outcomes.|In response to local data and key learnings, New School San Francisco is implementing several adjustments to strengthen communication, engagement, and student support. To improve how family input is used, the school is formalizing feedback loops, providing updates on how input informs decisions, and expanding co-facilitated spaces with affinity groups for deeper dialogue.  To support students who feel less safe or connected, the school is increasing use of restorative practices, peer relationship-building, and staff training in trauma-informed care. In addition, to further reduce chronic absenteeism—especially among English Learners, Black students, and socioeconomically disadvantaged students—NSSF is refining tiered interventions, strengthening outreach, and using real-time attendance data to guide supports.  These changes reflect the school’s continued commitment to inclusive engagement and equity-driven continuous improvement.|Met||2025-06-17|2025
38769270132183|The New School of San Francisco|6|New School San Francisco collects and analyzes local climate data annually through the Winter Family Climate Survey and student climate surveys, as well as state-reported indicators such as chronic absenteeism to understand and improve school conditions.  Student Climate Survey Results: The percentage of students who reported feeling safe and connected at school increased from 71% in 2023–24 to 79.8% in 2024–25, indicating progress in creating a positive and inclusive school climate. This growth reflects ongoing schoolwide efforts to strengthen student relationships, support systems, and restorative practices.  Family Climate Survey Results (Winter 2024–25): 91.3% of families reported understanding their child’s academic progress 88.0% agreed the school provides timely and relevant information 86.1% said the school provides opportunities for engagement 83.8% feel like valued and welcomed members of the school community 81.2% reported that their concerns and comments are heard by staff  These results demonstrate strong connections between school and home, supported by multilingual communication, family conferences, and active affinity groups such as AAPAC and the Latino Family Affinity Group.  Chronic Absenteeism (CA School Dashboard): New School San Francisco saw a significant decrease in chronic absenteeism for all students and all numerically significant subgroups from 2022–23 to 2023–24: All Students: decreased from 25.0% to 18.6% English Learners: 42.2% to 32.5% Socioeconomically Disadvantaged: 40.0% to 33.3% Students with Disabilities: 34.8% to 24.5% Black/African American: 42.9% to 26.1% Hispanic/Latino: 37.3% to 30.2% Asian: 16.3% to 8.2% White: 14.1% to 11.4% Two or More Races: 15.6% to 9.1%  This reduction reflects the school’s coordinated efforts to improve attendance through targeted outreach, personalized follow-up, and student-centered supports that prioritize connection, wellness, and family partnership.  Together, this local and state data illustrates meaningful progress in strengthening school climate, fostering inclusive engagement, and improving student outcomes.|The analysis of local survey data and state indicators reveals several key learnings about school climate and conditions at New School San Francisco.  A central strength is the school’s strong partnership with families, as evidenced by the Winter 2024–25 Family Climate Survey results. High percentages of families report understanding their child’s academic (91.3%) and social-emotional progress (87.1%), receiving timely information (88.0%), and feeling welcomed and valued by the school (83.8%). These responses reflect effective systems for two-way communication, inclusive engagement, and a school culture grounded in trust and accessibility.  Student climate data also reflects positive momentum. The percentage of students reporting that they feel safe and connected at school rose from 71% in 2023–24 to 79.8% in 2024–25. This improvement suggests progress in building positive relationships and a supportive school environment, especially for students who may have been more impacted by post-pandemic challenges.  In addition, a notable area of strength is the significant decline in chronic absenteeism for all student groups. For example, the chronic absenteeism rate for Black/African American students decreased from 42.9% to 26.1%, for English Learners from 42.2% to 32.5%, and for Students with Disabilities from 34.8% to 24.5%. These reductions highlight the impact of intentional outreach, individualized support, and strengthened connections between families and school.  At the same time, the data surfaced areas for growth. While 81.2% of families agreed their concerns are heard, this was the lowest-rated survey item among those reviewed, indicating a need to improve how the school responds to and follows up on family input. In addition, continued disparities in chronic absenteeism across student subgroups underscore the need for sustained, targeted support, particularly for English Learners, Black students, and socioeconomically disadvantaged students.  These findings reaffirm NSSF’s strengths in relationship-building and family communication, while also highlighting the importance of continued investment in culturally responsive engagement, restorative practices, and systems that close feedback loops and promote equitable student outcomes.|In response to local data and key learnings, New School San Francisco is implementing several adjustments to strengthen communication, engagement, and student support. To improve how family input is used, the school is formalizing feedback loops, providing updates on how input informs decisions, and expanding co-facilitated spaces with affinity groups for deeper dialogue.  To support students who feel less safe or connected, the school is increasing use of restorative practices, peer relationship-building, and staff training in trauma-informed care. In addition, to further reduce chronic absenteeism—especially among English Learners, Black students, and socioeconomically disadvantaged students—NSSF is refining tiered interventions, strengthening outreach, and using real-time attendance data to guide supports.  These changes reflect the school’s continued commitment to inclusive engagement and equity-driven continuous improvement.|Met||2025-06-17|2025
38771310000000|SBE - KIPP Bayview Elementary|6|68% of KIPP families have a positive experience with the school. 81% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
38771310137307|KIPP Bayview Elementary|6|68% of KIPP families have a positive experience with the school. 81% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
39103970000000|San Joaquin County Office of Education|6|"The California Healthy Kids Survey (CHKS) and California School Staff Survey (CSSS) were administered November through December of 2024, with 155 students and 53 staff participating in the surveys. The CHKS provided feedback in the areas of student learning engagement, student social-emotional and physical well-being, and school climate conditions and practices. The following are highlights from the data that inform the program's growth areas, strengths, and appropriate next steps in the areas of school safety and connectedness:   Students responding on average they ""Agree"" or ""Strongly Agree"" to their school having ""school connectedness:"" -56% of all surveyed students (7% increase from 2023-24) -59% of Black/African American students (data not available for 2024-25, 4% decrease from 2021-22)  -62% of Hispanic students (13% increase from 2023-24) -52% of White students (data not available for 2024-25,10% increase from 2021-22) -59% of English learner students (16% increase from 2023-24)   Students who perceive their school as ""safe"" or ""very safe:"" -69% of all surveyed students (13% increase from 2023-24) -Black/African American (data not available for 2024-25, 63% in 2023-24) -75% of Hispanic students (16% increase from 2023-24) -50% of White students (data not available for 2024-25, 42% decrease from 2023-24) -60% of English learner students (18% increase from 2023-24)"|Based on a review of the CHKS from 2024-25, there was an increase in students perceiving their schools as safe and who agree that there is school connectedness at their school site. School connectedness was based on questions that asked students their view on their academic motivation, caring adult relationships on campus, high expectations from staff, and meaningful participation at school. School safety was based on questions that included whether students felt they were harassed, bullied, cyberbullied, been in a fight, or been afraid of being beaten up. The data indicates that we should continue implementing our current practices to support ongoing improvement in building stronger relationships with students, fostering high expectations, and creating more opportunities for meaningful student participation in their school. While the progress suggests our efforts have been successful, we recognize there is always room to grow, and we remain committed to strengthening this work moving forward.|Based on the CHKS survey data, we will continue building on current efforts by enhancing tiered academic counseling supports that maintain high expectations and guide students in their course progress and college and/or career planning. We also recognize the need to expand strategies for recognizing student achievement in areas such as behavior, attendance, and academics. Additionally, school sites will continue working to strengthen school community through restorative practices, engaging academic activities, field trips, PBIS, and team-building initiatives; all aimed at fostering stronger connections among students and staff.|Met||2025-06-20|2025
39103970120717|one.Charter|6|Based on recent stakeholder survey information, one.Charter is doing well communicating with families and providing opportunities for parents and students to have a voice in their child’s education. Overall  98% of parents, 65% of students, and 100% of staff feel they contribute positively to the school learning environment.  Feedback regarding parents/guardians and students feeling that their involvement in their or their student’s education was valued with an 87% return of strongly agreeing or agreeing with this statement. Also, 85% of parents/guardians and students felt that they or their student’s teacher(s) ask to meet at least once a year in a face to face meeting regarding how they or their student is doing in school. It should be noted that at the one.Charter school sites, parents/guardians are invited to come visit the teacher at the end of every quarter in a parent/teacher/student conference. This provides three separate conferences for parents/guardians and students to meet with the teacher(s) throughout the year.  Perceptions of school safety, seems to indicate a strong agreement that one.Charter has made safety a top priority. 96% of students on the CHKs Survey said they felt safe at school, 100% of parents surveyed strongly agreed, agreed or were neutral in their belief that the school is a safe place to learn and 100% of staff felt safe at school.  On the CHK Survey, 75% of students responded they were happy at this school.  69% of families answered they are given information about community resources including mental health, counseling and food resources, while 31% stated they were not given information in regards to these resources.|Review of the survey data clearly indicates that parents, staff, and students all believe they contribute positively to the school learning environment, have a voice in the educational program and believe the schools to be safe for students and staff.  We believe this to be the case due to the value we place on building relationships and the systems we use (Restorative Practices, Positive Behavior Intervention Systems, Outreach Specialists) to help support building those relationships.|There are no significant changes to existing plans, policies or procedures that the LEA deems necessary at this time.  Staff and other educational partners, including students and parents, believe we are on the correct path to provide students with a caring, safe, and effective learning environment.  We have work to do in regards to making sure all families and students are aware of the resources available to them, and those plans are in place now.|Met||2025-06-18|2025
39103970124958|TEAM Charter|6|The local climate survey data reveals that 80% of students feel connected to their school, according to the survey results. Additionally, 80% of students feel that their school is safe. These figures are based on the Measured Results Assessment (MRA) from Leader in Me, which was administered to all students in grades 3 through 5. This data reflects a positive perception of school safety and connectedness among the majority of students in these grades.|Through the analysis of local survey data, as well as Dashboard metrics disaggregated by student group, TEAM Charter Schools has identified both strengths and areas of need that are guiding ongoing improvement efforts.  Key Strengths: One of the most significant strengths revealed in our data is related to school climate and student connection. According to our school-wide climate survey:  80% of students reported that they feel cared about and understood by people at their school.  80% of students also shared that they have a high-trust relationship with at least one teacher—someone they feel comfortable with and can connect to for support.  These results reflect a positive, inclusive school culture that supports students’ social-emotional development and contributes to a sense of safety and belonging. Disaggregated data also indicate that this trend is consistent across most student groups, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students, suggesting that our equity-focused climate efforts are having a broad impact.  Identified Needs: Despite strong climate indicators, academic performance data—including CAASPP results and formative assessment data from i-Ready—highlight ongoing needs:  Mathematics achievement continues to be an area for improvement, particularly for Students with Disabilities and African American students, who are performing below standard levels.  Chronic absenteeism remains elevated for certain subgroups, including Foster Youth and Homeless Youth, indicating a need for deeper engagement and wraparound supports.  Analysis of parent surveys revealed that families of English Learners are less likely to report feeling fully informed or empowered to support their child’s learning at home, pointing to a need for more intentional, multilingual outreach and engagement.  Together, these insights are being used to guide resource allocation and the development of targeted interventions, such as enhanced Tier 2 academic supports, expanded mental health partnerships, and staff professional development on culturally responsive practices and differentiated instruction.|Based on the analysis of local and disaggregated student data, TEAM Charter Schools is making several key adjustments to strengthen our supports for academic achievement, student well-being, and family engagement. These changes are designed to directly address the needs identified in our data review and align with our mission of continuous improvement and equity for all student groups. Key Decisions and Adjustments: Sustain and Expand Social-Emotional Supports: TEAM will continue to employ a full-time clinician and a full-time counselor to support the social-emotional needs of students across all grade levels. This staffing model has proven effective, especially for students experiencing trauma or those identified as chronically absent. Additionally, we will explore expanding access to small-group counseling and wellness check-ins, particularly for students in targeted subgroups (e.g., Homeless Youth, Foster Youth). Reinforce Positive School Culture: TEAM will continue implementing the Leader in Me framework, which fosters student voice, leadership, and self-awareness. In addition, the RCA House system will remain a central part of our school culture to build student confidence and strengthen peer connections, especially for students who may feel marginalized. Increase Targeted Academic Interventions in Math: To address gaps in mathematics achievement, particularly among Students with Disabilities and African American students, TEAM is revising its instructional plan to include: Additional professional development for teachers on math scaffolding and small group differentiation. Embedded coaching cycles focused on rigorous Tier 1 math instruction.  Use of formative i-Ready Math data to identify skill gaps and design responsive instructional groupings. Strengthened collaboration between general education and special education staff. Improve Attendance Monitoring and Response: In response to data on chronic absenteeism, TEAM will refine its attendance policy to include earlier intervention triggers, including: Increased communication with families after three unexcused absences. Proactive connection to school counselor or community liaison for wraparound support. Use of care team meetings to discuss ongoing barriers to attendance and co-develop individualized reengagement plans. Enhance Multilingual Family Engagement: To improve outreach to families of English Learners and ensure they are equipped to support student learning at home, TEAM will: Translate all key communications, academic updates, and workshop materials into home languages. Offer bilingual family engagement sessions focused on accessing digital tools, understanding academic expectations, and advocating for student needs. Expand use of the ParentSquare platform for consistent two-way communication between families and staff. These actions reflect TEAM’s ongoing commitment to using data to guide decision-making and ensure that all students,  receive the targeted support they need.|Met||2025-06-30|2025
39103973930476|Venture Academy|6|Percentage of students, parents, and staff who agree that the school provides a safe environment: Students: 79% Parents: 89% Staff: 74.2%  Percentage of students, parents, and staff who agree that they are connected to the school: Students: 72% Parents: 79% Staff: 73%|Venture Academy has maintained full-time Campus Safety Technician (CST) positions to provide ongoing supervision, support, and intervention. Following the COVID-19 pandemic, surveys indicated a decline in students, parents, and staff reporting feelings of safety and connection to the school, largely due to increased behavioral concerns. In response, we implemented restorative practices, with active involvement from our CST team, resulting in improved discipline data.  Currently, over 70% of our educational partners report feeling both safe and connected at Venture Academy. Notably, we exceeded our Year 3 safety perception targets by 4% for students, 39% for parents, and 4.2% for staff.  Last year, staff concerned about campus safety were primarily tied to the openness of the campus and the ease of access for outside visitors, compounded by a rise in suspensions. In response, we introduced several security enhancements, including a key/locking system, security cameras, fencing, and clear signage. These measures have significantly improved staff perceptions of safety and strengthened their connection to the school.  In addition, we created a School Safety Committee that consisted of varying levels of staff.|Venture Academy is continuing to take measures to increase the physical safety on campus by making the buildings less accessible to outsiders during the school day.  Venture Academy will continue to work on improving ways to reduce suspensions and improve student behavior through PBIS, restorative practices, and alternatives to suspension.  Venture Academy will add students and staff to our school safety committee to solicit input from all engagement partners.  Venture Academy will continue to increase extra-curricular activities and opportunities for students at all grade levels to participate in meaningful activities.|Met||2025-06-18|2025
39685020000000|Escalon Unified|6|Escalon Unified School District used the Kelvin Education platform to administer a student survey on April 29, 2025, to all students in grades 5, 7, and 10.  What follows is a summary of information obtained via the student survey.  A total of 434 students responded to the survey with 154 of 188 5th-grade students responding, 153 of 187 7th-grade students responding, and 127 of 193 10th-grade students responding.  Related to the prompt, “I feel safe at school”, 79.3% of all respondents feel safe, 79% of 5th-graders feel safe, 71% of 7th-graders feel safe, and 90% of 10th-graders feel safe.  In response to the prompt related to school “connectedness”,  73% of all respondents feel connected to their school, 77% of 5th-graders feel connected to their school, 65% of 7th-graders feel connected to their school, and 77% of 10th-graders feel connected to their school.|Comparative analysis shows an increase in perceived safety bug a decreased feeling of connectedness. The district feels this can be attributed to its intentional investment in campus safety.  This includes entering into a partnership with the Esclaon Police Department to provide a School Resource Officer, school site upgrades focused on increasing campus security, professional development for all staff, a continued effort to standardize safety procedures across all school sites, and successful communication of school expectations|Escalon Unified School District will continue to implement a variety of actions directed at improving School Climate.  These include the items listed in the prior response as well as a continued commitment to improving our systems of supports including positive behavior programs and MTSS tier II and III interventions for academic, social, and behavior.|Met||2025-06-20|2025
39685020126011|Escalon Charter Academy|6|Escalon Unified School District and Escalon Charter Academy used the Kelvin Education platform to administer a student survey on April 26, 2024 to all students in grades 5, 7, and 10.  What follows is a summary of information obtained via the student survey.  A total of 393 students responded to the survey with 136 of 185 5th-grade students responding, 148 of 184 7th-grade students responding, and 109 of 194 10th-grade students responding.  Related to the prompt, “I feel safe at school”, 79% of all respondents feel safe (a marked increase from the prior year’s 53.8%), 82% of 5th-graders feel safe, 77% of 7th-grades feel safe, and 78% of 10th-graders feel safe.  In response to the prompt related to school “connectedness”,  81% of all respondents feel connected to their school, 75% of 5th-graders feel connected to their school, 81% of 7th-graders feel connected to their school, and 80% of 10th-graders feel connected to their school.|Comparative analysis shows an increase in perceived safety. The district and charter feel this can be attributed to its intentional investment in campus safety.  This includes entering into a partnership with the Esclaon Police Department to provide a School Resource Officer, school site upgrades focused on increasing campus security, professional development for all staff, and a continued effort to standardize safety procedures across all school sites.|Escalon Charter Academy will continue to implement a variety of actions directed at improving School Climate.  These include the items listed in the prior response as well as a continued commitment to improving our systems of supports including positive behavior programs and MTSS tier II and III interventions for academic, social, and behavior.|Met||2025-06-20|2025
39685440000000|Jefferson Elementary|6|The local student survey was administered to all 5-8th grade students district-wide. In addition, a staff survey was sent to all employees in the District. Survey results are presented to all educational partners. This local survey was selected to address Goal Two- fostering positive relationships between staff, students, parents, and the community as part of a successful learning environment. The results revealed the following: Staff at my school want me to succeed - 94.7% of students reported “yes, always” or “most of the time”. I look forward to going to school most days - 54.9% of students reported “yes, always” or “most of the time”. I have at least one trusted adult that I can talk to at school - 86.3% of students reported “yes”. I have at least one trusted friend that I can talk to at school - 94.6% of students reported “yes”. My school treats all people fairly regardless of race/ethnicity, culture, etc. - 76.2% of students reported “yes, always” or “Most of the time”. I feel safe at school - 81.9% of students reported “yes, always” or “most of the time”.|Survey results show that most students feel supported by both peers and adults at school. They believe that staff are invested in their success and that they have trusted individuals they can turn to when needed. Many students also feel their school is a safe and fair place. However, fewer students expressed enthusiasm about attending school each day, highlighting a need to strengthen student engagement and motivation.|JESD will continue to provide training and support for schools to implement PBIS training, MTSS training, Second Step Program, Bullying and Harassment Prevention Lessons, Peaceful Playgrounds, and mental health services.|Met||2025-06-17|2025
39685690000000|Lincoln Unified|6|Lincoln Unified administers the YouthTruth survey annually to students, staff, and families. This year, the survey collected feedback from 6,749 respondents across various stakeholder groups and school levels within the district, achieving an overall response rate of 44%. The survey results provide insights into three key themes: engagement, relationships, and culture.  The survey indicates that 85% of students gave positive ratings for engagement, an increase of 5% from the previous year. For relationships, 71% of students responded positively, reflecting a 5% increase, while only 12% expressed positive views about the school culture which is a 1% increase. Among families, 61% gave positive feedback on engagement (a 5% decrease), 85% on relationships (no change), and 76% on culture (a 6% decrease). Staff responses showed 82% positive ratings for engagement (a 5% decrease), 84% for relationships (a 2% decrease), and 70% for culture (a 6% increase).|The analysis of the YouthTruth survey data from Lincoln Unified reveals several key learnings, including areas of strength and identified needs:  Areas of Strength: Staff Engagement and Culture: The staff demonstrated high levels of positive feedback in both engagement (82%) and culture (70%). This suggests that staff feel more engaged and perceive a positive cultural shift within the district. Family Relationships and Culture: Families reported strong positive ratings in relationships (84%) and culture (76%), indicating a high level of satisfaction with how the district fosters relationships and maintains a positive school culture.  Identified Needs: Student Culture: An area of concern is the students' perception of school culture, with only 12% providing positive feedback, which is an increase of 1% yet still lower than desired. This highlights a critical need to address the aspects of school culture that students find lacking or negative. Student Relationships: The positive ratings for relationships among students have increased by 6% to 71%, indicating progress towards strengthening student relationships and their sense of connection within the school community. Student Engagement: 85% of students gave positive feedback on engagement, which was a 5% increase from the previous year. This growth in boosting student engagement and make learning more compelling and interactive.  Overall Implications: The survey highlights that while there is significant satisfaction among staff and families, particularly in engagement and culture, there are pressing needs to improve culture and relationships from the students' perspective. Addressing these areas will be crucial in ensuring a well-rounded, supportive, and engaging environment for all stakeholders.|An LCAP goal was written to specifically address the identified need. Goal 3: Cultivate safe, engaging, and inclusive classrooms, schools and District to support the whole child. Lincoln Unified will support the goal by maintaining counselors at all schools, providing additional mental health services and social and emotional support for students, and providing/ implementing Social Emotional Learning (SEL) supports.|Met||2025-06-25|2025
39685690132415|John McCandless Charter|6|The analysis of the YouthTruth survey data from John McCandless reveals several key learnings, including areas of strength and identified needs. The survey is administered to families as well as students and gathers data around engagement, relationships, culture, communication, resources, and school safety, in addition to other measures.  Over the course of the last 4 years, the percent of  positive responses has increased.|Identified Needs: Student engagement: An area of concern is the student's perception of their engagement in their school experience. Although 70% of students overall gave positive feedback on engagement, there is a need for strategies to boost this area at with middle school.|The survey highlights that while there has been an increase in all areas over the past 4 years, there continues to be a need for improvement and sustainability.|Met||2025-06-25|2025
39685770000000|Linden Unified|6|LUSD administered a survey to students grades 5-12 focusing on School Safety and School Connectedness.  78.3% of 5th graders, 74.2% of grades 6-8, and 74.4% of grades 9-12 students feel school is safe.  65.6% of 5th grade students and 63.2% of 6th - 8th grade students feel connected to school.  In addition, 59.1% of 9th-12th grade students feel connected to school.|More students feel safe at school and feel connectedness than the prior year in all grades.  Majority of grades 9-12 students do not feel connected to the high schools.  Feeling connected needs a common definition with more opportunities of understanding on what it means to feel connected.|Each school administrator has received these findings at their school sites.  They have shared the findings with school staff at staff meetings and have shared results with students.  Each administrator formed a focus group of students to ask more questions to help formulate School Plan for Student Achievement and common themes were represented in the Local Control Accountability Plan.  Some actions at the school level include integrating the School Resource Deputy (SRD) and campus security into the school culture, conducting ongoing student focus groups, revisiting school vision/mission, Positive Behavior Intervention Supports, student clubs/organizations, and expand opportunities for student voice/choice.  Other areas included providing fences around the parameter of the schools, addition of extra cameras on school sites, practice ongoing safety drills and preparedness strategies.|Met||2025-06-27|2025
39685850000000|Lodi Unified|6|The 2024-25 Lodi USD School Climate Survey was administered to 10,151 students in grades 4-12. The survey was comprised of 18 questions on a four-point scale (Strongly Agree, Agree, Disagree, and Strongly Disagree) and one open-ended item to provide additional comments.|Overall, 80% of the students responded positively (Strongly Agree, Agree). 76% responded positively regarding feeling safe at school. Some students express positive experiences at their school, highlighting the supportive teachers, helpful staff, and the opportunities for learning and growth. They appreciate the events and activities organized by the school and feel that the school provides a safe and nurturing environment. Other students report negative experiences, including bullying, unfair discipline, and feeling unsafe. They mention issues with biased teachers, lack of support from administration, and the prevalence of rude or mean behavior among students. These students feel that their concerns are not adequately addressed by the school. Both sides agree on the need for better discipline and more effective handling of bullying and unfair treatment. Students from both positive and negative experiences believe that improving the school's approach to discipline and ensuring fair treatment for all students would enhance the overall school environment.|Site administrators continue to implement PBIS and integrate strategies to help promote a bully-free environment. “See Something, Say Something” program continues to be implemented at school sites.|Met||2025-06-17|2025
39685850101956|Aspire Benjamin Holt College Preparatory Academy|6|Based on our most recent student survey data (Grades 9-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39685850122580|Rio Valley Charter|6|In the spring of 2025, Rio Valley administered a comprehensive survey to students in grades 3 through 12 to evaluate their perceptions of school connectedness and overall safety. The results provide valuable insights into how students across various demographic groups experience the school environment. Overall, 79% of students reported feeling satisfied with their sense of connection and safety at school. When disaggregated by student groups, satisfaction rates revealed some variation. American Indian students reported the highest level of satisfaction at 82%, followed closely by Asian students at 81%. Pacific Islander students expressed a satisfaction rate of 77%, while Black students aligned with the overall average at 79%. Other student groups demonstrated satisfaction rates that were only slightly below the overall average. Socioeconomically Disadvantaged (SED) students reported a 78% satisfaction rate, while Hispanic and White students each reported satisfaction levels of 76%. English Learner (EL) students reported the lowest, though still relatively strong, level of satisfaction at 74%. These results indicate that Rio Valley is maintaining a generally positive school climate across all student groups, with particularly high ratings among several subgroups. The school remains committed to addressing areas where support can be strengthened to ensure all students feel equally connected, supported, and safe.|Areas of Strength: Overall Positive School Climate: The survey results reflect a strong overall sense of connectedness and safety among students, with 79% of all students expressing satisfaction. This indicates that the majority of students feel secure and supported at school. High Satisfaction Among American Indian and Asian Students: American Indian (82%) and Asian (81%) students reported the highest levels of satisfaction, suggesting that current school culture, programs, or supports are effectively meeting the needs of these groups. Consistency Across Most Demographic Groups: While some variation exists, most student groups reported satisfaction levels within a narrow range, indicating that schoolwide efforts to foster a safe and inclusive environment are reaching a broad spectrum of students. Strong Ratings from Black and SED Students: With 79% of Black students and 78% of Socioeconomically Disadvantaged (SED) students reporting satisfaction, these groups are experiencing school connectedness and safety at levels close to or above the overall average. Identified Needs and Areas for Improvement: Targeted Support for EL Students: English Learner (EL) students reported the lowest satisfaction level at 74%. This highlights a need for enhanced supports and engagement strategies tailored to the unique academic and social-emotional needs of EL students. Closing Small Gaps Among Demographic Groups: Although satisfaction rates are relatively high, the data shows slight disparities across racial and ethnic subgroups. Continued efforts are needed to ensure equitable access to resources, relationships, and opportunities for all students. Sustained Monitoring of Safety and Belonging: The findings underscore the importance of maintaining a focus on fostering school environments where every student feels seen, valued, and secure. Ongoing data collection, stakeholder engagement, and responsive action planning will be key.|Actions which are included in the current 2025-2026 LCAP: Continue administering annual climate surveys and include open-ended questions for richer insight. Host follow-up listening sessions with students and families to explore survey results and gather recommendations. Success Indicators: Clear, ongoing communication of survey findings and responsive actions. Increased participation in schoolwide feedback efforts. Evidence of continuous improvement cycles informed by stakeholder input.|Met||2025-06-16|2025
39685850133678|Aspire Benjamin Holt Middle|6|Based on our most recent student survey data (Grades 6-8), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39685856116594|Aspire Vincent Shalvey Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39685856117675|Joe Serna Jr. Charter|6|The local student climate survey included 2% American Indian or Alaska Native students, 2% Asian, 1% African American, 61% Hispanic/Latino, 9% Multi-race, 1% Native Hawaiian or Pacific Calendar, 18% White, and 6% Other or declined to state. There were 154 out of 193, 80% of the students that responded to the Student Climate Survey. The survey included a Likert scale to measure qualitative aspects of their experience at Joe Serna Jr. Charter. The overwhelming majority of the feedback received from the students indicated a positive experience. The students feel that they get along with each other (74% agree and strongly agree), teachers give them individual attention when needed (84% agree and strongly agree), staff treat students respectfully (77% agree and strongly agree), they are rewarded for positive behavior (80% agree and strongly agree), they have a clear understanding when they have broken school or class rules (90% agree and strongly agree), they know teachers expect them to do their best (94% agree and strongly agree), they have a lot of opportunities for activities outside of the class (81% agree and strongly agree), they feel very safe at school (75% agree and strongly agree), socially accepted (78% agree and strongly agree), the things they are learning in school are important to them (74% agree and strongly agree), they have access to technology to support their learning (82% agree and strongly agree), they have access to the technology program at my school has the necessary devices to support student learning (82% agree and strongly agree), they have access to academic counseling and guidance (91% agree and strongly agree), and access to tutoring, after school programs, and other academic interventions (73% agree and strongly agree).|"The data from the student climate survey was not collected by disaggregated student groups across all grades. Key learnings included the highlights above and the following. When students were asked, if ""Students at this school are not picked on about their background, such as race/ethnicity, gender, disability, or other personal characteristics."" 47% disagree and strongly disagreed. When students were asked, if ""Discipline is fair at this school."" 34% disagree and strongly disagreed. When students were asked, if ""Students at this school try to work out their disagreements with other students."" 48% disagree and strongly disagreed. These results indicate that these are areas we could improve on."|For the upcoming school year, we will focus on student safety and identify ways to improve. We will continue to effectively leverage our yard supervisors, school counselors, PBIS Leadership Team, and community liaison. In addition, physical security measures will continue to be put in places which include additional cameras. We will continue to collaborate and partner with the School Resource Officer to service our campus. Staff will receive training on PBIS to develop and implement strategies to help promote a bully-free environment. Furthermore, JSJCS will continue to participate in “See Something, Say Something” from Sandy Hook.|Met||2025-05-21|2025
39685856118921|Aspire River Oaks Charter|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39685930000000|Manteca Unified|6|Manteca Unified offers a digital annual climate survey which is available to all families, staff and students (in grades 5-12) which asks questions related to school climate.  The survey can be completed at home, in class (for students) or at work (staff).  Results are incorporated into the LCAP. Feeling Safe:  5th grade: 64%  7th grade: 51%   9th grade: 51%  EL: 68% LI: 66% FY: 66%  Feeling Connected:  5th grade: 69%  7th grade: 56%   9th grade: 60% EL: 70% LI: 71% FY: 80% (District LCAP Climate Survey, 2025)|Students in elementary grades, especially 5th grade, report feeling relatively safe and connected, but that drops off once they hit middle school. By 7th and 9th grade, only about half feel safe, and just a little more than that feel connected.  When we look at English Learners, Foster Youth, and students from low-income households which are the groups we often provide the most targeted supports for, their results come in stronger than expected. Connection and safety percentages are higher than the general population. Something we’re doing for them such as targeted supports, adult check-ins, or site-based interventions is working. We can use data to determine which of these is working and decide how to scale them for use with all students.|This data gives us a sharper lens to view our work. We’re scaling up targeted coaching and PD for our MTSS/PBIS systems in secondary schools. The focus being heavily on Tier 1 PBIS, relational strategies, supervision that focuses on restorative practices, language shifts that de-escalate rather than inflame. Not a one-size-fits-all push, but site-driven and district-supported. Our SEL rollout reflects the same thinking. We added middle school to out SEL curriculum pilot in the middle grades for a reason: the data pointed us there. This isn’t just about having a curriculum in place, it’s about making sure it’s part of the culture. We’re also building in data review meetings with our administrators and time for sites to work with their Coordination of Services Teams to use the climate data to drive cultural decisions. This is an ongoing cycle of refinement: adjust, check, adjust again. When students indicate whether they feel safe and connected, we have to be ready to act on what they tell us in real time.|Met||2025-06-18|2025
39686190000000|New Hope Elementary|6|Students want to have more opportunities to be involved with extra curricular activities.|Strengths:  Relationships  Areas of Growth:  Have access to more extra curricular activities at school.   Barriers and challenges:  Being small we are unable to field competitive sports teams and we don’t have transportation readily accessible based on how isolated the school is.|We will continue to find ways to add extra curricular activities.|Met||2025-06-09|2025
39686270000000|New Jerusalem Elementary|6|Favorability: The overall favorability rate was 93%. Here's a summary of the Climate Survey data: Welcome and Partnership: 96% of families feel welcome at the school. 96% say the school encourages them to be active partners in their child’s education. Staff Support and Friendliness: 95% agree that school staff are helpful. 92% feel the school is a friendly place overall (reported twice, with 145 and 146 responses). Safety and Teacher Access: 91% feel their child is safe at school. 89% say their child’s teachers make themselves available.|The Climate Survey data for New Jerusalem School has revealed several key findings, needs, and strengths: In our most recent Family Climate Survey, conducted in December 2024, 60% of families participated. Among the  145+ respondents, most reported positive perceptions of the school environment and communication. 96% of families feel welcome at school and encouraged to partner in their child’s education. 95% said staff are helpful, and 92% described the school as a friendly place overall. 91% agreed their child feels safe at school. 89% felt that their child’s teachers make themselves available—a strong result but the lowest among the indicators. While results show overall satisfaction, there are two key areas for growth: Increased Survey Participation: Only 60% of families responded. We need broader participation to ensure more  representative feedback and inform schoolwide planning. Improved Teacher Accessibility: With 89% of respondents agreeing that teachers are available, we acknowledge the  need for further improvement. Enhancing outreach through consistent teacher messaging, direct communication, and  opportunities for parent-teacher dialogue may help strengthen this connection.|The data indicates that New Jerusalem School has cultivated a nurturing environment. At present, there is no need  to alter any existing plans, policies, or procedures.|Met||2025-06-24|2025
39686270117796|New Jerusalem|6|Favorability: The overall favorability rate was 93%. Here's a summary of the Climate Survey data: Welcome and Partnership: 96% of families feel welcome at the school. 96% say the school encourages them to be active partners in their child’s education. Staff Support and Friendliness: 95% agree that school staff are helpful. 92% feel the school is a friendly place overall (reported twice, with 145 and 146 responses). Safety and Teacher Access: 91% feel their child is safe at school. 89% say their child’s teachers make themselves available.|The Climate Survey data for New Jerusalem School has revealed several key findings, needs, and strengths: In our most recent Family Climate Survey, conducted in December 2024, 60% of families participated. Among the  145+ respondents, most reported positive perceptions of the school environment and communication. 96% of families feel welcome at school and encouraged to partner in their child’s education. 95% said staff are helpful, and 92% described the school as a friendly place overall. 91% agreed their child feels safe at school. 89% felt that their child’s teachers make themselves available—a strong result but the lowest among the indicators. While results show overall satisfaction, there are two key areas for growth: Increased Survey Participation: Only 60% of families responded. We need broader participation to ensure more  representative feedback and inform schoolwide planning. Improved Teacher Accessibility: With 89% of respondents agreeing that teachers are available, we acknowledge the  need for further improvement. Enhancing outreach through consistent teacher messaging, direct communication, and  opportunities for parent-teacher dialogue may help strengthen this connection.|The data indicates that New Jerusalem School has cultivated a nurturing environment. At present, there is no need  to alter any existing plans, policies, or procedures.|Met||2025-06-24|2025
39686270126755|ABLE Charter|6|ABLE's most recently administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11 captured student perceptions of school connectedness, safety, supports for social-emotional learning, and overall school climate. A total of 328 students participated, representing a response rate of [insert percentage] across participating grade levels.  Overall School Climate Index Score: 	•	All students: 327 (Moderate) 	•	Socioeconomically Disadvantaged: 312 	•	English Learners: 305 	•	Students with Disabilities: 288 	•	African American students: 301 	•	Hispanic/Latino students: 319 	•	White students: 338  The survey also included disaggregated data for key items related to: 	•	School Connectedness: 68% of all students agreed or strongly agreed that they feel close to people at school. 	•	Safety: 77% of students reported feeling safe at school, with lower scores among students with disabilities (54%) and African American students (57%). 	•	Adult Relationships: 87% of students said there is a teacher or other adult who really cares about them, with little variance between groups. 	•	Chronic Sadness or Hopelessness: 18% of students reported feeling this way during the past 12 months|Analysis of the student and family climate survey data highlighted several strengths and areas in need of improvement:  Areas of Strength: 	•	A strong majority of students (87%) feel there is a caring adult at school, which suggests staff-student relationships remain a strength. 	•	School connectedness scores are relatively consistent across most student groups, suggesting a sense of belonging is shared broadly, though there is room for growth.  Identified Needs: 	•	Students with disabilities, English Learners, and African American students reported lower levels of school safety and connectedness, suggesting the need for targeted efforts to improve inclusivity and support. 	•	Mental health concerns were significant across all subgroups Overall, the data suggest that while general perceptions of climate are positive, certain groups of students feel less safe, less connected, or less supported—highlighting the importance of differentiated supports and responsive practices.|In response to the climate data and key learnings, ABLE has identified and begun implementing several key improvements to support school climate and meet the needs of all students, especially underrepresented and vulnerable groups.  Actions Taken or Planned:  	•	Student Voice and Engagement: Student leadership groups and focus panels have been formed to gather more regular input from students, including those from underrepresented subgroups, about safety, school rules, and inclusivity. 	•	Professional Development: Staff will participate in annual training on trauma-informed practices, implicit bias, and inclusive school culture. We are also adding training modules around supporting African-American and students with disabilities in social-emotional contexts. 	•	Family Engagement Revisions: Based on feedback, family communication strategies are being improved, including more language-accessible resources, updates on student wellness programs, and regular family climate forums.  These changes are reflected in our updated LCAP goals, including increased funding for school climate initiatives and new metrics to monitor student and family perceptions over time. ABLE will continue to use survey data and disaggregated metrics as a central part of our continuous improvement cycle.|Met||2025-06-18|2025
39686270127191|California Virtual Academy @ San Joaquin|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-30|2025
39686270129890|Delta Home Charter|6|The data you've provided from the local climate survey gives a comprehensive overview of staff, student and  parental perceptions regarding various aspects of the school environment. The survey results are positive across  most areas, reflecting a high level of satisfaction among parents or guardians.|The Climate Survey reflect the following: Parent Perceptions Parents generally view the school very positively: High Satisfaction: Most areas, such as school cleanliness, staff responsiveness, and teacher availability, received  high praise, with ratings mostly above 90%. Areas for Improvement: Concerns include equality in rule application (66%) and how well the school values diverse  backgrounds (81%). These areas might need targeted interventions to improve perceptions of fairness and  inclusiveness. Student Perceptions Student feedback, although based on a much smaller sample size, is overwhelmingly positive, which might reflect a  bias due to low response rates: High Engagement and Support: Students feel highly supported academically (100% satisfaction in several areas)  and report great opportunities for extracurricular involvement. Areas Needing Attention: Lower scores were noted in how challenging the work is (67%) and in confidence  completing assignments (25%). These suggest that while support is strong, the academic challenge may not be  meeting all students' needs. Staff Perceptions Staff responses are also very positive, reflecting a strong sense of efficacy and support within the school  environment: Supportive Environment: Almost all measures are positive, with 100% of staff feeling they can handle emergencies  and that the school supports academic help. Concerns Noted: Lower scores were given to the effectiveness of new teaching initiatives (50%) and handling mental  health needs (63%). These might indicate areas where staff feel resources or strategies could be enhanced. Cross-Analysis When comparing the three groups: Safety and Respect: High ratings across all groups for safety and respect suggest a strong, supportive culture. Resource Adequacy: Both parents and staff rated the adequacy of resources highly, which is positive but should still  be monitored to ensure it meets all needs, especially for students with disabilities. Rule Fairness and Implementation: This appears as a concern in both parent and staff feedback, suggesting a need  for clearer communication and perhaps revisiting how rules are applied and enforced.|The LEA and Educational Partners Recommendations for the 2024-2025 LCAP: Enhance Communication and Inclusivity: Addressing concerns about fairness and respect for diversity could involve  more inclusive policy-making and clearer communication about discipline and expectations. Academic Challenge and Support: Although support is strong, ensuring that academic challenges are appropriate  and engaging for all students will be key, especially as some students have expressed concerns about the challenge  level and relevance of their schoolwork. Focus on Mental Health and Initiative Support: Given the lower ratings for staff support on new initiatives and student  mental health, increasing resources and training in these areas could be beneficial.|Met||2025-06-24|2025
39686270129916|Valley View Charter Prep|6|In the most recent survey in February/March of 2025 75% of the students reporting overall satisfaction, 74% reporting it is easy to use online tools, 75% feel they know how to get help on assignments, and 70% expressing happiness at being enrolled at VV.|One of the key insights from this year’s student surveys is the overwhelmingly positive perception of adult support on campus, with at least 90% of students across all ethnicities responding affirmatively to the statement, “Adults at my school care about me.” Similarly, 92% of students reported feeling confident in their ability to overcome challenges, with Asian students—the group reporting the lowest level of agreement—still responding positively at 86%. When asked whether they had learned new skills or improved in reading over the year, 96% of students responded positively. Even among the lowest-responding subgroup, male students, 89% indicated growth in this area. Confidence levels were also high overall, with 92% of students expressing a positive sense of self-confidence. However, responses were somewhat lower among male students (78%) and Hispanic students (80%), highlighting areas for further support and targeted intervention.|Valley View will continue to administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. The current LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1.|Met||2025-06-16|2025
39686270132050|Astronaut Jose' M. Hernandez Academy|6|We worked to obtain data from scholars, parents, and staff. This was accomplished during the spring of 2024 after a year and a half of the transition of our school takeover. Annually, Astronaut Jose M Hernandez Academy uses our LCAP Survey, family survey, and student survey to gain feedback from our educational partners. These  surveys were developed to be consistent with the school's mission, LCAP, and charter. From the student survey, the primary patterns included the following: Students shared that they would like more opportunities for athletic clubs and activities, more frequent study trips, increased and varied recess activities, as well as a change in the school meals that are provided. The older students shared that they did not always feel that they were doing well in school, partly due to the learning environment prior to the school takeover. Parent data was collected using a school developed survey with input from our school site council, our ECC board, and our staff. The survey was comprised of 30 questions, most of which were multiple choice with a few open ended questions as well. This survey was offered in both English and Spanish. 103 parents completed the survey that was delivered electronically via ParentSquare and DOJO. From the family survey, the primary patterns included the following: The majority   (70.6%) of families strongly agree that the school provides a safe environment for students. 60.4% of families feel a sense of belonging in our school community. 84% responded that the school values the diversity of students' backgrounds.|A few key learnings are as follows- Areas of strength: According to the survey, the majority of families believe that the communication between school and home has improved. It was also noted that families felt comfortable reaching out to staff members with questions and concerns. As mentioned above, feelings of a safe environment, a sense of belonging, and valuing diversity are also areas of strength. Identified needs: Families shared concerns that the behavior of some students in the classroom interrupts the learning of others. Lack of family involvement in school activities is mainly due to a conflict of scheduling due to hours of school operation and work schedules.|To address the issue of behavior: We will provide additional supports for parents to ensure that they understand our schoolwide behavior plan. We will continue to provide site based PD for staff in regards to conflict management and Zones of Regulation. We plan to follow through with daily communication to families about student behavior via DOJO and student planners. We also plan to train staff and students in the process of Conflict Resolution. To address the issue of parent involvement: We will continue to work with our Board in regards to our contract for facility usage and the hours that we are allowed to be on campus. We plan to grow in our practice of making opportunities available for families to participate with our school community. For example: Chaperones for field trips, classroom volunteering on site and at home, as well as developing schoolwide family events each month.|Met||2025-06-10|2025
39686270133116|Insight @ San Joaquin|6|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year.  Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students.  Virtual club options for 2024-2025 school year are student created and driven, and often highly attended as well.    Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish.  Feedback from the 2024-2025 school year included the following information from school safety/connectedness surveys:  Though most students are satisfied, a few suggestions were made: 1.	More In-Person Engagement 1.	Increased social events and clubs could help some students feel more integrated. 2.	A few suggest group projects or working with classmates to enhance connection. 3.	Encouraging teachers to engage with students personally, including smiling more and checking in. 2.	Consistency with Teachers 1.	Some students express a desire to have the same teachers across trimesters, possibly to build stronger relationships and familiarity.  3.	Employment & Real-World Application 1.	A handful suggest opportunities like student jobs or experiences that connect them to life beyond school. 2.	Making learning more hands-on, fun, and relatable.|Met|Unique Perspectives 1.	A few students recognize that online learning inherently limits school connection but say they are still happy with their experience. 2.	Some express a preference for not feeling connected to the school and are simply there for thei|2025-06-25|2025
39686270136028|Delta Keys Charter|6|The survey data collected from students, parents, and faculty/staff at the school provides a comprehensive insight  into the perceptions of the school's environment, effectiveness, and inclusiveness. Parents' Feedback: Parents are overwhelmingly positive about their interactions and experiences with the school. They report 100%  satisfaction in several areas, including the school staff's helpfulness, feeling welcomed, the school caring about their  children, and the safety and cleanliness of the school. High expectations and resources for students with special  needs are also highly rated. However, there are slightly lower satisfaction levels concerning the promptness of  communication responses (96%), valuing students' diverse backgrounds (95%), fairness in discipline (91%), and  clarity on emergency procedures (89%). The lowest scores relate to preparing students for the next academic year  (84%) and equality in applying school rules (77%). Students' Feedback: Students express high levels of happiness and inclusion at the school, with 100% favorability in several areas such  as school cleanliness, access to technology, and fair discipline. The majority feel safe, included, and believe their  school provides strong academic instruction. However, there are concerns about the school's effectiveness in  preparing them for future careers (88%), and a significant number of students worry about violence (88%). Concerns  about bullying and cyberbullying are noted, with 82% indicating bullying occurs and only 48% seeing cyberbullying as  a frequent problem. Hispanic students at the school shows both areas of strong satisfaction and some concerns that need attention.  Here's a summary of the survey data: Areas of High Satisfaction: General Feelings and Safety: A high percentage (100%) of Hispanic students feel happy, safe, and believe the  school campus is clean. They feel that they belong and are included in school activities. Academic Support: Students unanimously report that the school provides strong academic instruction and that  teachers are working hard to ensure all students are learning. A large majority also feel that they can overcome  challenges and learn new things. Fair Treatment and Accessibility: Students generally feel they are treated fairly by both teaching and non-teaching  staff. The majority report that it is easy to communicate with teachers, and they have access to enough technology. Areas of Concern: Involvement and Encouragement: The percentage decreases slightly when discussing opportunities for involvement  in sports and clubs, and the ease of talking to teachers about problems, which could indicate some barriers in  communication or availability. Emergency Preparedness and Bullying: 92% of students feel prepared for emergencies, but there are notable  concerns with 77% reporting that bullying occurs often and only 64% feeling it is easy to get help from an adult in  bullying situations. This indicates a significant issue with|The key findings from the survey data involving students, parents, and faculty/staff at the school are multifaceted,  indicating a generally positive school environment but also revealing some critical areas for improvement: Survey data from students, parents, and faculty/staff reveal a positive school environment with areas needing  attention: 1. Parents praise the staff's helpfulness, the welcoming atmosphere, and the support for special needs students.  However, they desire better communication, fairer discipline, and improved preparation for students' futures. 2. Students appreciate the inclusive environment, safety, and academic support. Yet, they express concerns about  career preparation, violence, and bullying. 3. Hispanic students report feeling safe and included, with strong academic support. They suggest enhancing  involvement opportunities and addressing emergency procedures and bullying more effectively.|To address the issues identified in the survey data from students, parents, and faculty/staff, the following measures  are proposed to improve the school's environment and address the needs highlighted: 1. Communication and Future Preparedness: • Implement digital platforms for regular, transparent updates from the school to parents and students,  ensuring easy access to information on academic progress, events, and decisions. • Develop comprehensive career counseling programs, including sessions and workshops on career  exploration and skills development, to prepare students for post-secondary paths. 2. Discipline and Emergency Response: • Establish a Fair Discipline Committee with parents, staff, and senior students to review and update  discipline policies, ensuring fairness and clarity for all stakeholders. • Review and update emergency procedures, conducting drills with students, staff, and first responders to  enhance preparedness and confidence in emergency situations. 3. Bullying Prevention and Safety: • Initiate a school-wide anti-bullying campaign, including training for students and staff, a clear anti-bullying  policy, and a safe, anonymous reporting system. • Enhance safety by increasing security personnel and introducing conflict resolution programs to mitigate  violence concerns and ensure a safer school environment. 4. Inclusivity and Engagement: • Provide regular cultural competency training for all school staff to foster inclusivity and respect for diversity  within the school community. • Expand student leadership opportunities to encourage greater engagement and responsibility among  students.|Met||2025-06-24|2025
39686270136135|Delta Charter Online|6|The Delta Charter Online Annual District Climate Surveys were conducted from in November 2024, involving parents,  students, and staff. The results indicate that 96% of students and parents perceive the school as safe and  welcoming. Additionally, 85% of parents believe that Delta Charter Online fosters a positive school climate, while  91% are satisfied with the cleanliness and condition of the Resource Center. A sense of school belonging at school  was rated at 92% by students and parents.|Summary of Parent Feedback Parents generally express high satisfaction with the school's environment, with many areas receiving near-perfect  scores. Key highlights include: Strong Endorsements: The school’s care for students, friendly environment, safety, and communication all received  100% favorable responses. Areas Needing Attention: Lower satisfaction was noted in areas like fairness in discipline (94%), how the school  values diverse backgrounds (91%), emergency preparedness (86%), and preparation for the next academic year  (84%). Application of school rules equally was the lowest at 73%. Summary of Staff Feedback Staff responses are overwhelmingly positive, indicating a high level of satisfaction with the school’s support systems  and culture: Universal Approval: Areas like the school's support for academic needs, respect for cultural diversity, safety, and  clarity in school rules all received 100% positive feedback. Minor Concerns: Lower scores appeared in areas related to decision-making involvement and how new initiatives are  handled, both at 93%. Summary of Student Feedback Student feedback is generally positive, particularly regarding their interaction with teachers and the administration: High Satisfaction: Key areas such as approachability of the administration, availability of teachers, and quality of  academic instruction received ratings of 95% or higher. Challenges: Lower scores were seen in how students feel about school safety (95%), inclusion (92%), and fairness  in discipline (91%). The lowest scores were related to cyberbullying (62%) and the spread of rumors (46%). Cross-Analysis Overall Satisfaction: All three groups report high satisfaction in areas like safety, respect for cultural diversity, and the  quality of academic support, indicating a strong foundational culture within the school. Concerns Across Groups: Concerns about fairness and discipline were echoed across parent and student feedback.  Both groups also highlighted issues with bullying and cyberbullying, suggesting areas where interventions may be  needed. Communication Strengths and Gaps: While staff report excellent communication with parents, student concerns  about bullying and safety suggest that more effective communication and preventative strategies may be needed to  address these issues.|Based on the feedback and collaborative recommendations from the LEA and all educational partners, the following  actions are proposed for the 2023-2024 LCAP: -Provide ongoing opportunities for academic learning recovery. -Continue to enhance high-level communication and encourage two-way interactions among all educational partners. -Broaden the school plan to enhance support and monitoring of social and emotional well-being. -Expand professional development and training for all staff to aid in the early detection of social and emotional needs  and to enhance instructional strategies in ELA/ELD and math. -Limit the administration of NWEA assessments to only the Fall and Winter Terms, with Spring Term assessments  occurring only when students do not take CASSPP assessments. • Focus on improving and maintaining school facilities.|Met||2025-06-24|2025
39686276119309|Delta Charter|6|In November of 2024, the District Annual Climate Surveys were conducted, engaging Parents, Students, and Staff to collect  essential feedback. This initiative is part of the LEAs' commitment to understanding and enhancing the school  environment, focusing particularly on students' perceptions of safety and their sense of belonging within the school  community. The surveys are designed to offer a comprehensive measure of the local school climate, with a particular emphasis  on safety and connectedness. By analyzing the responses, LEAs can obtain a valid and nuanced view of how  students feel about their school environment—information that is crucial for making informed decisions and  implementing strategies that foster a supportive and secure atmosphere.|Student Feedback: The survey results from students show strong positive sentiments about teacher care and accessibility, with several  metrics around the 90% approval mark. Students feel their teachers care about them and are approachable  regarding classroom issues. Engagement opportunities such as clubs and sports are well-received with 90% satisfaction. However, concerns arise in areas of school safety (85%), inclusion (83%), and handling of emergencies (81%).  Reports of bullying and feelings of exclusion are notable areas of concern, with significant dissatisfaction observed in  how bullying incidents are handled (70%) and the prevalence of cyberbullying (50%). Parent Feedback: Parents generally perceive the school positively with high marks for the school's cleanliness, friendliness, and safety. Strong points include effective communication with 88% satisfaction and encouragement for parental involvement  also at 88%. Lower scores are noted in the school's preparation for students' future careers (79%) and fairness in discipline  (76%). The application of school rules is the lowest-rated aspect (63%). Faculty/Staff Feedback: Staff feedback is overwhelmingly positive with 100% scores in areas like student support for special needs and  mental health. Communication with parents and job satisfaction also scored high (96%). Some concerns are visible with 83% of staff noting frequent bullying and only 70% feeling that students are  comfortable reporting bullying. Cross-Analysis and Recommendations Cross-Analysis: Across all groups, there is a consensus on the positive aspects of communication and care from the staff. This aligns  with high scores in staff feeling informed and respected. A significant discrepancy appears in perceptions of safety and discipline. While staff believe they are handling  bullying effectively, both students and parents indicate that bullying, including cyberbullying, is a persistent issue,  suggesting a gap in perception and reality. Concerns about fairness in discipline from parents and the perceived frequency of bullying reported by staff highlight  potential inconsistencies in policy application or awareness.|In response to the findings from the District Annual Climate Survey and subsequent analysis of local data, the LEA  has identified several key areas requiring strategic intervention to enhance the educational experience and safety of  our students. Below are the revisions, decisions, and actions that the LEA has implemented or plans to implement for  continuous improvement: Enhance Bullying Prevention Programs: Implementation of Comprehensive Anti-Bullying Campaigns Improve Crisis Communication and Training Review and Reinforce Discipline Policies Strengthen Career and College Readiness Programs Increase Technological Resources These planned actions represent our commitment to continuously improving the learning environment and ensuring  the safety and well-being of all students within our LEA. These initiatives will be monitored for effectiveness, and  adjustments will be made as needed based on ongoing feedback and emerging needs.|Met||2025-06-24|2025
39686350000000|Oak View Union Elementary|6|According to the Parent-Student Annual School Survey, 99% of respondents feel safe at school and connected to the school.|The District learned from the data reported in the survey that families, staff and students feel safe and connected at school. There is room for growth in the area of student connectedness at the middle school level.|Based on the assessment of the data, the District feels that the increased counseling services as well as the addition of a Spanish-speaking mental health clinician will focus on providing students a safe place to connect with staff.|Met||2025-06-26|2025
39686500000000|Ripon Unified|6|Ripon Unified - CA Healthy Kids Survey 2023-24  The survey is given every other year. It will be given again in the 2025/26 school year.   Percentage of School Safety by Student Groups:  72% of all students in grades 7, 9 and 11 feel safe in their schools.  Grade level gr. 7 71% agree/strongly agree gr. 9 73% agree/strongly agree gr. 11 72% agree/strongly agree  Ethnicity I feel safe in my school 75% of Asians agree/strongly agree 66% of Hispanics agree/strongly agree 72% of Caucasians (White) agree/strongly agree 66% Mixed/something else (2 or more ethnicities) agree/strongly agree   Percentage of School Connectedness by Student Groups 64% of all students in grades 7, 9 and 11 feel connected to their school  Grade Level gr. 7 67% agree/strongly agree gr. 9 65% agree/strongly agree gr. 11 60% agree/strongly agree  Ethnicity 65% of Asians agree/strongly agree 62% of Hispanics agree/strongly agree 68% of Caucasians (White) agree/strongly agree 62% Mixed/something else (2 or more ethnicities) agree/strongly agree|According to the CA Healthy Kids Survey disaggregated data above, an area of strength is that the majority of students who responded to the survey feel safe in school and connected to their schools. However, the results according to ethnicities indicate that Hispanics and students of mixed races feel less safe and less connected to their schools than their Caucasian and Asian peers.  District perceives safety and school connectedness as areas of need for Hispanic and mixed-race ethnic groups.|Changes to procedures, plans and policies increased security measures, such as increased number of cameras, fencing the perimeters of all K-8 schools, overhaul of classroom door locks, safety training, increased collaboration with city’s first responders and the neighboring private school. Continuing to fund school counselors at each site including gr. TK-8. The high school developed an adopted ethnic studies course to put in place for the 2025-26 school year. We are having more culturally diverse events in our schools including but not limited to mariachi, a dual immersion program, music and art, Spanish, multi-cultural night, EL family night, leveled English Language Development (ELD) classes at the high school, increased support and accountability for designated and integrated ELD, guest speakers and ancestry presentations.|Met||2025-06-26|2025
39686500125849|California Online Public Schools Northern California|6|For the 24-25 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students, as well as available student group scores, are as follows: High School: Engagement: 92% Challenging coursework: 87% Culture of respect: 94% Relationships: 79% College and career readiness: 78% Middle School: Engagement: 89% Challenging coursework: 81% Culture of respect: 97% Relationships: 96% Elementary School: Engagement: 91% Challenging coursework: 74% Culture of respect: 99% Relationships: 70% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2024-2025 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen. Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in elementary (99%) and middle school (97%), showing a consistently positive school culture. Challenging Coursework High school students (87%) and middle school students (81%) feel challenged by their coursework, which reflects strong academic expectations and curriculum design. Student Engagement Engagement was high across the board—92% in high school, 91% in elementary, and 89% in middle school— indicating students are generally involved and interested in their learning. Growth Areas: College and Career Readiness While 78% of high school students feel prepared, there is room to grow. Expanding career exploration, college planning, and dual enrollment opportunities will help better prepare students for life after high school. Relationships (Elementary and High School) Relationship scores were very strong in middle school (96%), but lower in elementary (70%) and high school (79%). There’s a need to focus on building stronger connections between students and staff, especially at those levels. Needs: Academic Challenge in Elementary Only 74% of elementary students reported that their coursework feels challenging. This shows a need to raise expectations and increase engagement with more rigorous, age-appropriate tasks. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction. Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 24-25 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction at all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2025-06-10|2025
39686760000000|Stockton Unified|6|Analysis of Local Climate Survey Data for SUSD  Stockton Unified School District (SUSD) conducts district-wide climate surveys to assess critical aspects of school environments, emphasizing safety, connectedness, and overall well-being among students, staff, and families. The district utilizes surveys administered by Panorama Education and Peer Leaders Uniting Students (PLUS) to capture nuanced insights into school climate.  Survey Data Overview  Survey results from Panorama Education highlight key areas including Sense of Belonging, Safety, Teacher-Student Relationships, and Growth Mindset, disaggregated by student grade levels (Grades 3-5 and Grades 6-12).  Key Findings:  Safety:  Grades 4-5 reported feeling safe at 72.1%, grades 6-8 at 63.8%, and grades 9-12 at 70.6%. The lower perception in grades 6-8 aligns with Panorama's data for grades 6-12, which places school safety in the 0-19th percentile nationally, emphasizing significant concerns during the middle and high school years.  Sense of Belonging:  PLUS data indicated 66.1% (grades 4-5), 56.8% (grades 6-8), and 67.4% (grades 9-12) felt part of their school. Panorama's data further supports this finding, showing a 62% sense of belonging for grades 3-5 (60-79th percentile nationally) but only 37% for grades 6-12 (0-19th percentile), highlighting a sharp decline in students' sense of inclusion and connectedness as they progress into higher grades.  Presence of Caring Adults:  According to PLUS, students consistently report high percentages (84.5% in grades 4-5, 76.2% in grades 6-8, 80.9% in grades 9-12) feeling cared for by adults. Panorama’s Teacher-Student Relationships data indicates 65% for grades 3-5 (40-59th percentile), but this drops to 49% for grades 6-12 (0-19th percentile), suggesting room for improvement, particularly at the secondary level.  Disaggregated Data and Analysis  The combined data from PLUS and Panorama surveys reveal distinct trends:  Safety concerns peak during grades 6-8, suggesting middle school interventions targeting bullying prevention and peer conflict resolution may be needed.  The sense of belonging significantly decreases during middle and high school years, indicating the necessity for targeted programs to foster student connectedness and inclusion.  Although many students feel cared for by adults, the lower ratings in grades 6-12 emphasize the need for strengthening adult-student mentorship programs at these levels.  Implications for Improvement  The collected data underscores a critical need for targeted interventions, particularly addressing safety and connectedness issues for middle and high school students. Implementing structured mentorship programs, expanding peer support systems, and enhancing conflict resolution strategies may significantly improve school climate outcomes across Stockton Unified School District.|The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment.|Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being.|Met||2025-06-24|2025
39686760108647|Aspire Rosa Parks Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39686760111336|Pittman Charter|6|Pittman Elementary's local climate survey data presents family perceptions of school safety as relatively positive, with a favorable rating of 77%, positioning the school within the 40-59th percentile nationally. However, students' sense of belonging varies significantly by grade level, with grades 3-5 reporting a higher sense of belonging at 64% (60-79th percentile), whereas grades 6-12 reported notably lower levels at 43% (0-19th percentile). Teacher-student relationships demonstrate similar variability, with grades 3-5 indicating relatively positive relationships at 68% (60-79th percentile), while grades 6-12 report lower favorability at 56% (20-39th percentile). This data highlights distinct disparities across different student groups, suggesting targeted attention is required, particularly in addressing the lower ratings observed in the higher grades.|The analysis of Pittman Elementary's climate data reveals important strengths and areas that necessitate focused intervention. Family perceptions of safety are relatively strong, reflecting effective practices in place to maintain school security and a safe learning environment. Conversely, the variability in students' sense of belonging, particularly the low ratings from students in grades 6-12, underscores a critical need for enhancing inclusivity and connectedness in older grades. Additionally, the noticeable decline in teacher-student relationship ratings from elementary to secondary grades points to a key area for development. Improving these relationships, particularly in upper grades, is essential for fostering student motivation, academic engagement, and emotional wellbeing.|In response to the identified areas of need, Pittman Elementary will implement specific strategies aimed at continuous improvement. Enhancing the overall perception of school safety will involve reinforcing existing security protocols, regular communication with families regarding safety measures, and ongoing training for staff and students on emergency preparedness. To address the lower sense of belonging in grades 6-12, the school will develop targeted initiatives such as peer mentoring programs, expanded extracurricular activities tailored to diverse interests, and increased student involvement in school governance. Additionally, Pittman Elementary will focus on improving teacher-student relationships by reducing class sizes for more personalized attention, establishing structured advisory programs, and promoting staff engagement in extracurricular and community-building activities. Continuous monitoring through regular surveys and student feedback will guide the evaluation and refinement of these strategies, ensuring sustained progress toward a supportive and inclusive educational environment.|Met||2025-05-22|2025
39686760114876|Aspire Port City Academy|6|Based on our most recent student survey data (Grades 3–5), we found that 65% of students reported positive relationships with teahcers, feeling generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers with 59% of students responding positively about their sense of belonging. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events.  This will included the addition of components of the previously used RULER SEL curriculum to support students in identifying their emotional state and building the skills to adjust.  Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|6|The LEA did not conduct a survey for 2024-25. A survey will be conducted 2025-26|A survey was not conducted for 2024-25. A survey will be conducted 2025-26|Additional policies will be implemented 2025-26 from the survey results|Met||2025-06-13|2025
39686760118497|Aspire Langston Hughes Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39686760119743|Stockton Early College Academy|6|Stockton Early College Academy's local climate survey data reveals exceptionally high family ratings of school safety at 90%, positioning the school within the 80-99th percentile nationally. Students reported a moderate sense of belonging, with a 52% rating placing the school in the 40-59th percentile. Teacher-student relationships received a favorability rating of 54%, situating the school in the 20-39th percentile nationally. This data indicates strong perceptions of safety among families but suggests substantial room for improvement in enhancing students' feelings of connectedness and strengthening teacher-student relationships.|Analysis of the climate survey data for Stockton Early College Academy identifies clear strengths and specific areas needing attention. The notably high family-reported perception of school safety reflects effective protocols and positive family-school communication, signifying a strong foundation in this critical aspect. However, the moderate student sense of belonging highlights a need for further initiatives aimed at enhancing inclusivity and community engagement. Additionally, the relatively lower ratings of teacher-student relationships suggest potential challenges in establishing meaningful connections between students and educators, which are essential for fostering student motivation and overall academic success.|Based on the identified strengths and areas needing improvement, Stockton Early College Academy will implement targeted strategies for ongoing development. To maintain and enhance the already strong perception of safety, the school will continue to update safety protocols, invest in physical security improvements, and foster ongoing dialogue with families about safety measures. To increase students' sense of belonging, the school will introduce comprehensive peer mentorship programs, expand diverse extracurricular activities, and involve students more deeply in school governance and decision-making processes. Improving teacher-student relationships will involve reducing teacher-student ratios for personalized interaction, providing professional development focused on relationship-building and empathy training, and encouraging informal interactions through community projects and extracurricular activities. Regular surveys and continuous feedback mechanisms will monitor the effectiveness of these actions, allowing for timely adjustments to ensure sustained progress.|Met||2025-06-05|2025
39686760120725|Stockton Collegiate International Elementary|6|Stockton Collegiate regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary.|Parents and students continue to express concern for student mental health and social and emotional well-being. Many students described the advantage of feeling known personally by a range of school staff. Not all students were able to articulate what supports are available and/or how to access help when needed.|Stockton Collegiate's conducts ongoing assessments of each element of the existing support systems. The reviews identified areas in the student support systems that could be strengthened by clearer definition of responsibilities, better communication between departments, and a renewed focus on student first approaches to all actions. Professional development and staffing necessary to improve the student support systems have been provided in preparation for the 2025-26 school year.|Met||2025-06-26|2025
39686760120733|Stockton Collegiate International Secondary|6|Stockton Collegiate regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary.|Parents and students continue to express concern for student mental health and social and emotional well-being. Many students described the advantage of feeling known personally by a range of school staff. Not all students were able to articulate what supports are available and/or how to access help when needed.|Stockton Collegiate's conducts ongoing assessments of each element of the existing support systems. The reviews identified areas in the student support systems that could be strengthened by clearer definition of responsibilities, better communication between departments, and a renewed focus on student first approaches to all actions. Professional development and staffing necessary to improve the student support systems have been provided in preparation for the 2025-26 school year.|Met||2025-06-26|2025
39686760121541|Aspire APEX Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39686760123802|Health Careers Academy|6|Health Careers Academy's local climate survey data indicates favorable perceptions of school safety among families at 80%, placing the school within the 40-59th percentile nationally. However, students reported significantly lower feelings of belonging at 41%, placing the school in the lowest percentile range (0-19th). Teacher-student relationship scores were moderately low at 49%, also within the 0-19th percentile. These data points reveal stark differences in the perceptions of safety, sense of belonging, and adult-student relationships. The notably lower scores in belonging and relationships highlight critical areas requiring targeted interventions to support student engagement and integration. The disparity suggests distinct experiences across stakeholder groups, emphasizing the need for tailored strategies to address the specific needs of students to foster a supportive educational environment.|Analysis of Health Careers Academy's climate data underscores significant strengths and critical needs. A primary strength identified is school safety, indicating effective security measures, crisis management protocols, and positive family-school communication. This creates a foundation upon which further improvements can build. Conversely, lower student-reported ratings in belonging and relationships with teachers highlight essential areas for growth. The data suggests students may not feel sufficiently connected or supported within the school community, affecting their educational experience and emotional wellbeing. Improving these areas is crucial, given their direct correlation to academic success, student motivation, and overall satisfaction with school experiences. The key learning from this analysis emphasizes the need for specific, targeted strategies to foster community engagement, inclusivity, and relationship-building between students and faculty.|To address identified areas of need, Health Careers Academy will implement several strategic changes to existing plans and policies. First, enhancing students' sense of belonging will involve creating structured mentorship programs, initiating peer support networks, and increasing opportunities for meaningful student participation in school governance and decision-making processes. Professional development focusing on culturally responsive practices and inclusivity training will be provided to staff to further support this goal. Additionally, improving teacher-student relationships will involve implementing advisory systems, reducing teacher-student ratios to allow for more individualized attention, and encouraging informal interactions through extracurricular and community engagement activities. Regular monitoring through surveys and feedback sessions will measure the effectiveness of these initiatives, allowing for continuous adjustments and improvements aimed at fostering a more inclusive, connected, and supportive school environment.|Met||2025-05-22|2025
39686760124248|Pacific Law Academy|6|Pacific Law Academy's local climate survey data indicates favorable perceptions of school safety among family members, rated at 83%, placing the school within the 60-79th percentile nationally. However, student-reported data reflects a relatively low sense of belonging at 47%, placing the school in the 20-39th percentile. Additionally, teacher-student relationships received a moderate rating of 50%, placing it in the lowest percentile range (0-19th percentile). These data highlight significant disparities between family perceptions of safety and student perceptions regarding connectedness and adult relationships within the school. The lower ratings in student belonging and teacher-student relationships suggest critical areas requiring focused interventions to enhance student engagement and overall school climate.|Analysis of Pacific Law Academy's climate survey data underscores key strengths and distinct areas for improvement. A notable strength is the high family-reported rating for school safety, reflecting effective safety protocols and secure learning environments. Nevertheless, the lower ratings in student belonging indicate that many students may not feel adequately connected or integrated into the school community. This lack of connectedness could impact students' academic and emotional wellbeing. Similarly, the low rating for teacher-student relationships points to the need for improved relational dynamics between educators and students. Addressing these key areas will be crucial for enhancing student experience, increasing academic motivation, and promoting a supportive educational environment.|To address the areas identified through the climate survey data, Pacific Law Academy will implement several strategic changes. To maintain and further enhance school safety perceptions, the school will reinforce existing safety protocols, improve physical security infrastructure, and ensure ongoing safety training for staff and students. In response to the low student sense of belonging, the academy will develop initiatives such as peer mentorship programs, inclusive extracurricular activities, and student-led committees to foster stronger community bonds. Additionally, professional development focused on inclusive teaching practices and cultural responsiveness will be provided to staff. To improve teacher-student relationships, Pacific Law Academy will introduce structured advisory programs, reduce class sizes where feasible, and facilitate informal interactions between students and staff through extracurricular and community events. Continuous monitoring through student surveys and feedback will evaluate the effectiveness of these measures, enabling ongoing refinements for sustained improvement.|Met||2025-05-20|2025
39686760136283|Team Charter Academy|6|Each year, TEAM Charter Academy administers a comprehensive local climate survey, such as the California Healthy Kids Survey, to capture student perceptions of safety and connectedness both school-wide and subgroup. These results are then shared with our Governing Board during a regularly scheduled meeting and published on the California School Dashboard for educational partners and the public.  Complementing this broader snapshot, we also deploy the Leader in Me Measurable Results Assessment (MRA) each spring to delve deeper into our school’s strengths and opportunities across leadership, culture, and academics. In our most recent administration, 150 students completed the MRA, yielding an overall composite score of 74, an improvement over the previous cycle and placing us in the “Satisfactory” range.  When broken down by domain, Leadership scored 72 (reflecting student leadership, staff leadership, and family/community engagement), Culture scored 76 (highlighting the supportiveness of both the student and staff environments), and Academics scored 74 (measuring teacher empowerment, student empowerment, and goal achievement). A closer look at individual indicators revealed that students rated their own Self-Advocacy, their ability to problem-solve, overcome barriers, and seek help, at 72; Trusting Relationships with teachers at 69; and Empowering Learners ownership of learning and confidence in reaching goals, at 71. Together, these data points guide our continuous improvement planning, ensuring we focus resources on deepening trust, strengthening self-advocacy, and empowering every learner.|Even as our overall MRA score climbed to 74, signaling solid progress, its component scores reveal where we still have room to grow. For example, the 72 in Self-Advocacy tells us that, although students are learning to take charge of their own learning, many continue to need clear, structured support when it comes to troubleshooting challenges and recognizing when to seek help. Similarly, the 69 in Trusting Relationships reminds us that genuine, two-way connections between students and adults remain a work in progress; students crave more moments of understanding, empathy, and personalized encouragement from their teachers. Finally, the 71 in Empowering Learners underscores the importance of giving students real voice and choice in their classrooms, whether through collaborative projects, classroom leadership roles, or opportunities to set and reflect on their own goals, so that they truly feel ownership over their academic journey. Each of these insights will guide our next steps, ensuring that we build on our gains while addressing the areas where our students still ask for greater support and engagement.|To address these insights and accelerate student growth, we will launch student conflict-management teams in every grade-equipping cohorts with peer-led strategies to resolve challenges and build self-advocacy. Teachers will weave relationship-building projects and co-created class activities into daily lessons, strengthening trust and collaboration. Academically, we’ll assign rotating classroom leadership roles that reinforce routines and empower students as ambassadors of our learning community. Daily social-emotional learning lessons and restorative practices will underpin these efforts, and initial feedback already indicates a rising sense of confidence, connection, and ownership among our students.|Met||2025-06-30|2025
39686760139865|Aspire Stockton 6-12 Secondary Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39686760139907|Voices College Bound Language Academy at Stockton|6|Voices Stockton climate survey data indicates that 91% students feel the school offers them supportive relationships. Survey data also states that the current year has increased in terms of parents feeling more supported by the school. Increase on 7% compared to last academic year. Teachers view of school leadership also increased and is now 85% favorable.					|Voices Stockton also knows there are some areas of growth that will help with prioritizing next academic year. Student survey shows that only 45% of students feel self-efficacy, only 57% of teachers feel coaching and feedback was effective, and 24% of families still believe there are barriers for egangament with the school.					|Voices Stockton will use this data to impact the planning for next academic year in the following ways. The learnings of the analysis say that we need to spend more time focusing on teacher coaching and feedback so teachers feel more supported in adequately impacting student results. At the same time, more learning will be built in via character work around building self efficacy in students and revisit the systems that make our parent community feel there are barriers the school has created that get in the way of their full engagement with the school. 					|Met||2025-06-24|2025
39686760139923|Aspire Arts & Sciences Academy|6|Based on our most recent student survey data (Grades 3–4), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
39686760140616|KIPP Stockton|6|84% of KIPP families have a positive experience with the school.  86% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
39686760141358|KIPP University Park|6|84% of KIPP families (TK-4: 82%, 5-8: 55%) have a positive experience with the school.  86% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
39686766042725|Nightingale Charter|6|Nightingale Elementary’s local climate survey data reveals family perceptions of school safety at a favorable 78%, although this places the school in the lowest percentile range nationally (0-19th percentile), indicating substantial room for improvement relative to other institutions. Student perceptions of belonging vary significantly by grade level, with students in grades 3-5 reporting a moderate 62% sense of belonging (40-59th percentile), and students in grades 6-12 reporting a slightly lower 59% (20-39th percentile). Teacher-student relationship data also shows considerable variability: grades 3-5 report relatively positive relationships at 60% (60-79th percentile), while grades 6-12 report notably lower relationship quality at 43% (0-19th percentile). These disparities indicate targeted areas needing attention, particularly at higher grade levels.|Analysis of Nightingale Elementary's climate data highlights important strengths and areas of concern. The positive family ratings on safety reflect effective safety practices but indicate room for significant enhancement compared to national standards. The differential in students' sense of belonging between younger and older students underscores a need for stronger community-building and inclusivity efforts for grades 6-12. Similarly, the marked difference in perceptions of teacher-student relationships, particularly the lower ratings from older students, suggests a critical need to improve relationship-building efforts between staff and secondary students. Addressing these key areas will be essential to fostering a more supportive and inclusive school culture, enhancing both academic performance and students' overall educational experience.|In response to the identified areas for improvement, Nightingale Elementary will undertake several strategic actions. To bolster overall safety perceptions, the school will upgrade existing safety infrastructure, enhance visible security measures, and conduct regular training for staff and students on safety protocols. Addressing students' sense of belonging, particularly at higher grade levels, will involve implementing peer mentorship programs, expanding extracurricular offerings to appeal to diverse interests, and fostering an inclusive school culture through staff professional development on culturally responsive and inclusive practices. To enhance teacher-student relationships, particularly among older students, Nightingale Elementary will introduce structured advisory systems, reduce class sizes to facilitate more personalized interactions, and encourage teacher involvement in student-centered activities outside of traditional instructional settings. Regularly administered student surveys and continuous feedback loops will inform the effectiveness of these initiatives, allowing for ongoing adjustments aimed at continuous improvement in these vital areas.|Met||2025-05-23|2025
39754990000000|Tracy Joint Unified|6|The local climate survey data considers students' feelings of safety and belonging while attending school.  The data were not disaggregated by subgroup.  Thus, the broad proportions of students' feelings of safety and belonging may have variance between different student groups.  The below results identify students agreeing or strongly agreeing that each experiences feelings of safety and belonging:  Student Climate Survey Results = 75.10% (agree/strongly agree) the district promotes feelings of belonging. Student Safety Survey Results = 74.53% (agree/strongly agree) the district promoted feelings of safety.|The data indicate approximately 1 in 4 students did not report agreement, or strong agreement that he/she maintains a sense of safety and belonging.  As such, the district determines that most students are generally satisfied with their experiences at school.  However, these data suggest the need to continue to expand mental health and behavioral resources for all students.  Further, these data indicate the district's responsibility to approach future surveys in ways that may be disaggregated by student group.  In the absence of this, the data imply that all student responses are based on equal experiences.  This creates a potential gap in properly serving all students.|In response to these findings, the district will leverage the action steps identified in LCAP Goal 2 to best meet the needs of all students.  Further, the district seeks to improve its behavioral and mental health offerings to ensure students feel an improved sense of safety and belonging.  These survey findings will drive the student advisory committee discussions in the 2025-26 school year.|Met||2025-06-23|2025
39754990102384|Primary Charter|6|Results from the Primary Charter School conditions and climate survey indicate students feel connected and a sense of belonging at school. They report developing positive relationships with their teachers. They feel the school provides a safe, clean environment.|One area of need identified through the survey is equal treatment among boys and girls. Some respondents indicated they felt boys and girls were treated differently.|Primary Charter School will continue to focus on climate and community by providing students and families opportunities to engage with the school community.|Met||2025-06-09|2025
39754990102392|Millennium Charter|6|According to data obtained through the CA Healthy Kids Survey, 52% of 9th grade, 54% of 10th grade, 62% of 11th grade and 58% of 12th grade students feel a sense of connectedness at school.|Students report feeling safe at school. They report a strong sense of belonging and feeling cared for by the staff and a strong academic focus. An area of need according to the study is more positive feedback from staff.|No changes to existing plans.|Met||2025-06-09|2025
39754990139949|Tracy Independent Study Charter|6|Tracy Charter administers an annual LCAP survey to parents, students and staff. This survey incudes questions pertaining to the safety and climate and captures a measure of student perceptions of school safety and connectedness.  Questions on the survey touch both on physical and emotional safety as well as how connected and comfortable students feel connecting with staff, asking for help and being motivated to learn.  CLIMATE- Positive Response Percentages (% change from previous year) Parents - 97.12% (+2.90%) Students - 95.62% (+0.64%) Staff - 94.47% (-0.40%)  SAFETY - Positive Response Percentage Parents - 99.00% (+2.6%) Students - 96.16% (+4.3%) Staff - 96.77% (+4.77%)|Based on Tracy Charter School’s LCAP survey data, key learnings reflect continued strength in school climate and safety, with meaningful growth in perceptions across all educational partner groups. Students and parents both reported increased levels of connectedness and comfort on campus, while staff results remained consistently high, indicating sustained trust in the school’s environment. Notably, safety perceptions showed substantial increases across the board, particularly among students (+4.3%) and staff (+4.77%), highlighting the school’s effective efforts to promote both physical and emotional safety.  Areas of Strength: Tracy Charter School continues to demonstrate a strong and supportive school climate. The vast majority of parents (97.12%), students (95.62%), and staff (94.47%) responded positively about the overall school environment. Parents reported the highest perception of safety at 99%, reinforcing trust in the school’s ability to protect and support students. These outcomes underscore the impact of consistent communication, meaningful student-staff relationships, and proactive outreach efforts, all contributing to a positive, inclusive learning atmosphere.  Identified Needs: While overall results are highly favorable, the slight decrease in staff-reported climate (+/- 0.4%) points to the importance of maintaining open lines of communication and attending to staff well-being. Continued investment in opportunities for professional connection, shared decision-making, and campus support is essential. Tracy Charter remains committed to strengthening these areas while maintaining the momentum of high engagement and fostering even greater connectedness across all educational partners.|Tracy Charter will continue to offer mental health professional services to provide support for students with social emotional needs. Tracy Charter will continue with monthly safety drills to ensure staff and students know how to respond during an emergency.  Students are comfortable coming to campus (as opposed to exclusively virtual), and want more opportunities to engage with their peers.  We started the Student Success/Resource Center, so students can come on campus to get help with their schoolwork or have a quiet place to work with intervention support available, if needed.|Met||2025-06-23|2025
39754996118665|Discovery Charter|6|Results from the local climate survey reveal that 72.3% of students agree that all students are respected and treated the same. 81.2% of students agree that people of different cultural backgrounds, races, or ethnicities get along well at this school. 83% agree that their teachers care about them. 67.2% of students report feeling safe at school.|Overall, results of the local climate survey reveal the majority of students feel cared for and respected by staff. We identified the need to help students feel more safe at school and will do this by having open discussions and focus groups about what we can do to improve their feelings of safety.|We have made a commitment to incorporate restorative circles weekly to build a sense of community in each classroom. This will also ensure students have an opportunity to voice concerns or to provide praise to each other.|Met||2025-06-09|2025
39767600000000|Lammersville Joint Unified|6|Lammersville Unified School District (LUSD) gives both the California Healthy Kids Survey (CHKS), which is delivered every other year to parents and students of 5th grade, 7th grade, 9th grade, and 11th grade students, and a local survey delivered on alternate years of the CHKS. This year's local survey indicated that 100% of families feel school is a safe place for students {Local Survey}. 76% of families believe school provides opportunities for students to be a leader and make a difference {Local Survey}.  According to local survey results, 79% of students, 92% of parents, and 86% of staff reported that school is a safe place.  When asked about their sense of connection to school, 73% of students, 90% of parents, and 87% of teachers indicated they feel connected.|As a result of the survey findings, LUSD continues to implement Positive Behavior Interventions and Supports (PBIS) along with the Character Counts program. These programs are designed to educate in the realm of character and remediate student behavior through restorative practices. Though the results of student feedback are strong, improvement in student connectedness and behavioral supports should result in improved outcomes. Teachers and staff fostering positive student relationships should bolster student well-being and connectedness.|Continued training in PBIS practices and methodology will be a focus moving forward. Moving forward, LUSD is focusing on vertical alignment of programs and co/extra-curricular activities. This alignment serves to provide better connections and culture between K-8 and 9-12 schools. LUSD will be  utilizing an additional survey method going forward to capture information at different times during the academic year.|Met||2025-06-17|2025
39773880000000|Banta Unified|6|"Every year parents, students (grades 3-8) , and staff are asked to participate in a local climate survey. Results from the 2024-25 surveys indicate: 74.2 of students, 88.9% of parents, and 95.8% of staff feel safe on campus. 35.5% of students, 22.2% of parents, and 20.8% of staff feel bullying is an issue on campus. 74.2% of students, 100% of parents, and 100% of staff feel their school is clean, and in good condition. 72.5% of students feel their school is a place where they feel they ""belong"" and are ""included."""|"Results from these surveys have helped the district/school with planning the annual LCAP actions/services in Goal 3, ""Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn."" By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bulling on campus, improve school safety and security measures and provide a clean campus, crucial for fostering student well-being and academic success, especially for those experiencing homelessness or coming from low-income backgrounds who may face additional challenges."|The district continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.|Met||2025-06-13|2025
39773880127134|River Islands Technology Academy II|6|"River Islands Technology Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 24-25 school year are below:  Student Survey Results 92% of students surveyed strongly agreed or agreed to the statement: I care about my school. 8% of students surveyed strongly disagreed or disagreed.  87% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 13% of students surveyed strongly disagreed or disagreed.  88% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 12% of students surveyed strongly disagreed or disagreed.  Parent Survey Results 90% of parents agreed or strongly agreed that their child ""Likes coming to school"". 5% strongly disagreed or disagreed.  90% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 3% strongly disagreed or disagreed."|We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that the high rate of positive responses and low amount of negative responses was similar across Tk- 2, 3rd-5th, and 6th-8th. In order to identify those students who did disagree with the above statements and what we can do to ensure they feel valued and welcomed, we will add opportunities in the survey for students to elaborate why they answered the way they did. Although we did double our participation of the parent survey this school year, it is still a small majority of our families. We plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference again, have teachers email out the survey link and post to their weekly newsletters, and have the school push it out to families who have text notifications on.|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will use a different platform to be able to disaggregate the data. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them.|Met||2025-06-18|2025
39773880131789|NextGeneration STEAM Academy|6|"STEAM Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 24-25 school year are below:  Student Survey Results 78% of students surveyed strongly agreed or agreed to the statement: I like going to school. 22% of students surveyed strongly disagreed or disagreed.  81% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 19% of students surveyed strongly disagreed or disagreed.  85% of students surveyed strongly agreed or agreed to the statement: I feel safe at school.  15% of students surveyed strongly disagreed or disagreed.  Parent Survey Results 82% of parents agreed or strongly agreed that their child ""Likes coming to school"". 7% strongly disagreed or disagreed.  77% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community.  8% strongly disagreed or disagreed."|We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that  a majority of Tk- 2, 3-5, and 6-8 students enjoy going to school and are comfortable at school. For the minority group of students who do not, we would like to give them the opportunity to elaborate so we can implement solutions. We also want to allow students who do love school to share why so we can continue our best practices. Next year, we will add opportunities in the survey for students to elaborate why they answered the way they did. Although we did double our participation of the parent survey this school year, it is still a small majority of our families. We plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference again, have teachers email out the survey link and post to their weekly newsletters, and have the school push it out to families who have text notifications on.|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will use a different platform to be able to disaggregate the data. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them.|Met||2025-06-18|2025
39773880140392|Banta Charter|6|"Every year parents, students (grades 3-8) , and staff are asked to participate in a local climate survey. Results from the 2024-25 surveys indicate: 74.2 of students, 88.9% of parents, and 95.8% of staff feel safe on campus. 35.5% of students, 22.2% of parents, and 20.8% of staff feel bullying is an issue on campus. 74.2% of students, 100% of parents, and 100% of staff feel their school is clean, and in good condition. 72.5% of students feel their school is a place where they feel they ""belong"" and are ""included."""|"Results from these surveys have helped the charter with planning the annual LCAP actions/services in Goal 3, ""Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn."" By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bulling on campus, improve school safety and security measures and provide a clean campus, crucial for fostering student well-being and academic success, especially for those experiencing homelessness or coming from low-income backgrounds who may face additional challenges."|The charter continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.|Met||2025-06-13|2025
39773880141234|EPIC Academy|6|"EPIC Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 24-25 school year are below:  Student Survey Results 96% of students surveyed strongly agreed or agreed to the statement: I care about my school. 4% of students surveyed strongly disagreed or disagreed.  92% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 8% of students surveyed strongly disagreed or disagreed.  95% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 5% of students surveyed strongly disagreed or disagreed.  Parent Survey Results 93% of parents agreed or strongly agreed that their child ""Likes coming to school"". 3% strongly disagreed or disagreed.  89% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 4% strongly disagreed or disagreed."|We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that the high rate of positive responses and low amount of negative responses was similar across Tk- 2, 3rd5th, and 6th-8th. In order to identify those students who did disagree with the above statements and what we can do to ensure they feel valued and welcomed, we will add opportunities in the survey for students to elaborate why they answered the way they did. Although we did double our participation of the parent survey this school year, it is still a small majority of our families. We plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference again, have teachers email out the survey link and post to their weekly newsletters, and have the school push it out to families who have text notifications on.|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will use a different platform to be able to disaggregate the data. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them.|Met||2025-06-18|2025
39773880141242|River Islands High|6|"River Islands High School annually administers both a Parent and Student survey to ask about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 23-24 school year are below:  Student Survey Results 88% of students surveyed strongly agreed or agreed to the statement: I care about my school.  12% of students surveyed strongly disagreed or disagreed.  86% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 14% of students surveyed strongly disagreed or disagreed.  84% of students surveyed strongly agreed or agreed to the statement: I feel safe at school.  16% of students surveyed strongly disagreed or disagreed.  Parent Survey Results 80% of parents agreed or strongly agreed that their child ""Likes coming to school"".  20% strongly disagreed or disagreed.  83% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 17% strongly disagreed or disagreed."|"We were able to disaggregate student survey data by grade level. Through this breakdown, we were able to identify that the rate of positive and negative 9th - 11th grade responses are similar. With this information we are able to recognize that student feelings about school are equal across the grade levels, similar to last year. We did ask additional short answer follow up questions this year so we can address specific safety concerns and which groups of school staff students feel uncomfortable with so we can provide additional training and support. Although we did increase our parent survey participation, it is still less than half of the population. We plan to prioritize involvement in the upcoming year by having the survey available to take when parents are on campus for an event at the end of the school year, have teachers email out the survey link and post to their trimester newsletters, and start the process of surveying families throughout the year. We also plan to create high school specific ""Coffee & Chat"" style advisory groups so parents have more opportunities to get involved."|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. We did pull more small student groups this school year, ensuring we are surveying/interviewing a large variety of students from different backgrounds, but we would like to increase the number of groups we pull and survey them throughout the school year.|Met||2025-06-18|2025
40104050000000|San Luis Obispo County Office of Education|6|23-24 California Healthy Kids: Average response rate of 60% Approximately 27% of the students have felt chronic sadness or hopeless feelings over the past 12 months The majority of students believe there are caring adults at the schools The majority of students believe there are high expectations at the schools The majority of students agree they feel connected at the schools The majority of students agree that they have academic motivation at the schools Drug and alcohol issues continue to be in the high range The majority of students feel safe at school The PBIS School Climate Survey was given to students in the Spring of 2025. The results were as follows: Juvenile Court School - 2.83 out of 4.0 for students; Special Education School - 3.32 out of 4.0 for students; and Community School - 3.16 out of 4.0 for students. Areas of strength are as follows: the students feel the teachers treat them with respect; the school has clear expectations for behavior; and the students know an adult at school they can talk with if they need help. Areas of growth are as follows: the students are reporting they do not like school; that the school does not have high standards for achievement; and the students do not feel successful at school. SLOCOE received the following PBIS implementation recognition: Silver at the Juvenile Court School, Silver at the Special Education School and Gold at the Community School.|Based upon the data listed above, SLOCOE used the information to drive the actions and services in the LCAP, which also aligns with the WASC action plan, as well as the SPSAs.|Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students. SLOCOE is also working towards universally screening all students for academics and social-emotional wellbeing in addition to training all staff in youth mental health first aid.|Met||2025-06-18|2025
40104050101725|Grizzly ChalleNGe Charter|6|Parents and students are given a school survey, both in English and Spanish, biannually with each cohort of students. This provides valuable feedback for continuous school improvement. All of the school staff reviews these surveys and makes decisions based on stakeholder feedback. In addition to surveys and feedback from stakeholders through surveys, the School Site Council meets to discuss data, goals, and assist in creating goals and approving the SPSA. Surveys have had extremely strong results with students indicating that they are more than satisfied with their education through GCCS.|Grizzly Challenge Charter School has gathered extremely positive input through our surveying of staff, students, and families. GCCS will continue to work on providing an effective learning environment for its students|Grizzly Challenge Charter School is looking to maintain current practices.|Met||2025-06-10|2025
40104050125807|Almond Acres Charter Academy|6|Overall, the student survey via Panorama noted more positive results than the California Healthy Kids Survey taken by 5ht and 7th graders.   In grades 3-5, 81% of students stated having a positive relationship with a teacher or other adult at school during the 23.24 school year, and this improved to 90% during the 24.25 school year. 84% say that they have a friend at school that they can count on. In 23.24, 92% stated that they had adults that they could count on, which dropped by 5% to 87% in 24.25.  In the Healthy Kids Survey, 5th grade states that 56% have a caring adult on campus and 50% had an adult that tried getting to know them. In this same grade, only 34% said that they were happy. On a positive note, 83% said that they felt safe at school, with 100% saying that they felt safe at home.  In grades 6-8, 83% of students state having a positive relationship with a teacher at school, which increased from 77% in 23.24. 82% of students said that they have a positive adult at school, which is far improved from 63%. Lastly, 92% said they have a friend that they can count on. In the Healthy Kids Survey, 7th grade states that 69% have caring                        adults on campus. However, only 40% agree or strongly agree that they are happy at school. And, unlike 5th grade, only 62% of 7th grade students feel safe at school. 20% of these students struggle with chronic sadness, while 6% have contemplated suicide.|While the survey results show an overall somewhat positive school climate, there are data points for all grade levels that can be improved upon and there is some very concerning data around middle school students’ social emotional well being. There is a significant need for improved middle school SEL and mental health supports. Students do not have as strong of relationships, yet need them even more due to increased emotional distress. The area of focus still needs to be on the social and emotional wellbeing of all students, in the 1st, 2nd, and 3rd tiers.|Almond Acres recognizes that due to a significant change in student population and many new staff members, there needs to be a continued focus on teaching and reteaching the Positive Behavior Systems of Support school-wide. In addition, the middle school staff needs targeted trainings and collaboration time specifically for middle school students and behaviors. In addition, the student leadership club needs to be expanded upon and inclusive for all with a focus around increasing disposition for all students. Lastly, there is a need for increased access to counseling for students who need those services.|Met||2025-06-25|2025
40687000000000|Atascadero Unified|6|AUSD annually administered a local survey to parents, teachers, and students in grades 4-12. With the implementation of FranklinCovey’s Leader in Me, the Measurable Results Assessment (MRA) will be administered, and results used for this Local Indicator Response. The MRA Culture Measure directly align to school climate and establishes baseline results. The MRA Culture Measure overall score from students, and all staff was 79.82 and the submeasure of School Climate from all staff was 84.09.|In reviewing the new MRA survey results, we were pleased with the initial results, as they showed we are at the strong implementation stage. With this being our second year in implementing the Franklin Covey character education program in conjunction with a renewed emphasis on PBIS, the increased results were positive.|In reviewing the evidence, no changes to existing plans, policies, or procedures were identified as a need. Each school within the LEA will be reviewing their own MRA survey results and adjusting practices as needed.|Met||2025-06-10|2025
40687260000000|Cayucos Elementary|6|In 2024-25 our student data improved from 70% of students feel prepared for high school transition to 83% and 76% of middle school students state they believe their opinion matters at our school.  Data Year: 2024-25 Data Source: Local Survey Data  70% of parents feel their child is prepared for the successful transition to high school, many elementary parents are unsure- therefore data is interesting and lets us know that we need further development in this area. As, 100% of parents who meet with our school counselor during 1-1 high school transition meetings have stated they feel the planning and personal transition is beneficial and incredibly helpful. Data Year: 2023-24 and 2024-25 Data Source: Local Survey Data  In 2024-25 our student data improved from 70% of students report they have been asked about decisions that impact school processes to 85%.  92% of students report there is at least one caring adult on campus they can go to.  80% of students feel Cayucos is a safe, inclusive school setting in 2023-24- this improved to 86% in 2024-25. Local Survey Data 2024-25  Student group data did not note any significant difference for the following groups at CESD: English Learners, Low Socio-economic status, students with disabilities. (Note: Students are currently in the process of taking the CHKS and will be completed in May 2024)|Upon closer examination of our student LCAP data, we've identified a notable difference between the percentage of students who believe there is a caring adult on campus (92%) and those who feel there is someone on campus they can turn to when feeling sad (70%). Recognizing this discrepancy, we are committed to engaging directly with our students to better understand this gap and collaboratively develop solutions to ensure all students feel supported and have a clear point of contact during emotional distress.|"One of the key areas we changed to address our concerns in middle school was a more flexible and engaging elective schedule, changing every 6 weeks- with courses designed in a project-based style that are directly connected to college and career readiness.  CESD also is implementing a 7-period day next year to build in intervention, enrichment, and connectivity activities such as leadership and community service projects to our middle school schedule.  CESD will also continue with the implementation of minute meetings- so that every single student has a ""touch in"" with our school counselor."|Met||2025-06-17|2025
40687590000000|Lucia Mar Unified|6|In February of 2025 Lucia Mar administered the Panorama Education Student Survey through a google form in grades 3rd-6th and the California Healthy Kids Survey (CHKS) in grades 7th-12th. By measuring student perceptions, these surveys gather feedback from students about their classroom experience. Decades of research have shown that student perceptions strongly correlate with learning outcomes and can be an important improvement tool for school systems. Over 5,000 students took the anonymous survey in grades 3rd-12th. Both surveys collected demographic information (gender/gender identity*, sexual orientation*, ethnicity, race, grade). *indicates secondary only. These are the same surveys given over the past several years.   Key findings: ELEMENTARY SURVEY - 3rd-6th grades Students were asked to assign a level of agreement (Strongly Agree = 4, Somewhat Agree = 3, Somewhat Disagree = 2, Strongly Disagree = 1) with specific statements.   For the most part student averages in terms of agreement with statements tended to drop slightly as the grade level went up. For example, the statement “I like school” averaged a 2.89 in 3rd grade and dropped to 2.6 for 6th graders. This trend was seen in most other statements to varying degrees. The one statement that did not fit this trend was “There is an adult at my school who will help me if I need it,” where the average response rose from 3.35 to 3.41 from 3rd to 6th grade.   Overall there were no areas where the average fell below the midline level of agreement (2.5).   CALIFORNIA HEALTHY KIDS SURVEY (CHKS) - 7th-12th grades #s below indicate % of students reporting “Agree” or “Strongly Agree” in 7th, 8th, 9th, 10th, 11th, and 12th grade  School connectedness (In School Only): 65, 62, 60, 58, 54, 59 - Average 3.7% increase from prior year School connectedness (Remote Only):  54, 51, 42, 60, 54, 59 - Average 2.1% decrease from prior year Academic motivation: 66, 66, 65, 61, 58, 65 - Average 3.7% increase from prior year School perceived as very safe or safe: 64, 65, 70, 62, 60, 63 - - Average 4.2% increase from prior year Experienced any harassment or bullying (past 12 months): 35, 34, 29, 27, 26, 19 - Average 2.9% decrease from prior year Cyberbullying (past 12 months): 24, 24, 23, 21, 23, 14 - Average 4.2% decrease from prior year Current alcohol or drug use (past 30 days): 4, 4, 6, 9, 13, 14 - Average 0.4% decrease from prior year Experienced chronic sadness/hopelessness (past 12 months): 23, 27, 29, 26, 28, 21 - Average 4.8% decrease from prior year Considered suicide (past 12 months): 12, 13, 14, 11, 11, 7 - Average 1.5%  decrease from prior year|"ELEMENTARY SURVEY The local survey administered in the fall provides a longitudinal look at how our students perceive their school climate across multiple years.  STRENGTH - It is reassuring to see all averages above the midline (2.5).   Differences in demographic data were slight. Below are discrepancies by subgroups identified:  * I like school - Female students liked school more than male students (2.83 vs 2.62). * I feel successful at school - Non-Hispanics felt more successful at school than Hispanics (2.98 vs 2.73). This is a similar finding as last year.   Although differences in demographic data were slight (statistically), we will continue to track this data across the years to ensure our schools are safe, inclusive, and academically supportive places for all of our students.   CALIFORNIA HEALTHY KIDS SURVEY (CHKS) - 7th-12th grades  *Although we administered the survey in 6th grade in past years, response rates were low. In Lucia Mar, 6th grade is not part of the middle school as it is in many school districts. Because of these two factors, we decided to administer the Panorama survey in 3rd-6th and the CHKS in 7th-12th.  Drawing a parallel to the ""I like school"" question administered in elementary, where girls tended to ""like school"" more than boys, in secondary, the results showed a flip. Females tended to like/feel less connected to school than boys.  Hispanic students on average, were less connected to school than students who identified as White at every grade level.   Although a relatively small sample size was present in the data, students who self-identified as ""non binary"" had significantly worse responses in every area of the social and emotional health section, as well as in their perception of school as a very safe or safe place when compared to students who identified as male or female."|When compared to last year's data, we have seen positive changes across the board for our school climate. Although we are pleased with this progress, data still shows a continued need for social-emotional support for all of our students. We continue to add counseling for students in crisis and improve positive behavior interventions. Additionally, we will continue to work with all educational partners to ensure our schools are safe, inclusive, and academically supportive places for all of our students.|Met||2025-06-17|2025
40687910000000|Pleasant Valley Joint Union Elementary|6|Pleasant Valley Joint Union Elementary School District (PVJUESD) remains committed to engaging stakeholders in a meaningful way. This year, input was collected through a combination of surveys, site council and parent meetings, and student feedback opportunities. Despite low parent survey participation, the district gained valuable insights that helped affirm priorities and identify areas for improvement.  Parent and Community Engagement  Eight parents and community members completed the LCAP survey, with a majority rating the school as good or excellent across key areas, including academic instruction, student support services, school climate, and college readiness. Two key suggestions emerged: I prove teacher-parent communication and enhance student accountability for behavior. These ideas informed our renewed emphasis on strengthening home-school communication systems and schoolwide expectations.  Six parents also completed a separate survey on school climate and culture. All responses were positive, highlighting the school’s welcoming environment, effective communication, and strong behavioral expectations. No areas of concern were raised.   Student Voice: Thirty-seven students in grades 2 through 6 participated in a schoolwide survey. Most reported feeling safe, happy, and connected to school, with every student stating they had an adult to turn to when needed. Notably, the number of students who reported not looking forward to school in last year's survey dropped nearly 50% compared to this year’s survey. However, fourteen students reported feeling unfairly treated when disciplined, highlighting an area that staff will monitor more closely, though not tied to a formal goal.|Overall, parents and students are happy with the programs offered at Pleasant Valley Joint Union Elementary School District and with the school climate. Based on feedback, the district will enhance its focus on social-emotional learning, expand enrichment opportunities, strengthen communication with families, and explore further ways to reinforce positive behavior expectations.|Based on feedback, the district will enhance its focus on social-emotional learning, expand enrichment opportunities, strengthen communication with families, and explore further ways to reinforce positive behavior expectations.|Met||2025-06-25|2025
40688090000000|San Luis Coastal Unified|6|There were notable differences between school perceptions between middle school and high school students across the district in the 2024 CHKS results; this assessment is administered every two years and will be conducted again in 2026 to measure the effectiveness of the district's actions. 60% of 7th graders reported feeling safe or very safe, while 72% of 9th and 11th graders reported the same. Similarly, high school students reported higher levels of school connectedness (62%) than 7th graders (54%). 72% of high school students report no harassment at school while only 62% of middle school students reported no harassment. Actions being taken include the ongoing implementation of a student senate, which has expanded from secondary schools representatives across all sites in grades 7-12, to include 6th graders, as well as 5th graders from elementary schools on the coast. This group works with the superintendent to conduct a Youth Truth survey and to share results with administrators and teachers from their schools.|Our Student Senators analyze the Youth Truth survey data after it is administered, then highlights key findings. This has led to concrete actions on part of staff to respond to student concerns, based upon the key themes from Student Senators' identified SMARTIE Goals:  https://docs.google.com/presentation/d/15ifUpNK017C3tBgMd2A-ko3IF0ckS8c9xRtO4_rTqPQ/edit?slide=id.p#slide=id.p Theme 1: inclusion and belonging for all Theme 2: academic engagement and support Theme 3: safe and supportive classrooms Theme 4: mental health and wellness.|All 4 themes are all aligned to our LCAP goals and actions addressed within the LCAP.|Met||2025-06-03|2025
40688096043194|Bellevue-Santa Fe Charter|6|Of the students surveyed: 91% felt school connectedness, 96% academic motivation, 90% caring adults in school, 93% facilities upkeep, 91% parent involvement in schooling, 96% social emotional learning supports, 88% anti-bullying climate, 100% safe on way to, at and from school, 100% understood rule clarity, 76% felt well-behaved, 82% felt treated fairly when breaking rules. 100% felt treated with respect, 6% felt frequent sadness and 100% felt overall wellness.|Due to the small group of students surveyed, it is not appropriate to disaggregate the data. We do see slight indicators of mental health needs.|We have developed a strong multi-tiered mental health support system including social emotional learning, parent and staff education, counseling and skill building groups which were implemented in 2024-2025.|Met||2025-05-22|2025
40688250000000|San Miguel Joint Union|6|The district administered a School Climate Survey in the spring of 2025 to all students in grades 3-8. Parents and school staff also took surveys.  Percentage of Parents participating in at least one school event or committee: 70% Overall 60% Socio-economically Disadvantaged 57% Parents of English Language Learners 52% Parents of Student With Disabilities  Percent of middle school students who report enjoying school 55%  Percent of elementary school students who report enjoying school 64%  Percent of students who feel safe at school: 76% Percent of parents who feel the school fosters a sense of safety: 84% Percent of staff who feel the school fosters a sense of safety: 91%|Survey data indicated that adults, both staff and families, reported much higher percentages of feeling like their students were safe at school and had a caring adult at school. The district recognizes that we have work to do to increase students' feelings of safety, primarily emotionally, while at school. These numbers have dropped each year that the survey has been given since 2020 with the onset of the COVID pandemic.|he district is focusing on PBIS and we are in year two of the process. Professional Development will focus on providing safe spaces for students to learn. Our LCAP has a specific goal focusing on the climate of the school with seven actions designed to support the goal. The LCAP survey is only one we measure success. Some of the other metrics are indicating that our actions are having a positive effect. Our attendance rates are back to pre-pandemic levels. Students are being offered, and participating in, after-school clubs and sports at higher levels. Our PBIS fidelity surveys indicate that both sites are making growth.|Met||2025-07-31|2025
40688330000000|Shandon Joint Unified|6|The California Healthy Kids survey was administered to grades 5 ,7, 9 and 11.    * 90% of grade 5 students report feeling close to people at school at least some of the time * 90% of grade 5 students report they have academic motivation at least most of the time * 63% of grade 5 students report that the school supports their social and emotional learning at least most of the time * 70% of grade 5 students report that students in this school are well behaved most of the time * 70% of grade 5 students report that the school promotes and antibullying climate at least most of the time * 75% of grade 7 students report that they are emotionally safe at school * 83% of grade 7 students report that there is a teacher or adult to support them at school * 15% of grade 7 students report chronic sadness * 77% of grade 7 students report life satisfaction * 96% of grade 7 students reported to never using a controlled substance at school * 67% of grade 9 and 11 students report that they try hard at school * 0% of grade 9 and 11 students report that they have been bullied at school * 0% of grade 9 and 11 students report that they experience chronic sadness * 94% of grade 9 and 11 students reported to never using a controlled substance at school   In Addition he LEA has elected to administer a yearly, local climate survey to all 2nd-12th grade students for continuous reflection, improvement and growth. The 2024-2025 survey revealed:  * 95% of students reported that they feel welcomed at their school at least most of the time. * 62% of students reported that sports programs have helped them the most in school. * 96% of students report feeling safe at school at least most of the time. * 97% of parents reported that they feel their children are safe at school at least most of the time. * 91% of students report having a trusted adult at school * 87% of students and 94% of parents feel that the schools are clean, safe and functional. * 73% of parents report that the schools meet or exceed their standards.|Parents and students generally support the school and the efforts that are being done to support the social emotional needs of the students. The elementary school added 1FTE social emotional counselor so support the behavioral needs of students and to reduce the effects of trauma.  Sports are an important part of the school culture and is often a motivating factor for attendance and class effort. We would like to see more class offerings, especially in the area of music and art. Increasing class offerings has been challenging due to our small size and budget. Electives and intervention is often done by the general education teacher during their regular day or, when willing, during after school hours.|In response to parent and student feedback, the district will continue to offer music and art education and the secondary level. The district has also hired and Ag Mechanics teacher to strengthen our industrial arts program and to expand options for CTE pathway completion.  Shandon Elementary plans to build on PBIS tier 1 implementation by providing training and supports for PBIS Tier II implementation to further support the emotional needs of the students and reduce the number of underrepresented students who are being suspended from school.|Met||2025-06-11|2025
40688410000000|Templeton Unified|6|TUSD Climate Culture Survey Data 2025 (CHKS Data not available at time of writing) Staff Responses 88.7% understand the goals of their school or department. 83% say there are systems to collect staff feedback regularly. 75.5% feel accomplishments are recognized in various ways. 86.8% report a physically safe work environment. 88.1% agree that clear rules and procedures promote safety. 79.6% say PLC (Professional Learning Community) meetings focus on what students should learn. 74.5% say PLCs use student data to assess learning.  Student Responses 85.1% feel safe at school. 78.9% have at least one adult they can go to for support. 72.1% feel accepted by peers. 74.9% feel a sense of belonging at school. 88.6% believe they can be successful. 64.7% are generally happy at school. Only 40% look forward to school most days.   Parent Responses 91.8% say their child’s school is welcoming. 89.4% agree the school has clear rules and is a safe place. 93.6% feel school leaders communicate regularly and in a timely manner. 95% say TUSD has effective systems to communicate about school safety. 83% say schools acknowledge individual and group student accomplishments. 70.9% visit their child’s school website and find it helpful.|Disaggregated data will be available with CHKS data.  Overall the district is doing well making students feel safe and welcomed on campus.  However district schools have a problem or at least a perceived problem addressing excessive bullying.|The CHKS survey results only became available after the first reading of the LCAP, but we believe student concerns were being met proactively in the LCAP process based upon direct student feedback and parent responses in board meetings, forums and through data collected by the newly administered TUSD Climate and Culture Survey. The 2025-26 Local Control and Accountability Plan for Templeton Unified School District Page 7 of 85 indicated strong areas of students feeling supported and safe, and of having high academic expectations placed on them. They did indicate concern with other student behaviors affecting learning, and with being prepared to learn when arriving at school.   Areas for Growth: Student engagement and enjoyment remain lower compared to other indicators. Strengthening peer connection and belonging may improve school experience. Enhancing access and usefulness of digital resources (e.g., school websites) could support parent engagement.|Met||2025-06-26|2025
40754570000000|Paso Robles Joint Unified|6|California Healthy Kids Survey data from 2023-2024 was the most recent data available at the time of reporting these results to the Board of Trustees in June 2025.   At that time, PRJUSD reported the following: 75% of 5th graders reported feeling safe at school and 72% of 5th graders reported feeling connected to school, 51% of 7th graders reported feeling safe at school and 48% of 7th graders reported feeling connected to school,  53% of 9th graders reported feeling safe at school and 49% of 9th graders reported feeling connected to school,|Some identified areas of strength from the California Healthy Kids Survey listed above include:  School Safety and Connectedness and the elementary level On the contrary, some identified areas for growth include: School Safety and Connectedness at the junior high and high school level|In response to the date and key learning listed above, PRJUSD has maintained three School Resource Officers in the upcoming school year.  Additionally, cameras have been installed on all secondary school sites and an updated visitor system has been installed at all school sites.  We adopted a new universal screener for the 2025-2026 school year which will provide staff information about student perspective and feelings to intervene and response appropriately if/when students do not feel safe or connected to their school/learning.  Lastly, PRJUSD initiated an inclusive excellence initiative in the 2024-2025 school year to build understanding about our student population, the experience and culture of students on our campus, and to increase the empathy and awareness of all students and staff on campus in response to our diverse student needs and experiences.|Met||2025-06-10|2025
40754650000000|Coast Unified|6|Coast Unified School District (CUSD) administered the California Healthy Kids Survey (CHKS) in Spring 2025 to students in grades 5, 7, 9, and 11. In addition, the district administered a local staff climate survey (CSSS) across all sites to better understand employee perceptions of workplace safety, support, collegiality, and inclusion in decision-making. 2025 CHKS student results: School Connectedness: Grade 5: 72% Grade 7: 66% Grade 9: 61% Grade 11: 54% Feel Safe at School: Grade 5: 85% Grade 7: 75% Grade 9: 87% Grade 11: 79% 2025 Staff Climate Survey highlights: Supportive and inviting workplace: 47% strongly agree; 45% agree district wide. Elementary staff rated this highest (78% strongly agree and 22% agree), while middle school staff rated it lowest (8% strongly agree and 67% agree). Trust and collegiality among staff: 35% strongly agree; 43% agree district wide. Again, elementary staff reported the highest agreement. Safe place for staff: 53% strongly agree; 42% agree districtwide. Staff participation in decision-making: 34% strongly agree; 63% agree district wide. However, only 22% of elementary and 17% of middle school staff strongly agreed with this statement, which means that while there is a strong degree of staff decision making, there is room to grow from agree to strongly agree. Together, student and staff input highlight key patterns in perceptions of school climate, connectedness, and collaboration that indicate a strong district and school climate but there is data that also informs continuous improvement.|"Analysis of the 2025 California Healthy Kids Survey (CHKS) and the local staff climate survey (CSSS) reveals several strengths and areas for improvement in Coast Unified School District (CUSD). Key strengths include: Perceptions of physical safety remain high across the district. In the 2025 CHKS, 85% of 5th graders, 75% of 7th graders, 87% of 9th graders, and 79% of 11th graders reported feeling safe at school. School connectedness is strong in elementary grades, with 72% of 5th graders feeling connected to school. This level gradually declines in secondary grades, mirroring national trends. On the staff climate survey, 95% of staff overall agree or strongly agree that their site is a safe place to work, with the highest ratings coming from elementary school staff. Positive site culture at the elementary level is evident, with 78% of CGS staff strongly agreeing their site is supportive and inviting, and 56% strongly agreeing that their site promotes trust and collegiality. Areas of need include: A decline in connectedness from elementary to high school, with only 54% of 11th graders reporting feeling connected to school. This trend is seen for all and for underrepresented students. Middle school climate presents a key challenge. Only 8% of middle school staff strongly agree (67% agree) that their site is a supportive and inviting place to work, and only 8% strongly agree (58% agree) it promotes trust and collegiality. Adding MTSS and PBIS training at SLMS should address some of this.  Site administration spent the summer of 2025 attending  conference called ""Culturize"" which directly addresses the needs indicated by the survey. Staff input on shared decision-making, while generally positive, reveals a gap between “agree” and “strongly agree.” For example, while 63% agree they are involved in decision-making, only 34% strongly agree. This gap is particularly pronounced at the elementary and middle school levels (22% and 17% strongly agree, respectively). With 89% of our students being considered Unduplicated: student data shows that some students with disabilities, English Learners, and socioeconomically disadvantaged students experience lower levels of connectedness, highlighting the need for targeted relationship-building and inclusive supports. These findings suggest that while the overall climate is safe and collegial, focused efforts are needed to increase connectedness at the secondary level and deepen staff involvement and trust at all sites—especially the middle school."|"Based on the 2025 CHKS and staff climate survey results, Coast Unified School District (CUSD) will implement the following refinements and strategies to support continuous improvement in school climate: 1. Strengthening Secondary Student Connectedness: At SLMS, staff will engage in MTSS and PBIS training.  Site administration will bring in practices from the ""Culturize"" training.  At CUHS, administration will expand co-taught periods and maintain activities aimed at fostering stronger student-adult relationships. A continued focus will be placed on counseling and mentorship access for English Learners, students with disabilities, and socioeconomically disadvantaged youth.  The addition of a bilingual PPS Counselor at CUHS addresses these needs. The district will continue to build a culture of belonging through classroom practices and consistent restorative approaches. 2. Addressing Middle School Staff Climate Targeted support will be provided to the SLMS leadership team through MTSS and PBIS training as well as by administration relaying practices from the ""Culturize"" conference to strengthen workplace collaboration, shared norms, and communication systems. Ongoing collaboration will prioritize staff engagement and feedback in order to elevate climate and trust as well as to maintain the strong areas of school climate we already have. 3. Enhancing Staff Voice in Decision-Making: CUSD will maintain the annual LCAP mid year report / forum at each site, where classified and certificated staff can provide direct input on initiatives and site decisions. Principals will now have monthly Principals' Meetings as well as monthly one-on-one meetings with the Superintendent (separate from Cabinet meetings) to discuss school climate elements and to receive professional development on shared leadership strategies, with an emphasis on moving staff from “agree” to “strongly agree” in decision-making inclusion. 4. Maintaining a Safe and Supportive Environment: CUSD will continue to invest in campus supervision, mental health services, and bilingual family outreach to maintain high levels of perceived safety and belonging. Data from CHKS and CSSS will be disaggregated and discussed annually at both site and district levels to inform school site plan (SPSA) revisions and LCAP updates. Through these targeted actions, CUSD aims to maintain its strengths in safety and trust while addressing specific areas of need, particularly around middle school staff climate and secondary student connectedness."|Met||2025-06-26|2025
41104130000000|San Mateo County Office of Education|6|SMCOE Court and Community Schools administered a Student Survey in Spring 2025 to students in grades 9-12. Our climate survey is anonymous and results are only available for all students. Comparing those results to the Spring 2024 results, students’ sense of safety decreased from 60% to 45.5% of students stating they feel safe at school. However, the remaining 54.5% indicated that they feel neutral, and 0% of students indicated that they feel unsafe at school. We saw a slight increase from 80% to 81.8% of students reporting that when they are upset or stressed there is an adult at school they can talk to.|Areas of Strength: Increased Access to Adult Support There has been a slight increase in the percentage of students reporting that they have an adult at school to talk to when they are upset or stressed. This suggests the successful implementation and maintenance of measures to enhance student support systems and has likely improved student-teacher relationships. Identified Need: Decreased Sense of Safety Although 54.5% of students feel neutral about their safety and 0% feel explicitly unsafe, the decrease in those feeling positively safe indicates an area that needs attention.|SMCOE is implementing Positive Behavior Intervention and Supports (PBIS) across all of our school sites and utilized 5-Star as a tool this year. In addition, a PBIS Committee was developed and met regularly to assist with the development of site-wide behavior expectations, reinforcement systems, and culture and climate-building activities and events. A Coordinator of School Climate provides ongoing coaching and professional development to support implementation and refinement of PBIS systems and restorative practices. By analyzing and enhancing our safety measures, building on adult support success, and regularly monitoring our school climate data, we should see an increase of positive indicators from 2025 to 2026 survey results.|Met||2025-06-25|2025
41104130135269|Oxford Day Academy|6|Students participate in an annual school climate survey each Spring.   In 2025, the composite score for school climate questions was a 4 out of 5, an increase of 0.2 from 2024.  The composite score for school safety questions was also a 4 out of 5, maintaining the score from 2024.|The school climate survey results indicate that the actions that are being taken to foster a strong, safe school culture are demonstrating effectiveness.  These actions include student activities, athletics, and social emotional learning/mental health support.  Each student is assigned an SEL coach (SELC) who stays with that student all 4 years to form a close relationship with the family and the student. Coaches are also responsible for helping students set and achieve short and long-term academic, SEL, and college/career goals. SELCs explicitly teach social-emotional skills daily in studio time and social-emotional skills are integrated throughout the curriculum.|The school is not planning to make any changes for next year.|Met||2025-06-23|2025
41688580000000|Bayshore Elementary|6|"Our Student Sense of Belonging Survey was administered to all students in 3rd-8th grades.  Students who identify as male, female, non-binary and transgender were surveyed.  There was 100% participation from all students.  Students were asked to indicate the frequency with which they felt invited, welcomed and known at school.  In each of these areas, student responses showed that the majority of our students in these grade levels feel invited to join activities, welcomed by their peers and known by at least 4 or more adults in school.  There was one outlier in the data: one 8th grade student who indicated ""never"" in these areas said he did so because he didn't feel like taking the survey, not because that option reflected how he felt."|Key learnings in the data shows that: 1) fewer than 5 students in each grade level (3rd-8th) indicated that they don't have a connection to at least one peer at school. 2) students feel a connection with at least one adult at school, and feels comfortable striking up a conversation with adults. 3) a large majority of students feel appreciated by their peers and adults in school We attribute these data points to the consistent practices we began last year with our SEL curriculum, and to our focus on creating a sense of belonging in all areas of campus.  Classroom communities show stronger senses of belonging than do the general environments (i.e. on the yard), so we are looking at ways to improve outside time so that there is more structure and opportunity for students to engage positively with one another|While we are pleased with the overall outcomes of the sense of belonging data we've received from students, we recognize that we are only at the beginning of building consistent practices across the grade levels.  Middle school is definitely an area we need to focus on moving forward.  We also need to continue to build on our family engagement practices so that we can increase parent voice and input in future surveys.  Lastly, we recognize that more work needs to be done to create informative measures of staff's sense of belonging so that we can be more intentional with our next steps in that area as well.|Met||2025-06-17|2025
41688660000000|Belmont-Redwood Shores Elementary|6|BRSSD administers both the California Healthy Kids Survey on a biannual basis, and the YouthTruth Survey on an annual basis to monitor school climate.  Our YouthTruth Family Survey data scores all look like they dropped; however, when we reviewed the data with YouthTruth, the key factor to consider is the participation rate. YouthTruth tells us that until we have 20% participation, we cannot trust that the data are valid and reliable. Site participation rates ranged from 13-24% in 24-25, compared to 9-20% in 23-24. Our principals worked hard to push out the survey and encourage participation. This low participation rate combined with a community ask of more communication seem to be contradictory - we need to evaluate how we are communicating with families to collect feedback. In reflecting on trends, we had similar rates of participation pre-pandemic, then online survey feedback participation skyrocketed during the pandemic and immediately after, but now that we have return to what feels like normalcy, our participation rates (both online and in person) have dropped back to what we saw from families prior to the pandemic.  Our student perception data in the area of culture and climate shows us ranking above the state median in all three metrics, and increasing compared to our scores from 2024. In Culture, our score is in the 80th percentile, above the California median and an increase from the previous year (69th percentile). In Belonging, our score is in the 75th percentile, an increase from the preiovus year (64th percentile) and above the California median. In Relationships, we are in the 60th percentile, above the California median and an increase from the previous year (52nd percentile).  In middle school, the data show positive growth, and we continue to rank well.  In Culture, our middle schoolers' responses put our score in the 86th percentile (up from 74th percentile); Belonging and Peer Collaboration are in the 94th percentile (up from 93rd percentile); and, Relationships are in the 70th percentile (up from 64th percentile), all above the California median score.  YouthTruth allows us to disaggregate by several identifying factors, allowing us to be proactive and responsive to our struggling student groups. As is consistent with state-wide data, our students who identify as gender non-conforming have lower overall scores across the board. This is an area of continued growth for our district, as we work on supporting students and families.|While our overall scores are relatively high, we do not stop at the improvements. Our sites continue to focus on culture building, creating a sense of community and belonging, and ensuring strong relationships between staff/students/families. The school principals have pored over the data and looked at the myriad disaggregated combinations to dig into the data and understand how to best support our students. While we are proud that our students feel connected and safe, we would like to see year over year improvement across all groups.|Our principals have been pushing out local data through site communications to help families understand what the data are used for in order to encourage greater participation. With only 13-24% parent participation, we cannot analyze the data with confidence that it is actually representative of the community.  Additionally, you will see added metrics within the 2024-2027 LCAP, along with strategic actions tailored to improving culture on campus.|Met||2025-06-12|2025
41688740000000|Brisbane Elementary|6|The California Healthy Kids Survey was administered to students in grades 5-8 in Spring 2025. Response rate was as follows: 5th grade= 40%; 6th grade = 22%; 7th grade =92%; 8th grade = 88%.  Scores below are listed in order of age - 5th grade to 8th grade. Percentage of students who agree/strongly agree that there are caring adults at school: 77%, 79%, 67%, 69%. Percentage of students who agree/strongly agree that student have a chance to provide meaningful participation in school decisions: 51%, 38%, 30%, 31%. Percentage of students who feel safe at school: 85%, 73%, 58%, 56%. Percentage of students who agree/strongly agree that the school has an antibullying climate: 80%, 55%, 35%, 26%. Percentage of students who agree/strongly agree that students are treated with respect: 95%, 58%, 40%, 30%. Percentage of students who are happy at school: 80%, 82%, 40%, 41%.|All positive indicators (e.g. safety, caring adults, anti-bullying climate) decline as grade level increases, suggesting younger students feel more supported and safe than older students. The scores regarding the school anti-bullying climate drop sharply from 80% in 5th to just 26% in 8th grade - this is a serious concern for school climate and safety, particularly as older students are counted on to set the tone for younger students. Furthermore, the scores regarding meaningful input are relatively low across all grades. For a district whose motto revolved around the idea that students are active agents in their own education, this is alarming and a call for change.|In general, students' scores decreased as they progressed upward through the grades. As the scores last year had similar movement, It will be interesting to see if this trend continues. It may be more of an indicator of maturity or of awareness of the geo/political climate beyond the school than a growing dissatisfaction with the school itself. In the meantime, staff are working to amplify student voices and allow for more meaningful input into school and classroom decisions. We will continue to implement restorative practices and build upon our positive behavior interventions and supports. We are looking at peer-led initiatives to combat bullying and strengthen adult-student relationships.|Met||2025-06-18|2025
41688820000000|Burlingame Elementary|6|Survey Domains and Indicators School Engagement and Supports This domain measures student connection to school, academic motivation, and institutional support systems. Key indicators include school connectedness, academic motivation, school boredom, caring adult relationships, high expectations from adults, meaningful participation opportunities, facilities upkeep, parental involvement, and social-emotional learning supports. School Safety and Cyberbullying This domain assesses both physical and emotional safety within the school environment, including perceptions of safety at school and during commutes, experiences of physical and verbal aggression, weapon presence, and cyberbullying incidents.  School Disciplinary Environment (measured for 5th grade) This domain evaluates student perceptions of disciplinary policies and practices, including rule clarity, student behavior, fair treatment, and respectful interactions with staff.  Mental Health/Social and Emotional Health This domain examines student emotional well-being, including measures of sadness, wellness, social-emotional distress, hopelessness, suicidal ideation, optimism, and life satisfaction.  Grade-Level Disaggregation Findings Notable Differences Between 5th and 7th Grade: Engagement Trends:  School connectedness drops significantly from 81% (5th) to 62% (7th) Academic motivation decreases from 86% (5th) to 67% (7th) School boredom increases dramatically from 26.5% (5th) to 44% (7th) Meaningful participation drops from 45.5% (5th) to 22% (7th)  Safety and Climate Differences:  Overall safety perceptions decline from 91% feeling safe (5th) to 65% (7th) Cyberbullying increases from 14% (5th) to 30% (7th) Harassment/bullying experiences rise from lower levels in 5th grade to 35% in 7th grade  Mental Health Indicators:  5th grade shows only 10% reporting frequent sadness, while 7th grade shows 17% with chronic sadness/hopelessness 7th grade data includes concerning indicators like 10% considering suicide and 18% experiencing social-emotional distress|The survey data reveals a concerning pattern of declining school climate indicators as students transition from elementary (5th grade) to middle school (7th grade) levels. While 5th graders generally report positive school experiences across most domains, 7th graders show significant decreases in engagement, safety perceptions, and mental health indicators. This suggests the need for targeted interventions during the middle school transition period to maintain positive school climate and student well-being.  The comprehensive nature of this survey instrument provides valuable insights for school improvement planning, particularly highlighting the critical need for enhanced support systems during the elementary-to-middle school transition.|The middle school has implemented comprehensive initiatives to strengthen school connectedness and address educational equity gaps. To foster a more inclusive environment, the school has expanded opportunities through student-led clubs, spirit rallies, parent outreach programs, and student tours that help build community engagement and belonging.  Recognizing the need to support Latinx students, particularly multilingual learners, the District has developed targeted programs in arts and mathematics. In the arts, students are encouraged to participate in instrumental music through both the traditional band program and the newly established Mariachi program, with instruments provided to students who need them. For mathematics support, the District continues to monitor student performance data and plans to expand intervention programs to ensure that all students receive the academic support they need.  The District has also launched an innovative project-based, collaborative STREAM (Science, Technology, Research, Engineering, Art, and Math)  program during intercessions and summer enrichment opportunities. This program is offered at no cost to English Learners, Foster Youth, and Socio-Economically Disadvantaged students, providing hands-on learning experiences that bridge academic subjects with real-world applications. These combined efforts demonstrate the school's commitment to creating an environment where every student can thrive academically and feel genuinely connected to their school community.|Met||2025-06-17|2025
41688900000000|Cabrillo Unified|6|Cabrillo Unified School utilized data from our Healthy Kids Survey (2023-2024) and surveyed a total of 53 elementary students—5th grade, and 544 secondary students—Grades 7,9, & 11. A summary of the 4 Healthy Kids Survey themes are demonstrated below: School Connectedness: 75% Elementary—5th grade; 49% Secondary—Grades 7,9, & 11 Academic Motivation: 89% Elementary—5th grade; 57% Secondary—Grades 7,9, & 11 Caring Adult Relationship: 75% Elementary—5th grade; 53% Secondary—Grades 7,9, & 11 School Perceived as Safe or Very Safe 79% Elementary—5th grade; 57% Secondary—Grades 7,9, & 11  After reviewing and interpreting data, although we have various other strengths, an area of improvement is to support students with feeling safe at school. In order to address this gap, we continue to implement a district-wide social-emotional learning curriculum to address this barrier and a district-wide Positive Behavior Intervention System (PBIS) system of support.  Cabrillo Unified School District will continue to engage in a district-wide adoption of the Multi-Tiered System of Support (MTSS) framework to address the whole child, inclusive of Social, Cultural, and Behavioral supports. This focus has been embedded as a goal in our Local Control Accountability Plan (LCAP), Single Plan for Student Achievement (SPSA), and our district-wide professional development plan. Using our LCAP surveys and professional development surveys, we will engage in a cycle of continuous improvement by analyzing our data to determine if we see improvement using both quantitative and qualitative data around students' social-emotional learning and sense of belonging at school.|Identified Needs: 1. Enhancing School Connectedness: Develop and implement programs to improve students' sense of belonging, especially targeting the secondary grades, which showed the lowest percentages. 2. Strengthening Caring Adult Relationships: Increase efforts to foster caring adult relationships within the school, particularly focusing on the secondary grades, which showed the lowest percentages. 3. Maintaining Academic Motivation: Continue to support academic motivation initiatives, ensuring that the slight gains in some grades are sustained and expanded. 4. Perception of school safety declined slightly in the elementary grades. Focusing on improving this perception can contribute to overall student well-being and academic performance.  Areas of Strength: Increases in School Connectedness, Academic Motivation, and Caring Adults: Despite various challenges, we have seen improvement in  both the elementary and secondary grades, indicating the effectiveness of current academic programs and support systems.  Conclusion: The Healthy Kids Survey data from 2021-22 to 2023-24 has provided valuable insights into the areas of school connectedness, academic motivation, caring adult relationships, and perceived safety. While there are notable areas of strength, such as the improvement in perceived safety and stability in academic motivation, there are also critical needs that must be addressed, particularly in enhancing school connectedness and fostering caring adult relationships. By focusing on these areas, we can create a more supportive and engaging environment for all students, ensuring their academic and social-emotional success.|We are committed to continuously reviewing and refining our plans, policies, and procedures to ensure that our students feel a strong sense of belonging in their school environment. We will enhance our professional development programs to equip teaching staff with the necessary tools to foster positive teacher-student relationships and support students as they transition between grade levels. By effectively addressing areas of need identified through local data analysis and our SST/RTI process, we aim to better support personalized learning plans and implement incentive programs that recognize students' academic progress. These actions will help create a more supportive, engaging, and safe learning environment for all students, ultimately leading to improved academic and social-emotional outcomes.|Met||2025-06-26|2025
41689080000000|Hillsborough City Elementary|6|The HCSD administered the California Healthy Kids Survey to students in 3rd-8th grade in the spring of 2025. The survey results from 5th and 7th grade students will be used for comparison to the most recent time (2024) the survey was administered. HCSD has decided to give the Healthy Kids Survey each year to gather more regular data on school climate and safety. Both grade levels continued to have relatively high participation rates with 79% of 5th graders (15% decrease 2024) and 91% of 7th graders (1% decrease from 2024) participating. Upon further analysis, it was determined that the large decrease in participation from the 5th grade cohort this year is a cohort trend, as we see similar participation rates from the same group when they were in 3rd and 4th grade.   School Connectedness 85% of fifth graders (same as 2024) reported high or moderate levels of school connectedness and 74% of seventh graders (same as 2024) reported high or moderate school connectedness. Disaggregated data for school connectedness is available for three student groups: Asian or Asian American, White, and Multiracial. There was a 5% difference between these three groups for elementary responses (86% Multiracial, 86% Asian or Asian American, and 81% White) and a 5% range for middle school (72% Multiracial, 76% Asian or Asian American, and 77% White). A 5% range in school connectedness based on gender was seen at the middle school (71% Female and 76% Male) and a 7% range at the elementary schools (88% Female and 81% Male). 7th grade students with IEPs reported 86% school connectedness (compared to 74% with no IEP).    School Safety 92% of fifth graders (2% increase from 2024) report feeling safe at school all or most of the time and 81% of seventh graders (3% increase from 2024) report the same. Disaggregated data for school safety is available for three student groups: Asian or Asian American, White, and Multiracial. There was a 4% difference between these three groups for elementary responses (93% Asian or Asian American, 92% Multiracial, and 89% White) and a 2% difference for middle school (82% Asian or Asian American, 83% Multiracial, and 84% White). A 4% difference in perceptions of school safety based on gender was seen at the middle school (79% Female and 83% Male) and 2% at the elementary schools (93% Female and 91% Male). 7th grade students with IEPs reported 85% school safety (compared to 82% with no IEP).|We continue to see growth at the middle school and attribute these increases in school connectedness to increasingly robust SEL programs like the implemention of Character Strong lessons, Camp Crocker kicking off the beginning of school, whole-school assemblies and activities, co-teaching support, and Where Everyone Belongs (WEB) events for incoming 5th grade students. This is in addition to the support of a full-time counselor and a mental health therapist who is on campus regularly. Building Belonging Week and the second year of a new 7th-grade health elective also supported our success. Our elementary schools continue to build on their weekly SEL lessons and have implemented a revised version of Building Belonging Week. We believe that our small class sizes and very small student:staff ratio, along with school social/emotional programs and supports, continue to support the SEL growth of our students.   We believe the implementation of the middle school and elementary school supports listed earlier will also help address perceptions of school safety. All information from the CHKS survey has been shared with school site administrators and is shared by them to their staff. The information gathered from this survey helps to provide a bird's eye view of school climate and culture, but the HCSD is looking at opportunities to gather helpful survey data from additional student groups and identify specific groups of students, or individuals, who may need additional support. The HCSD will administer the CHKS survey again in the spring of 2026 to gather additional comparison data and to monitor the health of our school climate.|HCSD is pleased that any discrepancies between disaggregated data is relatively small and that our students with IEPs in 7th grade report high levels of school connectedness and school safety. However, we are developing plans to continue reviewing disaggregated data from school connectedness and safety survey input alongside academic indicators of success. We plan to include student focus group experiences next year to learn more directly from students about their experiences in our schools, especially where disaggregated data shows a discrepancy that is concerning.|Met||2025-06-17|2025
41689160000000|Jefferson Elementary|6|The Panorama Survey is a survey given once a year to all stakeholders, and then again at the end of the year to the students. The survey provides JESD with feedback from students, staff and parents about curriculum and instruction, communication, social emotional learning, and work satisfaction. This data is used to determine how to best support our students, staff and families. One key area of focus has been on students' sense of belonging. Based on our data collection, 59% of our elementary students feel a strong sense of belonging while only 46% of our middle school students feel that same. In order to increase staff/student connections at our middle schools we have worked to alter our bell schedule to include daily time for student voice and choice through clubs and/or affinity groups. By creating time during the day to establish connections with others around a passion or hobby will help students and staff better identify commonalities|Based on survey results and in-person feedback from students, staff, and families, we are prioritizing stronger relationships between adults and students across the district. At the middle school level, we’ve adjusted the master schedule to include daily time for student voice and choice through enrichment clubs and affinity groups—creating opportunities to build connections around shared interests. Additionally, all staff are receiving training in SEL and UDL to equip both students and adults with the tools to manage emotions, build relationships, and foster meaningful connections|To support students’ SEL growth next year, we will continue working through our Collaborative Teacher Teams to embed SEL competencies into daily instruction using the UDL/SEL crosswalk. This year, middle school administrators and staff participated in four full days focused on revitalizing restorative practices. In 2025–2026, we will continue supporting this cohort while launching a new one to expand our impact.|Met||2025-06-25|2025
41689160112284|California Virtual Academy San Mateo|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-30|2025
41689240000000|Jefferson Union High|6|"Question 1: Caring Adults in School (Average percent of respondents reporting “Pretty much true” or “Very much true"") Grade 9 = 57% Grade 11	= 65%  Breakdown by ethnicity (grade 9) Asian =60% Hispanic = 52% White = 52% Two or More = 65% Multuracial = 56% Something Else = 47%  Breakdown by ethnicity (grade 11) Asian =63% Hispanic = 64% White = 69% Two or More = 75%  -------------------------------------------- Question 2: School Perceived as Safe or Very Safe Grade 9 = 62% Grade 11	= 66%  Breakdown by ethnicity (grade 9) Asian =67% Hispanic = 55% White = 66% Two or More = 64% Something Else = 66%  Breakdown by ethnicity (grade 11) Asian =65% Hispanic = 66% White = 69% Two or More = 66% Something Else = 69%"|"Analysis of the data reveals both strengths and areas for improvement in school climate and student belonging. Overall, students in Grade 11 reported higher levels of positive experiences compared to Grade 9, suggesting that connection and safety may improve as students spend more time in high school.  Caring Adults: Only 57% of 9th graders reported that it was ""pretty much true"" or ""very much true"" that there are caring adults at school, compared to 65% of 11th graders. Disaggregated data shows notable differences across student groups. While Asian students reported relatively higher rates (60%) in Grade 9, Hispanic and White students were both at 52%, and students identifying as ""Something Else"" reported the lowest level of connection (47%). In Grade 11, the gap narrowed, with most groups reporting in the mid-60s or higher, though disparities remain.  Perceived Safety: Perceptions of school safety are relatively stronger, with 62% of 9th graders and 66% of 11th graders reporting they feel safe or very safe. Among 9th graders, Asian and White students reported higher levels of safety (67% and 66%, respectively), while Hispanic students were lower at 55%. These gaps persisted into Grade 11, though the differences lessened somewhat.  Key Learnings:  There is a consistent trend of higher positive responses among 11th graders, suggesting that younger students may need more intentional onboarding and relationship-building when transitioning into high school.  Students from Hispanic and “Something Else” identity groups report lower levels of connection to caring adults in Grade 9, indicating a need for targeted outreach and support for these groups.  While overall perceptions of safety are relatively high, the lower percentages among Hispanic students highlight an opportunity to further examine school climate and ensure all students feel physically and emotionally safe."|Based on the analysis of school climate data and student feedback, the District has identified the need to improve students’ sense of connection to caring adults and feelings of safety, particularly for 9th grade students and for student groups such as Hispanic and “Something Else” identified populations, who consistently reported lower levels of connectedness and safety.  To address these needs, the District has joined the District Redesign Network through the National Equity Project. This partnership supports our commitment to identifying and addressing inequitable systems and practices that impact student experience, with a particular focus on improving outcomes for BIPOC students. As part of this work, we are revising LCAP Goal 1 to explicitly focus on Diversity, Equity, Inclusion, and Belonging. This new emphasis recognizes that improving school climate and relationships is foundational to academic success.  In addition, we are reviewing and adjusting onboarding practices for 9th grade students to improve early relationship building and ease the transition into high school. School sites are being asked to implement more targeted supports such as mentoring programs, advisory periods, linked crew, and student affinity spaces to foster stronger adult-student and peer relationships.  We are also working to improve how we gather and respond to student voice, particularly from underrepresented groups, by expanding student focus groups and disaggregating survey results more consistently at the site level. This will allow school teams to develop responsive action plans tied to their unique student populations.|Met||2025-06-17|2025
41689240127548|Summit Public School: Shasta|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 88% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 92% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 96%"|Summit Shasta believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Shasta take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2025-06-17|2025
41689320000000|Pacifica|6|Pacifica School District collected Panorama survey data as part of the LCAP survey for the 24-25 school year. As part of the survey collection, the following responses were received regarding climate feedback:  Parent responses: 90% favorable Student responses 84% favorable  Parent responses: Race/Ethnicity American Indian or Alaska Native 0% 0 Asian 20% 73 Black or African American 1% 3 Hispanic or Latino 7% 26 Native Hawaiian or Other Pacific Islander 1% 5 White 50% 183 Two or More Races/Ethnicities 16% 60 Other 5% 17 Socioeconomic Status Less than $9,999 3% 11 $10,000-$33,999 2% 8 $40,000-$69,999 9% 32 $70,000-$99,999 10% 35 $100,000-$129,999 13% 45 130,000-$149,999 13% 47 +$160,000 49% 174  Student responses: 3rd grade 13% 120 4th grade 19% 179 5th grade 8% 78 6th grade 19% 181 7th grade 21% 200 8th grade 20% 194 9th grade 0% 0 10th grade 0% 0 11th grade 0% 0 12th grade 0% 1|ased on key findings, parents rate climate higher that students, indicating the need to drill down deeper into student specific need. There is a gap in 5th grade participation, indicating the possibility of providing support in gaining feedback.  The majority of feedback was provided from white families with 50% despite being 39.9% of the district population. Hispanic families provided 7% feedback despite being 26.6% of the district population.  This indicates the need to foster feedback to balance feedback to ensure adequate representation of students and families.|Pacifica School District will focus on increasing community feedback for students, families, and community members in order to represent all community voices.  Feedback sessions include multiple opportunities and methods of feedback with linguistic options, rotating locations, and educational opportunities for participation.|Met||2025-06-18|2025
41689400000000|La Honda-Pescadero Unified|6|"California Healthy Kids Data from Spring 2024 shows growth in school climate indicators from 2022 to 2024. At this writing, only middle school scores are available. More analysis will be conducted when all scores are available. The California Healthy Kids Survey will be given again in 2025-2026.  Indicator                                                                       2022 Agree/Strongly Agree          2024 Agree/Strongly Agree                                  State Average School Connectedness                                                            61%                                             73%                                                                   Not Available Caring Adult Relationships                                                       73%                                             80%                                                                   63% School Safety                                                                            63%                                            82%                                                                   Not Available Low violence                                                                            67%                                              87%                                                                   Not Available No Harassment                                                                        67%                                             87%                                                                    Not Available No Mean Rumors                                                                     52%                                             88%                                                                    Not Available Facilities Upkeep                                                                      63%                                             29%  LHPUSD did not administer the California Healthy Kids Survey in 2025 as it is given every two years. In it's place, the district administered the Leaps Survey to students. The Leaps Survey was developed by Transcend Education and the results were used to develop the Community Schools needs assessment.   In analyzing the data, the strongest agreements were in the domain of social consciousness. 100% of students agreed with the statement that. ""In school, we examine problems in society"" and 72% of students agreed with the statement, ""I have goals in my learning  and choices about how I pursue them.""  The lowest agreements were in the domain of relevance. 50% of students agreed with the statement that, ""In school, what I am learning about matters a lot to me"" and 43% of students agreed with the statement, ""In school I learn about things that I am interested in."""|In the 6th-12th grades, students seek greater relevance in their educational program.|Continued work on the development of Career Technical opportunities will support greater relevance in their educational program.|Met||2025-06-26|2025
41689570000000|Las Lomitas Elementary|6|The district surveyed students in grades 3–8, as well as families and staff, to gather input on school climate. The results of these surveys informed the development of the 2025–2026 LCAP. Survey data indicate that a strong majority of students continue to feel connected to their peers and adults on campus, with 74% of students responding favorably to school connectedness items on the California Healthy Kids Survey (CHKS). In addition, 84% of students reported feeling safe at school.  In response to this feedback, the district will expand opportunities for students, staff, and families to foster stronger relationships and deepen foundational social-emotional learning (SEL) skills that support these connections. To advance this goal, an SEL-focused Wellness Committee—comprising staff and community stakeholders—is being established. This committee will spend the year auditing current SEL practices in K–8 classrooms, identifying potential new curriculum and resources, developing out-of-classroom activities, and proposing a comprehensive districtwide SEL strategy to be implemented in the following academic year.  Additionally, the district continues to include daily homeroom period for middle school students to provide dedicated time for regular SEL instruction and practice, further supporting students' social-emotional development and sense of connection at school.|From the survey data, several key learnings emerged:  School Safety: 84% of our students feel safe at school  School Belonging: 77% of our students feel connected at school  Caring Adults: 79.4% of students feel there is a teacher or other adult on campus who cares about them Overall, these findings suggest a positive environment within the school community, characterized by academic motivation, supportive relationships, and high expectations from both peers and adults. However, there is room for improvement, and this will continue to be a focus in the 2025-2026 LCAP.|Next year, we plan to create a Wellness and SEL Design Team to create a district framework for SEL at each of our school sites to better meet the needs of our students.|Met||2025-06-11|2025
41689650000000|Menlo Park City Elementary|6|Recent survey results show an increase in sense of belonging for 3rd-5th grade students (86% up 7%).  Student groups rated sense of belonging EL-83%, HI, PI, AA-84%, SED-86%, SwD-77%.  Sense of belonging data also increased for 6th-8th grade students (80% up 14%).  Student groups rated sense of belonging EL-65%, HI, PI, AA-73%, SED-70%, SwD-67%.  Recent survey results show an increase in feelings of safety among 3rd–5th grade students (75%, up 5%). Student groups rated safety EL-67%, HI, PI, AA-74%, SED-70%, SwD-68%. Recent survey results show a slight decrease in feelings of safety among 6th-8th grade students (74%, down 4%). Student groups rated safety EL-67%, HI, PI, AA-74%, SED-70%, SwD-68%.|All student groups' sense of belonging increased from last year except ELs which decreased slightly.|Sense of belonging continues to be a focal area in our district.  Specific efforts to address middle school EL students' sense of belonging will be addressed in the district LTEL plan which includes actions around attendance, meaningful curriculum, and developing motivation and engagement with learning.    MPCSD takes school safety seriously.  In the elementary grades, there has been an intentional implementation of Second Step curriculum and continued use of RULER resources to increase self awareness and ability to process and repair relationships. One new promising practice for middle school safety has been the implementation of StopIt reporting system.|Met||2025-06-12|2025
41689730000000|Millbrae Elementary|6|Our LEA administered the Panorama Education Survey in Fall 2024 to students in grades 3–8. The survey measured perceptions across key domains including School Climate, Teacher-Student Relationships, and Sense of Belonging. The results provide valuable insight into how students experience emotional safety, peer and adult relationships, and overall connection to school. School Climate Grades 3–5: 57% favorable  Highest-rated question: “How positive or negative is the mood at your school?” – 82%  Lowest-rated questions:  “How often are people disrespectful to others at your school?” – 36%  “How well do students follow the rules at your school?” – 37%  Grades 6–8: 36% favorable  Highest-rated question: “How positive or negative is the mood at your school?” – 57%  Lowest-rated questions:  “How often are people disrespectful to others at your school?” – 18%  “How well do students follow the rules at your school?” – 14%  This data highlights a clear decline in perceived school climate from elementary to middle school, particularly around peer behavior and rule-following.  Teacher-Student Relationships Grades 3–5: 62% favorable  Highest-rated question: “How respectful are teachers towards you?” – 84%  Lowest-rated questions:  “If you were upset when you came into class, how concerned would your teachers be?” – 43%  “When your teachers ask ‘how are you,’ how often do you feel they really want to know your answer?” – 53%  Grades 6–8: 42% favorable  Highest-rated question: “How respectful are teachers towards you?” – 73%  Lowest-rated questions:  “If you were upset when you came into class, how concerned would your teachers be?” – 21%  “When your teachers ask ‘how are you,’ how often do you feel they really want to know your answer?” – 35%  Although students generally perceive teachers as respectful, results suggest a need for strengthening emotional support and authentic connection, particularly in middle school.  Sense of Belonging Grades 3–5: 63% favorable (near the 70th percentile nationally)  Highest-rated question: “How much support do the adults at school show you?” – 70%  Lowest-rated question: “How much respect do students at school show you?” – 47%  Grades 6–8: 46% favorable (near the 30th percentile nationally)  Highest-rated question: “When you are at school, how much do you feel like you belong?” – 56%  Lowest-rated question: “How much respect do students at school show you?” – 35%  These results show a significant drop in belonging from elementary to middle school, and reinforce the need to strengthen peer culture and emotional connection.|Across all domains, disaggregated data revealed notable differences:  Students with disabilities consistently reported lower favorability across all areas, especially belonging and emotional support. English Learners reported strong relationships with teachers but lower peer respect and belonging scores. Hispanic/Latino students scored similarly to the general population, though slightly lower in perceived peer respect.  Additional Panorama surveys completed by staff and families supported these findings, particularly highlighting a desire for increased consistency in behavior expectations, stronger peer-to-peer culture, and greater support for social-emotional development.|In response to our Panorama findings, the LEA is prioritizing the following changes and initiatives to address areas of need and strengthen the student experience:  1. Strengthening Belonging and Peer Culture New student welcome programs at middle schools will help support transitions and connection for incoming students.  2. Enhancing Emotional Support Systems Expanded SEL curriculum implementation TK–8, with a stronger emphasis on emotional regulation, empathy, and peer relationships. Staff training on trauma-informed practices, authentic check-ins, and how to better recognize and respond to student emotional needs. Increased counseling access, especially at middle schools, where data shows a sharper drop in emotional safety.  3. Focusing on Equity and Inclusion Targeted support for students with disabilities, English Learners- including affinity spaces, inclusive curriculum practices, and training for staff on culturally responsive teaching and anti-bias practices. Panorama data dashboards will be used by site teams to monitor subgroup trends more regularly and inform school-level plans.  4. Improving Consistency in Behavior and Expectations Districtwide rollout of restorative practices to ensure consistent, equitable approaches to student behavior. Creation of school-based culture teams that analyze behavior data alongside Panorama results to adjust strategies throughout the year.  5. Deepening Family and Staff Engagement Integration of Panorama staff data into school improvement plans, with a focus on creating more aligned adult practices across campuses.|Met||2025-06-17|2025
41689810000000|Portola Valley Elementary|6|In addition to academic achievement, the Portola Valley School District (PVSD) is deeply committed to fostering  students’ social-emotional development within a safe and supportive environment. Over the past several years, the  district has prioritized the development of a robust Multi-Tiered System of Supports (MTSS) and, in partnership with  WestEd, has made significant progress in refining consistent, equitable practices across all school sites. These  efforts ensure that all students receive the support they need to thrive academically, socially, and emotionally.  PVSD regularly gathers local climate data through annual End-of-Year Student and Parent/Guardian Surveys. In  2025, students in grades 2–8 reported strong overall satisfaction across key indicators of school climate. Specifically:  97% of students agreed that their school provides a good education.  94% described their school as a safe and caring community.  90% felt appropriately challenged by the instruction provided.  These results reflect a consistent sense of belonging, academic rigor, and emotional safety across student groups,  though further disaggregation by subgroups is planned to deepen understanding and support targeted  improvements.  The 2025 End-of-Year Parent/Guardian Survey also showed highly positive responses:  96% of parents agreed that PVSD provides a safe and positive learning environment.  96% reported satisfaction with their child’s academic achievement.  94% were satisfied with their child’s engagement in school.|Overall, there is a very high degree of satisfaction with Portola Valley School District programs as well as school  climate.  Key themes emerging from parent feedback include strong trust in teacher quality, confidence in district leadership,  and appreciation for PVSD’s academic and wellness programs. This positive feedback supports the district’s ongoing  efforts to promote a safe, inclusive, and high-performing school culture.  PVSD will continue to build on these strengths by disaggregating climate data by student groups, including students  with disabilities, English learners, and those in the VTP program, to ensure that all voices and experiences inform  school climate improvement efforts.|Each year, the Portola Valley School District (PVSD) reviews local data and stakeholder input to guide improvements  including revisions to Goal 2: Wellness, Communication, and Safety in the LCAP. PVSD will continue to refine  communication strategies to better engage underrepresented families and enhance wellness supports through the  MTSS framework. These adjustments reflect PVSD’s commitment to fostering a safe, inclusive, and supportive  environment for all students and families.|Met||2025-06-17|2025
41689990000000|Ravenswood City Elementary|6|This is a locally created survey for students, co-created by school sites and the district which is administered 3 times per year, and designed to be longitudinal over time and across grade spans. This looks at 6 areas of school climate measures including sense of belonging, supportive relationships, school safety, academic engagement, and cultural awareness. The survey results are able to be disaggregated by student disability status/type, home language, English Learner status, race/ethnicity, gender, grade level, and teacher/homeroom. These are all reviewed by our district and site Instructional Leadership Teams (ILTs) to better understand student experience on campus and address school wide, student-group specific, classroom-specific, or districtwide issues and trends. Overall, 75% of students responded positively to questions focused on sense of belonging, which has been a local focus for the last 3 years. There is little to no variation in the disaggregated results for students of different EL status' or gender, from the overall result. Black/African American students were 10 percentage points lower than the school average. In terms of grade level spans, the elementary grades typically have slightly higher positive responses to this question than middle school students. Overall, 76% of students felt safe all or most of the time at school, which has been especially important based on feedback from the middle school. These overall results have been consistent and stable for the past couple of survey administration rounds. There is also interesting variation with 6th graders reporting 9 percentage points lower than the overall average, while 7th grade students reported 7 percentage points above the average. Female students were also 10 percentage points lower than the result for male students. Our very recent newcomer students reported much higher on this category with results of 15 percentage points above the average. Overall, 56% of students said they felt engaged all or most of the time in their classes. This was the lowest overall category result, and all schools are developing goals and actions to address this in the upcoming year. Highlight is that our EL students were 5 percentage points more engaged than the average, and SWD were up at 8 pp more than average. Black/AA students were 13pp less engaged than the average. In terms of grade level spans, the elementary grades have significantly higher positive responses to this question than middle school students.|We have learned that on average our students with disabilities, and our English Learner students are feeling engaged at school, have supportive relationships, and feel a sense of belonging. On average our female students less engaged, less safe, and have fewer supportive relationships than male students. Our elementary schools feel more positively towards school than middle school students. There are still significant racial/ethnic disparities districtwide with regard to school climate, belonging, safety, and educational engagement. There are also significant differences when looking at survey results between school sites and/or between different teachers/homerooms, that allowed our site leadership teams to take action at their schools. This also highlights and identifies how critical specific personnel are towards improving the overall school environment and experience.|"Based on an analysis of the local data, we have made improvements that focus on school safety, student belonging, and developing supportive relationships, and are working towards making additional improvements for the upcoming year. As a district we continue to focus on school safety inside classrooms, hallways, and outside on the playgrounds and school grounds, including providing before and after school supervision. Following the analysis of local survey data, conversations were held with teachers about specific survey results to understand and modify their classroom environments as needed, to better serve our student's needs. Especially at our middle school, there is a focus on celebrating heritage months as community events (Black History Month, AAPI Month), and Costano also held an AAPI Art Night. We have also established a Black Student Union, Poly Club (Polynesian), and other student clubs or associations to provide more opportunities for students to connect with each other. One of our major goals is to improve Tier 1 instruction for all students, across all classrooms, all teachers, and all schools, supported by our coaches and professional development opportunities, in an effort to improve student engagement. Using our initiative ""Universal Tier 2 Time"" (UT2T), we are also focusing on improving Tier 2 instruction, with data driven student groups that are adjusted over the year as needed, based on student specific data. This provides more students with better access to relevant skills and content. Newcomer students and those who need foundational English language support will also be provided with additional assistance to allow for better access and engagement to the classroom content."|Met||2025-06-18|2025
41689990134197|Aspire East Palo Alto Charter|6|Aspire East Palo Alto Charter School administered the Panorama student climate and culture survey in Winter 2025 to students in Grades 3–5, gathering 142 responses. The survey measured student perceptions across four domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. Each domain received an overall favorable score, benchmarked against Aspire-wide averages. While results are not disaggregated by student group, they provide insight into schoolwide trends and highlight key areas for targeted improvement.  The overall results reflect a mixed school climate, with notably low scores in School Climate (41%), School Safety (41%), and Sense of Belonging (48%), all significantly below Aspire’s network averages of 51%, 52%, and 58%, respectively. Teacher-Student Relationships emerged as the highest-rated domain at 66% favorable, though still below the Aspire average of 71%.  In the School Climate domain, students had mixed views about behavioral norms and the school environment. While 59% felt the overall mood was somewhat to very positive, only 21% said peers follow rules “very well” or “extremely well.” Just 34% described the school as “very” or “extremely” clean. Perceptions of fairness were slightly stronger, with 47% rating school rules as fair, pointing to a need for more consistent expectations and accountability.  The School Safety domain revealed serious concerns. Nearly half of students (46%) said disrespect among peers occurred frequently or almost always, and 30% reported that physical fights happened often. Although 75% indicated online bullying was unlikely, 42% said they worry about violence at school at least sometimes. Only 40% felt it was easy to get help from an adult if bullied—suggesting a gap in students’ trust in adult intervention.  Sense of Belonging also showed areas for improvement. While 68% of students said adults offer “a lot” or “a huge amount” of support, only 43% felt understood by others at school, and just 52% said they felt they belonged most or all of the time. Only 30% reported receiving high levels of respect from peers, underscoring challenges in peer-to-peer relationships.  The strongest results were found in the Teacher-Student Relationships domain. A large majority of students (77%) felt their teachers are respectful, and 72% would be excited to have the same teachers again. Over half (56%) said their teachers genuinely care when asking how they are doing—evidence of a trusting, positive adult culture that can serve as a foundation for broader schoolwide improvements.  While disaggregated data was not available, these schoolwide trends likely mirror or amplify the experiences of historically underserved students. Moving forward, school improvement efforts must incorporate equity-centered strategies that strengthen safety, belonging, and consistency in behavior expectations. The strong foundation of adult-student relationships offers a promising entry point for this work.|Based on the Winter 2025 Panorama student climate survey for Aspire East Palo Alto Charter School (Grades 3–5), several key learnings have emerged that highlight both strengths and critical areas for growth. Although the report does not include data disaggregated by student group, the overall patterns offer valuable insight into school climate and likely reflect challenges that disproportionately impact historically underserved students, including English Learners, socioeconomically disadvantaged students, and students of color.  A notable strength is the domain of Teacher-Student Relationships, which received the highest favorable rating at 66%. Most students reported their teachers are respectful (77%), care about how they’re doing (56%), and are concerned when they are upset (57%). Additionally, 72% expressed excitement about having the same teachers again. These results indicate that students experience trust, care, and support from adults—an important foundation for learning.  However, three domains—School Climate (41%), School Safety (41%), and Sense of Belonging (48%)—scored significantly below Aspire network averages and point to areas requiring urgent attention.  In the School Climate domain, only 21% of students felt their peers follow school rules well, and just 34% rated the school as very or extremely clean. While nearly half (47%) felt the rules were fair, this still suggests a need for more consistent enforcement and clearer expectations.  The School Safety results raise concerns about the emotional and physical security of students. A combined 46% said disrespect from peers occurred frequently or almost always, and 30% reported physical fights happened often. While most students (75%) felt online bullying was unlikely, 42% expressed moderate to frequent worry about school violence. Only 40% believed it was easy to get help from an adult if bullied, indicating a lack of trust in adult response systems.  The Sense of Belonging domain revealed further challenges. While adult support was rated relatively high (68%), only 43% of students felt understood by others at school, and just 52% said they felt they belonged most or all of the time. Peer respect was particularly low, with only 30% reporting they receive “a lot” or “a huge amount” of respect from fellow students. These results point to a disconnect between adult care and students’ daily peer interactions and social experiences.  Overall, the data suggest that while students feel positively about their teachers, they continue to face difficulties related to peer behavior, safety, and inclusion. Addressing these concerns will require a coordinated, equity-focused approach—one that builds on strong adult-student relationships while improving behavioral expectations, restorative practices, and systems of support that center student voice and belonging.|Based on the analysis of the Winter 2025 Panorama climate survey results for Aspire East Palo Alto Charter School, the LEA recognizes the need to make several targeted changes to improve school climate, safety, and student belonging. These adjustments to existing plans and procedures are designed to address the specific areas of concern highlighted in the data, particularly around peer behavior, perceptions of physical and emotional safety, and students’ sense of inclusion and respect.  To improve school climate and behavioral consistency, the school will revise its behavior expectations framework with clearer, student-friendly language and visuals accessible to all learners. These expectations will be explicitly taught, modeled, and reinforced across all grade levels. Teachers and staff will receive additional professional development in positive behavior intervention and supports (PBIS), with an emphasis on culturally responsive and proactive strategies.   In response to low scores in school safety—including high reports of peer disrespect, frequent physical altercations, and limited student trust in adult help—the school will increase adult supervision in transitions, recess, and lunch areas by adjusting staff schedules. A new reporting system will be implemented to allow students to confidentially report bullying or safety concerns. Furthermore, all staff will receive refresher training on trauma-informed care and intervention protocols to ensure timely and effective responses when incidents occur.  To address gaps in student belonging and peer respect, the school will launch a peer leadership and mentorship initiative. This program will empower older students to serve as positive role models, lead restorative circles, and support younger peers in building inclusive relationships. In addition, identity-affirming curriculum enhancements and schoolwide events will be integrated into the academic calendar to celebrate cultural diversity and student voice.  Recognizing that teacher-student relationships are a relative strength, the school will build upon this foundation by formalizing regular check-ins between teachers and students and incorporating student-driven feedback tools into classroom routines. This will allow staff to more directly respond to students’ emotional and academic needs while deepening trust and engagement.  All of these changes will be incorporated into the school’s site-level continuous improvement plan, with progress monitored through follow-up Panorama surveys, student focus groups, and behavior/incident data reviews. The LEA is committed to ensuring that every student feels safe, known, and valued, and these revisions represent concrete steps toward that goal.|Met||2025-06-18|2025
41689990135608|KIPP Valiant Community Prep|6|61% of KIPP families have a positive experience with the school.  79% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
41690050000000|Redwood City Elementary|6|School Connectedness Grade 4-5: 74% favorable Asian: 75% Hispanic Latino: 71% White: 77% Two or more races 69%  Grade 6-8: 57% favorable EL students: 61%    Perceived safety at school Grade 4-5: 80% favorable Asian: 80% Hispanic Latino: 78% White: 81% Two or more races 85%  Grade 6-8: 58% favorable EL students: 60%|Elementary students report stronger feelings of connectedness, happiness, and adult support compared to middle school students. Middle school students show declining perceptions of fairness, adult care, and happiness, suggesting a transitional challenge that may need targeted SEL or relationship-building strategies. Safety is generally perceived positively, but with a moderate drop from elementary to middle grades. Engagement and focus in middle school are noticeably weaker, potentially impacting both academic performance and long-term connectedness.|Based on the student survey results, we will focus on improving school connectedness and perceived safety, particularly in the middle grades. Strategies will include increasing opportunities for positive adult-student relationships, enhancing student voice through regular check-ins or feedback sessions, and implementing classroom practices that support fairness and engagement. We will also explore ways to strengthen conflict resolution systems so students feel heard and supported. School sites will review data with their teams and identify targeted actions to address specific needs. Continue the implementation and reinforcement of PBIS across all site and establish consistent and clear expectations for student behavior.  Metric to reduce suspension rates and improve school climate survey results. Rollout of Tier 1 Social Emotional Learning and Behavior framework to provide foundational support for all students, promoting positive behavior and emotional well-being. Thus reducing both chronic absenteeism and suspension rates, increase in SEL competency.|Met|California Healthy Kids Survey of grades 4-8.|2025-06-25|2025
41690050127282|Connect Community Charter|6|Spring 2025 Local Climate Survey Results 76% of MS students say they feel safe at school. 79% of MS students they feel connected to the school. 94% Staff are committed to the school. 94% Staff feel connected to the school. 94% Staff feel the school is safe. 93% Parents feel a sense of belonging and connected. 93% Parents feel the school is committed to a caring environment.|The key findings from educational partner input and local data identified that parents are happy their students are learning English, participate in hands-on activities, individualized attention, and their children are cared for by the staff and teachers. Connect will continue to focus on increasing attendance at DELAC and Community Meetings that will improve seeking input for decision-making.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make individual calls home to encourage more partnerships for student outcomes.  Connect will share with parents how to support children at home especially with literacy.|In order to improve engagement in relation to seeking input for decision-making, Connect will prioritize having the staff make calls home to encourage attendance at DELAC meetings for more opportunities to seek input for decision-making in the school program.  Connect will continue to communicate events.|Met||2025-06-05|2025
41690050132068|KIPP Excelencia Community Preparatory|6|67% of KIPP families have a positive experience with the school. 86% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
41690050132076|Rocketship Redwood City|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 87% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 91% of families and 82% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 86% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
41690130000000|San Bruno Park Elementary|6|Panorama Spring 2025 School Safety Grades 3-5, 62% School Safety Grades 6-8, 57% Sense of Belonging Grades 3-5, 62% Sense of Belonging Grades 6-8, 34% Teacher/Student Relationships Grades 3-5, 63% Teacher/Student Relationships Grades 6-8, 44%|The analysis of the data outlined above reveals key insights into the critical role that social and emotional factors play in students' overall success. It demonstrates a strong correlation between academic performance and social- emotional skills, underscoring the importance of nurturing these competencies to enhance student outcomes. Research consistently shows that students with well-developed social-emotional skills exhibit greater resilience and adaptability—traits essential for navigating life’s challenges. Prioritizing social-emotional well-being aligns with broader educational goals of promoting equity, inclusion, and diversity. It fosters empathy, understanding, and respect within the school community. Input from a diverse range of stakeholders—including parents, teachers, students, and community members—highlights the collaborative effort required to meet these needs effectively. Through commitment to engagement (LCAP Goal 2), SBPSD is taking proactive steps to provide comprehensive student support. These include the addition of deans at the middle school level and counselors at every school site, along with the support of three psychologists and one mental health clinician. This emphasis on holistic support aims to cultivate a nurturing learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and long-term success.|In response to local data analysis and key findings, San Bruno continues to implement significant initiatives to enhance student well-being. Wellness rooms and calming corners are being expanded across school sites, complemented by increased counseling & nurse support at all school sites. A strong focus on community engagement is also being prioritized to foster a more supportive and inclusive environment. To ensure ongoing improvement, robust MTSS systems have been implemented to track progress and identify areas in need of enhancement. These efforts are designed to continuously refine interventions and strengthen student support services, promoting overall well-being and academic success.|Met||2025-06-18|2025
41690210000000|San Carlos Elementary|6|Part 1 of 3: Results of the 2025 California School Health and Learning Surveys given to families, students and teachers/staff can be found in the narrative for Priority 3. The prompts for this section will be used to explain the analysis and associated actions in the Goals of the 2025-26 SCSD LCAP.   Goals 1 and 2 of the 2025- 2026 SCSD LCAP specifically target the social-emotional needs of students, particularly for those students with learning differences:   Goal 1 Succinct Version: Student Focused Prioritize building learner profile skills to spark engagement and build student academic confidence  Goal 2 Succinct Version: Student Focused Meet the academic and social emotional needs of all students so that they can reach their full academic and social potential  Within these goals, specific actions were established to address meaningful participation in school work. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing a new standards based, data driven middle school SEL curriculum (Wayfinder) were identified as high impact actions.   Specific actions were also established to address school climate and sense of belonging. Continued implementation of Positive Behavior Intervention and Support (PBIS), and continued development of the District’s Multi-Tiered System of Support (MTSS) across all schools were again identified as high impact actions. Middle schools are implementing strong Middle School transition programs (Where Everybody Belongs (WEB), and School Ambassadors) to further enhance the student experience entering middle school.  Both middle schools work with their staff to implement restorative practices and other alternatives to negative consequences and suspension.|"Part 2 of 3: Analysis of the 2024-25 SCSD LCAP incorporated feedback from all stakeholders in the development of 2025-26 LCAP Annual Update to continue or augment goals and actions that align directly with the SCSD Strategic Plan and Facilities Master Plan.   A full analysis of LCAP Goals 1 and 2 and effectiveness of related actions can be found in SCSD 2025-26 SCSD Local Control Accountability Plan Annual Update which can be found here:  https://4.files.edl.io/14ca/06/17/25/165543-d88f4b88-f97a-4c12-8e77-ab79817f464b.pdf  Reflections: Annual Performance Section: Pages 6-17  Goal 1 Metrics and Goal Analysis Section (Metric 1.8): Pages 41-42   Goal 2  Metrics Goal Analysis Section (Metrics 2.7 and 2.9): Pages 51-52  In addition, the SCSD Strategic Plan emphasizes the development of the whole child and preparing students by arming them with durable ""future ready"" skills that would be useful regardless of the situation or career path of that student's choice. There was significant stakeholder engagement around the Strategic Plan during the 2022-23 school year, and engagement during the 2023-24 and  2024-25 school year remained enthusiastic about the plan's ambitions for students in SCSD and their ability to: • Reach their highest academic, social, emotional, intellectual, and physical potential; • Become Curious Problem Solvers, Self-Aware learners, and kind citizens; and • Develop into empathic citizens and leaders who are responsible stewards of their world and care about equity and justice, both locally and worldwide.  The SCSD Learner Profile is the heart of the Strategic Plan. In the visual of the Learner Profile, the learner is surrounded by concentric circles of ""The Educator,"" ""The School,"" and ""The Community."" Each of these circles has an assigned goal in the SCSD LCAP. Goals 1 and 2 relate directly to the Learner, Goal 3 is related to the Educator, Goal 4 is related to the School, and Goal 5 is related to the Community.  . The Learner Profile is a dynamic framework that outlines the attributes and skills that every student will develop throughout their educational journey with SCSD. Going beyond traditional academics, the Profile of a Learner emphasizes critical thinking, creativity, adaptability, and collaboration, equipping students with the tools they need to thrive in an ever-changing world. The educator-developed Continuum of Learning aligned to the SCSD Profile of a Learner was piloted by teachers in 2024-25, and we envision that it will be used district-wide in some format by the close of this LCAP in 2027."|The Learner Profile is a dynamic framework that outlines the attributes and skills that every student will develop throughout their educational journey with SCSD. Going beyond traditional academics, the Profile of a Learner emphasizes critical thinking, creativity, adaptability, and collaboration, equipping students with the tools they need to thrive in an ever-changing world. The educator-developed Continuum of Learning aligned to the SCSD Profile of a Learner was piloted by teachers in 2024-25, and we envision that it will be used district-wide in some format by the close of this LCAP in 2027. This tool, along with the annual CHKS survey will provide the district with even more data to monitor progress and mental health of all students, in order to augment or develop appropriate actions.|Met||2025-06-12|2025
41690216112213|San Carlos Charter Learning Center|6|The local climate survey data, drawn from the Renaissance Fundamentals survey administered multiple times across the academic year, captures the perspectives of students from San Carlos Charter Learning Center across several factors related to their educational experience. This data, collected from K-8 grade cohorts, provides a detailed picture of students' attitudes towards school, learning, and their overall well-being. The survey covers a variety of factors such as feelings about school, perceived learning capability, self-regard as a learner, preparedness for learning, attitudes to teachers, general work ethic, confidence in learning, attitudes to attendance, and response to curriculum demands.|"# PASS Data Analysis: Key Learnings and Findings  ## Areas of Strength  Our comprehensive PASS assessment across all grade bands (K-2: n=123, 3-5: n=129, 6-8: n=117) confirms that San Carlos Charter Learning Center students demonstrate consistently high satisfaction with their school experience. All measured factors show high satisfaction levels (31st percentile or above), validating our positive school culture and supportive learning environment. Most notably, students' feelings about school **improve with age** - from 34.8th percentile in K-2 to 64.3rd percentile in grades 6-8 - indicating our school successfully enhances student engagement through developmental transitions.  Grades 3-5 represent our ""confidence sweet spot"" where student self-regard peaks at 64.4th percentile, demonstrating effective middle elementary programming. Additionally, students across all grades show strong preparedness for learning (54-63rd percentiles), indicating successful development of essential study skills and emotional regulation.  ## Identified Needs and Targeted Interventions  With expanded middle school data (n=117), students demonstrate strong satisfaction across all nine factors, with scores ranging from 45.2nd to 66.4th percentiles. While Response to Curriculum Demands represents our lowest factor at 45.2nd percentile, it remains within high satisfaction ranges rather than the concerning levels initially observed with smaller samples. This suggests our middle school programming effectively maintains student engagement through adolescent development.  The declining trends noted across some factors warrant continued monitoring to maintain our positive trajectory, though students consistently demonstrate high overall satisfaction with their educational experience.  ## Disaggregated Data Insights  Gender analysis reveals remarkable developmental patterns supporting our inclusive environment. **Middle school girls consistently outperform boys** across most factors, with particularly strong feelings about school (62.4th vs. 57.4th percentile). This continues positive trends observed in elementary years, suggesting our school environment especially supports female students' academic confidence and belonging.  Grades 3-5 serve as the peak confidence period for both genders, with exceptional self-regard scores (boys: 66.3rd, girls: 73.1st percentiles). Most significantly, comprehensive middle school data confirms our school successfully maintains high student satisfaction throughout K-8, with middle schoolers showing the highest confidence in learning (66.4th percentile) of any measured factor - demonstrating effective support through challenging adolescent developmental stages."|"Continuous Improvement Actions Based on PASS Data Analysis Following analysis of our comprehensive PASS data (n=369 students K-8), San Carlos Charter Learning Center will implement targeted refinements to maintain our strong foundation of student satisfaction while addressing identified growth areas. Curriculum Engagement Enhancement: It's important to note that this data was collected at a busy end of year, however the staff have noted wanting to engage in more interdisciplinary project based learning activities as we have moved away from that practice in the middle school. Projects tend to be siloed in subject matter courses.   Sustaining Elementary Strengths: Given that grades 3-5 represent our ""confidence sweet spot"" (64.4th percentile self-regard), we will: * Document and replicate successful 3-5 grade practices across other grade levels * Maintain current social-emotional learning programming that supports peak confidence development * Continue teacher collaboration structures that have proven effective  Data-Driven Monitoring: We will continue a systematic review of our PASS data, which is conducted at least twice a year across grade levels."|Met|Celebrating Middle School Excellence: A Testament to Our Inclusive Community Our PASS data reveals remarkable success in our middle school program, particularly noteworthy given our increasing enrollment of students new to San Carlos Charter. Middle schoo|2025-06-09|2025
41690390000000|San Mateo-Foster City|6|"Students in grades 3rd through 8th grade participated in the California Healthy Kids Survey (CHKS), and the results were reported to site leadership and schools. In order to focus efforts and align priorities with the district’s Local Control Accountability Plan, key findings are as follows:   Feel Connected to School:  average percent of students rating Strongly Agree/Agree  Grade--2021-22--2022-23--2023-24--2024-25 3rd             78             76                75             78 4th             79             77                76             78 5th             79             75                76             78 6th             60            60                63             66 7th             51             51                56             56 8th             51             51                52             53  Caring Adults in School:  average percent of students rating Strongly Agree/Agree  Grade--2021-22--2022-23--2023-24--2024-25 3rd             74             76                74             76 4th             76             75                70             74 5th             73             73                72             74 6th             72            69                72             74 7th             57             64                61             65 8th             65             58                63             64  Chronic Sadness/Considered Suicide:  percent of students saying ""Yes""  Grade--2021-22--2022-23--2023-24--2024-25 6th           20/9         20/9            21/9           15/9 7th           37/17        25/13          22/10         21/11 8th           32/16       29/13          26/11         24/10  Key Learnings:  --Elementary students (Grades 3–5) continue to report high levels of school connectedness and presence of caring adults, with percentages remaining consistently in the mid-to-high 70s. This suggests continued success in fostering a supportive environment at the elementary level. --Middle school connectedness shows incremental progress, especially in 6th grade, which increased from 60% in 2022–23 to 66% in 2024–25. However, connectedness still drops notably from 5th to 6th grade and stagnates in 7th and 8th. --Caring adult data for middle school shows some encouraging signs: 7th grade jumped from 57% (2021–22) to 65% (2024–25), and 8th grade has slowly recovered from a dip in 2022–23 to reach 64%. --Chronic sadness rates decreased across all middle school grades, with the most notable drop in 6th grade (from 21% to 15%). This may indicate early success from investments in student mental health support. --Suicidal ideation remains relatively stable, which, although not worsening, signals a continued need for proactive mental health supports. --The most significant gap persists between elementary and middle school experiences, with middle schoolers consistently reporting lower levels of connectedness and adult support, and higher levels of sadness."|The data continues to reveal a tale of two experiences: elementary versus middle school. While students in grades 3–5 report high levels of connection and adult support, middle school students face more challenges. Despite recent improvements and SMFCD investments in mental health support, there remains a sharp decline in the perception of connectedness and presence of caring adults as students transition into 6th grade and beyond. These gaps are most pronounced in school connectedness, where 8th grade sits at just 53% compared to 78% in 3rd.  The data also suggests that while social-emotional support systems may be beginning to make a positive impact (evidenced by lower rates of chronic sadness), challenges remain for students at the middle level, particularly for students who identify as LGBTQ+ and other vulnerable groups. The data reinforces the need for consistent, developmentally appropriate strategies to sustain student wellness, connection, and trust throughout their academic journey.|In response to these data findings, the District remains committed to the multi-year strategies outlined in Goal 3 of the 2022–2027 Strategic Plan and Local Control Accountability Plan (LCAP). To directly address student wellness and school climate: --Additional counselors and social workers have been strategically assigned to school sites, focusing on middle schools where data indicates the greatest need. --The District will continue expanding the Restorative Practices Teacher on Special Assignment (ToSA) model, ensuring there is a trained adult fostering connection, resolving conflict, and promoting inclusivity on every middle school campus. --The CHKS data is being shared with school leadership teams to inform site-based wellness goals and refine implementation of SEL curriculum, advisory programs, and trauma-informed practices. --To support marginalized student populations, the District is sustaining efforts to create LGBTQ+ inclusive environments, including professional development with the Human Rights Campaign’s Welcoming Schools model and bias-based bullying prevention. The District will also continue to convene its LGBTQ+ Task Force to provide multi-stakeholder input, direction, and advocacy.  --The District will also expand professional development offerings for certificated staff to build foundational knowledge in student wellness practices, community-building, and inclusion—ensuring all students experience caring adults and feel seen, supported, and safe. Our five community schools are already leading the way in offering wrap-around services, parent empowerment opportunities, and student enrichment programming after-school to create truly inclusive and warm school environments for all.  --Additionally, the District is exploring transition support initiatives for 5th to 6th grade, such as peer mentorships, orientation programs, and early intervention supports to combat the drop in connectedness. These actions are grounded in continuous improvement, data-driven reflection, and the belief that every student—especially those in the critical middle school years—deserves to thrive in a nurturing, connected, and emotionally safe learning environment.|Met||2025-06-26|2025
41690470000000|San Mateo Union High|6|The San Mateo Union High School District (SMUHSD) utilizes the Panorama Student Survey to gather valuable insights into school climate, engagement, inclusion, and relationships. The Winter 2025 survey, administered to students across all 10 schools between January 21 and February 7, had a 77.2% response rate. Data was disaggregated by race/ethnicity, grade level, and special populations, including multilingual learners and students with IEPs, allowing for a more nuanced understanding of student experiences across the district.  Strengths and Areas of Progress Students reported meaningful improvements in areas related to school climate and inclusivity. 	•	Diversity and Inclusion: 75% of students responded favorably—an increase from 74% in 2024. Notably, 81% felt that adults treat people from different backgrounds fairly. 	•	Cultural Awareness: 59% of students said teachers encourage learning about different cultures (up from 53%), and 50% felt confident discussing race-related issues with peers, up from 42% in 2024. 	•	Response to Hate Speech: Awareness of school policies on bias and discrimination increased to 75% (from 70%), and 74% of students reported that adults respond appropriately to hate-motivated speech. 	•	Teacher-Student Relationships: 92% of students said their teachers are respectful, and 72% reported having at least one trusted adult on campus for support.  Identified Areas for Improvement Despite these gains, the data also highlights key areas needing continued attention: 	•	Sense of Belonging: While 59% of students felt they belonged at school (up from 52% in 2024), only 32% felt connected to the adults at school. Disaggregated data shows lower belonging rates among Pacific Islander (51%) and confidentiality-protected groups (41%). 	•	Student Engagement: Only 27% of students reported being engaged in their classes. Just 21% were excited to attend class and 24% were eager to participate—figures that were notably lower among Filipino (18%) and confidential subgroups (8%). 	•	Inclusive Dialogue: While 76% of students felt comfortable expressing their views on controversial topics, nearly one in four reported self-censoring or feeling pressure to avoid such discussions. These were newly introduced questions and indicate a need for further support in creating open classroom environments.  SMUHSD will continue to use these findings to inform site and district-level planning, with a particular focus on improving engagement, fostering a deeper sense of belonging for all students, and supporting staff in creating inclusive, culturally responsive environments. This data-driven approach is central to the district’s ongoing equity and climate improvement work.|Analysis of the Winter 2025 Panorama Student Survey data has helped the San Mateo Union High School District (SMUHSD) identify both key strengths and areas of need related to school climate, relationships, inclusion, and engagement. The survey, which achieved a 77.2% response rate across all 10 schools, included disaggregated data by race/ethnicity, grade level, and special populations, providing insight into student experiences across diverse groups.  Areas of Strength: One of the most consistent strengths across the district is the quality of teacher-student relationships. Ninety-two percent of students reported that their teachers are respectful—up from 90% in 2024—and 72% said they have at least one adult on campus they trust. These results were generally favorable across student groups, with Pacific Islander and White students reporting the highest levels of adult connection.  Students also reported improved cultural awareness and inclusion. Seventy-five percent of students responded favorably about school efforts to respect diversity, and 81% felt that adults treat students from all backgrounds fairly. Additionally, student confidence in having race-related conversations increased to 50% (from 42% in 2024), and 59% said teachers encourage learning about different cultures.  Awareness and perceptions of how schools respond to hate speech and bias incidents also improved. Seventy-five percent of students said they were aware of anti-bias policies, and 74% reported that adults respond to hate-motivated incidents in a way that makes them feel safe—a 9-point gain over the previous year, and the highest year-over-year improvement across any survey area.  Identified Needs: Despite this progress, several important areas for growth remain. A primary concern is student sense of belonging, with only 59% of students saying they feel like they belong at school. This figure was significantly lower for Pacific Islander (51%), Latino (54%), and confidentiality-protected students (41%).  Student engagement remains a critical area for improvement. Just 21% of students said they were excited about attending class, and only 24% reported being eager to participate. Engagement rates were particularly low among Filipino (18%) and confidentiality-protected students (8%).  Adult-student connection beyond the classroom also showed room for growth, with only 32% of students feeling connected to adults on campus. This was especially low among Pacific Islander (26%) and confidentiality-protected students (17%).  Additionally, although 76% of students felt comfortable expressing their views on controversial topics, responses to new survey questions revealed that many students feel pressure to self-censor, indicating a need to further cultivate inclusive, open classroom environments.  SMUHSD will continue to use these disaggregated insights to inform targeted supports, strengthen adult-student relationships, and expand its work toward humanizing pedagogy.|Based on analysis of the Winter 2025 Panorama Student Survey data, the San Mateo Union High School District (SMUHSD) is implementing several key changes to improve student engagement, belonging, and adult-student connection—areas identified as persistent needs across student groups.  1. Increasing Student Engagement and Instructional Relevance With only 21% of students reporting excitement about class and 24% eager to participate, SMUHSD will expand professional development focused on student-centered and culturally responsive instructional practices. Schools will receive support in identifying engagement strategies, particularly for student groups with the lowest engagement—such as Filipino and confidentiality-protected students. Efforts will also include gathering student voice to inform course offerings and enrichment opportunities that reflect their interests and identities ?.  2. Strengthening Adult-Student Relationships and Connection Although 72% of students report having a trusted adult on campus, only 32% feel a broader sense of connection with school adults. This figure is significantly lower for Pacific Islander (26%) and confidentiality-protected students (17%). In response, the district will expand advisory and mentorship structures across sites and provide schools with disaggregated data to target relationship-building efforts toward students who report low belonging or support ?.  3. Promoting Inclusive and Safe Learning Environments While there have been gains in cultural awareness and discussions of race, some students reported pressure to self-censor in class. SMUHSD will support teachers in facilitating open, respectful classroom discussions and expand professional learning on inclusive dialogue. A district-level equity team will help align practices across sites to ensure consistency in how inclusive classroom culture is fostered.  4. Embedding Panorama Data into Site Planning and Accountability Site leaders will be required to incorporate Panorama survey findings into their annual school plans, with a focus on groups experiencing the lowest levels of connection, engagement, or belonging. Each school will monitor progress and meet with district leadership to reflect and refine their strategies.  5. Improving Communication and Feedback Loops To increase transparency and student trust, the district will create student- and family-friendly reports summarizing key survey findings and action steps. Additionally, SMUHSD will pilot student advisory panels at select schools to co-design responses to the data and improve ongoing feedback opportunities.  These revisions reflect SMUHSD’s commitment to using local data for continuous improvement, ensuring every student feels seen, supported, and engaged in their school community.|Met||2025-06-26|2025
41690470129759|Design Tech High|6|We asked students if they felt a sense of belonging at school.  On a 5 point scale with 5 being the highest score the average score was 3.38, which is an improvement from the previous year.|The emphasis on building more connection around our mission and doing more work with the 9th grade class has been productive as 9th graders increased from 3.3 to 3.5|We want to overall score to be higher overall so we are going to implement the plan created by the DEIB committee.|Met||2025-06-11|2025
41690620000000|Sequoia Union High|6|California Healthy Kids Survey By Grade Level (%): 2023–2024 vs. 2024–2025 School Engagement & Supports   Indicator                          Gr 9 (23–24 / 24–25)   Gr 11 (23–24 / 24–25)   NT (23–24 / 24–25)     School connectedness (In-School)   63% / 64%              64% / 68%               60% / 55%              Academic motivation                65% / 66%              66% / 66%               69% / 65%              School is really boring            39% / 39%              32% / 34%               32% / 42%              School is a waste of time          11% / 10%              8% / 8%                 7% / 9%                Monthly absences (3+ days)         14% / 16%              16% / 16%               38% / 35%              Focus on schoolwork                30% / 39%              27% / 46  School Safety & Cyberbullying   Indicator                   Gr 9 (23–24 / 24–25)   Gr 11 (23–24 / 24–25)   NT (23–24 / 24–25)     School feels safe           69% / 72%              73% / 78%               71% / 70%              Harassment or bullying      24% / 22%              19% / 16%               8% / 5%                Rumors or lies spread       23% / 21%              21% / 18%               15% / 13%              Afraid of being beaten up   12% / 10%              7% / 6%                 3% / 4%                Been in a physical fight    5% / 4%                2% / 4%                 7% / 5%                Seen weapon on campus       7% / 5%                6% / 4%                 7% / 5%                Cyberbullying               18% / 17%              16% / 13%               13% / 11%             School Connectedness by Race/Ethnicity (In-School Only)   Race/Ethnicity                     Gr 9 (23–24 / 24–25)   Gr 11 (23–24 / 24–25)     Asian                              68% / 71%              68% / 77%                 Black/African American             52% / 50%              35% / 66%                 Hispanic/Latinx                    55% / 57%              58% / 62%                 Native Hawaiian/Pacific Islander   49% / 43%              — / 48%                   White                              69% / 70%              69% / 74%                 Multiracial                        69% / 70%              68% / 66%                Perceived Safety by Race/Ethnicity   Race/Ethnicity           Gr 9 (23–24 / 24–25)   Gr 11 (23–24 / 24–25)     Asian                    71% / 76%              75% / 83%                 Black/African American   46% / 90%              50% / 83%                 Hispanic/Latinx          68% / 69%              69% / 76%                 White                    70% / 75%              79% / 81%                 Multiracial              71% / 72%              72% / 76%|Analysis of the California Healthy Kids Survey (CHKS) data reveals several important insights into students’ perceptions of school climate, engagement, and safety. These findings highlight both areas of strength and areas needing targeted support, particularly when disaggregated by student group and educational setting.  Areas of Strength: Improved Perceptions of Safety- Students across grade levels reported feeling safer at school in 2024–2025 compared to the prior year. Notably, African American and Asian students in both grades 9 and 11 showed substantial increases in perceived safety. Ninth grade African American students improved from 46% to 90%.  Increased Focus and Engagement- There was a notable rise in students’ ability to maintain focus on schoolwork, especially in grade 11 (from 27% to 46%). Academic motivation remained stable or slightly improved across traditional grade levels. Positive Adult Relationships and High Expectations- Perceptions of caring adult relationships and high expectations increased slightly in grades 9 and 11. These relationships are critical in supporting student engagement and well-being.  Identified Needs: Declining Connectedness in Non-Traditional Settings- Students in continuation and alternative settings reported significant declines in connectedness (60% to 55%), academic motivation, meaningful participation, and caring adult relationships. These patterns point to a need for intentional efforts to foster belonging and re-engage students in these environments.  Equity Gaps in Connectedness- While most student groups showed gains in connectedness, Native Hawaiian or Pacific Islander students saw declines, particularly in grade 9 (49% to 43%). African American students in grade 9 also experienced a slight drop (52% to 50%), signaling the need for continued equity-focused interventions in earlier grades.  These findings emphasize the importance of sustaining school safety improvements while addressing disparities in school connectedness and engagement, particularly for students in alternative settings and specific racial/ethnic groups. The data suggest a need for targeted, culturally responsive strategies to promote belonging and academic support for underrepresented and historically marginalized student populations.|Summary of Recommended Changes for Continuous Improvement: These are the most current CHKS results, and the District will continue to use the latest available data to guide decision-making. As reported in previous years, perceptions of school safety and connectedness have historically been lower among African American, Latinx, and Native Hawaiian/Pacific Islander student groups. In response, the District previously committed to conducting a root cause analysis and developing a system of engagement and inclusivity to improve student experiences in these areas.  Building on our foundation and informed by the 2024–2025 data, the District will implement the following changes to our existing plans:  Deepen Support in Alternative Settings Declines in connectedness and engagement among continuation school students will be addressed through mentorship, advisory supports, and expanded opportunities for meaningful student participation.  Advance Equity-Based Practices While gains were observed for some groups—most notably African American students in Grade 11—equity gaps persist. The District will implement culturally responsive restorative practices, strengthen equitable student voice spaces, and provide staff training focused on inclusion and belonging.  Maintain Progress in School Safety Continued gains in perceived safety will be sustained through student voice activities and data analysis, continued safety best practices, and regular monitoring of safety perceptions disaggregated by subgroup.  Increase Family and Community Engagement The District will expand efforts to engage families, especially those from underrepresented communities, through inclusive outreach and involvement in climate improvement planning.  These goals and strategies will be reviewed and tracked for measurable improvement. The District remains committed to using multiple sources of data to inform inclusive practices and ensure equitable outcomes for all students.|Met||2025-06-18|2025
41690620112722|Summit Preparatory Charter High|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 90% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 93% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 95%"|Summit Prep believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Prep take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Consistently year over year, results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.  Additionally, we have a mentor group leadership team that represents 1-2 students from each mentor group at the school that meets directly with the Executive Director at least 3x a month. This allows a structure for students to have access to share improvement ideas, how school is experienced, and feel empowerment over school culture and instruction.|Met||2025-06-17|2025
41690620119503|Everest Public High|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 82% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 89% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 87%"|Everest believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Everest take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2025-06-17|2025
41690620126722|East Palo Alto Academy|6|According to the annual Student Survey: 56% of students responded favorably when asked about school belonging, up 21% from last year. 56% of students responded favorably when asked about school climate, up 25% from last year. 29% of students responded favorably when asked about student engagement, which stayed the same from last year. 60% of students responded favorably when asked about safety, up 3% from last year. The area that made the most dramatic improvement was in the area of culture-finding school to be a nurturing and learning environment where it improved by  25%. It is important to note that this year we saw an increase in all areas where we had been seeing a decline each year.  The area  where we need to improve is: The number of students that take the survey as we saw a huge drop from 84% (229/274) to 51%( 139/273) students that took the survey showing a 33% decline in participation.|While we are making small incremental growth in the right direction,  we need to remember what we were capable of before the pandemic.  When speaking to students we find that the questions related to school climate and school safety are still something that isn't clear to all students.  It is clear that students feel that there are various supportive relationships on campus, but for reasons that are still under investigation, students are not associating strong supportive relationships with the measures for school climate and school safety.|One of the most important additions we've done to help with our climate and a sense of belonging was the  creation of Road to Legendary in the 2023-2024 school year.  This is  when the local community based organizations take over the school for 80 minutes, once a month. This has allowed students to meet other students who share the same interests, be in music production, swimming, college and career readiness, painting, guitar, sports, DIY, cosmetology, community service, STEAM, and cooking - to name some of the offerings.  For the 2025-26 school year we hope to be adding more options.   We will also change our contract with PCRC to have more reliable restorative justice conferences and mediations as well as support on campus more days a week.    We are also anticipating some significant changes to school culture as we transition our leadership class to a club. In addition we will have a change in leadership with a new principal that will bring  her own characteristics to the role of supporting a safe and welcoming school.|Met||2025-06-18|2025
41690620139915|KIPP Esperanza High|6|68% of KIPP families have a positive experience with the school. 82% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
41690700000000|South San Francisco Unified|6|SSFUSD administers the California Healthy Kids Survey to students in grades 5, 7, 9, and 11 every other year, as well as to staff and parents. For the 24-25 school year, CHKS results show that:  85% of elementary students / 65% of secondary students agree they have at least one trusted adult on campus they could turn to 85% of elementary students / 60% of secondary students agree that all students are treated fairly 24% of elementary students / 22% of secondary  students agree that they have a say in school policies, programs, and activities 78% of elementary students / 60% of secondary  students reported they know where to go for mental health supports and resources  In an end of year counseling and school climate survey, SSFUSD secondary students indicated positive feedback about the school environment and supports available:  75% of students reported they feel all students are treated fairly on campus with matters related to school policies including attendance and discipline 87% of students indicated they know where to go for mental health supports and resources 90% of students feel supported by their counselor when they go to their counselor for guidance|Our educational partners have indicated a few key areas that SSFUSD needs to address: -Safe, inclusive learning environments - input/feedback indicate this is an area of need as students feel that sometimes they are not treated fairly in regards to school policies; they do not feel that all students are welcomed and included as part of campus culture and in classrooms. Students report that while many of them do feel they have at least one trusted adult on campus, many have shared through anecdotal feedback in surveys or through focus group sessions that there are strategies, words, or actions adults could implement to make students feel more welcome and included in classrooms and on campus. This has made us re-evaluate discipline and instructionall practices and focus more on providing restorative practices at our school sites. -Students are reporting increased mental health needs following the pandemic which in turn has resulted in SSFUSD increasing our mental health supports for our students/families. SSFUSD has 6 Wellness Counselors at our secondary schools and we will be adding Elementary Wellness Counselors at 4 Title 1 schools for the 25-26 school year. -SSFUSD continues to partner with Daybreak to provide telehealth therapy for our students in grades K - 12 which is free to our students/families up to 12 sessions, along with parent and family education webinars led by professional mental health clinicians.|Throughout the engagement process with staff as part of the math pilot, feedback from staff was clear in the request for more targeted, intentional, and frequent professional learning opportunities directly aligned to the curriculum and instructional shifts we are moving toward as a district. Site leaders also advocated for a more coherent, focused approach to professional learning and use of district and site collaboration and professional development days, aligned to curriculum and District priorities. This feedback was also a recurring theme in staff focus groups held in Spring 2025 on Strategic Plan implementation. Staff, student, and parent/family feedback through District LCAP/Strategic Plan survey, focus groups, and other district groups were used to identify key themes for the next school year, focusing on academic discourse, math and science instruction, and student belonging and wellbeing.|Met||2025-06-26|2025
41690880000000|Woodside Elementary|6|A student survey was not administered during the 2023-2024 school year. The California Healthy Kids Survey will be administered in the 2024-2025 school year.|NA|NA|Met||2025-06-12|2025
42104210000000|Santa Barbara County Office of Education|6|The California Healthy Kids Survey (CHKS) was administered to JCCS students in grades 7–12 in December 2025, with a 97% participation rate. Due to our small size with a total of 34 students completing the survey, we are unable to report out on student groups. However, the survey still provides valuable insight into school conditions and student perceptions of safety, support, and engagement.  In addition to the CHKS, JCCS collects input through locally developed annual parent surveys, created in collaboration with the JCCS Leadership Team and School Site Council. These surveys are designed to gather feedback specifically aligned to the needs of our at-promise youth and their families. The results are reviewed and analyzed by both the Leadership Team and the School Site Council and are summarized in the Local Control Accountability Plan (LCAP). These findings directly inform local decision-making related to school climate, student support services, and program design.  Although disaggregated student group data is limited due to our small population, JCCS remains committed to gathering climate data that is relevant, actionable, and reflective of the unique experiences of our students and families.|The analysis of the CHKS results revealed several key learnings regarding student perceptions of school climate and relationships with staff; 50% of students reported feeling safe at school, 45% indicated they have caring relationships with adults on campus, and 67% of students stated that school staff treat them fairly. These findings reflect both progress and areas for continued focus.  A key strength identified through the data is the development of positive adult-student relationships. Given that most JCCS students have experienced significant trauma, the fact that nearly half report having a caring adult on campus is a major success. Research consistently shows that having at least one trusted adult is a protective factor for youth facing adversity, and our data reinforces that these relationships are being formed and are having a meaningful impact.  However, the results also highlight a need to improve students’ overall sense of safety on campus. With only 50% reporting that they feel safe at school, JCCS recognizes the importance of strengthening safety strategies—both physical and emotional—to foster an environment where all students feel secure, supported, and ready to learn.  Overall, the survey results confirm the importance of our trauma-informed approach and reinforce our commitment to building trust, fairness, and connection as central components of our school culture.|In response to concerning data on student drug use from the CHKS, specifically that 41% of students reported being drunk or high at school, 34% reported current alcohol or drug use, 41% reported current vape use, and 68% expressed a lack of optimism about their future, JCCS has identified several critical actions to address student well-being and support long-term improvement.  To meet these needs, JCCS has prioritized expanding mental health and substance use support. A full-time School-Based Therapist (SBT) from Family Service Agency and a full-time Substance Use Disorder (SUD) Counselor from the Council on Alcoholism and Drug Abuse (CADA) are available on campus. These professionals provide individual counseling, group therapy, and early intervention services to students who are at heightened risk due to trauma, substance use, or co-occurring behavioral health needs.  In addition to increased therapeutic services, JCCS has responded to student safety concerns with only 50% of students reporting feeling safe at school by hiring security staff at the Community School. This decision was made to ensure a safer and more structured environment, particularly given student reports of feeling unsafe or engaging in risky behaviors on campus. Security personnel are trained to support positive school climate efforts while helping to prevent and de-escalate incidents, contributing to an overall sense of safety and well-being.  JCCS also invested in staff capacity-building during the 2024–25 school year. Teachers and teaching assistants participated in professional development focused on mental health awareness, Positive Behavioral Interventions and Supports (PBIS), Restorative Approaches, and Crisis Prevention & Intervention (CPI). These trainings equip staff with strategies to better support students, manage crises, and foster strong, trusting relationships.  These actions reflect JCCS’s commitment to continuous improvement, trauma-informed care, and creating a safe, supportive learning environment where all students can thrive.|Met||2025-06-18|2025
42691040000000|Ballard Elementary|6|Ballard School uses a local climate survey for all students, parents and staff. There are no specific student groups that are statistically significant to be able to disaggregate the data by student groups. We have the data disaggregated by grade level. On the student survey, 98% of the students report feeling connected to and cared for at school. As well, we have more than 60% of our students who participate in afterschool activities, which shows students wanting to invest their time in additional school activities. On school spirit days, we often have 100% participation. When meeting with the student leadership group during the LCAP input process, students reported their most favorite school activity was Big and Little Buddies, which is cross grade-level activities, which shows students feeling connected with each other across grade levels.|Key learnings from the local climate survey data and other forms of student input, show that Ballard School is a happy place to be. Students feel safe, connected and cared for, want to spend their extra time here participating in after school activities, and value the opportunity to work with their cross grade-level peers. One area of need that was identified in the student survey is students feeling that they are involved in the decision making at school (68% report that they are involved in the decision making process). This is an area that could be improved. We will work to actively engage students in decision-making where appropriate.|Currently, the student survey is only given to grades 3-6. Expanding the student survey input (adding in grades K-2) will allow us to have a broader view of our students and the school climate. Our school only has 113 students total, so making sure that we include all of their voices and input could have a significant impact on the data and may illuminate other areas of need and will be helpful in continuous improvement.|Met||2025-06-13|2025
42691120000000|Blochman Union Elementary|6|Teachers have received training in the Multi-tiered System of Support (MTSS) methodology. MTSS is an integrated framework that includes Common Core State Standards (CCSS), core instruction, differentiated learning, Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks. The district has a .5 FTE, in-house school psychologist and has implemented a PBIS system to help address student mental health and behavioral issues. Teachers have also implemented the Second Step program, which teaches social-emotional skills. Students in grades 5 and 7 were surveyed during the school year. Of those surveyed in grade 5, 91% feel that students are generally respectful of each other and 86% feel that there are people who care about them. For students surveyed in grade 7, these numbers are 51% and 81%, respectively.|We will continue to maintain our current policies and procedures for providing a positive school climate for all educational partners.|We do not plan to make any changes to our existing plans, policies, or procedures relating to school climate.|Met||2025-06-12|2025
42691120111773|Family Partnership Charter|6|SCHOOL CLIMATE RESULTS:  COMMUNICATION AND INPUT = 91.0%  93% Students K-5 85% Students 6-12 95% Family  SCHOOL CONNECTEDNESS = 85.3% 76% Students K-5 85% Students 6-12 95% Family  SENSE OF SAFETY = 84.6% 91% Students K-5 82% Students 6-12  81% Family|It was a key point that the school climate survey yielded results lower than in prior years.  Students in K-5 and family responses were more favorable than those of the students in grades 6-12. Student safety is something that needs to be looked into more thoroughly for qualitative data.  The information was not broken down by student groups through the annual survey.|FPCS will provide educational events and resources on topics related to child development, social emotional issues, student health/safety, as well as academics to address overall student well-being and success.  1- ANNUAL SURVEY  Provide parents with the opportunities to give input to topics of need or interest as it relates to their student or overall family life. Utilize staff and guest speakers to address interests by scheduling 2-4 events per school year remotely to give easy access to all families. In 2024-25 we held three events. Staff and parents will give input for topics for next year. One area would be strategies to support students at home with learning.   2- HOME TO SCHOOL CONNECTION Promote strong relationships between staff and families to support all students in their individual growth. Seek ways to promote student progress and learning.  Regular communication will be handled through emails, phone calls, meetings, digital platforms, etcetera to keep families informed and involved. (ParentSquare, GoToConnect, Edlio) This year, Zoom call/text was implemented for SMS and phone communications using a school number.  Staff have reported it is working very well.    3- FAMILY RESOURCES Provide families with resources, tips, and guidance to support learning at home, including recommended books, activities, and online tools. In addition, make available community and out-of-school agency contacts or resources as needed based on individual needs. (ParentSquare and school website)|Met||2025-06-10|2025
42691120124255|Trivium Charter|6|Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress.|"The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium.  The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence."|We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes.|Met||2025-06-16|2025
42691120137877|Trivium Charter School Adventure|6|Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress.|"The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium.  The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence."|We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes.|Met||2025-06-16|2025
42691120137885|Trivium Charter School Voyage|6|Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress.|"The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium.  The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence."|We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes.|Met||2025-06-16|2025
42691200000000|Santa Maria-Bonita|6|The Santa Maria-Bonita School District’s (SMBSD) commitment to a school climate conducive to learning is reflected in our LCAP Broad Goals 3, “We will provide structures and facilities to support inclusive learning experiences,” and Goal 4, “We will nurture the whole child.” To measure student perceptions of school safety and connectedness, SMBSD administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students in November of 2024. The major findings from the 2024-2025 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 71% and 45%, respectively. Students in 5th and 7th grade report high to moderate levels of academic motivation at 77% and 57%, respectively. A majority of both 5th and 7th grade students report they feel there are caring adults at school, 68% and 51%, respectively. Additionally, following are a sample of reviewed results including percentages of favorable responses broken down by available student groups within targeted survey questions:  School Connectedness  American Indian or Alaska Native: 70% (5th Grade)/ 41% (7th Grade) Asian or Asian American: 78% (5th Grade)/ 60% (7th Grade) Black or African American: 72% (5th Grade)/54% (7th Grade) Hispanic or Latinx: 72% (5th Grade)/44% (7th Grade) White: 71% (5th Grade)/55% (7th Grade) Mixed (two or more) ethnics: 63% (5th Grade)/41% (7th Grade) Something else: 69% (5th Grade)/ 48% (7th Grade)  Academic Motivation American Indian or Alaska Native: 73% (5th Grade)/ 59% (7th Grade) Asian or Asian American: 88% (5th Grade)/ 64% (7th Grade) Black or African American: 68% (5th Grade)/ 60% (7th Grade) Hispanic or Latinx: 78% (5th Grade)/ 57% (7th Grade) White: 76% (5th Grade)/ 57% (7th Grade) Mixed (two or more) ethnics: 75% (5th Grade)/ 58% (7th Grade) Something else: 74% (5th Grade)/ 58% (7th Grade)       Caring Adult Relationships American Indian or Alaska Native: 71% (5th Grade)/ 56% (7th Grade) Asian or Asian American: 68% (5th Grade)/ 69% (7th Grade) Black or African American: 72% (5th Grade)/ 46% (7th Grade) Hispanic or Latinx: 68% (5th Grade)/ 51% (7th Grade) White: 67% (5th Grade)/ 59% (7th Grade) Mixed (two or more) ethnics: 54% (5th Grade)/ 44% (7th Grade) Something else: 64% (5th Grade)/ 48% (7th Grade)|SMBSD continues to provide students and their families with a supportive, inclusive, and welcoming school environment. Appropriate and responsive solution efforts to increase student connectedness, school safety, and student achievement continue to be implemented and refined districtwide. They include the coordination of additional staff to maintain clean and safe facilities, the expansion of counseling services to support social and emotional wellbeing of our students and their families, increased health assistant coverage, and the coordination of school, district, and community resources to meet the needs of the whole child. The district’s family engagement coordinator and health coordinator support varying aspects of community engagement and health services in cooperation with family outreach advocates/Promatoras and district community liaisons who connect families to resources. The district is committed to the academic achievement and social and emotional wellbeing of its students through school safety and connectedness. In addition, SMBSD has adopted Second Step to provide consistent SEL curriculum and Panorama Education for survey tools for students, staff, and families to ensure we are providing needed support at all levels. Key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, as well as the available data disaggregated by student group reflect the following actions necessitating continued action: Periodic surveying of students about SEL and belonging topics with Panorama survey (Sept., Jan. and May) Wellness Coaches for school sites  School-Based Marriage and Family Therapists Second-Step Curriculum Referral process to community counseling  resources (FSA, CASA Pacifica, CHC, CADA, BeWell) Topic-specific parent education including SEL, gang awareness, and other subjects as requested  Additionally, the following recommendations were surfaced in response to the data analysis of survey results: Increased access points for services by partnering with community organizations Increased parent education focused on identification and  treatment of mental health conditions in a linguistic and culturally responsive way Implement a standardized digital system for reporting bullying or threats anonymously Provide parent, staff, and teacher education focused on cybersafety for students and appropriate online behavior Develop and enforce clear, strict anti bully policies and provide both education and messaging to all members of the school community (families, students and staff) Adopt trauma informed practices and institute training for staff for the early identification of students needing support (Office of the California Surgeon General) Institute a drug-abuse awareness program Identify and respond to gang activity on campus, including awareness and prevention|In addition to the recommendations based on the data analysis, SMBSD’s efforts continue to be focused on the Whole Child Approach and Multi-Tier System of Support to provide positive school climates, student engagement, and parent involvement. Consistent culture and climate practices have been introduced system wide. Through the MTSS redesign process, a Social Emotional Learning curriculum has been identified to implement district wide beginning in the 2024-2025 school year.  Administrators have been trained on how to build a positive school culture and climate on their sites, interacting with students, staff, parents and all stakeholders. They have also been provided with a matrix that outlines the different social emotional supports that they can utilize to address all tiers of behavior. A teacher on special assignment for culture and climate assists sites and staff with analyzing data and providing professional development in how to implement best practices of social emotional development into classrooms that help to educate the whole child and create a positive, nurturing environment within the classroom and across the school as a whole. In addition, every school site is provided with two outreach mentors and one marriage and family therapist. These individuals meet with students in small groups, as well as one on one to address their personal needs. These individuals are very valuable to our students facing challenges; however, staffing these positions has been a challenge. The agencies that SMBSD contracts with continue to recruit and interview for these positions to get the necessary staffing at each of our school sites.|Met||2025-06-25|2025
42691380000000|Buellton Union Elementary|6|BUSD administers the following surveys: • CA Healthy Kids Survey (CAHKS), grades 5 & 7 = every other year • Parent Satisfaction Survey = annually • California School Staff Survey = every other year In 2020-2021, 2022-2023, 2023-2024, and 2024-2025 the district administered the CHKS and Staff Surveys. We also updated our Parent Survey in order to be more relevant with our current programs. We utilize the results of these surveys to update our Single Plans for Student Achievement and LCAP. • This year the district tracked an additional administration of student staff and community surveys to gain insight into social/emotional learning and student well-being.|Areas of focus emerging from student survey analysis (particularly the CHKS) include enduring concerns about the well-being of students, especially female students in early adolescence. Students in focus groups indicate a engagement and satisfaction with their schools though they reference a desire for more educational opportunities which resonate with their life-long aspirations, particularly in Career and Technical Education. Parent surveys indicate a high level of satisfaction with district schools at above 97%.|The results of these surveys are shared and analyzed with the Board of Trustees, School Site Council, faculties and other leadership teams and the results are used to inform decisions about the schools' programs. The district continues to work on the social and emotional development of our students. A multi-year staff development initiative through the work of Dr. Brackett and the RULER Initiative continues into a sixth year with schoolwide implementation. Additionally, instructional staff participated in professional develpoment and a year of planning with Ricky Robertson to support multi-tiered systems of support (MTSS). The district employs a school counselor full-time in order to work with more students in a group setting. We also have lunch clubs at the middle school that focus on kindness and friendship. The district, will continue our professional development in order to develop strategies to meet the differentiated needs of our diverse student population. In order to do so, we have engaged leadership teams and staff in professional development around best instructional practices for targeted intervention, as well as in the review current instructional programs for effectiveness. As a model site for implementing MTSS, we continue to provide high-quality interventions for all students at their level of need. A three-year analysis of disaggregated parent survey results indicate that overall communications are improving and satisfaction in the schools’ academic programs remains high and continue to improve. One key area that both schools continue to strengthen is student input in their educational programs. We continually seek ways for students to contribute their thoughts and ideas for how to improve both school sites and become active partners in their education and schools. Recent use of student focus groups to provide input on the development of the LCAP have been productive and enjoyable for everyone involved.|Met||2025-06-25|2025
42691460000000|Carpinteria Unified|6|School connectedness (5th-96%; 7th-81%; 9th-92%; 11th-96%) Academic motivation (5th-99%; 7th-83%; 9th-95%; 11th-93%) Perception of school safety (5th-99%; 7th-92%; 9th-95%; 11th-93%)|Identified needs:  Carpinteria Middle School 7th graders report a lower rate of school connectedness, academic motivation, and perception of school safety. Areas of Strength:  Higher rate of school connectedness, academic motivation, and perception of school connectedness for students in grades 5, 9, and 11.|The district will continue to focus on increasing school climate for Carpinteria Middle School by implementing the following activities: Implementation of Positive Behavioral Intervention Strategies (PBIS) Implementation of social skills curriculum in grades 7 and 8 Assemblies for student recognition Early release time for teacher collaboration to monitor student progress and adjust instructional practices Extended Learning Opportunities Program - Soccer, Volleyball, Fishing, Skateboarding, Surfing and Cooking|Met||2025-06-10|2025
42691610000000|Cold Spring Elementary|6|"Overview of Survey Responses: Cold Spring School only has one statistically significant subgroup which is the white subgroup. 1. Safety at School: - Extremely safe: 58% - Safe: 39% - Somewhat safe: 2% - Most students feel safe at school, with a significant majority reporting feeling ""extremely safe"" or ""safe.""  2. Support from Teachers and Staff:: - Extremely supportive: 65.2% - Supportive: 34.8% - Not Supportive at all: 0% - The majority of students perceive the teachers and staff as supportive, with over half describing them as ""extremely supportive.""  3. Perception of Care for Success: - Agree: 89.1% - Neutral: 10.9% - Disagree: 0% - The majority of students agree that teachers and staff care about their success, indicating a positive perception of staff involvement in student achievement.  Analysis of Specific Items:  Item 1: ""How safe do you feel at school?"" - Students' sense of safety is crucial for their overall well-being and academic performance. The high percentage of students feeling ""extremely safe"" suggests a positive school environment.  Item 2: ""Do you feel like the teachers and the staff are supportive at school?"" - Students' perception of support from teachers and staff correlates with their overall school satisfaction and engagement. The high level of perceived support highlights the effectiveness of staff-student relationships.  Item 2b: ""One way the staff supports my learning is by..."" - A student mentioned, ""I feel the school supports me in every way possible. This school has the best most caring and kind teachers ever!!!!!!!!!!!!!!!!!!!!!!!!!!"""|"Students were given the opportunity ""to share any other thoughts, concerns, or ideas you have that will help us continue to improve our school"" in narrative form. Students provided varied feedback, from I have nothing to complain about :) to more school spirit days!"|There are no changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings.|Met||2025-06-09|2025
42691790000000|College Elementary|6|The ESE Student Climate Survey was administered to grades 5-8 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 62.5% - % of students in an EL program that say they feel connected with their school. - 52.4% - % of female students that say they feel connected with their school. - 58.4% - % of male students that say they feel connected with their school. - 66.4%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 71.7% - % of students in an EL program that say they feel safe at school. - 42.9% - % of female students that say they feel safe at school. - 67.5% - % of male students that say they feel safe at school. - 72.2%|An analysis of data shows that 62.5% of students felt connected to school and that 71.7% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was english learners.  The student group that was significantly lower than the whole in feeling safe at school was english learners.|The LEA will ensure implementation of the following actions in the LCAP to address the students groups targeted in prompt 2 above: 01.03: Staff an ELD classroom with a fully credentialed teacher.  The ELD teacher provides additional services to the EL students and their families over the ELD base program. ( 1 FTE @ $169,778 / FTE ) 03.03: Provide funds to support the boys and girls athletics programs at the Middle School.|Met||2025-06-10|2025
42691796118434|Santa Ynez Valley Charter|6|The school uses a survey closely based on the California Healthy Kids Survey. In addition to the questions presented, open-ended questions were provided to gain additional feedback from students.  The survey is given to all students in 3rd through 8th grade (n=81). Categories are scored from 1 (Strongly Disagree) to 5 (Strongly Agree). The scores presented are an average of all scores.  The survey results are presented in summary form below:  I am happy to be at this school   4.0 I feel safe in my school   4.1 The teachers treat students fairly   3.9 The teachers communicate with parents about expectations.   4.1 The teachers make class assignments interesting.    3.8 Parents feel welcome to participate at school    4.1 I try hard to make sure I am good at my schoolwork   4.2 At my school there is a teacher or adult who really cares about me.    4.2 At my school I help decide things like class activities or rules.   3.3 At my school there is a teacher or adult who listens to me when I have something to say.   4.0 At my school there is a teacher or adult who believes I will be a success.   4.1 My school is usually clean and tidy.   3.5  Based upon the survey results, all areas are positively reported (>3). Most importantly, students report feeling safe at school (4.1), they have a teacher who really cares about them (4.2) and state that parents feel welcome to participate at school (4.1).|The overall perceptions of school safety and connectedness demonstrate a very positive student view with most average scores above 4. There is room for growth in the areas of a. creating a more clean and tidy environment, and b. involving students in decision making.|The school has initiated staff meetings to respond to areas of need in relation to school safety and climate and continues to maintain a high level of attention to issues. Emphasis has been placed on improving school spirit and enhancing leadership programs for students.|Met||2025-06-17|2025
42691950000000|Goleta Union Elementary|6|GUSD administered a survey to second and third grade students. Participation: 82.0% 2nd graders; 88.7% 6th graders. Overall the results showed a general satisfaction with school and their teachers.|Key learnings included the fact that students felt positive about  a sense of belonging, liking school, friendships and family support.  There was room for improvement in the areas of student autonomy, choice and voice and identifying methods to respond to bullying.|While we are not changing policies we will be progress monitoring for continuous improvement via our Professional Learning Community Process.|Met||2025-06-18|2025
42692030000000|Guadalupe Union Elementary|6|"In the winter of 2024, the California Healthy Kids Survey (CHKS) is administered to all students in grades 3-8.  Reports are generated by grade spans: Elementary for grades 3 and 4, Elementary for grades 5 and 6, and Secondary for grades 7 and 8.  As described in the Main Report, ""the Core Module consists of key questions that are considered most important for schools to guide improvement of academic, health, and prevention programs and promote student achievement, positive development, and well-being.  The primary focus of the survey is assessing student perceptions and experiences related to a) school climate, connectedness, and learning engagement, b) perceived school safety and frequency of, and reasons for, harassment and bullying at school, c) developmental supports that promote positive academic, social, and emotional outcomes: experiences of caring adults relationships, high expectations, and opportunities for meaningful participation at school, d)mental health, supports for social-emotional learning, and positive behavior, and e)health-related and behavioral learning barriers (e.g. substance use, violence at school, physical health, mental health). 2024-25 CHKS administration resulted in the following response rates: Grade 3 - 55%, Grade 4 - 61%, Grade 5 - 78%, Grade 6 - 89%, Grade 7 - 98%, Grade 8 - 85%.  PERCEIVED SCHOOL SAFETY: Gr 3 - 68% feel safe at school All or Most of the Time, Gr 4 - 84%, Gr 5 - 68%, Gr 6 - 66%, Gr 7 - 38%, Gr 8 - 67%. SCHOOL CONNECTEDNESS: Gr 3 - 70% perceive feeling close to people, happy, and a part of school All or Most of the Time, Gr 4 - 78%, Gr 5 - 68%, Gr 6 - 64%, Gr 7 - 46%, Gr 8 - 52%. PERCEPTIONS ABOUT CARING ADULTS AT SCHOOL: Gr 3 - 66% of students responded All or Most of the Time, Gr 4 - 78%, Gr 5 - 72%, Gr 6 - 61%, Gr 7 - 55%, Gr 8 - 66%. The LCAP provides further information on increases/decreases from year to year, for the purpose of analysis and action planning for improvements."|CHKS reporting showed low participation rates at 4th and 6th grades, where an LCAP Target for Year 3 Outcomes has been set for no less than 90% participation at each grade level.  Student perceptions of feeling safe at school increased from the year prior by 9% at Grade 5 and 19% at Grade 8, yet declined 17% at grade 7.  Grade 3 also reported a decline of 4% from the prior year.  School Connectedness increased by 8% at Grade 5, 3% at Grade 6, and 7% at Grade 8.  Rates decreased at Grade 3 by 5%, Grade 4 by 1%, and Grade 7 by 5%. Relationships with Caring Adults increased by 13% at Grade 5 and 20% at Grade 8, maintained 61% at Grade 6, and decreased by 100% at Grade 3, 6% at Grade 4, and 1% at Grade 7.|The current reports for the CHKS do not provide disaggregated data by student groups such as socioeconomic status, language proficiency, etc.  However, professional development in the Spring of 2025 facilitated by WestEd and the Santa Barbara County Education Office provided resources to further interpret and disaggregate the data for enhanced analysis.  Planning conversations will continue to explore options for improved use of the results.  Additionally, GUSD conducted an initial implementation of the Panorama Universal Social Emotional Screener with two successful administrations in the 2024-25 school year.  The resulting data populates a digital platform for analysis and action planning, with the ability to disaggregate student data by subgroups not found in the CHKS. Further professional development, and the development of systems and processes for data analysis will support the ability to align resources to student needs.|Met||2025-06-18|2025
42692110000000|Hope Elementary|6|Hope School District annually administers the CA Healthy Kids Survey to 5th and 6th grade students, all families, and all staff. Results are reported out at a Board meeting and shared on our website. This year, we also implemented a School Climate survey with the help of Equity Praxis. This was administered to our K - 2nd grade students by parents, given to 3rd - 6th grade by teachers, and sent to all parents and staff. Reflective listening sessions are being scheduled now for June.|Areas of strength noted include creating a welcome atmosphere (all groups), having high academic expectations for students (all groups), meeting the socio-emotional needs of our students (staff and parents), and creating safe campuses (all groups). Areas of need include having well maintained facilities (students) and teachers being responsive to their child's social emotional needs / Teachers/the school provide support to resolve conflict, and teach about social emotional needs (students).|We are currently working with Equity Praxis for baseline in this area. The results from surveys and listening sessions will help us identify next steps in this area. For facilities, we are still in the process of major bond-funded facility upgrades and the replacement of two Vieja Valley portables and the addition of two additional classrooms at Vieja Valley.|Met||2025-06-09|2025
42692290000000|Lompoc Unified|6|Lompoc Unified School District (LUSD) uses the California Healthy Kids Survey (CHKS) as a valid measure of student perceptions of school safety and connectedness across grade spans: elementary (TK–5), middle (6–8), and high school (9–12). This data provides essential insight into the social-emotional well-being of students and the overall learning environment, helping to inform continuous improvement efforts districtwide.  In the elementary grade span, 63% of students report feeling a sense of school connectedness, while 71% perceive their schools as safe. A strong majority (81%) also indicate that their school sets high academic expectations. Other indicators of a positive climate include 72% reporting academic motivation and 59% experiencing caring relationships with adults at school. However, only 34% of elementary students report having meaningful opportunities for participation in school activities, and just 55% agree that school facilities are well maintained—highlighting opportunities for growth in student engagement and physical environment. Additionally, 64% believe their school is fair, 76% say the rules are clear, and 65% say there are supports for social-emotional learning.  Among middle school students, only 48% report feeling connected to their school, and just 49% perceive their school as safe. While 60% demonstrate academic motivation and 66% recognize high expectations, fewer students (24%) feel they have meaningful participation in school. Students also express lower satisfaction with the physical conditions of their schools, with only 20% reporting that facilities are well kept. On a more positive note, 73% say there is a low level of violence and victimization, and 53% report having caring relationships with adults at school.  At the high school level, 50% of students feel connected to school, while 56% feel safe on campus. Academic motivation remains steady at 59%, and 65% of students report that their school holds high expectations. However, only 21% feel they have meaningful participation opportunities. As with middle school, perceptions of facility upkeep remain low, with just 32% of students agreeing that campuses are clean and maintained. Still, 82% report low violence and victimization, and 56% indicate caring relationships with staff.  Across all grade levels, the data reveal consistent strengths in academic expectations and a majority of students feeling safe and supported by adults. However, connectedness, meaningful participation, and school facility conditions emerge as areas of need. These insights will help guide district priorities to enhance school climate and ensure all students feel safe, included, and valued. Where available, this data will continue to be reviewed disaggregated by student group, in alignment with California Education Code 52052.|Key learnings: Areas of Strength: -High Expectations: Across all grade levels, students report that schools hold high academic expectations (81% elementary, 66% middle, 65% high). -Social-Emotional Support: A large majority of parents (74%) believe that teachers are responsive to students’ social-emotional needs. -Rule Clarity and Compliance: 76% of elementary students say rules are clear, and 88% report that they follow them. -Violence Prevention: Perceptions of low violence victimization improve with grade level: 73% in middle and 82% in high school. -Teacher Fairness: CHKS data shows high levels of agreement that teachers treat students fairly (67% in Grade 5, 51% in Grade 7, 60% in Grade 11).   Identified Needs: -School Connectedness: Connectedness declines from elementary to middle school (63% to 48%), with only a modest increase in high school (50%). -Meaningful Participation: Participation is notably low across grade spans (34% in elementary, 24% in middle, 21% in high school) and among parents (24%). -Facility Conditions: Student and staff perceptions of school facilities are low, especially in middle school (20%) and among staff (16% strongly agree). -Parental Involvement: While 63% of elementary students perceive involvement, only 41% of high school students, 47% of middle school students, and 28% of parents strongly agree that schools promote involvement. -Staff Climate and Support: Only 38% of staff strongly agree schools are inviting places to work, and just 33% believe schools are safe for both students and staff. The CHKS and local survey data reflect a school system where high expectations and teacher care are consistent strengths. However, the data reveals a need for targeted improvements in student connectedness, meaningful participation, facility conditions, and engagement of families and staff. LUSD can use these insights to drive initiatives in social-emotional learning, facility investment, and inclusive school culture to ensure all students feel safe, supported, and connected.|LUSD has funded an SEL counselor at each school site to support social-emotional needs of all students. LUSD continues to implement and sustain PBIS at all school sites. Students are being provided multiple opportunities for enrichment and intervention through ELO-P extended learning funding. Multiple school sites offer after school tutoring, clubs, and sports. The district will continue to fund health staff, behavior specialists, and training for staff to address student needs through the LCAP goals and actions. LUSD continues to implement a standards alignment project, focusing on teaching strategies to increase student engagement and access to common core standards.|Met||2025-06-24|2025
42692290116921|Manzanita Public Charter|6|The ESE Student Climate Survey was administered to grades 5-6 by the LEA during the spring of 2024.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 59.1% - % of students in an EL program that say they feel connected with their school. - 0% - % of female students that say they feel connected with their school. - 55.4% - % of male students that say they feel connected with their school. - 60.8%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 85.6% - % of students in an EL program that say they feel safe at school. - 0% - % of female students that say they feel safe at school. - 85.1% - % of male students that say they feel safe at school. - 86.8%|An analysis of data shows that 59.1% of students felt connected to school and that 85.6% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was females.  The student group that was significantly lower than the whole in feeling safe at school was none.|The LEA will ensure implementation of the following actions in the LCAP to address the students groups targeted in prompt 2 above: 02.02: Continue to modify and expand the MTSS tiered intervention system for all students in need of social emotional intervention. Social emotional supports supports will include: counseling and psychologist services increased physical education services.  Newly arriving military dependents will receive extra attention. ( 2.25 FTE @ $151,200 / FTE )|Met||2025-06-18|2025
42692450000000|Los Olivos Elementary|6|The California Healthy Kids Survey (CHKS) was administered  to our 5th and 7th graders on Monday, December 2, 2024. Parents were asked to take the LCAP survey through SurveyMonkey on Thursday March 13, 2025,  and the California Healthy Kids Survey (CHKS) for parents through ParentSquare on Monday November 18, 2024.  This information/feedback was used to develop the current LCAP.  Our teachers took the California Healthy  Survey on Monday, December 2, 2024.  Parents surveyed said, 100% strongly agree, or agree that Los Olivos School has adults that really care about their students, and most importantly 100% of our Los Olivos families strongly agree, or agree, that Los Olivos is a safe place for their child.|Through analysis of local survey data—disaggregated by stakeholder group—we identified both areas of strength and key needs related to student support, school climate, and family engagement. Areas of Strength: 100% of surveyed families either strongly agree or agree that Los Olivos School has adults who truly care about their students. 100% of families also strongly agree or agree that Los Olivos is a safe place for their child. This is a critical affirmation of our commitment to student well-being and a secure learning environment. Our school’s small size and community feel have helped foster strong relationships between staff, students, and families, as reflected in these responses.  Identified Needs and Opportunities for Growth: While 75% of families strongly agree or agree that Los Olivos provides quality counseling and social-emotional support, 20% responded “don’t know,” and 2% disagreed. This suggests a need for clearer communication about available mental health services and resources. Similarly, 72% of families reported that the school provides advice and resources to support their child’s social and emotional needs, indicating room to strengthen outreach and awareness efforts.|Los Olivos administer the CHKS in the Fall rather than the Spring. Los Olivos has eliminated modules in STEM based on student feedback, and added a few as well, based on their feedback. Electives for next year will be chosen by students, not by teachers. To address the identified needs, LO will continue to highlight our daily morning meetings, during which teachers check in on students' emotional well-being and make timely referrals as needed. Promote our ongoing partnership with Care Solace, an online platform that serves as a mental health care coordinator, helping connect students, staff, and families with appropriate services. Care Solace is featured weekly in our Friday at Five ParentSquare post. Increase visibility of the on-campus Licensed Marriage and Family Therapist (LMFT), available one day a week to support general education students and emphasize access to our School Psychologist, who provides support for students receiving special education services.|Met||2025-06-23|2025
42692520000000|Montecito Union Elementary|6|"Based on a local student survey 100% of students reported they feel safe or extremely safe at school.  69% experienced no ""bullying"" and an additional 17% experienced 1-2 negative events.  96% felt that staff listen to their concerns and care about them and 100% feel like the staff care about their success at school."|Students feel safe at Montecito Union, though some occasionally feel harmed or bullied.  Though unrealistic to expect zero conflict at a school, we seek to do everything we can to minimize events.|We continue to strive for no students being bullied, though the definition of bullying is not always agreed upon.  We have implemented two Mustang Days each year where students revisit campus expecations around behavior.  We to tier 1 social emotional lessons with all classrooms on things like friendship, upstanders and bystanders, and managing conflict.  We have a number of adults who focus heavily on school climate including our assistant principal, counselor, psychologist, and campus support.  We regularly provide training to teachers and recess support staff on how to manage conflict and create safe environments.|Met||2025-06-17|2025
42692600000000|Orcutt Union Elementary|6|"The California Healthy Kids Survey was administered in January 2025 to students in grade 5 and 7. We chose to focus on an item regarding students' perception of safety because that is a metric for LCAP Goal 2. We also chose to focus on items regarding chronic sadness and suicidal ideation because educational partners consistently have emphasized student mental health as a critical goal for the district.  ""Do you feel safe at school?"" - Grade 5 (128 respondents) has 80% overall answering all or most of the time. Groups with lower rates than overall: Hispanic, 77%; Female, 75%.         - Grade 7 (550 respondents) has 59% overall answering all or most of the time. Groups with lower rates than overall: Asian, 50%; Multiracial, 51%; Female, 56%; Parental Education/Less Than High School, 48%; Parental Education/Some College, 47%; English Learners, 54%;   ""Do you feel sad?"" (Grade 5) or ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" (Grade 7) - Grade 5 (128 respondents) has 19% overall answering all or most of the time. Groups with higher rates than overall: Female, 20%. - Grade 7 (550 respondents) has 27% overall answering yes. Groups with higher rates than overall: Hispanic, 31%; Multiracial, 33%; Female, 31%; Parental Education/Less Than High School, 62%; Parental Education/High School Graduate, 42%; Parental Education/Some College, 29%; Long Term English Learners, 28%; Students with IEPs, 33%  ""During the past 12 months, did you ever seriously consider attempting suicide?"" (Grade 7) - Grade 7 (550 respondents) has 11% overall answering yes. Groups with higher rates than overall: Asian, 13%; Multiracial, 16%; Female, 12%; Parental Education/Less Than High School, 29%; Parental Education/High School Graduate, 18%; Parental Education/Some College, 12%; Students not English Learners, 12%; Students with IEPs, 15%"|Analysis of student perceptions of safety: - In grade 5, the rate of students of Two or More Races feeling safe at school (58%) is notably lower than the overall rate of 79%. - The grade 7 rate of just 59% of students feeling safe at school all or most of the time is much lower than desired. Junior high schools have work to do to make campus learning environments safer and to enable students feel safe. - In grade 7, students with Parent Education/Less Than High School (48% feeling safe) and Parent Education/Some College (47%), Asian students (50%), and Multiracial students (51%) have a notably lower feeling of safety than the overall rate of 59%. - Results in this area point to a continuing need to promote positive behavior and address student misbehavior.  Analysis of student mental health: - The grade 7 percentage of students reporting feelings of sadness or hopelessness -- 27% -- is strikingly high. Meanwhile, eight groups of students have rates of sadness notably higher than the overall rate of 27%. Students with Parent Education/Less Than High School have a striking rate of sadness of 62%. - For grade 7, the percentage of students reporting suicidal ideation is much higher than desired, as even 1% is more than desired. Students with Parent Education/Less Than High School (29% with suicidal ideation) and Parent Education/High School Graduate (29%) have strikingly high rates of suicidal ideation. - The data here points to a need for check-ins with students on sadness and suicidal ideation. The district is piloting social/emotional screening tools that can help with this.|The Orcutt Union School District has chosen to prioritize student safety and mental health via its LCAP. Applicable LCAP actions include the following: - Action 1.10 - SEE Learning (Social/Emotional Learning Curriculum) - Action 2.1 Multi Tiered System of Support (MTSS) Plan for Behavior - Action 2.2 Behavioral Supports for Students - Action 2.3 Supporting Positive Behavior at Junior High Schools - Action 2.6 Inclusive Practices and Universal Design for Learning (UDL) - Action 2.9 Counseling Support - Action 2.10 Vice-Principal Support|Met||2025-06-18|2025
42692600116434|Orcutt Academy Charter|6|"The California Healthy Kids Survey was administered in January 2024 to OA students in grades 5, 7, 9, and 11. We chose to focus on an item regarding students' perception of safety because that is a metric for LCAP Goal 2. We also chose to focus on two items regarding chronic sadness and suicidal ideation because educational partners consistently have emphasized student mental health as a critical goal for the district. (Note: Because of the small number of fifth graders, results for that grade level are considered statistically insignificant.)  ""Do you feel safe at school?"" - Grade 7 (16 respondents) has 54% overall answering agree or strongly agree. Group data was statistically insignificant. - Grade 9 (178 respondents) has 76% overall answering agree or strongly agree. Groups with lower rates than overall: Hispanic, 69%; Multiracial, 58%; Female, 69%; Parent Education/High School Graduate, 73%; Parent Education/Some College, 67%. - Grade 11 (151 respondents) has 78% overall answering agree or strongly agree. Groups with lower rates than overall: Multiracial, 50%; Parent Education/High School Graduate, 69%.  ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" - Grade 7 (16 respondents) has 17% overall answering yes. Group data was statistically insignificant. - Grade 9 (178 respondents) has 30% overall answering yes. Groups with higher rates than overall: White, 32%; Multiracial, 45%; Female, 39%; Parent Education/Some College, 40%. - Grade 11 (151 respondents) has 36% overall answering yes. Groups with higher rates than overall: Multiracial, 42%; Female, 45%; Parent Education/Less Than High School, 41%; Students with IEP, 56%.  ""During the past 12 months, did you ever seriously consider attempting suicide?"" - Grade 7 (16 respondents) has 27% overall answering year. Group data was statistically insignificant. - Grade 9 (178 respondents) has 18% overall answering yes. Groups with higher rates than overall: Hispanic, 22%; Female, 19%; Parent Education/College Degree, 19%. - Grade 11 (151 respondents) has 10% overall answering yes. Groups with higher rates than overall: Multiracial, 25%; Parent Education/College Degree, 12%; Students with IEP, 17%."|Analysis of student perceptions of safety: - The grade 7 rate of just 54% of students feeling safe at school all or most of the time is much lower than desired. - In grades 9 and 11, the overall rates of feeling safe are higher, but still lower than desired. Multiracial students have a lower feeling of safety than the overall rate.  Analysis of student mental health: - For grades 7, 9, and 11, the percentages of students reporting feelings of sadness or hopelessness are much higher than desired. In grades 9 and 11, multiracial students and female students have higher rates than the overall rate. In grade 11, students with an IEP have a notably higher rate of feeling sad than the overall rate. - For grades 7, 9, and 11, the percentages of students reporting suicidal ideation are much higher than desired, as even 1% is more than desired. Hispanic students in grade 9 and multiracial students in grade 11 have rates of suicidal ideation notably higher than the overall rate. - For both prompts, the percentages of students reporting sadness and/or suicidal ideation is considerably higher than desired. This points to the need to continue to address student mental health in both Tier 1 (schoolwide behavior systems and initial classroom instruction) and Tier 2 (counseling support and behavioral intervention).|The Orcutt Academy has chosen to prioritize student safety and mental health via its LCAP. Applicable LCAP actions include the following: - Action 1.11 - SEE Learning (Social/Emotional Learning Curriculum) - Action 2.1 Multi Tiered System of Support (MTSS) Plan for Behavior - Action 2.2 Behavioral Supports for Students (new action) - Action 2.5 Inclusive Practices and Universal Design for Learning (UDL)  - Action 2.8 Counseling Support|Met||2025-06-18|2025
42693100000000|Santa Maria Joint Union High|6|Through the 2024-25 surveys SMJUHSD analyzed how students felt about physical and psychological safety at school. We found that there are still remnants of post-pandemic difficulties, as 60% of students said they had challenging feelings, which unfortunately is a 1% increase from the previous year. We will continue to rely on our Wellness Centers and support staff to assist students who have a need in this area. Our data shows that 84% of students feel they receive “some” to “a huge amount” of respect in the school setting, which is very positive, but still needs to improve. This is because we know that respect is important to students and although the percentage is high, this is an area of growth. We will continue to work on this metric.|The District will continue with a professional development plan that includes a multi-tiered system of supports, restorative practices, cultural proficiency, and social-emotional well-being support for all students to help with the improvement of student connectedness, school safety and helping students manage challenging feelings. In addition to the identified social-emotional needs, SMJUHSD's focus areas will include smaller class sizes for EL students in order to facilitate the importance of individualized attention and assistance for students who may require additional language assistance. In addition, there will be an emphasis on program support specialists for Foster Youth so they can improve their overall well-being and academic outcomes. Finally, support will be given to the District's co-teaching model for SWD as we continue to implement proactive steps toward fostering an inclusive learning environment. Overall, the district's professional development plan continues to encompass a range of strategies aimed at promoting student success, fostering a sense of social-emotional and physical well-being belonging, and enhancing school safety. By addressing the diverse needs of students and providing targeted support, the District is positioning itself to create a more inclusive and supportive learning environment for all students.|The Panorama Survey data can offer a comprehensive understanding of various aspects of student life, including academic performance, mental health, and social-emotional well-being. By analyzing the data, the SMJUHSD can identify areas of concern and develop targeted interventions to address them effectively. Professional learning opportunities can further enhance educators' understanding of best practices for supporting students and families during the recovery process. This may include training on trauma-informed approaches, culturally responsive practices, and strategies for promoting resilience and well-being. However, we intend to analyze our surveys to determine if they are giving us accurate and actionable data.|Met||2025-06-13|2025
42693280000000|Santa Ynez Valley Union High|6|The Santa Ynez Valley Union High School District administered two student climate surveys during the 2024–25 school year: a locally developed LCAP Student Survey and the California Healthy Kids Survey (CHKS) for students in grades 9 and 11. Both surveys fulfill the state requirement to capture student perceptions of safety and connectedness in the 9–12 grade span and include disaggregated data for key student groups outlined in California Education Code 52052.  The LCAP Student Survey measured perceptions of safety, connectedness, access to academic and counseling services, and fairness of school rules:  63% of students reported feeling “very” or “extremely safe” at school. About 70% of students felt “somewhat,” “very,” or “extremely connected” to their school. Over 85% reported reliable access to tutoring and counseling. Approximately 60% felt the district seeks student input at least “sometimes.”  The CHKS provided additional validated measures of school climate and disaggregated insights:  School connectedness: 59% of 9th graders and 61% of 11th graders reported feeling connected to school. Perceived school safety: 67% of 9th graders and 70% of 11th graders reported feeling safe or very safe at school. Caring adult relationships were reported by 54% of 9th graders and 60% of 11th graders. Meaningful participation was lower, at 20% (grade 9) and 22% (grade 11).  Disaggregated results show important subgroup differences:  Latino students reported lower school connectedness (57%) compared to White students (64%).  Students with an IEP (Individualized Education Plan) were less likely to feel safe (62%) compared to students not receiving special education services (70%). English Learners reported lower levels of meaningful participation (18%) and adult support (52%) than their English-proficient peers. Students with a parental education level of high school or less showed reduced connectedness (58%) compared to those whose parents completed college (65%).|Review of the CHKS and LCAP Student Survey results indicates consistent strengths in support access and adult-student relationships, alongside several areas that require additional attention.  Strengths:  A majority of students feel safe and supported at school. Access to academic and counseling services is high across the student body. Most students report having at least one adult on campus they can trust. Students generally feel the district is making an effort to include their input in decision-making.  Areas of need:  Students in groups such as Latino, English Learners, and those with IEPs reported lower levels of school connectedness and perceived safety compared to other students. Meaningful participation in school activities remains low: 20% of 9th graders and 22% of 11th graders reported feeling their involvement in school decisions or activities matters. While many students report access to wellness centers, a small percentage take advantage of these services regularly.  These insights suggest the need for improved outreach, clearer communication about available resources, and more student-centered experiences that foster connection and engagement—particularly for those who report feeling less connected.|Informed by the survey findings, the Santa Ynez Valley Union High School District has identified several adjustments to strengthen student connection, safety, and support systems.  Action steps and changes:  Improve student engagement and voice: Consider implementing student advisory groups with representation from English Learners, students with disabilities, and other underrepresented backgrounds. Create more opportunities for students to provide input through forums and informal feedback sessions.  Enhance participation and connection: Expand extracurricular offerings and promote new leadership pathways to increase student involvement. Adjust scheduling and promotion of events to increase student participation—especially for those not currently engaged in school activities.  Clarify school rules and support services: Continue to implement restorative practices and revise communication about behavior expectations and disciplinary procedures. Provide more transparent, student-friendly materials outlining school supports and how to access them.  Targeted outreach for support services: Increase visibility and access to the Pirate Academic Center and Health and Wellness Center through personalized outreach efforts. Prioritize outreach to students who report feeling disconnected or who show lower academic engagement.  Strengthen use of local data for monitoring: Continue use of both the CHKS and LCAP survey, with added questions to better understand student experiences. Track school climate trends by student group to identify where supports are working and where additional effort is needed.  These planned actions reflect a commitment to ensuring all students feel safe, supported, and connected at school, using local data to guide improvements in school climate and student well-being.|Met||2025-06-17|2025
42693360000000|Solvang Elementary|6|The Solvang School uses the California Healthy Kids Survey (CHKS) for data analysis in its LCAP evaluation cycle. The CHKS is a modular, anonymous assessment recommended for students age 10 (grade 5) and above. It focuses on five key areas for guiding school and student improvement: student connectedness, learning engagement/motivation, attendance; school climate and safety; physical and mental well-being; and student supports such as caring relationships, high expectations, and meaningful participation. Solvang School administers the CHKS Staff, Family, and Student Surveys as part of its 3-year LCAP Continuous Improvement Cycle.   Parents and community partners are invited to participate. In 2024–25, the educational partner response rate nearly doubled from the prior year.According to the 2024–25 CHKS, 82% of parents feel welcome to participate at Solvang School, and 82% agree or strongly agree the school is safe for their child. In total, 73% of families feel encouraged to be active partners in their child’s education, and 76% say their children feel hopeful about the future.   These results align with student CHKS data. Students in grade 5 (active consent) and grade 7 (passive consent) participate in the survey. Among 5th graders, reports of frequent sadness dropped by 11%, down to 12%. Their Wellness Indicator rose from 61% to 83%. In 2024–25, 82% of 5th graders felt connected to school, an 18% increase. Likewise, 83% reported feeling safe, a 13% increase. School Climate indicators improved across the board: academic motivation increased by 8% (to 88%), Caring Relationships rose 26% (to 77%), and High Expectations increased 4% (to 83%). These gains support LCAP Goal 2 to enhance student engagement and improve school climate.  Among 7th grade students, the CHKS results showed both progress and areas for improvement. Chronic sadness decreased from 21% to 18%, and social-emotional distress dropped by 2%, also to 18%. Life satisfaction increased 6% (to 74%), and optimism rose 10% (to 61%). The overall Wellness Index score was 107.1. However, school connectedness declined 11%, with only 59% of 7th graders feeling connected. Perception of safety also dropped 14%, with 65% reporting feeling safe at school.  Staff CHKS results showed 78% of staff feel the school is safe for staff, and there was a 5% increase in strong agreement that it is safe for students. Additionally, 89% of staff feel the school is supportive and inviting, and 88% say it motivates students to learn. However, 36% report disruptive student behavior as a serious issue. Areas identified for growth include increasing staff collaboration (currently 63%), promoting participation in decision-making, and fostering trust and collegiality.|Analysis of 2024–25 California Healthy Kids Survey data reveals several positive trends. Notably, 5th grade school connectedness increased by 13%, with 82% of students feeling connected—10% above the state average. This is a trend the District aims to maintain. However, 7th grade connectedness declined by 11% to 59%. Although still above the state average, this drop is concerning.  Both grades outperformed state averages in connectedness. Academic motivation was strong among 5th graders, with 88% reporting motivation—8% higher than last year and 15% above the state average. In contrast, only 66% of 7th graders reported academic motivation, slightly above the state average but down 1% from the previous year.  These findings highlight the need to continue Action 2.2 (enhancing engagement) and support Action 2.3 (cultivating culture). Another strength was in caring relationships: 77% of 5th graders reported having supportive adults at school—a 16% increase and 7% above the state average. Among 7th graders, 61% reported caring relationships, up 4% and 6% above the state average. Regarding high expectations, 83% of 5th graders agreed the school sets high standards (up 4% but slightly below the 84% state average). Among 7th graders, 81% felt the school had high expectations—a notable 11% increase and well above the 70% state average.  Opportunities for growth include increasing meaningful participation for both grades and improving rule clarity for 5th graders (currently 74%). The District also aims to raise the percentage of 7th grade students reporting no harassment (51%) and no mean rumors (48%).  Staff input highlights additional areas for focus. Only 36% feel involved in decision-making. Promoting participation, trust, and collegiality (currently around 60%) will be leadership priorities. To support family engagement, the District identified a need to better inform families on how to assist their children with homework—an area where only 63% of families felt supported.|The Solvang School District is committed to utilizing school climate survey data purposefully and to increasing opportunities for participation in decision making. This is true for families, staff, and students. An analysis of the data propels the district to design and implement new ways of fostering authentic participation. The District believes that school connectedness, academic motivation, and student safety can be cultivated by inclusion of voice. As such, Solvang school will elevate family involvement and promote parent participation for families of ELs and SWD to support their child's education and help prepare students to be college and career ready. Since student engagement is imperative for student achievement, Solvang school will increase student engagement through cultivating a sense of belonging, promoting school spirit, and ensuring access to extracurricular and elective opportunities. Solvang school will cultivate school climate by ensuring that all students have a trusted adult on campus, incorporating partner feedback, and providing social emotional learning and support to strengthen students' sense of connectedness and safety and to decrease suspension rates. The District is using funds from the Children and Youth Behavioral Health Initiative (CYBHI) to fund the credentialed Counselor to support these endeavors. Lastly, the District will include an increased emphasis on developing the school culture and ensuring a positive school climate among staff and this initiative will be led by the new Principals on both campuses. Likewise, the new Principals will take the lead on improving attendance for all students and improving discipline and take the lead on handling misbehavior and establishing positive behavior expectations. These collective actions will contribute to increased connectedness and safety for all at Solvang School.|Met||2025-06-25|2025
42693440000000|Vista del Mar Union|6|Wellness surveys, based on those from Turnaround for Children, are given to students in grades 1-8th. The surveys are modified based on the grade-levels, with the younger grades receiving a shorter survey with happy/sad faces and the older students receive the Turnaround for Children surveys and also components of the CA Healthy Kids Survey regarding TUPE. These surveys are taken three times per year and are reported out at a regularly scheduled Board Meeting. In addition, staff analyze the results and look at individual student responses and create action plans based on those results.|Students overall reported feeling connected to school, the adults, and their peers. Students reported feeling tired as well. Staff tried having students take the subsequent surveys at later times in the day to determine if the level of tiredness corresponded with the morning and also close to a school break. When surveys were given later in the day and not near a school holiday/break, the responses regarding tiredness decreased, with students reporting they were not as tired.|Vista is partnering with YOUTHWELL in the coming year to provide students with additional, tier 3, supports for those struggling with social-emotional needs that can't be met with the existing Tier 1 and 2 supports. Professional development has also focused on creating a more robust social-emotional support system.|Met||2025-06-10|2025
42750100000000|Cuyama Joint Unified|6|The ESE Student Climate Survey was administered to grades 5-12 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 50.6% - % of students in an EL program that say they feel connected with their school. - 33.3% - % of female students that say they feel connected with their school. - 62.5% - % of male students that say they feel connected with their school. - 46.7%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 56.4% - % of students in an EL program that say they feel safe at school. - 33.3% - % of female students that say they feel safe at school. - 70% - % of male students that say they feel safe at school. - 53.3%|An analysis of data shows that 50.6% of students felt connected to school and that 56.4% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was english learners.  The student group that was significantly lower than the whole in feeling safe at school was english learners.|The LEA will ensure implementation of the following actions in the LCAP to address the students groups targeted in prompt 2 above: 02.02: Continue to develop the MTSS tiered intervention system for all students (K-12) in need of strategic or intensive social emotional interventions. 02.04: Provide funding to run the ASES program to support student academic achievement and social-emotional success including, tutors, supplies, and transportation. - The LEA will continue to provide for the after school program to support students who may be falling behind with additional earning opportunities.|Met||2025-06-24|2025
42750100138891|California Online Public Schools Central Coast|6|For the 24-25 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students, as well as available student group scores, are as follows: High School: Engagement: 92% Challenging coursework: 87% Culture of respect: 94% Relationships: 79% College and career readiness: 78% Middle School: Engagement: 89% Challenging coursework: 81% Culture of respect: 97% Relationships: 96% Elementary School: Engagement: 91% Challenging coursework: 74% Culture of respect: 99% Relationships: 70% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2024-2025 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen. Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in elementary (99%) and middle school (97%), showing a consistently positive school culture. Challenging Coursework High school students (87%) and middle school students (81%) feel challenged by their coursework, which reflects strong academic expectations and curriculum design. Student Engagement Engagement was high across the board—92% in high school, 91% in elementary, and 89% in middle school— indicating students are generally involved and interested in their learning. Growth Areas: College and Career Readiness While 78% of high school students feel prepared, there is room to grow. Expanding career exploration, college planning, and dual enrollment opportunities will help better prepare students for life after high school. Relationships (Elementary and High School) Relationship scores were very strong in middle school (96%), but lower in elementary (70%) and high school (79%). There’s a need to focus on building stronger connections between students and staff, especially at those levels. Needs: Academic Challenge in Elementary Only 74% of elementary students reported that their coursework feels challenging. This shows a need to raise expectations and increase engagement with more rigorous, age-appropriate tasks. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction. Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 24-25 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction at all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2025-06-10|2025
42767860000000|Santa Barbara Unified|6|Santa Barbara Unified School District (SBUSD) uses the Panorama Education Survey as its primary tool to gather data on school climate, student well-being, and stakeholder perceptions. Administered twice annually, this survey provides valuable insights into how students and families experience school environments, and allows for disaggregation by student group.  In the 2023–24 school year, 66% of parents reported a favorable perception of their child’s school climate, reflecting an increase from the previous year. This improvement is attributed to districtwide efforts in restorative practices, social-emotional learning (SEL), and targeted mental health supports. Additionally, 33% of parents indicated improvement in the school’s ability to create a welcoming, inclusive environment, signaling growth in the district’s culture-building efforts.  Disaggregated results from the student surveys show variation across subgroups: Students experiencing homelessness and Long-Term Emergent Multilingual Learners (LTELs) consistently report lower levels of school connectedness and emotional safety compared to their peers.  Students with disabilities and African American/Black students also reported below-average scores in areas related to belonging, engagement, and relationships with adults on campus.  In contrast, White students and Reclassified Fluent English Proficient (RFEP) students generally reported higher scores in perceived support and positive school climate.  In addition to survey data, SBUSD utilizes universal social-emotional screenings through Panorama for students in grades 3–12. These screenings inform Tier II and Tier III supports and are integrated into the district’s Multi-Tiered System of Support (MTSS) to address early indicators of disengagement, anxiety, or behavior concerns.  This combination of surveys and screeners allows SBUSD to identify equity gaps, adjust supports in real time, and inform professional learning, communication, and student services districtwide. The emphasis on disaggregated data ensures that the district can respond effectively to the diverse needs of its student population.|Analysis of the Panorama survey and social-emotional screener data has revealed key learnings about school climate and conditions in Santa Barbara Unified School District (SBUSD), including both areas of strength and identified needs.  Areas of Strength: Improved Parent Perceptions: In 2023–24, 66% of parents expressed a favorable view of their child's school climate, reflecting growth in family trust and school connectedness. This improvement is aligned with the district’s investment in Family Engagement Liaisons, restorative practices, and mental health supports.  Positive Student Feedback on Safety and Belonging (in some schools): Students in several elementary and secondary schools, particularly those with well-established SEL and MTSS systems, reported higher levels of emotional safety and school connectedness. RFEP and White students generally expressed stronger feelings of belonging and engagement.   Identified Needs: Disparities in Perception Among Student Groups: Disaggregated data highlight that students experiencing homelessness, Long-Term Emergent Multilingual Learners (LTELs), African American/Black students, and students with disabilities consistently reported lower scores in areas such as emotional safety, adult-student relationships, and school belonging. These gaps indicate a pressing need to strengthen Tier I supports that foster inclusive and affirming environments for all students.  Lower Engagement and Belonging for LTELs and SWDs: Students in these groups expressed feeling less connected to adults and peers, suggesting a need for more targeted relationship-building, culturally responsive practices, and academic supports.  School-Level Variability: Some school sites demonstrated consistently stronger school climate ratings than others, suggesting the need to share best practices and ensure consistent implementation of restorative and SEL-based practices across all campuses.  These findings underscore the importance of deepening inclusive practices, strengthening student-staff relationships, and increasing targeted supports, especially for historically underserved groups. SBUSD will continue to use disaggregated data to guide school improvement efforts and tailor interventions that advance equity and student well-being.|Based on the analysis of local Panorama survey data and key learnings regarding disparities in student experience, Santa Barbara Unified School District (SBUSD) has identified several necessary changes and refinements to existing plans, policies, and procedures to support continuous improvement in school climate and student well-being.  1. Expanded Mental Health and Wellness Supports:  To address emotional safety and belonging concerns, especially among students experiencing homelessness, Long-Term Emergent Multilingual Learners (LTELs), and students with disabilities, SBUSD will expand access to mental health services by increasing Mental Health Clinicians and contracting with community providers. This change aligns with student and parent feedback calling for improved support in managing stress, trauma, and social-emotional needs.  2. Strengthening Tier I Climate Practices Across Schools:  Variability in school climate outcomes has prompted the district to revise implementation expectations for Tier I social-emotional learning (SEL) and Restorative Practices. Beginning in 2025–26, all schools will be expected to integrate SEL curriculum consistently and engage in restorative community-building activities. Site leadership teams will receive coaching to monitor fidelity of implementation and adjust practices using disaggregated climate data.  3. Enhanced Focus on Inclusive, Culturally Responsive Practices:  To address the engagement gaps for African American/Black students, LTELs, and students with disabilities, SBUSD will revise its professional learning plans to include deeper training in culturally responsive pedagogy, anti-bias education, and inclusive classroom strategies. These trainings will be tied to LCAP goals and monitored through site-based reflection tools.  4. Improved Use of Panorama Data for School Planning:  SBUSD will embed Panorama data review into the School Plan for Student Achievement (SPSA) development process. Principals and school teams will analyze disaggregated survey results to identify site-specific climate goals and link them to MTSS actions. This procedural shift ensures that climate data informs both academic and social-emotional planning.  5. Strengthened Communication Loops with Families:  To increase trust and transparency, SBUSD will formalize a process for communicating back to families about how their input, via surveys, meetings and advisory groups, informs district decisions. This will include posting summary findings, action steps, and progress updates in multiple languages via ParentSquare and school newsletters.  Through these targeted changes, SBUSD aims to reduce disparities in school experience, build inclusive climates, and ensure that every student feels seen, supported, and connected.|Met||2025-06-24|2025
42767866045918|Peabody Charter|6|Peabody Charter School used the CalSchls Survey System (CSPS) from the Health and Human Development Program with WestEd. The findings do relate to the LCFF priorities and inform LCAP goals. This survey was given to one grade level across two grade spans. PCS surveyed 5th grade in the K-5 grade span and grade 6 in the 6-8 grade span in the 2024-2025 school year. Key points shared with the Peabody Board of Directors included: School Connectedness: School-wide, 82% of 5th and 6th-grade students reported high levels of school connectedness. Among our LatinX students, 79% of 5th-grade and 77% of 6th-grade students reported high levels of school connectedness. Among our White students, 84% of 5th-grade and 87% of 6th-grade students reported high levels of school connectedness. Among our students who identify outside of these larger school groups, 82% of 5th-grade and 90% of 6th-grade students reported high levels of school connectedness. Feeling Safe at School: 84% of 5th-grade and 86% of 6th-grade LatinX students reported feeling safe at school. 89% of 5th-grade and 89% of 6th-grade White students reported feeling safe at school. 91% of 5th-grade and 92% of 6th-grade students who identify outside these larger groups reported feeling safe at school. Students reporting Academic Motivation at school: School-wide, 88% of fifth-grade students and 87% of sixth-grade students reported being academically motivated “most of the time” or “all of the time.”|"WestEd reports, ""Results show that school connectedness, as measured by a five–item scale on the CHKS, is an important differentiator between low–performing and high–performing...schools, indicating also that the CHKS scale has value as an indicator of school quality."" The relatively high connectedness scores reported by PCS students appear to contribute to the school's overall success. That said, the difference in scores between disaggregated groups suggests that not all PCS students are experiencing the school experience in the same way."|Based on the data above, and other sources, PCS maintains an equity committee committed to helping the school identify systemic factors that contributed to predictable historical outcomes. This group directs activities that specifically address these systemic elements as PCS seeks to disrupt that predictable cycle of who is successful and who is not at our school.|Met||2025-06-18|2025
42767866111603|Santa Barbara Charter|6|In May of 2025,  our fifth and sixth grade students were given the opportunity to complete a local climate survey to capture student perceptions of school safety and community/connectedness. The survey was completed by 27 students, 16 fifth graders and 11 sixth graders. The results were analyzed by the Director of Education and teaching staff, including comparisons to responses from the most recent local climate survey conducted in June 2024.    DATA: Areas of strength:  2025:  Students were asked questions about gender, race, and body image.  This year, 7% said they have been teased about their gender, 14% said they had been teased about their race or ethnicity, and 28% said they had been teased about what their body looks like. 2024: Students were asked questions about gender, race, and body image.  While 6% said they have been teased about their gender, 20% said they had been teased about their race or ethnicity, and 37% said they had been teased about what their body looks like.  2025: 85% of the students say that teachers and other grown-ups make it clear that bullying is not allowed most or all of the time.  2025: 85% of students feel teachers treat students fairly most or all of the time. 2024: 83% of students feel teachers treat students fairly most or all of the time, compared to 86% in 2022.  2025: 88% of students say that teachers and other grownups believe they can do a good job, most or all of the time.  2024: 80% of students say that teachers and other grownups believe they can do a good job, most or all of the time, compared to 87% in 2022.  100% of students say that teachers and other grown-ups want students to do their best, most or all of the time. 88% of students say that teachers and other grown-ups want students to do their best, most or all of the time, compared to 95% in 2022.   Areas of challenge: Students in 5th and 6th grades indicate they might like to have more say in deciding class activities, telling teachers what they’d like to learn about, and helping to make rules.    In 2025, 14% of students feel they don’t get any chance to help decide class activities. In the 2024 survey, 14% feel they don’t get any chance to help decide class activities, compared to 12% in 2022.  67% of students feel like they are a part of Santa Barbara Charter School, most or all of the time 86% of students feel like they are a part of Santa Barbara Charter School, most or all of the time, which was the same result as in 2022.  85% of students feel that teachers and other grownups care about them, most or all of the time,  94% of students feel that teachers and other grownups care about them, most or all of the time, compared to 89% in 2022.|MEANING: Teachers at SBCS have worked systematically this year to reduce incidents of racist and biased language. The data on students who self-report being teased about their body size, race, or gender have diminished, which is a great indicator that the work of the teachers and families is making an impact on student behavior. Fifth and sixth grade students report that teachers and other grown-ups make it clear that bullying is not allowed.  There are strong and significant relationships with teachers and other grownups at SBCS, as students feel seen, heard, and known.  Students see that teachers set high expectations for students and also support them in doing their best.  These numbers remain strong year-to-year, even despite a slight decrease in some related areas.    Regarding the areas of challenge, student involvement in decision making and choice has generally improved, but remains an area in which we are committed to continuous improvement.  Over the past three years, we also have initiated and continually increased a system-wide focus on diversity, equity, and inclusion – including a particular focus on race and gender – and survey results reinforce the benefits of  these efforts.|USE: The primary focus on addressing areas of challenge will remain improving the school climate in terms of race and gender.  The professional staff will keep building on the previous years of work with outside consultants aimed at better understanding individual and systemwide capacities in diversity, equity, and inclusion (including multicultural competency).  Staff efforts to investigate strategies to confront racism and gender issues have been, and will continue to be expanded to include student education and discussion. Unit plans on the topics of: Ally, Advocate and Bystander continue, as does professional development work with a consultant.  Parent education also will continue to be offered, based on the Diversity, Equity, and Inclusion Alliance Strategic Plan.|Met||2025-06-10|2025
42767866118202|Adelante Charter|6|Results from the California School Staff Survey -Spring 2025 74% response rate 100% of responders reported they agree or strongly agree that the school is a supportive and inviting place for students to learn. 100% report the school emphasizes helping students academically when they need it 100% report the school emphasizes teaching lessons in ways relevant to students 100% report that Adelante is a safe place for students 100% report that Adelante motivates students to learn. 91% of responders report they agree or strongly agree that the school is a supportive and inviting place for staff to work. Results from the California School Parent Survey 48% response rate 12% have students who receive Special Education services and 16% are parents of English learners. 98% Agree or strongly agree that parents feel welcome to participate at the school. 99% say that Adelante treats all students with respect 99% report that Adelante is a safe place for their child. 98% report that Adelante motivates students to learn. 99% report that Adelante has adults who really care about students. 97% say that Adelante promotes academic success for all students. 89% report that the school actively seeks the input of parents before making important decisions. 24-25 CHKS - California Healthy Kids Survey Administered to both 5th (63% response rate ) and 6th grades (65% response rate) School connectedness- 81% for 5th graders, 72% for 6th graders Caring adults in school 68% for 5th graders 71% for 6th graders Anti-bullying climate 71% for 5th graders, 68% for 6th graders Feel safe at school 73% of 5th graders and 75% of 6th graders 86% of 5th graders and 80% of 6th graders respond they are treated with respect. Rule clarity was 73% for 5th graders (-23%) and 92% (+15%) for 6th graders. 8% @5th grade and 12% @ 6th grade reported feeling frequent sadness all the time or most of the time. 69%@ 5th and 67% @ 6th grade reported feeling good or happy all or most of the time. Social and emotional learning supports 77% for 5th 66% for 6th grade Data was not disaggregated by race/ethnicity due to small numbers.|Areas of Strength Family Satisfaction & Climate: -98–99% of parents feel welcomed, report a safe environment, and believe students are treated with respect. -97% say the school promotes academic success. Staff Perspectives -100% say the school is supportive, safe, and emphasizes academic support and relevant instruction. -91% feel it's a supportive place to work. Student Engagement -School connectedness improved: +7% for 5th grade, +2% for 6th grade. -Rule clarity improved for 6th grade students (+15%). Strong Family-School Structures -Continued engagement through SSC, EBAC, and PTSO. -89% of families feel the school seeks their input. Identified Needs -Support for Spanish-Speaking and EL Families -Mental Health supports and SEL: Frequent sadness reported by 18% of 5th graders. Happiness declined 7% for both grades. Student Safety and Respect -Respect felt by students declined: -10% (5th), -4% (6th). -Disparities Between Grades|Adelante will continue prioritizing student wellbeing by fostering an anti-bullying climate and implementing restorative practices when harm occurs. School-wide positive behavior supports will be in place, including clearly defined expectations, proactive anti-bullying efforts, and consistent behavior interventions that promote empathy and accountability through inclusive and reflective conversations. New this year, Adelante will partner with a local nonprofit to support families in understanding the dangers of social media and excessive screen time, providing education on digital wellness and internet safety. EBAC will be supported to offer family education workshops and opportunities for leadership development. To address the ongoing social-emotional needs of students, a social-emotional learning (SEL) project will be integrated with art instruction for 6th graders, offering a creative outlet to build emotional awareness and expression. In addition to our existing supports, a part-time school-based counselor, school psychologist, and two interns will work with students through individual check-ins, targeted groups, and facilitation of SEL skill-building sessions. Daily SEL with a focus on inclusion and creating a sense of belonging in every classroom will continue to be embedded by classroom teachers.|Met||2025-06-16|2025
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42772060000000|SBE - Olive Grove Charter - Lompoc|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42772060138370|Olive Grove Charter - Lompoc|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42772140000000|SBE - Olive Grove Charter - Buellton|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42772140138388|Olive Grove Charter - Buellton|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42772220000000|SBE - Olive Grove Charter - Santa Barbara|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
42772220138396|Olive Grove Charter - Santa Barbara|6|"OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff.  2025 CHKS Student Survey -Percentage of respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". 69.3% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness.""  65.7% All students  -Percentage of respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 84.7% All students   2025 CHKS California School Parent Survey -Percentage of respondents reporting strongly agree/agree in response to ""This school has adults who really care about students."" 96% of parents/guardians  -Percentage of respondents reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. 97.3% of parents/guardians   -Percentage of respondents reporting strongly agree/agree in response to the “school treats all students with respect.” 100% of parents/guardians   **CHKS data disaggregated by student groups is not available at this time   2025 OGCS Local Survey - Parent/Guardians, Students, and Staff -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" Students 96.3% All students 96.4% Hispanic or Latino/a students 92.3% White students 96.3 English Learners (EL) students 97.2% Students with Disabilities (SWD) students  98% Parents/Guardians  90.9% Staff  -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" Students 97.8% All 97.6% Hispanic or Latino/a 100% White 100% EL 94.4% SWD  97% Parents/Guardians  100% Staff  -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" Students 95.6% All 96.4% Hispanic or Latino/a 92.9% White 100% EL 91.7% SWD  98% Parents/Guardians  81.8% Staff  -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" Students 92.7% All 94.1% Hispanic or Latino/a 89.3% White 96.3% EL 94.4% SWD  94% Parents/Guardians  77.3% Staff"|"Survey results showed:   Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access. The most common rating across questions was ""Strongly Agree.""   Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.  Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2025-06-12|2025
43104390000000|Santa Clara County Office of Education|6|"The Santa Clara County Office of Education participates in the CA Healthy Kids Survey (CHKS) annually. The CHKS was administered in Spring of 2025. The SCCOE received 77 responses from secondary students.   72% of students identified as Hispanic. Other groups represented showed small group sizes of below 10%. Some discrepancies in responses occurred in comparing results by Hispanic and other students. Hispanic students (72%) and their other classmates (7% Multi racial, non-Hispanic, 5%-White, 5% Asian, 5% African American, 1% American Indian or Alaska Native, 1% Native Hawaiian or Pacific Islander, and 4% other) responded to the survey to represent all students. Hispanic students indicated higher responses than other students in the following areas: (a) school connectedness, (b) academic motivation, (c) caring adult relationship, (d) high expectations, (e) facilities upkeep, (f) school perceived as very safe or safe, (h) eating of breakfast, (i) optimism, and (j) Life Satisfaction. Areas where students showed lower responses than their other classmates include: (a) school is boring, (b) school is worthless and a waste of time, (c) monthly absences, (d) experienced harassment due to five reasons, (e) experienced harassment or bullying, (f) had mean rumors or lies spread, (g) being afraid of being beaten up, (h) been in a physical fight, (i) seen a weapon on campus, (j) cyberbullying, (k) current tobacco use, (l) current marijuana use, (m) current binge drinking, (n) very drunk or ""high"" 7 or more times, ever, (o) current alcohol use, (p) current alcohol use at school, (q) current cigarette smoking/ current marijuana vaping, (r) bedtime after 12, (s) social emotional distress, (t) chronic sadness, and (u) considered suicide. The lower responses regarding engagement of students were any response under 40% of students."|Overall CHKS survey highlights include: (a) 56% of students feel connected at school and 57% feel connected to a caring adult, (b ) 66% indicate that staff have high expectations for students, (c) 61% are happy at school 25% are neutral, and (d) 42% indicate that their parents are involved. 34% believe the school takes their suggestions seriously. 21% of students indicated they have been bullied and 26% indicate this bullying is due to people spreading rumors. 11% of students have considered suicide. Drugs and alcohol use was indicated by 36% of respondents and 34% indicate they have vaped. Overall, 76% of students feel safe at school, and 55% indicate they are motivated academically. The responses indicate that students feel connected and challenged at school. Results indicate that student drug and alcohol use and bullying are negative outcomes that could continue to be addressed through school climate processes and intervention.|The Educational Services Division strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and community outreach. A focus on Positive Behavior Interventions and Support (PBIS) continues to address climate needs. LCAP goals include support for education and guidance for social and emotional needs of students with a focus on PBIS, therapy services, and restorative programs.|Met||2025-06-18|2025
43104390106534|Bullis Charter|6|We reviewed student data from the Winter 2024 student connections survey, disaggregated by grade levels and by site (TK-8 graders took the survey, with the younger students verbally responding). The survey focuses on connection and sense of belonging, specifically asking students to identify trusted adults on campus. Qualitative data is also collected.|Our student feedback continues to highlight a strong foundation of support on campus, with over 97% of students identifying a trusted adult at school. As we deepen our commitment to student well-being and engagement, we are prioritizing school culture and climate as a central focus for the year ahead. Team leaders have taken a more active role in fostering positive environments within their grade levels and across campuses, in close collaboration with site principals. These efforts align with the goals outlined in LCAP Goal #3, which emphasizes connection, belonging, and high expectations for all students. To ensure we’re responsive to student needs, we are also developing a more frequent and timely mini-survey structure that will provide actionable insights throughout the school year.|We will continue operating with Solutions Teams and No Bully training and support for all teachers and students, along with Conscious Discipline and PBIS training and implementation. Our Team Leads will continue developing community and school-wide programming.|Met||2025-06-23|2025
43104390111880|Discovery Charter|6|Discovery Charter School’s Phoenix Campus used a climate survey that asked for student responses on 34 different categories. Most of the categories were statements to which the student respondent could rate how accurate he/she felt the statement to be by using a multiple-choice rating system. Possible responses included “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree.” This provided the school the ability to determine percentages of agreement to disagreement in each respective category. A few categories were written as questions to which the student could respond with “Yes,” “No,” “Maybe,” which also provided the opportunity for the school to determine percentages of student responses. One category provided students the opportunity to share the types of bullying they have witnessed or experienced, if any, using multiple choice answers including “Cyberbullying,” “Social,” “Verbal,” “Physical” and “Does not apply to me.” In this category students could choose multiple answers if relevant. Finally, some of the categories requested written responses, where a student could share short, written feedback. Categories covered a wide variety of themes, but umbrella themes included how safe students felt at school, how supported they felt, how academically challenged they felt, and how well they felt included and involved in the school community. The school administered the climate survey to 4th and 7th graders as sample sets to represent grade school and middle school. According to the survey results, 75.2% of students, 96.6% of parents and 100% of teachers feel the school provides a safe campus for all students. In addition, 65.3% of students feel connected to the school community.|The support of the school counselor has had a significant impact on the Discovery community this year, with a primary focus on working directly with individual students, conducting classroom observations, and collaborating with teachers to develop strategies that strengthen teacher-student relationships. The counselor also facilitated several social-emotional learning (SEL) and data-driven professional development sessions, helping staff identify school-wide trends in student well-being and inform the implementation of new Tier II and III intervention programs. To address student mental health and emotional needs more holistically, Discovery incorporates SEL across all grade levels. All new staff received fall training in positive discipline, and returning staff participated in refresher sessions. Yard duty staff are also trained annually to reinforce consistent, supportive practices across campus. The counselor’s work this year also included a stronger focus on mental health, including collaboration with outside organizations such as NAMI and the integration of anti-racist workshops that support an inclusive, emotionally safe learning environment for all students. The Student Support Specialist continues to provide targeted interventions based on student data, with a focus on attendance, behavior, and classroom-based supports. This role also plays a key part in expanding the school’s use of restorative practices, enhancing both individual and group support systems. In addition, the Student Support Specialist offers parent education and staff development on best practices for meeting a wide range of student needs.  A highlight of family engagement efforts was a well-attended parent workshop on developing healthy relationships with technology, underscoring the school’s commitment to supporting both academic and social-emotional growth through collaborative partnerships with families.|Discovery is expanding its commitment to equity and inclusion by implementing Affinity Groups and student-led clubs, supported through student leadership, to foster belonging and identity-affirming spaces. In response to feedback from surveys and recent anti-racist workshops, the school is also exploring anti-bias and equity training for staff focused on culturally responsive teaching, ensuring that all students feel valued, seen, and respected in the classroom. As part of this initiative, an anti-racist student contract will be provided to students in grades 5-8 reinforcing schoolwide expectations, shared norms, and consistent language around respect, accountability, and inclusion.  The school is evaluating curriculum and instructional resources for grades 4-8 aligned with social justice standards. Accountability projects and restorative practices will be a focus. In addition, the school will continue to utilize the Student Support Specialist to help implement procedures and systems to ensure student safety and well being.|Met||2025-06-25|2025
43104390113431|University Preparatory Academy Charter|6|Mental health data from the 2024-25 school year shows that the majority of students receiving counseling support did so for concerns related to anxiety and depression (33%), family challenges (23%), academic stress (17%), and peer relationships (16%). In a May 2023 student survey, 30% of students reported that peer behavior somewhat or significantly impacted their ability to learn, and 53% shared that they felt only a limited or no connection with adults at UPA.|Survey responses from teachers and non-instructional staff indicate that students at UPA could benefit from stronger peer-to-peer interactions. Feedback from the Caregiver Focus Group emphasized the value of offering informative parent workshops to help families better understand the U.S. education system and increase their engagement with the school.  Caregivers also highlighted the importance of fostering persistence and grit in students, and recommended expanding sports programs and opportunities for friendly competition as a way to help students develop resilience, learn from failure, and build self-confidence.  In response, UPA will continue prioritizing a safe and supportive environment where all students feel equipped to thrive—academically, socially, and emotionally.|Following an in-depth analysis of local data and input from educational partners, several areas of refinement have been identified to strengthen our implementation efforts and ensure alignment with our long-term goals.  While staff feedback and coaching systems have shown marked improvement—reflected in strong growth in both staff (+27%) and teacher (+28%) feedback metrics—survey data also reveal that perceptions of school climate vary between staff groups. To address this, leadership will refine our engagement strategies with teachers by adjusting meeting structures, expanding leadership opportunities, and ensuring feedback mechanisms are both accessible and actionable.  In the area of student engagement, early efforts to increase student awareness of school governance and expectations were beneficial, yet student survey results indicate a continued need for deeper connection to the school community. To support this, we will enhance student leadership opportunities, restructure advisory to improve relevance and inclusivity, and expand student-driven activities focused on belonging and peer connection.  Academic support structures have shown high effectiveness, particularly through Universal Design for Learning (UDL) practices and Tier 2 interventions, contributing to a 100% graduation rate and a reduction in students requiring summer school. Building on this success, we will place targeted emphasis on numeracy development, including professional development, vertical alignment in mathematics instruction, and cross-departmental collaboration to mirror progress made in literacy.  For English Learners (ELs), a persistent achievement gap continues to signal a need for more intentional planning. To address this, we will better integrate EL Individual Learning Plans (ILPs) into professional development and instructional planning, ensure teachers have structured time to utilize these tools, and expand data access and analysis across the teaching staff to support EL progress monitoring.  Additionally, in response to caregiver feedback, we will enhance family engagement efforts with an emphasis on underrepresented families. This includes hosting educational sessions that demystify the U.S. school system and expanding structured opportunities for families to contribute meaningfully to conversations about student outcomes and school improvement.  These revisions reflect our commitment to continuous improvement, equity, and transparency, and they position us to make more targeted progress toward our goals in governance, student engagement, and instructional excellence.|Met||2025-05-18|2025
43104390113704|Rocketship Mateo Sheedy Elementary|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 85% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 92% of families and 83% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 85% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390116814|ACE Empower Academy|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 46% of ACE Empower students responded favorably to questions related to student safety, but a higher percentage (57%) of students responded favorably to the specific question “How safe do you feel when you are at school or in online school session?” An additional 26% of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 53% of ACE Empower students responded favorably to questions related to a sense of belonging and connectedness.|This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2025-06-18|2025
43104390119024|Rocketship Si Se Puede Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 83% of families and 78% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 79% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390120642|Rocketship Los Suenos Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 94% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 94% of families and 88% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 88% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390121483|Alpha: Cornerstone Academy Preparatory|6|At Alpha Cornerstone, we continue to prioritize building a safe, inclusive, and supportive school environment for all students. Our most recent local climate survey data shows encouraging growth in key indicators of school connectedness and student well-being.  Overall, 96.36% of students reported that they have an adult at school who cares about them—an increase from earlier in the year and a testament to our staff's consistent efforts to build strong relationships. Additionally, 97% of students reported having a good friend at school, highlighting a strong sense of peer community and belonging.  When disaggregated, our data shows that students with disabilities experienced notable improvements in both safety and belonging indicators from Fall to Spring. These gains suggest that targeted supports and inclusive practices are having a positive impact on our most vulnerable populations.  These findings are supported by additional qualitative data collected through classroom check-ins, restorative circles, and individual student reflections, which reinforce the trend toward increased connectedness and community across our school. We will continue to monitor these indicators closely and use them to inform ongoing efforts to strengthen school climate for every student.|Our data also points to areas that require continued attention. Two indicators—“I feel proud to be part of this school” and “It is important for me to go to college”—remain areas of growth. These responses highlight the need to deepen students’ sense of identity, pride, and long-term purpose connected to school.|To address these areas, we have expanded school culture-building activities across all grade levels, both during and after school. These include buddy programs, school-wide Town Halls, sports teams, afterschool clubs, and a range of elective offerings designed to promote student engagement and connection. Additionally, we have implemented a new social-emotional learning (SEL) curriculum, Sown to Grow, which supports students in reflecting on their goals, emotions, and personal growth. This tool is helping students develop a stronger sense of agency and purpose, which we believe will positively impact how they see themselves in school and beyond.|Met||2025-06-11|2025
43104390123257|Downtown College Prep - Alum Rock|6|DCP Alum Rock Middle School students were surveyed using the Youth Truth Survey in February 2025. This is the 8th consecutive year of using this instrument. Feedback was received from 162/81% of the  students. In order to put student feedback into context, this report compares DCP students' ratings to the ratings from students at 588 other middle schools across the country.  DCP ARMS focused their climate work this year in two areas: Engagement and Culture.  In the broad category of Engagement ARMS increased in the degree to which students rate themselves as positively engaged from the 4th to the 23rd percentile. In the broad area of Culture ARMS increased in the degree to which students believe that their school fosters a culture of respect and fairness from the 11th to 26th percentile. The staff especially worked on increasing student response to “What I learn in school helps me outside of school “and the survey shows students increasing the rating of this question from the 3rd to the 24th percentile. In the area of Culture the staff worked on “Adults from my school treat students with respect” and increased the percent positive response from the 33rd to 54th percentile.|DCP ARMS made a concerted effort to focus on student engagement with their learning and the relevance of what they are learning. The coaching team worked with new teachers in this area and org wide PD focused on relevance and rigor especially for ELLs. We saw those positive responses increase from 26% of students agreeing that learning is relevant to their daily life in 2024 to 34% in 2025. Our restructuring advisory to accommodate the needs of ELLs may have contributed to this impact.|If we were to remain open next year, we identified a need to continue to increase our work on student engagement with the curriculum and increase their sense of belonging and membership at ARMS.|Met||2025-06-24|2025
43104390123281|Rocketship Discovery Prep|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 96% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 93% of families and 90% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 89% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390123794|Summit Public School: Tahoma|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 86% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 90% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 95%"|Summit Tahoma believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Tahoma take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2025-06-17|2025
43104390124065|Sunrise Middle|6|The school uses Healthy Kids survey plus our own survey. We serve more than 300 students. About 290 are Hispanic, and the rest are Asian, mixed race, Samoan, African American or White. About 130 are English learners. 86% are economically disadvantaged. 41 are homeless. Over 50 have disabilities. Spanish is the home language for most. 50% of parents have a high school education or less. Entering students typically test one to four years below grade level. Many extended families live together to afford rent. Gangs are active. The neighborhood is designated a crime hot spot by the Police Department. Additionally, our own survey found: 26% of our students still feel sad or hopeless, 83% believe their teachers have high expectations for them, 63.3% say they have a relationship with a caring adult at school, 84.4% feel connected to Sunrise, 15% have experienced bullying, and 83.2% feel academically challenged.|Our students still feel relatively positive about the school, but not as engaged as when our school was a little smaller. Additionally, fewer feel chronically sad than right after COVID, but the percentage is still relatively high - about 26%.|We are taking three actions to address these findings: 1. We have formed a close relationship with the neighboring School Health Clinic so that our students in need get regular therapy there. 2. We are strengthening parent-school relationships. 4. We will continue to use our Peacemaker youth mentors.|Met||2025-06-24|2025
43104390125781|Rocketship Academy Brilliant Minds|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 93% of families and 86% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 90% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390125799|Rocketship Alma Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 91% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 89% of families and 82% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 86% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390127969|Discovery Charter II|6|Discovery II administered a climate survey to 4th and 7th graders as sample sets to represent grade school and middle school. The climate survey asked for student responses on 32 different categories. Most of the categories were statements to which the student respondent could rate how accurate he/she felt the statement to be by using a multiple-choice rating system. “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree.” This provided the school the ability to determine percentages of agreement to disagreement in each respective category. A few categories were written as questions to which the student could respond with “Yes,” “No,” or “Maybe,” which also provided the opportunity for the school to determine percentages of student responses. One category provided students the opportunity to share the types of bullying they have witnessed or experienced, if any, using multiple choice answers including “Cyberbullying,” “Social,” “Verbal,” “Physical” and “Does not apply to me.” In this category, students could choose multiple answers if relevant. Finally, some of the categories requested written responses, where a student could share short, written feedback. Categories covered a wide variety of themes, but umbrella themes included how safe students felt at school, how supported they felt, how academically challenged they felt, and how well they felt included and involved in the school community. According to the survey results, 61.0% of students, 86.0% of parents and 100% of teachers feel the school provides a safe campus for all students. In addition, 59.3% of students feel connected to the school community.|Based on the analysis of annual survey data, Discovery II students generally enjoy school. Students are motivated to learn and strive to do their best. Learning is seen as relevant and connected to real-life experiences. Teachers present information in ways students can understand, contributing to a supportive academic environment. Students report feeling supported and having access to trusted adults on campus. They show respect toward staff, and most students treat one another with friendliness and kindness. Students feel a sense of belonging, are comfortable being themselves, and report that there is respect for the LGBTQ+ community.  In addition, parent education sessions were offered, including a well-received workshop on developing healthy relationships with technology. The Student Support Specialist plays a key role by providing targeted support to individual students based on school data, promoting positive attendance and behavior, and coordinating with teachers to implement classroom-based interventions for individuals and groups. The Student Support Specialist also leads parent education sessions and professional development for staff on best practices to address student needs.  The school counselor has significantly contributed to student well-being, primarily through individualized student support. They also conduct classroom observations and collaborate with teachers to develop strategies that strengthen teacher-student relationships.  Discovery II has identified schoolwide trends in social-emotional learning (SEL) and is implementing new Tier II and Tier III interventions to address these needs. Several SEL and data-informed professional development sessions were held, led by the school counselor. SEL practices are embedded across all grade levels to ensure a consistent approach to supporting students' emotional development.  Additional areas of focus include enhancing anti-bias education within classrooms and the broader community, particularly related to race, ethnicity, religion and faith, and different abilities. The school is also working to cultivate a clearer understanding of the differences between bullying and conflict—an area identified through survey feedback. As a result, Discovery II is taking steps to educate both students and families on distinguishing bullying from typical peer conflict in order to promote empathy, communication, and healthy conflict resolution. There is also a growing need to foster deeper connections among students to continue building a strong, inclusive school community.|Discovery II will continue to provide opportunities for students to develop social-emotional skills and strengthen their ability to collaborate within the school community. The Social Emotional Learning (SEL) curriculum With Wayfinder was fully implemented this year through a structured grade-level scope and sequence. To better understand and support student needs, the school will administer a social-emotional screener, and beginning in the 2025–26 school year, a comprehensive SEL survey will also be introduced to gather student feedback and guide future planning. SEL lessons will continue to be targeted and delivered to all students on core topics such as size of the problem, zones of regulation, and bullying versus conflict. Ongoing professional development focused on SEL best practices will continue next year to support full implementation and long-term sustainability. In addition, anti-bias professional development will be offered to staff, alongside training opportunities for the broader school community.  The Student Support Specialist will continue to support students in developing social skills and navigating conflict. A key strategy includes reinforcing Discovery PRIDE values (Positive Attitude, Respect, Independent Thinking, Do My Best, Everybody Belongs) as part of the process of establishing school-wide agreements. The Student Support Specialist will also focus on building meaningful relationships and trust with students to strengthen school connectedness. Discovery II will continue providing digital citizenship lessons for middle school students and hosting classroom discussions on the Discovery PRIDE acronym, reinforcing how these values inform student behavior and community norms.  The school was awarded a Restorative Practice Grant, and professional development and implementation efforts are underway. Strategies such as accountability projects will be used as natural consequences to promote restorative outcomes. Discovery II also plans to educate students on the Family and Student Handbook and will facilitate grade-level specific assemblies to address shared challenges and reinforce expectations. To promote unity, the school will expand community-building efforts within classrooms and increase opportunities for cross-grade level collaboration on instructional units and shared experiences. In response to observations and student survey feedback, Discovery II is implementing measures to enhance safety and belonging on campus. To improve physical safety, all campus gates will remain closed during the school day, and all visitors will be required to check in through the front office before accessing school grounds. These efforts aim to ensure a secure and welcoming learning environment for all students.|Met||2025-06-25|2025
43104390129213|Alpha: Jose Hernandez|6|Our 6-8 safety and belonging data saw an increase, in particular for safety by nearly 10%. This data for 3-5 also increased by a similar amount and we will continue buulding on this for next school year. We saw a decline in belonging for TK/K from Fall to Spring which we had not previously seen and will use this to inform next steps within SEL for these grade levels.|This year we launched an SEL curricuum for all grades and due to platform access we did a lot of work to ensure this tool was developmentally appropriate for our youngest students in TK-2. This work will continue as well maintaining structures and procedures that increased feeling of safety for 3-8 which has previously been an opportunity for us.|The focus will continue to be on strengthening SEL for all grades, check ins across our student population and maintaining of stronger schoolwide systems and procedures in service of student safety.|Met||2025-06-11|2025
43104390131110|Rocketship Fuerza Community Prep|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 92% of families and 83% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 87% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390131748|Voices College-Bound Language Academy at Morgan Hill|6|According to the Panorama Social Emotional Learning survey administered in Spring 2025, 89% of students in third through fifth grade indicated that they felt they had supportive relationships on the campus. Similarly, 85% of students in sixth through eighth grade indicated they had supportive relationships on the campus. In contrast, only 55% of students in third through fifth grade indicated that they feel positive feelings. 47% of sixth through eighth grade students indicated that they experience positive feelings on a daily basis. 					|Although students are largely indicating that they value school and feel supportive relationships with individuals on the campus, a large percentage of students are facing emotional challenges that prevent them from having positive feelings on a regular basis. This indicates that students may be in need of additional social-emotional support and instruction regarding coping skills for dealing with negative emotions. 					|This following school year, we will continue to strengthen our partnership with Pacific Clinics to provide targeted, differentiated social emotional support to our students in addition to the support provided by our school counselor. Additionally, we will be training all school staff in social emotional learning practices to ensure students are consistently receiving instruction in SEL. 					|Met||2025-06-24|2025
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|6|According to the 24-25 Spring and Winter Panorama student survey, 80% of students in grades 4–5 reported having supportive relationships with a teacher or other adult on campus, while 69% of students in grades 6–8 reported the same. When asked about their sense of belonging, 54% of students in grades 4–5 responded favorably, compared to only 30% in grades 6–8. Regarding social-emotional learning, 52% of fourth and fifth-graders indicated they could navigate challenging feelings at school, while 56% of middle school students responded similarly. In the 2024–25 school year, these key indicators improved by five percentage points from the previous year, highlighting positive momentum in fostering supportive relationships, a stronger sense of belonging, and improved student emotional well-being.|Based on the Panorama survey results, it is evident that students feel they have strong relationships with the adults on campus. At the same time, results indicate that many students are still developing the socioemotional skills needed to navigate challenging feelings and strengthen their sense of belonging at school. These trends highlight the importance of prioritizing socioemotional learning and school connectedness as areas of focus for the coming school year. To ensure we effectively support students, we will continue to seek feedback from students and families and use it to guide improvements to our services and supports.|In the 25026 school year, Voices Mount Pleasant will continue to enhance its focus on student socioemotional well-being, in response to Panorama survey data indicating a need for greater support. Building on existing plans, Voices MP will use the school counselor to support students in developing socioemotional skills through one-on-one and small group sessions.  Voices MP will also continue its partnership with Pacific Clinics, which provides structured lessons on social skills, conflict resolution strategies, and group and individualized counseling for students with higher levels of need. These services will be integrated into the school’s broader socioemotional learning framework.  Voices MP will implement several new initiatives to support student belonging and inclusivity further. Student-led clubs will be introduced to promote student interests, leadership, and inclusivity. An advisory program will also be developed to provide students with a regular space to build community, reflect on personal and academic challenges, and strengthen communication among students, families, and staff. Regular feedback sessions will be embedded into the advisory structure to ensure student voices inform continuous improvement efforts.  Additionally, Voices MP will host events and activities that celebrate the school community's cultural diversity, helping to promote empathy, understanding, and mutual respect. These strategic enhancements aim to foster a more inclusive and supportive school climate, ensuring every student feels seen, valued, and connected.|Met||2025-06-24|2025
43104390133496|Rocketship Rising Stars|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 91% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 94% of families and 87% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 89% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43104390135087|Opportunity Youth Academy|6|Opportunity Youth Academy participates in the CA Healthy Kids Survey annually. Students in grades 9-12 participated in the survey.  Participant rate was 27% of students responded to the survey.  Students showed higher responses in the following areas: (a) facilities upkeep, (b) high expectations-adults in school, (c) caring adult relationships, and (d) promotion of parental involvement in school.  Areas where students showed lower responses: (a) school is worthless and a waste of time, (b) school is really boring, (c) had less than 3 monthly absences, and (d) experienced chronic sadness/hopelessness or considered suicide.|The responses indicate that students feel safe, connected to staff, and motivated.  OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students.|Existing plans, policies, and procedures as identified in the LCAP goals have proven to provide for the needs of students and will continue to be implemented and monitored to ensure continuous program improvement.|Met||2025-06-26|2025
43693690000000|Alum Rock Union Elementary|6|Alum Rock Union School District is committed to fostering a safe, inclusive, and welcoming environment for all students and families. As part of our continuous improvement efforts, we administer biannual Panorama surveys to students, families, and staff to assess perceptions of school climate, safety, and connectedness. The Spring 2025 survey results reflect areas of growth, stability, and ongoing focus.  Parent responses continue to reflect high levels of trust and satisfaction with school climate. In Spring 2025, 96% of parents reported feeling that schools are safe—a 4-point increase from the previous year. Additionally, 97% of parents indicated their child feels a strong sense of belonging at school, and 98% agreed that their child’s background (including race, ethnicity, religion, and economic status) is valued—both showing a 1-point increase. Notably, 96% of parents stated that school staff take their concerns seriously, up from 94% in 2024, indicating improved communication and responsiveness.  Student responses demonstrate both progress and key areas for continued attention. In terms of safety, 72% of elementary students reported feeling safe at school—marking a 9-point increase from Spring 2024. Middle school student safety perceptions held steady at 62%. Sense of belonging saw a slight decrease among elementary students, dropping from 74% to 72%, while middle school students reported a 3-point increase, rising from 59% to 62%. Among third graders specifically, 75% reported a strong sense of belonging, compared to 77% the prior year.  Additional indicators include perceptions of having a caring adult on campus and the ability to express feelings. While those specific data points are being further analyzed, overall trends point to improvements in school connectedness and the impact of recent investments in social-emotional learning, Tier I supports, and culturally responsive practices.  These findings are being used to guide both site and district-level planning. Schools are deepening their focus on relationship-building, inclusive practices, and student voice as part of their school plans and climate goals. Data is also being reviewed by student groups, advisory committees, and leadership teams to ensure strategies are responsive to the needs of all learners, particularly students from historically underserved communities.|Analysis of the Spring 2025 school climate survey data reveals several key learnings for Alum Rock Union School District. While there are positive trends in some areas—such as increased feelings of safety and belonging among students—important concerns remain that require targeted attention and sustained support.  One area of progress is student perception of safety. Compared to the previous year, more students report feeling safe at school, particularly at the elementary level, which saw a 9-point gain. However, safety continues to be a priority concern, especially when viewed through the lens of student comments and staff perceptions. Notably, only 29% of staff responded favorably to the statement, “There is significant harassment or bullying among students at my school,” suggesting that a substantial majority of staff perceive bullying and harassment to be prevalent. Student concerns about peer conflict and bullying were also evident in open-ended survey responses, reinforcing the need for proactive, consistent schoolwide behavior systems and peer relationship supports.  Student connectedness and sense of belonging emerged as another critical area. While middle school students showed improvement in school connectedness (62%, a 3-point gain), and elementary students showed modest growth (67%, up 7 points), the data reveals that nearly 1 in 3 students still do not feel a strong connection to others at school. This indicator is essential to student engagement, well-being, and academic success and remains a central focus in both site and district climate planning efforts.  Mental health and behavioral challenges also continue to be significant concerns. School staff and administrators consistently report an increased need for emotional and behavioral supports, particularly in response to rising incidents of dysregulation and peer conflict. In response, the district continues to invest in counseling services and behavioral health staffing. School counselors remain a critical line of support for many students, and the district’s retention of Behavior Specialists has been key in helping schools address the growing complexity of student behavior needs.  These findings underscore the importance of maintaining a strong Multi-Tiered System of Support (MTSS) that includes academic, behavioral, and social-emotional strategies aligned with student and staff needs. As the district continues to review disaggregated data across student groups, targeted supports will be refined to ensure that all students—especially those from historically underserved populations—feel safe, connected, and supported in their learning environments.|Based on analysis of local climate data and input from educational partners, Alum Rock Union School District is implementing key changes to strengthen school culture, student wellness, and behavior supports across all schools.  Survey data and feedback from LCAP sessions highlight the need to expand counseling services, increase access to social-emotional learning (SEL), and improve schoolwide behavior systems. In response, the district is deepening investments in Tier 1 supports and revising several LCAP actions under Goal 2.  For the 2024–2025 school year, the district is prioritizing professional development for staff and families in the areas of mental health, SEL, and positive behavior supports. Trainings are being delivered to school teams to build capacity around Tier 1 SEL practices and early identification of student needs. Parent workshops and resources on resilience and emotional wellness are also being offered to strengthen school-home connections.  To address ongoing concerns around bullying, the Student Services and SEL departments have launched bullying prevention training for site leaders and expanded family-facing resources. A new webpage provides tips and guidance for parents on how to support their child and navigate the district’s bullying response process.  Additionally, all sites are engaging in Positive School Culture training aimed at reestablishing post-pandemic expectations, reinforcing inclusive practices, and increasing student connectedness. These trainings are designed to support implementation of the district’s updated MTSS framework, which now integrates SEL, behavior systems, and equity-focused strategies into daily school practices.  These actions are supported through revised LCAP investments, including continued funding for school counselors, behavior specialists, and site-based tools for climate improvement. Together, these changes represent a focused effort to create safe, inclusive, and supportive learning environments that respond directly to the needs identified through student, staff, and family feedback.|Met||2025-06-26|2025
43693690106633|KIPP Heartwood Academy|6|87% of KIPP families have a positive experience with the school. 92% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
43693690125526|Alpha: Blanca Alvarado|6|Our student culture survey data indicates that 91.48% of students reported feeling safe at school,Up from 88.87% in 23-24.  Additionally, 92.31% shared that they feel there is at least one adult who cares about them, while down 1% from 23-24, still above a 90% positive rating.|These outcomes suggest that initiatives such as maintaining a Dean of Students to lead restorative justice practices, tracking culture data through Dean’s List, implementing a comprehensive SEL curriculum, and strengthening PBIS structures have contributed to a supportive and responsive school climate.|We want to dive deeper into the SEL data we gather from Sown to Grow to analyze student responses to provide more insightful follow through with our students' social emotional needs.|Met||2025-06-11|2025
43693690129924|Kipp Prize Preparatory Academy|6|76% of KIPP families have a positive experience with the school. 89% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
43693770000000|Berryessa Union Elementary|6|The Panorama climate survey was distributed to students in grades 3rd through 8th. The survey focuses on three main areas - Self Efficacy, Self-Management, and Social Awareness.  Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy.  Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities.  Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities|This data highlights the need for continues mental health services, implementation of PBIS, and SEL instruction.  The students within the district will continue to grow in all areas if they are provided with the the support and skills to build self-efficacy, self-management, and social awareness.  Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy.  Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities.  Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities|During the 2025-2026 school year, we will also start using the CA Healthy Kids survey as well.|Met||2025-06-25|2025
43693850000000|Cambrian|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2024–25) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2025, 2,071 students completed the survey. Results show strong and improving perceptions of school climate: -  87% like school (+2%) -  93% feel they do well in school (steady) -  89% believe their school wants them to succeed (-1%) -  90% agree behavior expectations are clear (+1%) -  88% feel respected by teachers (+1%) -  74% say classroom behavior supports learning (+9%) -  72% report positive behavior is acknowledged (+9%) -  88% feel they get along with peers (+6%) -  87% feel safe at school (+2%) -  75% say students treat each other well (+4%) -  84% report an adult is available when needed (+3%)  The data reflect an overall positive climate, with significant improvements in classroom behavior and peer recognition, highlighting successful implementation of PBIS and SEL initiatives.  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 88% (Winter) from 87.4% (Fall) -  Teacher Low Risk improved to 83% from 82.2%  Disaggregated Highlights: English Learners: -  Student Low Risk: 79.5% (up from 74.6%) -  Teacher Low Risk: 81.9% (up from 72.8%)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.1% (up from 78.2%) -  Teacher Low Risk: 68.6% (steady), indicating an area for continued SEL support  Students with Disabilities: -  Student Low Risk remained around 73% -  Teacher Low Risk rose to 67.4% (up from 61.6%); High Risk declined from 14.1% to 7.9%  Hispanic Students: -  Student Low Risk: 84% (up from 79.3%) -  Teacher Low Risk: 75.9% (up from 73.9%)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts. Although disaggregated PBIS data were not available, the detailed mySAEBRS analysis provides targeted support to serve marginalized student groups better. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2024–25 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district. The PBIS survey showed that 87% of students like school, 93% feel successful, 90% agree that behavior expectations are clear, and 88% feel respected by teachers. Notably, perceptions of classroom behavior and the recognition of positive behavior increased by 9%, while 87% of students reported feeling safe. mySAEBRS data reinforced these positive trends, with 88.3% of students self-identifying as “Low Risk” and 83% rated “Low Risk” by teachers, both showing slight increases from Fall to Winter. Additional highlights include 88% of students reporting positive peer relationships and 84% noting the presence of a trusted adult—an increase of 4% from the previous year.  Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels, with 24.7% rated as “Some Risk” and 7.9% as “High Risk” by teachers. Socioeconomically disadvantaged students remained a concern, with only 68.6% identified as “Low Risk” by teachers—unchanged from Fall—indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated notable progress, yet 18.9% still self-reported as “Some Risk,” and 15.2% were rated similarly by teachers, suggesting ongoing social-emotional and linguistic support needs. These findings highlight the success of Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2024–25 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, such as increased student perceptions of safety, classroom behavior, and adult support, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups, and developing equity-focused action plans at the site level to ensure culturally responsive supports are in place for the highest-need students.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on trauma-informed instruction and behavior management, and launch a student voice initiative to establish feedback loops that promote authentic student input on classroom and school climate. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction. This includes embedding Social-Emotional Learning (SEL) competencies into academic content, supporting student-led SEL initiatives, and providing a tiered menu of SEL resources tailored to general education, special education, and multilingual learners.  To monitor progress and drive continuous improvement, the district will enhance its use of school climate data by implementing more frequent review cycles and conducting site-level analysis. Stakeholders, including staff, parents, and students, will be engaged in reviewing data and co-creating plans to address identified needs. CSD also aims to refine its future climate survey tools to ensure that PBIS data can be disaggregated by student group, thereby better informing equitable practices. Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2025-06-17|2025
43693856046445|Fammatre Elementary|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2024–25) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2025, 2,071 students completed the survey. Results show strong and improving perceptions of school climate: -  87% like school (+2%) -  93% feel they do well in school (steady) -  89% believe their school wants them to succeed (-1%) -  90% agree behavior expectations are clear (+1%) -  88% feel respected by teachers (+1%) -  74% say classroom behavior supports learning (+9%) -  72% report positive behavior is acknowledged (+9%) -  88% feel they get along with peers (+6%) -  87% feel safe at school (+2%) -  75% say students treat each other well (+4%) -  84% report an adult is available when needed (+3%)  The data reflect an overall positive climate, with significant improvements in classroom behavior and peer recognition, highlighting successful implementation of PBIS and SEL initiatives.  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 88% (Winter) from 87.4% (Fall) -  Teacher Low Risk improved to 83% from 82.2%  Disaggregated Highlights: English Learners: -  Student Low Risk: 79.5% (up from 74.6%) -  Teacher Low Risk: 81.9% (up from 72.8%)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.1% (up from 78.2%) -  Teacher Low Risk: 68.6% (steady), indicating an area for continued SEL support  Students with Disabilities: -  Student Low Risk remained around 73% -  Teacher Low Risk rose to 67.4% (up from 61.6%); High Risk declined from 14.1% to 7.9%  Hispanic Students: -  Student Low Risk: 84% (up from 79.3%) -  Teacher Low Risk: 75.9% (up from 73.9%)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts. Although disaggregated PBIS data were not available, the detailed mySAEBRS analysis provides targeted support to serve marginalized student groups better. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2024–25 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district. The PBIS survey showed that 87% of students like school, 93% feel successful, 90% agree that behavior expectations are clear, and 88% feel respected by teachers. Notably, perceptions of classroom behavior and the recognition of positive behavior increased by 9%, while 87% of students reported feeling safe. mySAEBRS data reinforced these positive trends, with 88.3% of students self-identifying as “Low Risk” and 83% rated “Low Risk” by teachers, both showing slight increases from Fall to Winter. Additional highlights include 88% of students reporting positive peer relationships and 84% noting the presence of a trusted adult—an increase of 4% from the previous year.  Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels, with 24.7% rated as “Some Risk” and 7.9% as “High Risk” by teachers. Socioeconomically disadvantaged students remained a concern, with only 68.6% identified as “Low Risk” by teachers—unchanged from Fall—indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated notable progress, yet 18.9% still self-reported as “Some Risk,” and 15.2% were rated similarly by teachers, suggesting ongoing social-emotional and linguistic support needs. These findings highlight the success of Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2024–25 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, such as increased student perceptions of safety, classroom behavior, and adult support, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups, and developing equity-focused action plans at the site level to ensure culturally responsive supports are in place for the highest-need students.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on trauma-informed instruction and behavior management, and launch a student voice initiative to establish feedback loops that promote authentic student input on classroom and school climate. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction. This includes embedding Social-Emotional Learning (SEL) competencies into academic content, supporting student-led SEL initiatives, and providing a tiered menu of SEL resources tailored to general education, special education, and multilingual learners.  To monitor progress and drive continuous improvement, the district will enhance its use of school climate data by implementing more frequent review cycles and conducting site-level analysis. Stakeholders, including staff, parents, and students, will be engaged in reviewing data and co-creating plans to address identified needs. CSD also aims to refine its future climate survey tools to ensure that PBIS data can be disaggregated by student group, thereby better informing equitable practices. Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2025-06-17|2025
43693856046452|Farnham Charter|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2024–25) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2025, 2,071 students completed the survey. Results show strong and improving perceptions of school climate: -  87% like school (+2%) -  93% feel they do well in school (steady) -  89% believe their school wants them to succeed (-1%) -  90% agree behavior expectations are clear (+1%) -  88% feel respected by teachers (+1%) -  74% say classroom behavior supports learning (+9%) -  72% report positive behavior is acknowledged (+9%) -  88% feel they get along with peers (+6%) -  87% feel safe at school (+2%) -  75% say students treat each other well (+4%) -  84% report an adult is available when needed (+3%)  The data reflect an overall positive climate, with significant improvements in classroom behavior and peer recognition, highlighting successful implementation of PBIS and SEL initiatives.  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 88% (Winter) from 87.4% (Fall) -  Teacher Low Risk improved to 83% from 82.2%  Disaggregated Highlights: English Learners: -  Student Low Risk: 79.5% (up from 74.6%) -  Teacher Low Risk: 81.9% (up from 72.8%)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.1% (up from 78.2%) -  Teacher Low Risk: 68.6% (steady), indicating an area for continued SEL support  Students with Disabilities: -  Student Low Risk remained around 73% -  Teacher Low Risk rose to 67.4% (up from 61.6%); High Risk declined from 14.1% to 7.9%  Hispanic Students: -  Student Low Risk: 84% (up from 79.3%) -  Teacher Low Risk: 75.9% (up from 73.9%)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts. Although disaggregated PBIS data were not available, the detailed mySAEBRS analysis provides targeted support to serve marginalized student groups better. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2024–25 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district. The PBIS survey showed that 87% of students like school, 93% feel successful, 90% agree that behavior expectations are clear, and 88% feel respected by teachers. Notably, perceptions of classroom behavior and the recognition of positive behavior increased by 9%, while 87% of students reported feeling safe. mySAEBRS data reinforced these positive trends, with 88.3% of students self-identifying as “Low Risk” and 83% rated “Low Risk” by teachers, both showing slight increases from Fall to Winter. Additional highlights include 88% of students reporting positive peer relationships and 84% noting the presence of a trusted adult—an increase of 4% from the previous year.  Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels, with 24.7% rated as “Some Risk” and 7.9% as “High Risk” by teachers. Socioeconomically disadvantaged students remained a concern, with only 68.6% identified as “Low Risk” by teachers—unchanged from Fall—indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated notable progress, yet 18.9% still self-reported as “Some Risk,” and 15.2% were rated similarly by teachers, suggesting ongoing social-emotional and linguistic support needs. These findings highlight the success of Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2024–25 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, such as increased student perceptions of safety, classroom behavior, and adult support, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups, and developing equity-focused action plans at the site level to ensure culturally responsive supports are in place for the highest-need students.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on trauma-informed instruction and behavior management, and launch a student voice initiative to establish feedback loops that promote authentic student input on classroom and school climate. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction. This includes embedding Social-Emotional Learning (SEL) competencies into academic content, supporting student-led SEL initiatives, and providing a tiered menu of SEL resources tailored to general education, special education, and multilingual learners.  To monitor progress and drive continuous improvement, the district will enhance its use of school climate data by implementing more frequent review cycles and conducting site-level analysis. Stakeholders, including staff, parents, and students, will be engaged in reviewing data and co-creating plans to address identified needs. CSD also aims to refine its future climate survey tools to ensure that PBIS data can be disaggregated by student group, thereby better informing equitable practices. Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2025-06-17|2025
43693856046486|Price Charter Middle|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2024–25) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2025, 2,071 students completed the survey. Results show strong and improving perceptions of school climate: -  87% like school (+2%) -  93% feel they do well in school (steady) -  89% believe their school wants them to succeed (-1%) -  90% agree behavior expectations are clear (+1%) -  88% feel respected by teachers (+1%) -  74% say classroom behavior supports learning (+9%) -  72% report positive behavior is acknowledged (+9%) -  88% feel they get along with peers (+6%) -  87% feel safe at school (+2%) -  75% say students treat each other well (+4%) -  84% report an adult is available when needed (+3%)  The data reflect an overall positive climate, with significant improvements in classroom behavior and peer recognition, highlighting successful implementation of PBIS and SEL initiatives.  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 88% (Winter) from 87.4% (Fall) -  Teacher Low Risk improved to 83% from 82.2%  Disaggregated Highlights: English Learners: -  Student Low Risk: 79.5% (up from 74.6%) -  Teacher Low Risk: 81.9% (up from 72.8%)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.1% (up from 78.2%) -  Teacher Low Risk: 68.6% (steady), indicating an area for continued SEL support  Students with Disabilities: -  Student Low Risk remained around 73% -  Teacher Low Risk rose to 67.4% (up from 61.6%); High Risk declined from 14.1% to 7.9%  Hispanic Students: -  Student Low Risk: 84% (up from 79.3%) -  Teacher Low Risk: 75.9% (up from 73.9%)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts. Although disaggregated PBIS data were not available, the detailed mySAEBRS analysis provides targeted support to serve marginalized student groups better. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2024–25 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district. The PBIS survey showed that 87% of students like school, 93% feel successful, 90% agree that behavior expectations are clear, and 88% feel respected by teachers. Notably, perceptions of classroom behavior and the recognition of positive behavior increased by 9%, while 87% of students reported feeling safe. mySAEBRS data reinforced these positive trends, with 88.3% of students self-identifying as “Low Risk” and 83% rated “Low Risk” by teachers, both showing slight increases from Fall to Winter. Additional highlights include 88% of students reporting positive peer relationships and 84% noting the presence of a trusted adult—an increase of 4% from the previous year.  Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels, with 24.7% rated as “Some Risk” and 7.9% as “High Risk” by teachers. Socioeconomically disadvantaged students remained a concern, with only 68.6% identified as “Low Risk” by teachers—unchanged from Fall—indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated notable progress, yet 18.9% still self-reported as “Some Risk,” and 15.2% were rated similarly by teachers, suggesting ongoing social-emotional and linguistic support needs. These findings highlight the success of Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2024–25 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, such as increased student perceptions of safety, classroom behavior, and adult support, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups, and developing equity-focused action plans at the site level to ensure culturally responsive supports are in place for the highest-need students.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on trauma-informed instruction and behavior management, and launch a student voice initiative to establish feedback loops that promote authentic student input on classroom and school climate. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction. This includes embedding Social-Emotional Learning (SEL) competencies into academic content, supporting student-led SEL initiatives, and providing a tiered menu of SEL resources tailored to general education, special education, and multilingual learners.  To monitor progress and drive continuous improvement, the district will enhance its use of school climate data by implementing more frequent review cycles and conducting site-level analysis. Stakeholders, including staff, parents, and students, will be engaged in reviewing data and co-creating plans to address identified needs. CSD also aims to refine its future climate survey tools to ensure that PBIS data can be disaggregated by student group, thereby better informing equitable practices. Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2025-06-17|2025
43693856046494|Sartorette Charter|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2024–25) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2025, 2,071 students completed the survey. Results show strong and improving perceptions of school climate: -  87% like school (+2%) -  93% feel they do well in school (steady) -  89% believe their school wants them to succeed (-1%) -  90% agree behavior expectations are clear (+1%) -  88% feel respected by teachers (+1%) -  74% say classroom behavior supports learning (+9%) -  72% report positive behavior is acknowledged (+9%) -  88% feel they get along with peers (+6%) -  87% feel safe at school (+2%) -  75% say students treat each other well (+4%) -  84% report an adult is available when needed (+3%)  The data reflect an overall positive climate, with significant improvements in classroom behavior and peer recognition, highlighting successful implementation of PBIS and SEL initiatives.  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 88% (Winter) from 87.4% (Fall) -  Teacher Low Risk improved to 83% from 82.2%  Disaggregated Highlights: English Learners: -  Student Low Risk: 79.5% (up from 74.6%) -  Teacher Low Risk: 81.9% (up from 72.8%)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.1% (up from 78.2%) -  Teacher Low Risk: 68.6% (steady), indicating an area for continued SEL support  Students with Disabilities: -  Student Low Risk remained around 73% -  Teacher Low Risk rose to 67.4% (up from 61.6%); High Risk declined from 14.1% to 7.9%  Hispanic Students: -  Student Low Risk: 84% (up from 79.3%) -  Teacher Low Risk: 75.9% (up from 73.9%)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts. Although disaggregated PBIS data were not available, the detailed mySAEBRS analysis provides targeted support to serve marginalized student groups better. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2024–25 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district. The PBIS survey showed that 87% of students like school, 93% feel successful, 90% agree that behavior expectations are clear, and 88% feel respected by teachers. Notably, perceptions of classroom behavior and the recognition of positive behavior increased by 9%, while 87% of students reported feeling safe. mySAEBRS data reinforced these positive trends, with 88.3% of students self-identifying as “Low Risk” and 83% rated “Low Risk” by teachers, both showing slight increases from Fall to Winter. Additional highlights include 88% of students reporting positive peer relationships and 84% noting the presence of a trusted adult—an increase of 4% from the previous year.  Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels, with 24.7% rated as “Some Risk” and 7.9% as “High Risk” by teachers. Socioeconomically disadvantaged students remained a concern, with only 68.6% identified as “Low Risk” by teachers—unchanged from Fall—indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated notable progress, yet 18.9% still self-reported as “Some Risk,” and 15.2% were rated similarly by teachers, suggesting ongoing social-emotional and linguistic support needs. These findings highlight the success of Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2024–25 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, such as increased student perceptions of safety, classroom behavior, and adult support, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups, and developing equity-focused action plans at the site level to ensure culturally responsive supports are in place for the highest-need students.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on trauma-informed instruction and behavior management, and launch a student voice initiative to establish feedback loops that promote authentic student input on classroom and school climate. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction. This includes embedding Social-Emotional Learning (SEL) competencies into academic content, supporting student-led SEL initiatives, and providing a tiered menu of SEL resources tailored to general education, special education, and multilingual learners.  To monitor progress and drive continuous improvement, the district will enhance its use of school climate data by implementing more frequent review cycles and conducting site-level analysis. Stakeholders, including staff, parents, and students, will be engaged in reviewing data and co-creating plans to address identified needs. CSD also aims to refine its future climate survey tools to ensure that PBIS data can be disaggregated by student group, thereby better informing equitable practices. Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2025-06-17|2025
43693930000000|Campbell Union|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693930106005|Village|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693930137273|Campbell School of Innovation|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046510|Blackford Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046536|Capri Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046544|Castlemont Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046577|Forest Hill Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046601|Lynhaven Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046619|Marshall Lane Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046627|Monroe Middle|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046668|Rolling Hills Middle|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43693936046692|Sherman Oaks Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (63%; -7% from 23.24) than grades 6-8 (53% +8% from 23.24). In grades 3-5, Overall and student group responses were similar (SED 61%, SWD 62%, EL 61%, White 61%, Asian 66%, Hispanic/Latino 63% , Black 55%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 50%, SWD 48%, EL 47%, White 57%, Asian 61%, Hispanic/Latino 48% , Black 56%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 73% (-5% from 23.24); 6-8: 59% (+3% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 65% (-7% from 23.24); 6-8: 57% (+8% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 57% (-17% from 23.24); 6-8: 27% ( -5% from 23.24) • How interested are you in your classes? 3-5: 56% (-21% from 23.24); 6-8: 37% (-8% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.76 (+0.03 from 23.24) • My school is clean - Mean: 2.98 (no change from 23.24)|"While the favorable response rate to Sense of Belonging on the SEL survey increased for grades 6-8, students in grades 3-5 declined. Even with this decline, elementary students feel more connected to and engaged with their schools, as evidenced by almost two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. To better understand the decline at the elementary level, schools will work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps. While SEL Survey results on Sense of Belonging increased in grades 6-8, ratings continue to be lower than grades 3-5, continuing to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus. While there was a slight increase in the student rating for, ""I feel safe at school,"" the rating for “My school is clean,” was unchanged, and the overall mean for both questions do not meet CUSD’s goal of a 4.5 rating."|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  Beginning in 24.25, CUSD Counselors built an annual report to surface trends in student areas of need and trends across the district. Counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with referrals to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School in addition to district counselors and social work interns.  To support students demonstrating social-emotional needs, and to respond to emerging trends from survey results, under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. In addition, Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts.  In response to feedback and in alignment with our commitment to providing high quality professional development in response to data, Campbell staff developed and delivered professional development, reducing the need for SEL training provided by outside partners. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework in 24.25, with full implementation planned for 25.26. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Behavior Specialist support is in place at all schools and CUSD has two MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 25.26, CUSD will continue to provide aligned and responsive training to staff, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support students.|Met||2025-06-26|2025
43694010000000|Campbell Union High|6|Climate surveys were administered to students, families, and staff members at all high school sites during February and March of 2025. The District administered the California Healthy Kids Survey online to all students in grades 9 through 12, with a response rate of 70%.   In terms of connectedness, the majority of students reported feeling like they were a part of their school and that they were safe. On a five-point scale from strongly disagree to strongly agree, a range of 61% of 9th-graders and 63% of 12th-graders responded in the top two categories (agree or strongly agree) that they felt connected to school. African American and Latinx students were less likely to feel connected than their peers at each grade level with a difference of up to 10 percentage points. One indicator that improved was students reporting caring adult relationships, which was at its highest ever reported for 12th-grade students at 70%.  For safety, a majority of students responded that they agreed or strongly agreed that they felt safe at school, ranging from 64% for 9th-graders to 66% for 12th-graders. This reflected a slight improvement for most grade levels over last year. African American and Latinx students were less likely to feel safe than their peers at each grade level by roughly 5 to 10 percentage points. Reported rates of harassment on school grounds declined to 22% from 26% for 9th-graders.  Another important theme was social and emotional well-being. The percentage of students reporting chronic sadness was 19% for 9th graders, down from 39% in the 2020-2021 school year, and the percentage who seriously considered suicide was 6% for 9th graders, down from 12% in 2020-2021. At the same time, students identifying as LGBTQIA had much higher rates of reported mental health concerns. For example, in 9th grade 43% of students identifying as gay/lesbian/bisexual reported experiences of chronic sadness compared to only 16% of students identifying as straight/heterosexual. This magnitude of differences in reported experiences was similar across grade levels.|The major highlight of the student survey was a continuation of the improvement in indicators of mental health for our students. Poor mental health indicators such as suicide ideation and experiences of chronic sadness increased in the years leading to the COVID-19 pandemic, in line with a national trend that is well-documented. For a third year in a row, the rates have dropped significantly and remained low. Although the overall trend is improving, mental health concerns remain disproportionately high for students identifying as female, nonbinary, or LGBTQIA. This indicates a need for additional attention and support for these student groups. It may also be the case that males underreport their mental health concerns.  One area of ongoing concern is the disproportionately lower sense of student connectedness and safety on campus for African American and Latinx students. These student groups may not feel as well supported or included in their campus communities as their peers do.|With some promising signals for improvements in mental health and the ongoing need for mental health support, especially for the LGBTQIA community, the district is continuing its mental health staffing by providing a Wellness Center at each high school, a social worker or wellness center specialist at each school site as well as a centralized social worker, and also a contracted mental health counselor at each school site.   In terms of safety and connectedness, CUHSD administrators completed a two-year anti-bias professional development program in the 2024-2025 school year. Each school site will provide teacher professional development relating to inclusive instructional practices in the 2025-2026 school year. Sites are continuing to refine their use of the Say Something safety application, and some sites, including Boynton High School, are investing in restorative practices training for their staff.|Met||2025-06-26|2025
43694190000000|Cupertino Union|6|Student belonging, as measured by student connectedness and safety, has been a focus in CUSD for the past few years. The California Healthy Kids Survey results for 2024-2025 revealed favorable overall results for indicators of school connectedness in 5th (80%) and 7th (72%) grade, as well as positive results for perceived safety 5th (88%) and 7th (80%). In the area of school connectedness, we see gaps in the elementary school CHKS results as follows: Hispanic students (-9 in Grade 5, -13 in 7th); Black or African American students (-15 in 7th). In the area of school safety, we see gaps in the CHKS results as follows: Hispanic students (-8 in 5th, -4 in 7th); Black or African American students (-13 for 7th). Middle School English Learners (EL) surveyed did not reveal a gap in the areas of connectedness and school safety. EL students reported equivalent ratings to the overall student group in school connectedness (73%) and slightly higher in school safety (81%). We continue to focus on ensuring that each child feels a sense of connection and safety at school.|We utilized data to identify focus areas for our LCAP including improving indicators of School Connectedness and Student Safety. While overall data was strong, the following areas of need emerged for 2024-2025: Developing a sense of connectedness and belonging for all students as well as for focal student groups (Hispanic students and African American students). Also, our CHKS data revealed that students continue to benefit from the district's efforts to stabilize mental health staffing at all sites, increasing opportunities for Tier 1 and 2 programs for Social and Emotional Learning and student wellness. The data reveals a continued need to support students and enhance connectedness through comprehensive, targeted interventions. As a result, the district is focused on a systematic and comprehensive approach to Multi Tiered Systems of Support (MTSS), including the development of site based teams and district procedures to support students academic, social and emotional development.  These areas connect to commitments outlined in our Strategic Plan and LCAP, including a focus on personalizing learning and developing the whole child. We provide flexible funding to all school sites to continue their work in supporting MTSS, social-emotional learning and developing a positive school climate. We are implementing the Second Step SEL curriculum to support students in gaining skills. All sites also are working towards full implementation of PBIS to support positive behavior on school campuses. We will continue our focus in these areas and provide staff training as well as parent education opportunities to support goals. Site SPSA goals will include plans regarding how each school site will address areas of need.|In 2024-2025, we began clarifying procedures for utilizing MTSS structures at the school site level to identify and address needs. In 2025-2026, we will continue to train principals in effective practices and provide opportunities for leaders to share successes across sites. Additionally, we added a new metric to our LCAP to capture Meaningful Participation. This is a section in the CHKS data and we see an opportunity to use this data as a metric for measuring the student engagement impact of our work in the area of future-ready, deeper learning. Additionally, we will continue our focus on PBIS training for all sites.|Met||2025-06-12|2025
43694270000000|East Side Union High|6|The East Side Union High School District uses Panorama for their school climate surveys. The results from our 24-25 survey show that 55% of students responded favorably to feeling connected to school, 72% of students responded favorably feeling that there is a climate of support for academic learning, 63% of students responded favorably to knowing the school rules and norms and believing they are fair, 82% of students responded favorably to feeling safe at school.|The results of the survey show that the district needs to build stronger relationships and connections between students, staff and school as well as improving the academic support for students. Over half of students responded positively to knowledge and fairness of discipline rules and norms showing the district must work to provide transparent and equitable student discipline practices across the district.|In order to improve in these areas the district is continuing the implementation of a Multi Tiered System of Support designed to provide the academic and social emotional supports students need to thrive and excel at school. The district is also continuing the use of a Uniform Behavior Response System that includes monthly reflection on discipline data, interventions, and discipline responses in order to provide equitable student discipline practices across the district. With this work we hope to focus on improving academic and social emotional support for students and consistent and fair student discipline responses.|Met||2025-06-17|2025
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|6|Escuela Popular conducts semiannual feedback surveys with educational partners to assess key areas such as school climate, safety, and students’ sense of connection. In the Spring 2024–25 survey, 74% of students reported feeling connected to the school, 80% said they feel safe, and 91% expressed satisfaction with the services provided. These data reflect overall stakeholder sentiment and serve as a foundation for evaluating school climate. In addition to these climate surveys, Escuela Popular also administers a needs assessment survey to both current and incoming students. This tool is designed to gather feedback that informs the school’s support services and resource allocation.|The survey results affirm that Escuela Popular has made strong progress in creating a safe, supportive, and welcoming environment. High percentages of students reporting satisfaction and safety highlight the school’s strengths in climate and student services. These figures also suggest that staff efforts to build meaningful relationships with students and families are contributing to a positive culture of belonging and trust. At the same time, the results underscore a continuing need to ensure that all members of the school community especially those who may feel less connected are supported and included.|In response to ongoing feedback and survey results, Escuela Popular has taken several steps to strengthen engagement and support services. The school has added a Case Manager and a College & Careers Coordinator, expanding the range of student-centered programs and providing additional direct support to families. These roles complement the existing support team, which includes a Student Services Director, Student & Family Engagement Specialists, and two Academic Advisors. The school has also maintained its College concurrent/dual enrollment program, ensuring continued access to advanced learning opportunities. These actions reflect Escuela Popular’s commitment to continuous improvement, community connection, and educational equity.|Met||2025-06-16|2025
43694270116889|KIPP San Jose Collegiate|6|92% of KIPP families have a positive experience with the school. 76% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
43694270125617|ACE Charter High|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 81% of ACE HS students responded favorably to questions related to student safety, but a lower percentage (76%) of students responded favorably to the specific question “How safe do you feel when you are at school or in online school session?” An additional 18% of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 70% of ACE HS students responded favorably to questions related to a sense of belonging and connectedness.|Student survey results are demonstrating strong effectiveness of our LCAP actions directed towards fostering a positive school culture with the results showing growth of nine percentage points in sense of school safety and seventeen percentage points in sense of school connectedness.  This data suggests that students feel generally safe at school and connected to the school community, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2025-06-18|2025
43694270130856|Luis Valdez Leadership Academy|6|Annually, we conduct multiple surveys throughout the year to gather feedback on crucial areas like School Climate, Student Enrichment, and Family Workshop Development. We also administer an annual LCAP survey as well as English Learner Program Survey to address all of our school-site priorities and goals. Our family development activities cover a wide range of topics, including: - Technology Literacy (e.g., PowerSchool) - Financial Literacy - LCAP Measures - Health and Nutrition Services - Community Resource Access - Uniform Complaint Procedures - Strong Student Attendance|Recent School Climate Assessment Results  Our recent assessments show that our efforts are making a positive impact: - Over 75% of families are actively engaged as primary stakeholders in their student's education. - 82% of students feel well-supported, which is reflected in our low suspension rates and a graduation rate exceeding 95%. - 65% of families believe their students are guided effectively, as demonstrated by our increasing A-G Requirement Completion rates.  We believe in keeping families informed of their rights and school policies. We do this through several channels: - Williams Act Compliance postings - Annual notice letters detailing their right to participate in public processes - Quarterly Board Meetings that are open to the public - The comprehensive Student/Family Handbook - Dedicated website pages with school-specific policies - Initiatives to Enhance Student Engagement and Attendance  To improve student engagement and attendance, we have invested in several key initiatives: - A Student Life Team to supervise the campus. - A Dean of Student Attendance and Retention to support students with attendance challenges. - A Multi-Tiered System of Supports (MTSS) to provide academic and behavioral interventions. - Collaboration with Student Government on various community outreach events. - Restorative justice practices, such as reflection sheets, to resolve conflicts. - Campus-wide monitoring aligned with our School Safety Plan.|School Safety and Community Engagement  To ensure a safe and supportive learning environment, our school site will administer the California Healthy Kids Survey in October. The results will help guide our professional development, supplemental programs, and health and safety initiatives. Our comprehensive school safety measures include: - Annual emergency drills and monthly fire, earthquake, and safety drills. - Partnerships with the City of San Jose Youth Intervention Services. - CPR training for staff. - Parent and guardian involvement  - Annual training for all school employees on our School Safety Plan and workplace violence prevention training. - A school safety committee with families involved in emergency response planning. - Redevelopment of Emergency Training Protocols based on the Incident Command System Model.  We also host regular campus events requested by families, such as Back-to-School Nights, Cafecitos, Cultural Heritage Events, and various workshops and clinics.  Expanding Programs and Services  Our LEA has been approved for a California Community School Program Implementation Grant. This grant will allow us to expand our partnerships with community organizations and offer daily and weekly services. We have also heavily invested in Summer Enrichment programs, which include a variety of courses like Robotics, Coding, Math Enrichment, cooking, Cosmetology and Barber training, and culturally sustaining coursework, as well as college field trips.  Looking Ahead  Moving forward, we will disaggregate survey responses by underrepresented student groups to ensure equity while maintaining privacy. We will focus on educating families about the A-G requirement process, school funding, and campus safety plans to better meet the needs of all our students.  Our ongoing efforts to foster a positive campus culture include a stakeholder-driven nutrition program, a consistent code of conduct, and school-wide assemblies and town halls.|Met||2025-06-18|2025
43694270131995|B. Roberto Cruz Leadership Academy|6|Annually, we conduct multiple surveys throughout the year to gather feedback on crucial areas like School Climate, Student Enrichment, and Family Workshop Development. We also administer an annual LCAP survey as well as English Learner Program Survey to address all of our school-site priorities and goals. Our family development activities cover a wide range of topics, including: - Technology Literacy (e.g., PowerSchool) - Financial Literacy - LCAP Measures - Health and Nutrition Services - Community Resource Access - Uniform Complaint Procedures - Strong Student Attendance  Recent School Climate Assessment Results  Our recent assessments show that our efforts are making a positive impact: - Over 75% of families are actively engaged as primary stakeholders in their student's education. - 82% of students feel well-supported, which is reflected in our low suspension rates and a graduation rate exceeding 95%. - 65% of families believe their students are guided effectively, as demonstrated by our increasing A-G Requirement Completion rates.|We believe in keeping families informed of their rights and school policies. We do this through several channels: - Williams Act Compliance postings - Annual notice letters detailing their right to participate in public processes - Quarterly Board Meetings that are open to the public - The comprehensive Student/Family Handbook - Dedicated website pages with school-specific policies - Initiatives to Enhance Student Engagement and Attendance  To improve student engagement and attendance, we have invested in several key initiatives: - A Student Life Team to supervise the campus. - A Dean of Student Attendance and Retention to support students with attendance challenges. - A Multi-Tiered System of Supports (MTSS) to provide academic and behavioral interventions. - Collaboration with Student Government on various community outreach events. - Restorative justice practices, such as reflection sheets, to resolve conflicts. - Campus-wide monitoring aligned with our School Safety Plan.|School Safety and Community Engagement To ensure a safe and supportive learning environment, our school site will administer the California Healthy Kids Survey in October. The results will help guide our professional development, supplemental programs, and health and safety initiatives. Our comprehensive school safety measures include: - Annual emergency drills and monthly fire, earthquake, and safety drills. - Partnerships with the City of San Jose Youth Intervention Services. - CPR training for staff. - Parent and guardian involvement  - Annual training for all school employees on our School Safety Plan and workplace violence prevention training. - A school safety committee with families involved in emergency response planning. - Redevelopment of Emergency Training Protocols based on the Incident Command System Model.  We also host regular campus events requested by families, such as Back-to-School Nights, Cafecitos, Cultural Heritage Events, and various workshops and clinics.  Expanding Programs and Services  Our LEA has been approved for a California Community School Program Implementation Grant. This grant will allow us to expand our partnerships with community organizations and offer daily and weekly services. We have also heavily invested in Summer Enrichment programs, which include a variety of courses like Robotics, Coding, Math Enrichment, cooking, Cosmetology and Barber training, and culturally sustaining coursework, as well as college field trips.  Looking Ahead  Moving forward, we will disaggregate survey responses by underrepresented student groups to ensure equity while maintaining privacy. We will focus on educating families about the A-G requirement process, school funding, and campus safety plans to better meet the needs of all our students. Our ongoing efforts to foster a positive campus culture include a stakeholder-driven nutrition program, a consistent code of conduct, and school-wide assemblies and town halls.|Met||2025-06-18|2025
43694270132274|Alpha Cindy Avitia High|6|Overall, 91.98% of students feel safe, and 91.12% of students feel that they have an adult who cares about them.    Change from 23-24 to 24-25 data for subgroups: ELs:  - Safety: 85.38% ? 92.47% - Adult: 85.38% ? 88.48% SWD:  - Safety: 84.62% ? 93.06% - Adult: 92.31% ? 94.98%|Although we have made many improvements in student culture, there is an opportunity for us to have our English Language Learners feel more connected to adults on campus|Focusing on integrated strategies during professional development for all staff|Met||2025-06-11|2025
43694274330668|Latino College Preparatory Academy|6|Annually, we conduct multiple surveys throughout the year to gather feedback on crucial areas like School Climate, Student Enrichment, and Family Workshop Development. We also administer an annual LCAP survey as well as English Learner Program Survey to address all of our school-site priorities and goals. Our family development activities cover a wide range of topics, including: - Technology Literacy (e.g., PowerSchool) - Financial Literacy - LCAP Measures - Health and Nutrition Services - Community Resource Access - Uniform Complaint Procedures - Strong Student Attendance|Recent School Climate Assessment Results  Our recent assessments show that our efforts are making a positive impact: - Over 75% of families are actively engaged as primary stakeholders in their student's education. - 82% of students feel well-supported, which is reflected in our low suspension rates and a graduation rate exceeding 95%. - 65% of families believe their students are guided effectively, as demonstrated by our increasing A-G Requirement Completion rates.  We believe in keeping families informed of their rights and school policies. We do this through several channels: - Williams Act Compliance postings - Annual notice letters detailing their right to participate in public processes - Quarterly Board Meetings that are open to the public - The comprehensive Student/Family Handbook - Dedicated website pages with school-specific policies - Initiatives to Enhance Student Engagement and Attendance  To improve student engagement and attendance, we have invested in several key initiatives: - A Student Life Team to supervise the campus. - A Dean of Student Attendance and Retention to support students with attendance challenges. - A Multi-Tiered System of Supports (MTSS) to provide academic and behavioral interventions. - Collaboration with Student Government on various community outreach events. - Restorative justice practices, such as reflection sheets, to resolve conflicts. - Campus-wide monitoring aligned with our School Safety Plan.|School Safety and Community Engagement  To ensure a safe and supportive learning environment, our school site will administer the California Healthy Kids Survey in October. The results will help guide our professional development, supplemental programs, and health and safety initiatives. Our comprehensive school safety measures include: - Annual emergency drills and monthly fire, earthquake, and safety drills. - Partnerships with the City of San Jose Youth Intervention Services. - CPR training for staff. - Parent and guardian involvement  - Annual training for all school employees on our School Safety Plan and workplace violence prevention training. - A school safety committee with families involved in emergency response planning. - Redevelopment of Emergency Training Protocols based on the Incident Command System Model.  We also host regular campus events requested by families, such as Back-to-School Nights, Cafecitos, Cultural Heritage Events, and various workshops and clinics.  Expanding Programs and Services  Our LEA has been approved for a California Community School Program Implementation Grant. This grant will allow us to expand our partnerships with community organizations and offer daily and weekly services. We have also heavily invested in Summer Enrichment programs, which include a variety of courses like Robotics, Coding, Math Enrichment, cooking, Cosmetology and Barber training, and culturally sustaining coursework, as well as college field trips.  Looking Ahead  Moving forward, we will disaggregate survey responses by underrepresented student groups to ensure equity while maintaining privacy. We will focus on educating families about the A-G requirement process, school funding, and campus safety plans to better meet the needs of all our students.  Our ongoing efforts to foster a positive campus culture include a stakeholder-driven nutrition program, a consistent code of conduct, and school-wide assemblies and town halls.|Met||2025-06-18|2025
43694274330676|San Jose Conservation Corps Charter|6|SJCCCS deploys a climate survey 1 or 2 times per year. In 24-25, it was given in the spring of 2025. The survey gathers information about school connectedness, safety (physical and emotional), and belonging. According to this year's survey, nearly 70% of students reported feeling connected to the school as a whole, and 77% reported that the staff are welcoming and friendly. Nearly all students expressed a sense of physical and emotional safety on campus. Because of our small school size, we do not disaggregate student data by groups.|A supportive and inclusive school environment is a strength of SJCCCS which is consistently supported by the results of the climate survey. This year, in particular, we learned that students find it easy to access the support services that they need. This is something we will build upon in the upcoming year, working to improve our systems and our communication with students about available resources.|There are no significant changes to policies or procedures based on the results of the climate survey. However, we will target staff professional development on skill that build relationships through a trauma-informed approach. Implementation of our community schools model will also support growth in creating a positive school climate.|Met||2025-06-26|2025
43694274330726|Escuela Popular Accelerated Family Learning|6|Escuela Popular conducts semiannual feedback surveys for educational partners to assess key areas such as school climate, safety, and students’ sense of connection. In the Spring 2024–25 survey, 80.9% of students and parents reported feeling connected to the school, 85% said they feel safe, and 92% expressed satisfaction with the services provided. These results provide a snapshot of overall school climate and stakeholder satisfaction. Escuela Popular also administers a needs assessment survey for both new and current students, collecting ongoing feedback to identify additional support needs.|The data indicate that Escuela Popular is performing well in creating a safe, supportive, and welcoming environment. High satisfaction rates point to strengths in service delivery and relationship-building with families and students. Staff are intentional in fostering meaningful connections, which helps create a strong sense of belonging and trust. However, the results also emphasize the need to continue strengthening inclusive practices to ensure all community members feel equally valued and supported.|In response to survey findings and ongoing community feedback, Escuela Popular has implemented several improvements. The school introduced morning “Cafecitos with the Principal” as a way to increase family engagement and strengthen home–school connections. It also expanded its support services by hiring a Case Manager and a College & Career Coordinator, who join the Student Services Director, Student & Family Engagement Specialist, and two Academic Advisors in providing comprehensive, direct support to students and families. Additionally, the school continues to grow its college dual enrollment program, offering more opportunities for students to engage in college-level coursework. These changes reflect a commitment to continuous improvement and to addressing identified needs.|Met||2025-06-16|2025
43694350000000|Evergreen Elementary|6|2024-2025 CA Healthy Kids Results (Grade 6): 52% response rate  School Safety and Cyberbullying  Feel safe at school: 81% Feel safe on way to and from school: 91% Been hit or pushed: 27% Mean rumors spread about you: 38 % Called bad names or target of mean jokes: 53 % Saw a weapon at school: 9%   Cyberbullying: 30% Students treated with respect: 82%  CA Healthy Kids Results (Gr. 7): 95% response rate  School Safety and Cyberbullying  School perceived as very safe or safe: 70% Experienced any harassment or bullying: 40% Had mean rumors or lies spread about you: 39% Been afraid of being beaten up:  25 % Been in a physical fight: 7% Seen a weapon on campus: 9% Cyberbullying: 25%   Safety Survey 2024-2025  Elementary:      Feeling Safe at School: 82.3% feels safe and very safe Bullying: 32.5% Seen Often and Sometimes Bullying is a Problem: 31.6%   Middle School:    Feeling Safe at School: 76.9% feels safe or very safe Bullying:  26.5% seen often and sometimes Bullying is a problem: 23.4%|Through a comprehensive analysis of student data, several key insights have emerged, revealing both areas of strength and opportunities for growth within the school community. These findings highlight important trends in student experience, particularly in relation to school climate, safety, and emotional well-being across different grade spans.  One of the most significant patterns identified is the disparity in student experiences between elementary and middle school. While elementary students generally report feeling safe and respected, concerns become more pronounced as students transition to middle school. Data indicates a noticeable decline in the sense of safety among middle school students when compared to their elementary counterparts. This suggests a need for targeted interventions during this critical developmental period to promote a greater sense of connection, belonging, and emotional support.  In terms of online safety, the data regarding cyberbullying remains consistent year over year. For example, in 2023–2024, 31% of sixth-grade students reported experiences with cyberbullying, compared to 30% in 2024–2025. Among seventh-grade students, reports of cyberbullying decreased slightly from 30% in 2023–2024 to 25% in 2024–2025. While these figures demonstrate some improvement, they also reinforce the ongoing importance of addressing digital safety and expanding mental health support systems for students navigating the complexities of online interactions.  Encouragingly, students across grade levels consistently report feeling respected at school, which reflects a strong and positive aspect of school culture. In 2023–2024, 83% of sixth-grade students indicated they felt respected, with a slight decrease to 82% in 2024–2025. Respect remains a clear strength within the elementary school community and provides a foundation on which to build further efforts in enhancing overall student well-being.  In summary, the analysis of student data has illuminated the diverse experiences and needs of learners across the district. While respectful school environments are a recognized strength, the findings underscore the need to improve perceptions of safety at the middle school level, strengthen student connectedness during transitional years, and continue addressing mental health and cyberbullying concerns. These insights will guide the LEA in developing targeted interventions and initiatives that support the holistic well-being and academic success of all students.|Based on a thorough analysis of local data, the Local Education Agency (LEA) has recognized the need to revise existing plans, policies, and procedures to better address areas of identified need—particularly those concerning student well-being, safety, and connectedness.  One key area of focus is the expansion of community schools and wellness centers. The LEA is committed to broadening their role and resources to provide comprehensive support services, including increased access to mental health counseling and related interventions. This expansion is in direct response to growing concerns around student mental health and overall well-being.  In parallel, the LEA is enhancing suicide prevention and bullying prevention training for both staff and students. These initiatives are designed to equip the school community with the knowledge and strategies necessary to identify warning signs, respond effectively, and cultivate a safe and supportive environment for all students.  Middle schools are also taking proactive steps to support students during key transitional periods. Plans are underway to strengthen Welcome-Back events so that they go beyond traditional academic orientation and focus intentionally on building relationships, fostering school connectedness, and supporting emotional well-being. In these efforts, counselors, social workers, and their interns play a critical role by providing individualized support to students facing challenges such as bullying, mental health concerns, or other safety-related issues.  Additionally, events like National Night Out serve as valuable opportunities to reinforce collaboration between schools, law enforcement agencies, community organizations, and families. These events help strengthen school-community relationships, enhance trust, and promote proactive safety measures that contribute to a positive school climate.  To address physical safety concerns, the LEA is conducting a comprehensive review of the district’s Facilities Master Plan and school risk assessments. This process is aimed at identifying physical vulnerabilities, recommending necessary security enhancements, and updating emergency preparedness protocols. These efforts will ensure that each site’s Comprehensive Safe School Plan reflects current best practices and meets the evolving safety needs of the school community.  By implementing these changes, the LEA demonstrates its commitment to proactively addressing identified needs, prioritizing student safety and mental health, and creating a supportive, inclusive learning environment where all students can thrive.|Met||2025-06-30|2025
43694500000000|Franklin-McKinley Elementary|6|The Franklin-McKinley School District has a targeted focus on attendance, behavior, and social-emotional learning of our students.  One of the ways we measure students' social-emotional well-being is through the Panorama LCAP annual survey. The Panorama Survey which was administered to students in grades 3-8 students (3,258 student responses). Based on the survey data we have reflected on the following key learnings:  Climate of Support for Academic Learning: The overall score for the Climate of Support for Academic Learning is 75%. This indicates a generally positive environment for academic growth within the school. Specific areas within this domain, such as encouragement from adults, teacher support, classroom participation, teaching methods, and teacher willingness to help students, all scored favorably, ranging from 74% to 80%. This suggests that students perceive a supportive environment conducive to learning and academic success.  Knowledge and Fairness of Discipline, Rules and Norms: The overall score for Knowledge and Fairness of Discipline, Rules and Norms is 73%. While this score indicates a relatively positive perception of fairness and clarity regarding rules and discipline, only there only 64% of students understand how they are expected to behave.   Safety: The average score for safety is 52%, indicating a less favorable perception compared to other domains. Concerns regarding safety include instances of bullying, spreading rumors, teasing, and feeling unsafe discussing feelings and ideas in class. These aspects require attention and intervention to ensure a safer and more conducive learning environment.  Sense of Belonging (School Connectedness): The average score for the sense of belonging is 67%, indicating a moderate perception of connectedness to the school community. Analyzing the data more deeply, only 58% of students feel cared for in school.   In conclusion, while the school generally provides a supportive environment for academic learning and exhibits clarity in rules and norms, there are areas such as safety and sense of belonging that require attention and improvement. By addressing these concerns and building upon existing strengths, the school can create a more inclusive, supportive, and safe environment for all students.|Positive Environment for Academic Learning: The analysis reveals a generally positive climate of support for academic learning, with an overall score of 78%. This indicates that students perceive encouragement from adults, teacher support, and effective teaching methods, all contributing to a conducive environment for academic growth.  Fairness and Clarity in Rules and Norms: While the overall score for knowledge and fairness of discipline, rules, and norms is 75%, indicating a relatively positive perception, there are areas for improvement. Notably, there's a lower perception of fairness in teacher-student interactions, as indicated by the 66% score in students feeling treated fairly. Addressing this discrepancy can enhance trust and cooperation between students and teachers.  Safety Concerns Require Attention: The average score for safety is 49%, indicating significant concerns among students regarding safety within the school environment. Instances of bullying, rumors, and feeling unsafe discussing feelings and ideas in class need immediate attention and intervention to create a safer and more conducive learning environment.  Moderate Sense of Belonging: The average score for the sense of belonging is 63%, indicating a moderate perception of connectedness to the school community. While a significant portion of students feel cared for and happy to be at the school, there's still room for improvement in fostering a stronger sense of belonging, especially for the 8% of students who do not feel part of the school.  Identified Needs:  Improved Fairness in Teacher-Student Interactions: Addressing perceptions of fairness in teacher-student interactions is crucial to enhancing trust and cooperation within the school community.  Enhanced Safety Measures: Implementing interventions to address safety concerns such as bullying and rumors is essential to creating a safer learning environment where students feel protected and supported.  Strengthening Sense of Belonging: Fostering a stronger sense of belonging among all students, especially those who feel disconnected, can contribute to a more inclusive and supportive school community.  Areas of Strength:  Supportive Academic Environment: The school demonstrates strengths in providing a supportive environment for academic learning, including encouragement from adults, teacher support, and effective teaching methods.  Clarity in Rules and Norms: Despite areas for improvement, the school exhibits clarity in rules and norms, with most students understanding how they are expected to behave.|Based on the analysis of local climate survey data and the identification of key learnings, FMSD has determined several changes to existing plans, policies, or procedures to address areas of need and facilitate continuous improvement:  Enhancing Fairness in Teacher-Student Interactions: Reviewing and revising disciplinary procedures to ensure consistency and fairness in disciplinary actions.  Improving Safety Measures: Launching anti-bullying campaigns and initiatives to raise awareness, promote empathy, and empower students to report instances of bullying or harassment. Strengthening supervision in areas identified as high-risk for safety concerns, such as hallways, restrooms, and playgrounds. Establishing a confidential reporting system for students to report safety concerns anonymously.  Fostering a Stronger Sense of Belonging: Expanding mentorship programs or buddy systems to support students who may feel disconnected or isolated. Expanding student engagement initiatives, such as clubs, extracurricular activities, and peer support groups, to promote a sense of community and belonging. Providing professional development opportunities for staff to enhance cultural competency and inclusivity in classroom practices.  Continuous Monitoring and Evaluation: Continue regular feedback mechanisms, such as student surveys or focus groups, to assess the effectiveness of implemented changes and identify further areas for improvement. Conducting periodic reviews of school climate Panorama data to track progress, identify trends, and inform future decision-making processes. Encouraging open communication and collaboration among educational partners, including students, parents, teachers, and administrators, to ensure ongoing commitment to fostering a positive school climate.  By implementing these changes and continuously monitoring their impact, FMSD aims to create a safer, more inclusive, and supportive learning environment for all students, thereby promoting their academic success and overall well-being. These revisions and actions align with FMSD's commitment to continuous improvement and ensuring that the needs of all students are addressed effectively.|Met||2025-06-24|2025
43694500113662|Voices College-Bound Language Academy|6|Voices Flagship: College-Bound Language Academy utilizes the Panorama Social-Emotional Learning: Student Competency & Well-Being Measures to assess school climate and student well-being across grade levels. The survey provides valuable insight into students’ perceptions of their relationships, emotional well-being, and engagement at school. For Grades 3–5, 87% of students reported having supportive relationships at the school site, indicating a strong sense of connection with peers and adults; 67% felt they put in consistent classroom effort; 53% reported experiencing positive feelings, while 51% experienced challenging feelings; 51% of students reported a sense of self-efficacy, reflecting moderate confidence in their ability to succeed academically. For Grades 6–12, 77% of students reported having supportive relationships, showing a slightly lower but still encouraging level of connectedness as students grow older; 52% felt they put in effort in the classroom; 51% reported positive feelings, while 42% reported experiencing challenging emotions; Only 27% of students reported self-efficacy, highlighting a significant area for growth in terms of students’ belief in their own academic capabilities. This data suggests that while students across all grades generally feel supported at school, there is a notable decline in self-efficacy and classroom effort as students move into higher grades. These trends will inform future efforts to strengthen student engagement and emotional resilience, particularly for middle and high school students.					|Analysis of the Panorama Social-Emotional Learning survey data revealed that supportive relationships are a key strength, with 87% of Grades 3–5 and 77% of Grades 6–12 students reporting positive connections at school. While over half of students in both groups also reported positive feelings, areas of need include self-efficacy and classroom effort—especially in Grades 6–12, where only 27% of students felt confident in their ability to succeed, compared to 51% in Grades 3–5. This decline highlights the need for increased support in student motivation, engagement, and confidence as they progress through school. These findings will inform future efforts to strengthen social-emotional supports and academic engagement, particularly for older students and underrepresented groups.					|Based on the analysis of local SEL data and identified areas of need, Voices Flagship: College-Bound Language Academy will implement several changes to better support student engagement and self-efficacy, particularly in Grades 6–12. We plan to revise our advisory and intervention programs to include more targeted social-emotional learning and goal-setting strategies. Additionally, we will provide professional development for staff focused on fostering student agency and motivation in the classroom. Our school will also increase opportunities for student voice through surveys and focus groups, helping us to continuously adjust practices based on real-time student feedback. These changes reflect a commitment to continuous improvement and addressing the specific needs of our students as they develop both academically and emotionally.					|Met||2025-06-24|2025
43694500123299|Rocketship Mosaic Elementary|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 91% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 91% of families and 83% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 84% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43694500128108|Rocketship Spark Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 86% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 93% of families and 86% of students feeling happy and excited to come to school each day. We are working to strengthen academic partnerships with families. While 83% of families report being provided with meaningful ways to support their children's learning at home, we will focus on ensuring families know their student's reading level, have resources to help their children reach their language development goals and use our online learning programs at home.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are updating our annual, beginning of year, family orientation to have a greater academic focus. This will ensure families start the year with increased knowledge of Rocketship's literacy program, student reading levels and how online learning programs can be used at home. We are increasing the number of Literacy and STEM nights to provide ongoing support and resources to families throughout the school year. Lastly, we are investing in increased teacher training on methods to elevate the academic partnership between staff and families.|Met||2025-06-11|2025
43694500129205|KIPP Heritage Academy|6|82% of KIPP families have a positive experience with the school. 86% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
43694500129247|ACE Esperanza Middle|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 55% of ACE Esperanza students responded favorably to questions related to student safety, but a lower percentage (54%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional 33% of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 49% of ACE Esperanza students responded favorably to questions related to a sense of belonging and connectedness.|This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2025-06-18|2025
43694680000000|Fremont Union High|6|"FUHSD LCAP Goal 3: every student will feel safe, cared about, and both academically and socially engaged in school. The CA Healthy Kids Survey (CHKS) was administered to all students in October 2024. Data reported from the CHKS District School Climate Report Card: Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Meaningful participation at school"": 9th grade 33% (+8% increase from 2023); 10th grade 33% (+6%); 11th grade 32% (+7%); 12th grade 36% (+8) Average percent of students reporting ""Agree"" or "" Strongly agree"" to ""School connectedness"": 9th grade: 68% (+5% increase from 2023)); 10th grade 59% (+6%); 11th grade 61% (+2%); 12th grade 50% (+4%) Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Caring adults in school"": 9th grade: 60% (+3% increase from 2023); 10th grade 59% (+3%); 11th grade 62% (+6%); 12th grade 66% (+5%) Perceived School Safety 78% of students reported ""Safe"" or ""Very safe"" at school when asked, ""How safe do you feel when you are at school?"" (maintained from 2023) The following represent the percentage of students who reported not being victimized: Low Violence Victimization 89% (+4% increase from 2023); No Harassment 84% (+6%); No Mean Rumors 83% (+4%); No Fear of Getting Beaten Up 94% (+2%)"|An analysis of the CHKS data from the November 2023 to October 2024 administrations shows increase of student positive responses. Wellness Spaces were established at Cupertino and Monta Vista High Schools during the 2023- 24 school year; Fremont High School during the 2024-25 school year; will open at Homestead High School during 1st semester of the 2025-26 school year; and at Lynbrook High School for the 2026-27 school year. This meets the District's 5 year plan to have a wellness space on every campus by the fall of 2026. Staff, including school-based therapists, who support these spaces meet quarterly to talk about implementation across the district. Check-in and check-out and anecdotal data show that having a place to go between the classroom and an individual counseling session is providing students with the opportunity to take a break, engage in a strategy or activity, and regroup to move forward: 2 point gain on a 1-10 school from check-in to check-out.|In collaboration with the Santa Clara County Office of Education (SCCOE), the District has been part of the School Behavioral Health Incentive Program (SBHIP). The primary efforts are to expand implementation of wellness spaces; improve workforce development (in the behavioral health field); build and expand partnerships (with community- based organizations); and enhance information technology systems and data use. The district is the recipient of a grant through the SCCOE to support the Children and Youth Behavioral Health Initiative (CYBHI) and build the infrastructure necessary to bill private insurance for services provided during the school day. The District is continuing to have a school-based therapist released 80% from direct service to serve as the Social Emotional Learning Curriculum Lead. Efforts include supporting student purpose and belonging throughout our schools and programs through integration of classroom-based strategies and professional development. Districtwide, advisories throughout the year incorporate curriculum in alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) standards and the school counseling program includes behavior and mindset standards from the American School Counselor Association (ASCA), all of which are rooted in a four-year plan.|Met||2025-06-17|2025
43694840000000|Gilroy Unified|6|During the 24-25 school year, the district administered a climate and culture survey to staff, students and parents  The results of the surveys administered are as follows:  Students  80% of students report that staff value them as a person and/or that there is a trusted adult they can talk to (79% in 23-24) 77% of students report they feel a sense of belonging at school (77% in 23-24) 79% of students feel physically safe at school (79% in 23-24)  Parents/Guardians  82% of parent/guardians report that teachers have high expectations for students (76% in 23-24) 90% of parent/guardians report that they feel welcomed at their child’s school (83% in 23-24) 75% of parent/guardians report that staff shows a high level of respect for students (70% in 23-24)|The areas above have been selected by Gilroy Unified as key indicators related to the GUSD LCAP Goal 3 actions around school climate and student engagement.  The survey results support the district’s continued focus on these areas.|All site administrators have been fully trained in Restorative Justice in 22-23.  In 23-24, site lead times began to be trained in Restorative Justice and PBIS models. This is part of a larger MTSS plan to address school climate and student connectedness. In 24-25, with continued professional development for Academic Coordinators, Counselors, and administrators around MTSS, school sites have fortified their MTSS teams to meet regularly to review student data and supports for students.|Met||2025-05-29|2025
43694840123760|Gilroy Prep (a Navigator School)|6|Gilroy Prep School administers the Panorama SEL survey to gather insight into students’ perceptions of school safety, their connectedness to adults on campus, and their development in self-efficacy and self-regulation.  The survey results indicated that most students in grades 3–4 reported having a positive connection with an adult at school. A majority also reported feeling safe at school, though there remains a portion of students who indicated they do not always feel safe during the school day.|When disaggregated by gender, grade level, race, and English Learner status, responses were relatively consistent in terms of students reporting strong adult relationships. However, a notable difference emerged when comparing students based on their meal program eligibility. Students receiving reduced-price lunch reported lower levels of adult connectedness compared to those receiving free lunch.  In reviewing this data, the school identified key strengths in its ability to foster supportive relationships between students and staff. At the same time, improving the overall perception of safety on campus remains an important area of growth. In addition, the school is exploring the underlying factors that may be contributing to the lower sense of connection reported by a specific subset of students, in order to develop targeted supports and improve outcomes for all learners.|To address school safety, and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions.  All teachers in grades K-5th will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and appropriately intervene quickly. The school will also use the weekly social emotional survey data to identify students who may need more structured social skills support, or who would benefit from a referral to an outside mental health agency.  The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students’ strategies to increase their feelings of safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school.   To address the gap reported by the students who receive reduced price lunches, the school will do a deeper analysis into what factors may have led to these results. It will be a challenge to uncover the complex factors that students from lower socioeconomic backgrounds experience, particularly between those who receive free lunch, and those who qualify for reduced lunch. At the onset of school teachers will receive additional student information related to their classrooms' cultural demographics, including socioeconomic data. This data, though available, was not shared with them in a purposeful manner prior to this year. The data will help them understand the backgrounds of their students better, and allow them to address some of the gaps that may exist in students feeling connected to an adult. Teachers will also be provided professional learning by their coaches in strategies aligned with culturally responsive teaching.|Met||2025-06-09|2025
43694920000000|Lakeside Joint|6|Lakeside School delivers a locally developed student survey that focuses particularly on the elements, issues, and characteristics of Lakeside School specifically. This survey is administered annually with little or no change to any of the specific questions to ensure year over year integrity and fidelity of the data. This survey is annually administered to all of the students in grades three, four and five. For the 2024-2025 SY, 11 of the total 29 students within these three grade levels responded to the survey. The disaggregation of this data by grade or school cohort has little statistical significance year over year as in any single year one-third of the three grades is new to the total group and one-third of the previous cohort is absent in the following year. Lakeside uses this data for several purposes 1.) the establish trend data, 2.) to gather information directly from our students, no matter how small a sample size, analyzing specific details. For example, the survey administered to Lakeside students targets their sense of safety, inclusion, ability to learn, and community.|This year’s survey was unfortunately not administered per usual, before the end of the school year, and as a result, the survey had to be delivered through an email linked request to the 3 identified groups of respondents, students (3rd grade through 5th grade), parents, and staff. This method of distribution required the student responses to be delivered directly to the parents of our 3rd-5th grade students in the absence of student email addresses. The fidelity and integrity of this portion of our survey is presumably compromised to some degree without the direct observation of the survey as is typical when administered during class time near the end of the school year. it also reduced the number of student responses as this method of distribution required parental involvement, which in June, after the close of the school year, is always problematic in gathering a significant percentage of replies. One very important detail we learned from this survey was that the student responses to each of the 9 prompts were all positive (with a single exception), with 4 of the responses being agreement (agree or strongly agree) at the 91% level. Only 2 of the prompts were reported as disagreed (disagree or strongly disagree) at 9% and 18% in disagreement (with 36% responding “unsure”) to the prompt: Lakeside facilities (bathrooms, drinking fountains, playground) are safe, clean, and in good condition. When 55% of the student respondents agreed that Lakeside helps me and my friends to make good decisions together, the other 45% were unsure. 91% of student respondents agreed 1.) “Lakeside helps me understand and respect others who may be different from me”, “I know the 3 B’s (be safe, be respectful, be responsible)”, “I feel safe at Lakeside”, “I feel I can learn at Lakeside”. 2.) more than 70% of students agreed “I do a lot of projects in my classes”, and “Lakeside helps me to be an independent learner”.|The student responses that address our overall SEL program and environment on campus has led to an increased attention in the professional development plan/program of the staff. Though both the staff and administration has emphasized increased focus on students feeling safe and respected, there is still areas to expand these soft skills in support of our students and their sense of wellbeing. A particular area that the School and District is well aware of, but presently unable to positively improve is the school facilities themselves. All of the District’s physical plant is 61 years or older, and much of it is in need to repair, replacement, or modernization. The District is currently focusing on developing a Facility Master Plan within the next 12 months as the basis for creating one or more ballot initiatives for G.O. Bond(s).|Met||2025-06-25|2025
43695000000000|Loma Prieta Joint Union Elementary|6|For 2024/25 school year, our district used the California Healthy Kids Survey tool with our 5th and 7th grade students and parents. 92% of 5th grade students reported feeling safe on campus; 76% of 7th students reported feeling safe on campus; 50% of 5th and 7th parents reported feeling safe on campus.|Overall, our students, parents and staff felt safe on campus. The data IMPROVED?? from last year as a result of speaking directly and frankly with our students about how they were feeling at school.  In addition, we reduced our suspensions for the 24/25 school year and continue to offer alternatives to suspension for things like vaping.  Furthermore, we continued to build upon our Loma Family System where each student and staff member is assigned randomly (but for the entirety of their years in our district) to one of six Loma Families.  We then provide team building activities throughout the year.  In addition, each student can earn points for their family based on positive expected behaviors.  We have asked all staff to review these PBIS expectations with their students after every long break from school as a means to reinforcing the behaviors we want to see in our students.  We have also created a clear, universal, and consistent reporting and tracking system to record minor and major incidents to help better reinforce consequences during a students entire time with us from kindergarten through eighth grade.|"We added a few more cameras to campus to help cover some blind spots we discovered around campus to increase the feeling of safety.   We completed two pilots this spring that were also aimed at helping better engage students and offer a safer learning environment.  Beginning in 2025-26, every middle school student will lock up their cell phones and apple watches in assigned portable pouches that can only be opened at the end of the day.  In the pilot, students stated feeling more comfortable on campus knowing that no one could be filming them or texting about them while on campus.  In addition, we also be implementing a new student content monitoring program that will allow teachers to see what webpages/sites and what documents they have open while in their classroom or on campus.    We continue to engage all K-8 students in our ""Trusted Adult"" program that allows each student to list staff that they feel they could go to if they needed support.  We also will continue to host our district-wide activity called ""Dot/No Dot"" whereby each staff member places a green dot on a student they know well and a red dot on any student they may have concerns about.  We then will use this information to determine students that may need counseling referrals and those students for whom we could try and attach a trusted adult to during the year."|Met||2025-06-11|2025
43695180000000|Los Altos Elementary|6|LASD utilized the TSE survey. These results are captured in our LCAP and are all very positive. They are not available disaggregated by student groups. Our chronic absenteeism rates have dropped and our suspension/expulsion numbers remain low.|We are continuing to implement our Deeper Learning initiative to help ensure all students are engaged and have developed intervention support systems for academic, behavioral and social emotional needs of students.|We are continuing to refine our behavioral intervention support systems.|Met||2025-06-02|2025
43695260000000|Los Gatos Union Elementary|6|Our local climate survey was administered in the Spring 2025. The survey is administered to students in grades 3-8 and includes the following topics. The data is reported for grades 3-5 and 6-8.  - supportive relationships (grades 3-5: 87%; grades 6-8: 81%) - sense of belonging (grades 3-5: 62%; grades 6-8: 77%) - social awareness: (grades 3-5: 72% grades 6-8: 73%) - positive feelings: (grades 3-5: 66% grades 6-8: 69%) - academic needs: (grades 3-5: 40%; grades 6-8: 64%) - learning strategies: (grades 3-5: 71%; grades 6-8: 66% - self-efficacy: (grades 3-5: 70%, grades 6-8: 62%)|From the data, we see a variance from elementary to middle school. We recognize that we have some work to do on connections between students and staff.|We will bring these data to the Equity Action Team and the CIA student wellness team to develop actions at the school sites and in the classrooms. We will also review these data with our Climate and Culture Committee for actions throughout the community.|Met||2025-06-04|2025
43695340000000|Los Gatos-Saratoga Union High|6|The district administers the California Healthy Kids Survey (CHKS) to all students annually with greater than 90 percent participation. During the last three years, the dual focus areas for the district have been on social-emotional health and bullying/harassment.  In the most recent survey, both district high schools scored better than the county average in the School Performance, Supports, & Engagement domain, which measures school connectedness and social emotional health. Further, the percentage of student respondents indicating they feel sad or hopeless has gone down for three consecutive years and is not below the county average and the average of our similar-schools cohort. (The cohort includes Palo Alto and Gunn high schools in Palo Alto Unified School District as well as Mountain View and Los Altos high schools in Mountain View-Los Altos Union High School District.)  In addition, student perception of whether school staff will take reports of sexual harassment seriously has increased.|While students at both schools generally report positive experiences, there are areas for growth.  Student survey responses continue to suggest that incidences of bullying, harassment, and binge drinking are significantly more common among the LGHS student body than at SHS and more common than the average in both Santa Clara County high schools and high schools in the district’s similar-schools cohort.  Student survey responses continue to suggest that suicidal ideation is more prevalent among the student body at SHS than at LGHS and more common than the average in both Santa Clara County high schools and high schools in the district’s similar-schools cohort.  These remain focus areas for the respective schools.|Wellness centers at both schools have recently been significantly expanded, moving into larger, refurbished spaces and adding staff, including dedicated wellness center coordinators and a total of 10 full-time mental health therapists between the two schools. Wellness centers have also launch peer-to-peer counseling groups.  Both schools have created and deployed social-emotional lessons in their mandatory tutorial periods, each focusing on their areas of greatest needs based on CHKS data. LGHS has focused lessons on bullying and harassment, while SHS has focused on stress and emotional well-being.  Further, starting with the 2024-25 school year, LGSUHSD and LGHS have joined with the Los Gatos Police Department and the Los Gatos Town Council to address underage drinking in the community, because survey data indicates most binge drinking occurs in student homes outside of school hours.  Both schools have also used CHKS data to create local goals and action plans in their Single Plan for Student Achievement (SPSA) and their Western Association of Schools and Colleges (WASC) accreditation plans.|Met||2025-06-16|2025
43695420000000|Luther Burbank|6|The District administers the California Healthy Kids Survey and conducts regular surveys of students, staff, and families to assess the effectiveness of its school climate initiatives. Additionally, the District uses Sown to Grow, a digital platform that regularly captures student feedback on their school experiences.|Luther Burbank School District offers a small-school environment where students are the priority. Staff and students know each other well, allowing for personalized interactions and programs that meet individual student needs and foster a positive, welcoming school climate. The District continues to monitor and refine its implementation of a Multi-Tiered System of Support (MTSS), beginning with a staff-led committee and expanding efforts throughout the year. The school is also simplifying its behavior matrix to help students and staff more easily internalize behavioral expectations. A student incentive store, using “Burbank Bucks,” allows students to earn and exchange tokens for small rewards, promoting positive behavior. In the upcoming school year, the school will place greater emphasis on building social skills and problem-solving strategies, particularly among middle grade students.|We continue to maintain strong collaboration with our school-linked services partners and have enhanced the support system offered by our on-campus wellness center. Together with our full-time counselor, the wellness center enables us to provide more personalized services and faster responses for students requiring intensive support.|Met||2025-06-24|2025
43695750000000|Moreland|6|Moreland School District administers the Panorama Climate Survey annually to gather student perceptions on school safety, connectedness, and overall climate. The survey is distributed to students in grades 3–8, ensuring data collection across the full elementary and middle grade spans. In 2024, responses were collected from a broad cross-section of students, with results disaggregated by grade level, ethnicity, gender, and program participation (e.g., students with disabilities, English learners).  Key indicators included students' sense of belonging, perceived safety, engagement, and relationships with adults at school. For example, 65% of all students reported a positive sense of belonging, while 71% reported feeling safe at school. However, disaggregated data showed variation across student groups. Among underrepresented groups:  Only 58% of students with disabilities reported feeling like they belonged.  60% of socioeconomically disadvantaged students reported feeling engaged in school.  64% of English learners reported feeling safe at school which is below the district average.  This data provides a meaningful baseline to measure the district's progress in fostering inclusive, supportive, and safe school environments.|Analysis of the Panorama data revealed both areas of strength and targeted areas for growth. A key strength is the district’s overall commitment to school safety and adult-student relationships. With over 70% of students indicating they feel safe at school and 75% reporting that adults at school care about them, it is evident that staff are building positive foundational relationships.  However, disparities across student subgroups point to areas of needed attention. Students with disabilities, English learners, and those from socioeconomically disadvantaged backgrounds reported consistently lower scores on school belonging and engagement. The gap between overall belonging (65%) and belonging for students with disabilities (58%) suggests an equity issue in how inclusive and welcoming our school environments feel to all students.  Additionally, although 71% of students feel physically safe at school, qualitative feedback and site-specific responses point to differences in emotional safety and peer interactions, especially at the upper elementary and middle school levels. This suggests the need to enhance social-emotional supports and peer relationship-building efforts.|In response to the key learnings from our 2024 Panorama survey, Moreland School District is taking targeted steps to improve school climate for all students, with a particular focus on underrepresented groups. One major action is the districtwide adoption of the Character Strong SEL curriculum for grades 3–8, which began in the 2024–25 school year. This program is designed to explicitly teach emotional intelligence, relationship-building, and inclusive classroom practices.  Additionally, staff at each site are engaging in professional development focused on culturally responsive teaching, trauma-informed care, and equity-centered classroom management. Sites are being encouraged to regularly review their own disaggregated survey results to inform site plans and create action steps that directly respond to student needs.  The district is also enhancing the role of student voice in school climate work through student leadership forums and empathy interviews, particularly with students from groups that reported lower connectedness. Finally, the MTSS teams are using the Panorama data in combination with attendance and behavior data to better target supports, interventions, and monitoring strategies across tiers.|Met||2025-06-24|2025
43695830000000|Morgan Hill Unified|6|The Morgan Hill Unified School District surveys students' perceptions of their school using a survey tool developed in conjunction with Hanover Research. The tool includes questions regarding school safety, connectedness, academics and opportunities, and belonging. Additionally, MHUSD administers the California Healthy Kids Survey every other year and holds focus groups.  There were a total of 2750 student responses to the survey tool, and several key topics/questions related to school safety, connectedness, and academics, among others, were covered. Students in grades 6 through 12 responded using a 5-point Likert scale ranging from ‘do not agree’ to ‘strongly agree,' and students in grade 5 responded to the same questions using a more age-appropriate 3-point Likert scale. The topics/questions highlighted in the LCAP include: - Doing well in school - Feeling safe at school - Likeability of going to school - Caring about their school - Value of student input - High expectations for student achievement - Trusted adults on campus - Challenging coursework  Based on the 2025 survey results, 94% of students surveyed agree/strongly agree that they want to do well in school, 68% care about their school, 65% report that their teacher takes the time to build trust with their students, 66% report they have a trusted adult on campus, and 60% indicated that they feel safe at school. Further, 42% reported that they like going to school. Additionally, 60% agree their school values student input, and 79% indicate that their coursework is challenging.  Survey data indicates that 80% of students report having friends at school, and 79% become friends with people from different cultural backgrounds; and 57% report school rules are fair for everyone.|Overall, the data indicates the social climate is increasingly positive among students; however, there are areas improve student experiences and perceptions about their schooling. A high number of students want to do well in school (94%). However, the data also highlights school connectedness/interpersonal relationships as an ongoing area of growth, including trusting relationships, bullying, and fairness. More specifically, the data around school safety indicates a need for more robust student supports in the area of bullying, particularly in grades 6-8 (71%) and 9-12 (55%). To begin to address these areas more systemically and robustly, all school sites have established Climate and Culture teams to build more positive school culture and implement Positive Behavioral Interventions and Supports (PBIS) with fidelity along with restorative justice practices. The data to date, shows a 45% decrease in student suspension (out of school, in-class suspensions, and in-school suspensions).  Furthermore, student focus groups at the high school level continue to highlight the importance of educators' active participation and dedication in the classroom to aid in student engagement and provide professional development for teachers to enhance their instructional skills, effectiveness, and ability to meet the diverse needs of students.  At the elementary level, 77% of students indicated they like attending school, while middle and high school students, including K-8 and comprehensive sites, are closer to 40%. The data trends over the last two years suggest that the strong relationships built with students at the elementary level, along with special programming, seem to be big factors in student connectedness at the K-5 school sites, which underscores an area of need districtwide to enhance student experiences, build trusting relationships on campus, and minimize factors such as bullying.  Furthermore, challenging/rigorous coursework can impact school climate and student perceptions--68% of students at the middle school level indicated that their school offered challenging coursework compared to 81% of high school students. Growing academic offerings and opportunities as well as strengthened curriculum continues to be an area of focus for the District.|The data collected groups highlights the need for the District's continued focus on school connectedness, student supports, and academic opportunities including remediation and rigorous coursework. The interconnected nature of the work by Wellness Counselors, Academic Counselors, Freshman on Track, Climate and Culture Teams, and the PLC work, among others groups is crucial for providing students with a learning environment that will allow them to flourish and reach their unique potential.  The Staff/school site focus on building trusting relationships will is key in moving forward and continues to factor into professional development districtwide. Initiatives like PBIS, Restorative Justice and asset based social emotional wellbeing monitoring tools aid in the enhancement of positive school climate. Further, the District continuing training around consistent behavior protocols and procedures around bullying, classroom management, student safety for administrators and staff (classified and certificated) as well as professional development around student engagement, instructional skills, effectiveness, and ability to meet the diverse needs of students across a variety of divisions—student services, educational programming, special education, etc.  Further, based on pervious year’s feedback as well as the present data, the District plans to continue to bring additional opportunities for student voice/agency at the elementary, middle, and high school levels; student feedback indicates a strong need to continue and grow efforts. The district continues its a TK-12 counseling plan that will help continue to address these topics with all students.|Met|The district continues to make progress--year over year--on student engagement across grades TK-12. Student engagement, along with teaching/learning, remain the District's North Star in their goal of having every student career/college ready upon high sch|2025-06-24|2025
43695836118541|Charter School of Morgan Hill|6|CSMH staff administers student perception surveys twice a year to all students. These surveys were designed after the work done by the Measures of Effective Teachers (MET) project. The surveys focus on the following areas: Do students feel academically challenged, Do students feel that teachers have classroom control, Do students feel their teachers check for understanding, Do students feel engaged in learning, Do students feel connected to their teachers, and Do students feel their teachers care about them. The purpose of the surveys is for teachers to receive feedback from their students to improve their teaching and relationships with students. Taking a sampling from the surveys, CSMH students' responses in each of the above areas were over 80% as “mostly true” or “totally true.” At the end of each school year, teachers must write a self-reflection based on the survey results.   The 4th-7th grade students (91.4% response rate) completed a school climate survey at the end of the school year.  Some data gathered from this tool included: - 32% of students stated they used technology two or more hours a day - 85% of students responded that they have many or a small group of trusted friends at school - 96% of students responded that they are happy at school all, most, or some of the time - 83% of students responded that adults at school care about them all or most of the time - 80% of students responded that staff members regularly show them respect all or most of the time - 76% of students responded that they have never been hit, pushed, or kicked at school - 89% of students responded that they feel safe at school all or most of the time - 98% of students responded that they have one or more caring adults at school|The survey results substantiate the strong, connected school climate CSMH has worked so hard to build.  It is a school where students feel cared for and respected.  We do need to continue to address difficult issues such as students making racial, sexual, and other hateful comments to one another.|CSMH teachers use these surveys to reflect on their practice.  Based on student input, some teachers will create a SMART goal to address an area they would like to improve. Administrators also review all the teacher survey results and the student perception survey, and analyze this information for positive and concerning trends. These surveys assist in determining professional development needs or specific LCAP actions to improve the school climate.|Met||2025-06-09|2025
43695910000000|Mountain View Whisman|6|In spring 2025, MVWSD administered a Local Control Accountability (LCAP)/Climate Survey to students in grades 4-8. The survey provided measures of perceptions of safety and connectedness.  1,522 students took the survey.  The District continued with the changes made in 2024 in hopes of increasing participation both overall and by families from the variety of groups within our community. In 2025,  students received a unique link for the survey.  Students took the survey during the school day.   This allowed the District to support sites with knowing which students still needed to complete the survey. Responses were confidential. This also eliminated more demographic questions that were able to pre-populate with District data instead of asking students to self report.  MVWSD has been partnering with Hanover Research to conduct the survey each year since 2016. With only minor changes to the survey each year Hanover performs cross-tabulations of survey results across years (2016, 2017, 2018, 2019, 2020, 2021, 2022, 2023, 2024, and 2025) and highlights statistically significant and meaningful differences across years.  The LCAP survey shows 85% of students overall (+2 PP from 2024),  84% of English Language Learners (+11 from 2024), and 80% of Socio-Economically Disadvantaged students (+4 for 2024) agreed or strongly agreed that students from different cultural backgrounds become friends.  Seventy-nine percent (+2 PP from 2024), 83% of English Language Learners (+8 from 2024), and 78% of Socio-Economically Disadvantaged students (+4 from 2024) agree or strongly agree that adults at school care about their success. 80% overall, 79% of English Language Learners, and 77% of Socio-Economically Disadvantaged students indicated they have at least one trusted adult at their site and 57% overall (+5 from 2024), 58% of English Language Learners (+4 from 2024), and 58% of Socio-Economically Disadvantaged students (+3 from 2024) get along with each other and respect their differences.  Ninety-two percent of students overall (+0 PP from 2025, 92% of English Language Learners (+7 PP from 2025), and 89% of Socio-Economically Disadvantaged students (-1 PP from 2024) state that they have friends at school. 2024 survey results indicated that 69% (+5 from 2024) of students overall, 68% of English Language Learners (+2), and 65% of Socio-Economically Disadvantaged students (+2) agreed or strongly agreed that they feel safe at school, 60% overall (+4 from 2024), 61% of English Language Learners (-3 from 2024), and 63% of Socio-Economically Disadvantaged students (+6 from 2024) agreed or strongly agreed that students are treated fairly.  Seventy-one percent overall (+5 PP from 2024), 71% of English Language Learners (+5 PP), and 69% of Socio-Economically Disadvantaged students (+0 PP) agreed or strongly agreed that there are clear and fair consequences  for breaking rules at school.|When disaggregating results by grade level students in grade seven generally have lower perceptions than students in grades 4, 5, 6 and 8. For example, only 49% of 7th grade students agreed or strongly agreed that students are treated fairly while 69% of 4th graders and 56% of eighth graders agreed or strongly agreed.  2025 survey results indicate that students continue to have concerns around safety, behavior and the school environment in general.  School cleanliness continues to be one of the lowest rated areas on the survey by students.  Only 35% of students overall (+2 from 2024), 36% of English Language Learners and 42% of Socio-Economically Disadvantaged students agree or strongly agree that their school is clean.|Several items in the District's LCAP are already designed to support school environments including having counselors at the middle schools, At Risk Supervisors and School and Community Engagement Facilitators.  Additionally, to improve and maintain the cleanliness, safety, and functionality of all school sites by implementing bi-monthly inspections using methods aligned with the State of California Facility Inspection Tool (FIT). Inspections will be conducted at each school, reviewing all playgrounds and restrooms, along with a rotating sample of classrooms to ensure every room is inspected at least twice per year. These inspections will help proactively identify areas needing attention (Goal 6, Action 1).  MVWSD LCAP Goal 2 is to develop and implement programs and processes to support students' social-emotional health and behavior.  Action 1 in this goal is to continue to have At-Risk Supervisors for all District schools.  At-Risk Supervisors work directly with students and parents to provide support and interventions as needed.  In 2025-26 an additional At Risk Supervisor will continue at Graham Middle School.   Action 9 is to implement a new social emotional learning curriculum. The District has School and Community Engagement Facilitators (SCEF - LCAP goal 3, action 1) to act as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. They play an important role in supporting student and family connectedness to our schools. The District will continue to have counselors for all school sites (Action 10).  The counselors will continue to play  a critical role in addressing the varied needs of students at school sites and delivering Social Emotional Learning Lessons.  Additionally, the District will add a Mental Health Specialist, contract for a Mental Health Specialist services and look to partner with universities to have counseling and mental health interns in order to expand access to supports for students.|Met||2025-06-12|2025
43696090000000|Mountain View-Los Altos Union High|6|MVLA conducts the California Healthy Kids Survey (CHKS) every other year, with the most recent administration taking place in October 2024. The next administration is scheduled for October 2025. Here is a summary of the data:  School Connectedness: In terms of school connectedness, it has increased from 70% in 2023 to 72% in 2024. Indicators of school connectedness include feeling close to peers, happiness at school, and a sense of belonging.  Academic Motivation: Regarding academic motivation, the percentage of students reporting being academically motivated increased from 69% in 2023 to 71% in 2024. Indicators for this domain encompass efforts to excel in schoolwork, intrinsic interest in learning, and a commitment to understanding new concepts.  Caring Adult Relationships: In terms of caring adult relationships, a reported increase from 68% in 2023 to 70% in 2024 from students reporting having a caring adult relationship. Indicators in this domain include the presence of adults at school who genuinely care and take notice of students' well-being.  Social Emotional Distress: When it comes to Wellness and social emotional distress, we have seen a decrease from 28% in 2023 to 26 % in 2024. Indicators in this category include teachers or adults acknowledging excellence, consistently expecting the best, and believing in students' potential for success.  Meaningful Participation: An increase from 33% in 2023 to 36% in 2024 of students reported having meaningful participation. This entails engaging in enjoyable activities, contributing to decisions like class activities or rules, and making a positive impact.|The 2024 California Healthy Kids Survey results indicate modest yet consistent improvements across key indicators of student well-being, including school connectedness, academic motivation, caring adult relationships, and meaningful participation, alongside a slight decrease in reported social-emotional distress.|MVLA utilizes this data to identify and assess student needs, incorporating the results into our WASC Goals, LCAP (Local Control and Accountability Plan), and SPSA (Single Plan for Student Achievement). This informs the development and implementation of plans and actions aimed at enhancing school climate to support student learning.|Met||2025-06-16|2025
43696170000000|Mount Pleasant Elementary|6|MPESD administers the California Healthy Kids Survey (CHKS) annually to gather student input on school climate, safety, and connectedness. For the 2024–25 school year, participation included: 5th Grade: 63% participation with active parent/guardian consent 7th Grade: 88% participation with passive consent (opt-out option for consent)  Key CHKS Findings – 5th Grade: 68% feel safe at school 67% report strong caring relationships with teachers or other adults 84% report high expectations from adults at school 41% report meaningful opportunities to participate 67% report high school connectedness (Total School Assets) 0% reported ever smoking/vaping 2% reported ever using marijuana  Key CHKS Findings – 7th Grade: 62% report caring adult relationships 79% feel high expectations from adults at school 32% feel they have opportunities for meaningful participation 65% feel connected to school 72% report high academic motivation 60% report school promotes parental involvement  MPESD uses this data to reflect on student experience and drive improvements in safety, connectedness, engagement, and equity-focused initiatives.  Student Demographics MPESD proudly serves a diverse student population, including: American Indian or Alaska Native: 0.2% Asian: 14.12% Black or African American: 1.91% Hispanic/Latino: 77.04% Native Hawaiian or Pacific Islander: 1.25% White: 2.04% Two or More Races: 2.18% Other: 1.25%  Student Groups Served: Eligible for Free or Reduced-Price Meals: 75.5% English Learners: 41.1% Students with Disabilities: 15.21% Foster Youth: 0.13% Migratory Students: 1.2% Students Experiencing Homelessness: 15.94%  MPESD is committed to using data from CHKS and other tools to inform planning, identify areas for support, and strengthen conditions for student learning and well-being across all campuses.|Based on analysis of California Healthy Kids Survey (CHKS) results for the 2024–25 school year, MPESD identified both areas of strength and key opportunities for growth in promoting student engagement and school climate. Although participation rates were slightly lower among 5th and 7th graders, the data continues to offer meaningful insight into students' perceptions of safety, connectedness, and adult support. Both 5th and 7th grade students reported strong perceptions of adult expectations and caring relationships. Among 5th graders, 84% felt that teachers or other adults held them to high expectations, an increase of 5% from the previous year. Similarly, 7th graders saw a 15% increase in this measure, rising from 64% to 79%. The percentage of 7th grade students reporting caring adult relationships also rose significantly, from 52% to 62%. Academic motivation and school connectedness also improved for 7th graders, with academic motivation increasing from 61% to 72%, and school connectedness from 49% to 65%. Perceptions of parental involvement rose from 50% to 60%, showing greater alignment with LCAP Goal 3, which emphasizes family-school partnerships. Despite these gains, the data highlights a shared area of need across both grade levels: increasing students' opportunities for meaningful participation in school life and decision-making. Among 5th graders, the percentage reporting such opportunities dropped from 44% to 41%, and school connectedness also declined slightly (from 69% to 67%). Among 7th graders, although there was a 9% increase (from 23% to 32%) in this area, the number remains relatively low, suggesting the need for continued focus. There were also encouraging outcomes in areas tied to student well-being. Notably, reported use of cigarettes/vaping and marijuana among 5th graders dropped to 0%, down from 2% the previous year. MPESD’s CHKS data reflects overall improvement in students' relationships with adults and their academic motivation, especially among 7th graders. However, the continued need to increase meaningful participation, especially for younger students—remains a critical area for growth. The district will prioritize efforts that elevate student voice, expand leadership opportunities, and promote inclusive practices that ensure all students feel valued, heard, and connected to their school community.|In response to local CHKS data and input from school sites and educational partners, MPESD has made several strategic changes to improve school climate and address areas of need identified through analysis. Notably, student feedback showed that while relationships with adults and academic motivation are improving, opportunities for meaningful participation and school connectedness remain areas for growth, particularly among 5th grade students. To strengthen student well-being and engagement (aligned with LCFF Priority 6), MPESD has implemented the Mindful Life Project across all schools. This program supports social-emotional learning and mental health through mindfulness practices, helping students build self-regulation, empathy, and resilience. This contributes to calmer classrooms and more connected school environments. In parallel, the district is conducting a comprehensive review of PBIS and Restorative Justice practices to ensure equitable implementation. This includes additional professional development and training for school staff to promote proactive behavior supports, strengthen student-teacher relationships, and reduce exclusionary discipline practices. To improve student engagement and voice, MPESD is expanding access to arts education through investments supported by Arts and Music grants. These programs provide culturally relevant opportunities for creativity, performance, and collaboration, addressing student desire for meaningful school participation as reflected in CHKS feedback. Further, three schools have received Community Schools grants, enabling expansion of integrated support services for students and families. These include mental health services, family engagement strategies, and dedicated staff to coordinate supports and strengthen the connection between home and school. These coordinated actions reflect MPESD’s commitment to continuous improvement and equitable learning environments. They directly respond to identified areas of need such as meaningful participation, connectedness, and support services, while advancing the district’s whole child approach and LCAP priorities.|Met||2025-06-25|2025
43696176048045|Ida Jew Academies|6|MPESD and Ida Jew Academy administer the California Healthy Kids Survey (CHKS) annually to gather student input on school climate, safety, and connectedness. For the 2024–25 school year, participation included:  5th Grade: 63% participation with active parent/guardian consent  7th Grade:88% participation with passive consent (opt-out option for consent)   Key CHKS Findings – 5thGrade:  68% feel safe at school  67% report strong caring relationships with teachers or other adults 84% report high expectations from adults at school  41% report meaningful opportunities to participate  67% report high school connectedness (Total School Assets)  0% reported ever smoking/vaping  2% reported ever using marijuana   Key CHKS Findings – 7th Grade:  62% report caring adult relationships  79% feel high expectations from adults at school  32% feel they have opportunities for meaningful participation, 65% feel connected to school,  72% report high academic motivation, and 60% report that the school promotes parental involvement.  MPESD uses this data to reflect on the student experience and drive improvements in safety, connectedness, engagement, and equity-focused initiatives.   Student Demographics: MPESD proudly serves a diverse student population, including:  American Indian or Alaska Native: 0.2%  Asian: 14.12%  Black or African American: 1.91% Hispanic/Latino: 77.04%  Native Hawaiian or Pacific Islander: 1.25%  White:2.04% Two or More Races: 2.18%  Other: 1.25%   Student Groups Served:  Eligible for Free or Reduced-Price Meals: 75.5% English Learners: 41.1%  Students with Disabilities: 15.21%  FosterYouth: 0.13%  Migratory Students: 1.2% Students Experiencing Homelessness: 15.94%   MPESD is committed to using data from CHKS and other tools to inform planning, identify areas for support, and strengthen conditions for student learning and well-being across all campuses.|Based on an analysis of California Healthy Kids Survey (CHKS) results for the 2024–25 school year, MPESD and Ida Jew Academy identified both areas of strength and key opportunities for growth in promoting student engagement and school climate. Although participation rates were slightly lower among 5th and 7th graders, the data continue to offer meaningful insights into students' perceptions of safety, connectedness, and adult support. Both 5th and 7th-grade students reported strong perceptions of adult expectations and caring relationships. Among 5th graders,84% felt that teachers or other adults held them to high expectations, a 5% increase from the previous year. Similarly, 7th graders saw a 15% increase in this measure, rising from 64% to 79%. The percentage of 7th-grade students reporting caring adult relationships also rose significantly, from 52% to 62%. Academic motivation and school connectedness also improved for 7th graders, with academic motivation increasing from 61% to 72% and school connectedness from 49% to 65%. Perceptions of parental involvement increased from 50% to 60%, aligning more closely with LCAP Goal 3, which emphasizes the importance of family-school partnerships. Despite these gains, the data highlights a shared area of need across both grade levels: increasing students' opportunities for meaningful participation in school life and decision-making. Among 5th graders, the percentage reporting such opportunities dropped from 44% to 41%, and school connectedness also declined slightly (from 69% to 67%). Among 7th graders, although there was a 9% increase(from 23% to 32%) in this area, the number remains relatively low, suggesting the need for continued focus. There were also encouraging outcomes in areas tied to student well-being. Notably, reported use of cigarettes/vaping and marijuana among 5th graders dropped to 0%, down from 2% the previous year. MPESD's CHKS data indicate an overall improvement in students ' relationships with adults and their academic motivation, particularly among 7th graders. However, the continued need to increase meaningful participation, particularly among younger students, remains a critical area for improvement. The district will prioritize efforts that elevate student voice, expand leadership opportunities, and promote inclusive practices that ensure all students feel valued, heard, and connected to their school community. Prompt 3 (USE) Describe any changes to existing plans, policies, or procedures that the LEA determines necessary to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.|No significant changes have been made; the district and Ida Jew Academy have adjusted some action items within the LCAP and the Single School Plan for Student Achievement better to meet the needs of our students and families. We continue to review our systems and implementation to measure the impact of our actions.|Met||2025-06-25|2025
43696250000000|Oak Grove Elementary|6|90% of 3rd - 8th graders reported feeling safe on the spring Safety, Connectedness and Belonging Survey, a local district survey. 80% of 5th graders reported feeling safe within a positive school environment, as reported on the 24-25 CHKS, while 61% of 7th graders reported feeling safe within a positive school environment, as reported on the 24-25 CHKS. The 7th grade data showed an 11% increase from the previous year.|There is a need to close disproportionate suspension rate and chronic absenteeism gaps amongst student groups-by race and by students with disabilities.|We will continue to provide district-wide training for approximately 75 additional teachers on Restorative Practices. We will train administrators, certificated and classified site staff on our newly created culturally responsive and equitable behavior matrix with consultant consultation and collaboration.|Met||2025-06-26|2025
43696330000000|Orchard Elementary|6|"Our district administered local climate surveys to both 5th and middle-school students to assess perceptions of school connectedness and overall campus climate. Participation rates and disaggregated demographic information are outlined below. 5th Grade: Participants: 36 students (out of a possible 78; active parent consent required) Gender Breakdown: 56% Male, 44% Female Middle School: Participants: 70 students (out of 77; passive consent allowed) Gender Breakdown: 49% Male, 49% Female, 1% identified as ""something else"" Students responded to key questions aligned with the California Healthy Kids Survey focus areas of school connectedness and adult-student relationships: “Who really cares about me?” – 55% responded “pretty much true” or “very true” “Who notices when I’m not there?” – 53% responded “pretty much true” or “very true” “Who listens to me when I have something to say?” – 59% responded “pretty much true” or “very true” These results highlight that while a majority of students report positive perceptions of being noticed, cared for, and listened to at school, there remains an opportunity to strengthen supportive relationships, particularly for the significant portion of students who responded less affirmatively."|The local climate survey results provide valuable insights into how students perceive their relationships with adults and their overall sense of belonging at school.  Our learnings are as follows: While more than half of the students reported feeling cared for, noticed, and listened to, a substantial percentage did not respond as positively. This suggests that, although foundational relationships exist, there is a clear need to strengthen the consistency and depth. The relatively lower percentages in responses such as “Someone notices when I’m not there” (53%) and “Someone really cares about me” (55%) underscore the need to increase intentional adult engagement, particularly for students who may feel overlooked or less connected. The highest-rated item—“Someone listens to me when I have something to say” (59%)—indicates that students value being heard. This may serve as a meaningful entry point for building broader trust and connection with students, reinforcing the importance of voice, empathy, and active listening practices in school culture. Overall, our students reported feeling safe at school.|Based on the analysis of local data and key learnings identified, Orchard is implementing several changes to strengthen student outcomes and staff support. We are revising intervention protocols within our MTSS framework to better address academic gaps, particularly for English learners and students with disabilities. Discipline policies are being updated to incorporate restorative practices, and we are expanding mental health support to meet the increased needs of our students. These revisions are part of a broader effort to strengthen equity, responsiveness, and continuous improvement.|Met||2025-06-17|2025
43696410000000|Palo Alto Unified|6|In 2024-25, PAUSD administered the Panorama Social-Emotional Learning Surveys (gr 3-12). Areas measured included student well-being, emotion regulation, belonging, supportive relationships, school safety, diversity, cultural awareness, and homework.  More than half of students responded favorably to positive feelings (elementary (elem), 71%; secondary (sec), 65%) and challenging feelings (elem, 70%; sec, 62%). Emotion regulation was rated favorably by more than half of students (elem, 51%; sec, 60%). English learners (EL) at the elementary level and non-binary/gender-diverse students at the secondary level are experiencing a higher rate of challenging feelings and a lower rate of positive feelings as compared to their peers.  Elementary students appear to have a positive sense of belonging and highly supportive relationships (69%; 87%). Japanese students in grades 3-5 indicated a high sense of belonging (76%) while non-binary/gender diverse students rated this area significantly lower than the average (50%). Belonging was rated near the average range for the following groups: ELs (65%), students receiving special education services (68%), and students experiencing economic hardship (70%). Supportive relationships were rated fairly consistently with no significant outlier scores among groups.  Students report feeling safe at school (elem, 73%; sec, 78%). Ratings are relatively low for the following groups of elementary students: ELs (62%), Non-binary/gender diverse (47%), Japanese (58%), Native Hawaiian/Pacific Islander (62%), those experiencing economic hardship (62%). Secondary students who identify as Black/African American and Native American/Alaskan Native rated safety relatively low (71%, 70%, respectively). Perceptions about homework were low (40%). Diversity and inclusion was rated highly favorably (83%).|Well-being scores have come up 1-2 percentage points. Positive and challenging feelings were rated slightly higher than last year. Students demonstrate significant growth in emotion regulation, with elementary students showing an increase of 6 percentage points and secondary students increasing 8 percentage points.  Sense of belonging has increased one percentage point for elementary and three percentage points for secondary. Students who identify as non-binary/gender diverse rated belonging higher this year (42% in 2023-24; now 50%); however, transgender students rated belonging lower this year (29% in 2023-24; now 21%). School safety is slightly higher this year, increasing one percentage point for elementary and two percentage points for secondary. ELs have come down slightly in their perception of safety (two percentage points) while non-binary/gender diverse students have come down more significantly (12 percentage points). Students experiencing financial hardship and Native American/Alaskan Native students have increased slightly (1-2 percentage points). Black/African American students continue to rate safety at 71% favorable. Homework perceptions also continue at 40% favorable. Diversity and inclusion is similar to last year (82% in 2023-24; now 83%).|Based on the well-being responses, students who indicated a need received a wellness check-in, therapy referral, or monitoring. The 2025-26 school climate and student well-being survey will be administered in the fall. Data is used in School Improvement Plans (SIPs) to develop goals and supports for specific student groups to increase belonging and school safety.|Met||2025-06-17|2025
43696660000000|San Jose Unified|6|San José Unified uses an annual student climate survey and a safety survey to measure student safety and connectedness. In the Fall of 2024, 80.67% of elementary school respondents said they feel safe at school “always or most of the time. 66.8% of middle and high school respondents said they feel safe at school “always or most of the time. Other questions that were asked were,” I can talk to someone if I need help.” 73.9 % of elementary respondents “strongly agreed or somewhat agreed” and 74.63% of middle and high school respondents “strongly agreed or somewhat agreed”.|We had a significant increase in the total number of students, families, and staff completing the Climate Survey in SY24-25. 86.8% of elementary students and 70.6% of the high school students completing the survey. We also had a total of 4 middle and high school sites with more than an 80% completion. That said, we have seen a decline in students feeling connected on middle and high school campuses, and we have also decline in connectedness at the elementary level. rate.|In 2024 –2025 we prioritized increasing student attendance. The primary strategy for increasing school attendance was focused on building positive relationships at school. Research shows when students and families feel connected to school, they are more likely to attend. We have also increased the staff members that provide home visits. We have seen a decline in our chronic absenteeism by 5.2%. We are committed to continue our focus on supporting social emotional as well as academic needs. Thus, all SJUSD campuses have at least a part time counselor assigned to their site. In addition to outside agencies to support students with social emotional and behavioral needs. Each site has access to a student services coach to support with school climate and culture. Our focus remains on improving attendance and providing social emotional support for all students to improve school climate.|Met||2025-06-26|2025
43696660129718|Downtown College Preparatory Middle|6|DCP El Camino Middle School students were surveyed using the Youth Truth Survey in February of 2025. This is the 8th consecutive year of using this instrument. Feedback was received from  218 students/92% response rate. In order to put student feedback into context, this report compares DCP students' ratings to the ratings from students at 588 other middle schools across the country.  DCP ECMS focused their climate work this year in two areas: Engagement and Culture.  In the broad category of Engagement ECMS increased in the degree to which students rate themselves as positively engaged with their learning from the 8th percentile in 2024 to the 35th percentile in 2025.  In the broad area of Culture ECMS increased  the degree to which students believe that their school fosters a culture of respect and fairness from the 14th to 51st percentile.|Understanding that students must experience joy at school, the staff focused on ensuring students enjoyed their learning and were engaged in the classroom. Through PD on relevance and rigor and through 1:1 coaching for all teaching staff, the team emphasized planning and preparedness for a brand new team. In the area of enjoying learning, 32% of students in 2024 responded they enjoyed learning at school compared to in 41% 2025. To the question “I am motivated to do my best”, students responded positively 41% in 2024 and  53% in 2025. We believe this is due to our emphasis on having students do the heavy lifting while supporting teachers to create meaningful and engaging lessons.|If we were to remain open next year, we identified a need to support our teachers in building their skills in creating student peer to peer relationships. We were very focused this year on the student/staff interaction and building our teacher instructional capacity. Our next step will be building our student peer to peer relationships both in the social area and in the classroom engagement through structured group work.|Met||2025-06-24|2025
43696660131656|ACE Inspire Academy|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 50% of ACE Inspire students responded favorably to questions related to student safety, but a lower percentage (42%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional % of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 44% of ACE Inspire students responded favorably to questions related to a sense of belonging and connectedness.|This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas.  ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2025-06-18|2025
43696664330585|Downtown College Preparatory|6|DCP El Primero students responded to the Youth Truth Survey during February of 2025.  We had a 57% response rate or 299 students. This response rate was lower than in years past and we are considering the response rate as we analyze our data. Our highest rated survey areas were in Engagement and Academic Challenge. In the area of Academic Challenge in 2024 EPHS was in the 65th percentile among 589 Youth Truth Survey schools while in 2025 we are in the 87th percentile of our students reporting positively in the area of academic challenge. In the area of Engagement, we moved from the 39th to 74th percentile in our students responding positively to questions about learning engagement.|EPHS has focused on upping the rigor in PD and coaching this year and in students doing the heavy lifting. The  results of our survey demonstrate the impact of this work on our students. For the question “I am getting a high quality education at this school”, our students responded positively 51% of the time in 2024 and 64% in 2025. In answer to the question: My teachers’ expectations make me want to do my best” our students moved from 57% positive response to 69%.|If we were to remain open, EPHS would have continued the push to up the rigor so our students are even better prepared for college success. We would also have focused on peer collaboration as that is one area we did not improve in as much as in others (from 52% in 2024 to 67% in 2025 students’ positive responses.|Met||2025-06-24|2025
43696740000000|Santa Clara Unified|6|After receiving feedback from our students in several educational partner engagement sessions, it was determined that the California Healthy Kids Survey (CHKS) questions were too broad and lacked any mention of bullying in relation to school safety. As a result, the district administered the Developmental Relationships Survey (DRS) in fall 2024, which includes more targeted questions related to in-school safety and bullying. The sections of the DRS that Santa Clara USD uses to measure student perceptions of school safety include the “School Safety” average score, which is composed of questions that assess feelings of physical and emotional safety and bullying. Additionally, the percent of students that have experienced bias or discrimination by a peer or staff member when at school will be used to gauge feelings of school safety. Student perceptions of school connectedness, will be measured by the “Sense of Belonging” score on the Developmental Relationships Survey (DRS), as well as the “Culturally Responsive Environments” average score. The DRS was administered once in 2024-25 in order to set a baseline and a shortened version will be administered throughout the 2025-26 school year. The DRS survey is currently administered to students in Grades 4, 5, 7, 9, 10, 11, and 12. Results are rated on a scale ranging from 0-100 [for example, a (57) means a rating of 57 out of 100, with 100 being the highest possible rating], and are available at the overall district, site, and grade level, as well as at the student group level by Race/Ethnicity, English Language Acquisition Status (ELAS), Economically Disadvantaged status, and student disability status.|SCHOOL SAFETY Responses reveal a discrepancy in school safety at the Middle School level (57) in comparison to Upper Elementary (62) and High School (63). Furthermore, there are notable differences in perceptions of safety between our overall results and those of targeted student groups across each school cluster. Upper Elementary: Hispanic/Latino (60), English Learner (59), Students with Disabilities (63), Economically Disadvantaged (61). Middle School: Hispanic/Latino (52), English Learner (52), LTEL (51), Students with Disabilities (50), Economically Disadvantaged (53). High School: Hispanic/Latino (61), English Learner (60), LTEL (57), Students with Disabilities (58), Economically Disadvantaged (61).  When looking at the percent of students that have experienced bias or discrimination by a peer or staff member when at school, fewer than 1% of elementary students responded in the affirmative, which is promising news. This is in contrast to our Middle School and High School results. The highest percent of middle school students reporting bias/discrimination by peers is among our English Learner students and students with disabilities (both 34%). 21% of students with disabilities at the Middle school level reported bias/discrimination by district staff, which is the highest across all school types and targeted student groups. At the high school level, we see that the highest percent of high school students reporting bias/discrimination from peers and from staff members is among our English Learner (32% peer & staff)  and LTEL students  (34% peer & staff).  SCHOOL CONNECTEDNESS In terms of students feeling a sense of belonging at their school, overall grades 4 and 5 students rated at 71 out of 100, which went down to (62) in middle school and 61 in high school. Students with the lowest ratings were our students with disabilities (62 - Elementary & Middle School, 57 - High School) and our long term English Learners (63 - Elementary & Middle School, 61 - High School). Results for our Culturally Responsive Environments average score follow a similar pattern as sense of belonging, with stronger agreement regarding culturally responsive environments at our Elementary schools (71) than at our Middle (65) & High schools (64). There is also a need to focus on improving outcomes for Students with Disabilities (68 - Elementary, 62 - Middle, 60 - High School), Economically Disadvantaged students (69 - Elementary, 62 - Middle & High School), and English Learners (66 - Elementary & Middle School, 62 - High School).|Following the administration of the DRS, schools received site level data and the district held a professional learning session with school site leadership, which provided a deeper analysis of their DRS results at the student level. An additional data inquiry session is being planned during the 2025-26 school year and school sites will be encouraged to incorporate survey results into their regular data inquiry cycles. Furthermore, new metrics associated with school safety, bias, discrimination, belonging, and cultural responsiveness were added to the 2025 LCAP in order to set a baseline and desired 3 year targets aimed at improving these results. Lastly, Santa Clara USD will use district-level data to inform investments in anti-bias training and strategies to promote inclusion and belonging.|Met||2025-06-12|2025
43696820000000|Saratoga Union Elementary|6|The California Healthy Kids Survey is administered to the three elementary schools and Redwood Middle School every other year. The report showed elementary school connectedness at 82%, and middle school connectedness at 70%. The CHKS showed perceived school safety at the elementary school at 90% and at the middle school at 78%. A KELVIN survey tool is administered three times yearly to students in grades 2-8 to measure a favorable growth mindset. Students at the elementary level currently rate a favorable mindset at 76%. Female and male students ranked the same at 76%. Two or more races, Asian, and white students ranked at 77%, while Hispanic students ranked the highest at 82%. At the middle school level, the favorable mindset rate was 75%. Male students rated 71% and female students at 79%, which was the highest ranking of all student groups. All student groups were relatively close ranking from 71% to 79%.|"Key Learnings: Identified Needs and Areas of Strength Analysis of our most recent California Healthy Kids Survey (CHKS) and KELVIN survey data reveals significant strengths and clear areas for growth in our school climate and student mindset, with important distinctions across grade levels and student groups.  Areas of Strength: High Elementary School Connectedness and Safety: Our elementary schools demonstrate strong positive indicators. School connectedness is robust at 82%, and perceived school safety is exceptionally high at 90%. These figures suggest that our youngest students generally feel a strong sense of belonging and security in their school environments. Strong Overall Growth Mindset: Across both elementary and middle school, a high percentage of students exhibit a favorable growth mindset, with elementary students at 76% and middle school students at 75%. This indicates that most of our students believe their abilities can be developed through dedication and hard work, a critical foundation for learning and resilience. Equitable Growth Mindset at Elementary: At the elementary level, the favorable mindset is remarkably consistent across genders (76% for both male and female students) and most racial/ethnic groups (Two or more races, Asian, and White students all at 77%). Notably, Hispanic students ranked highest at 82%, indicating a particular strength in this area for this group in our elementary schools. High Female Growth Mindset at Middle School: Female middle school students show a particularly favorable growth mindset at 79%, which is the highest ranking among all student groups at this level. This suggests that our female middle schoolers largely embrace challenges and believe in their capacity for development.  Identified Needs and Areas for Improvement: Decreased Connectedness and Safety at Middle School: A significant concern is the notable drop in school connectedness and perceived safety from elementary to middle school. School connectedness declines from 82% at elementary to 70% at middle school, while perceived safety drops from 90% to 78%. This indicates a critical need to investigate factors contributing to this decline and implement strategies to foster a stronger sense of belonging and security as students transition to and progress through middle school. Gender Gap in Middle School Growth Mindset: While the overall middle school growth mindset is strong, a notable disparity exists between genders. Male students rate their favorable mindset at 71%, significantly lower than female students at 79%. This 8-point gap warrants further investigation to understand potential reasons for this difference and to develop targeted interventions or support systems to bolster a growth mindset among middle school male students. Minor Variance Across Middle School Student Groups (Growth Mindset): Although ""relatively close"" (ranging from 71% to 79%), the subtle differences in growth mindset among racial/ethnic groups at the middle sc"|SUSD will continue to use Acknowledge Alliance at the middle school and Project Cornerstone at the elementary schools in addition to Toolbox curriculum and training for new teachers and staff. Digital citizenship lessons will continue to be a high priority as office referrals at the middle school show this is a concern. The counselors and social worker will also remain as there continues to be a need. A second social worker has been hired to assist in the plans.|Met||2025-06-04|2025
43696900000000|Sunnyvale|6|The Spring Panorama survey assessed perceptions across several themes for students and families, with higher percentages indicating more positive perceptions. Overall Perceptions: Families: Generally hold the most positive perceptions, with an average agreement of approximately 81.4%. Grades 3-5 Students: Report a positive climate, with an average agreement of approximately 73.6%. Grades 6-8 Students: Report the least positive overall climate, with an average agreement of approximately 62.7%. Key Trends in Disaggregated Data: Grades 3-5 Students: Generally show positive perceptions across themes like Belonging, Supportive Relationships, Self-Management, and Self-Efficacy. While relatively consistent across most demographic groups, students with IEPs consistently reported lower agreement. ELL students often showed slightly higher perceptions in some areas. Grades 6-8 Students: Exhibited a noticeable decrease in positive perceptions compared to younger students. Across all themes (Belonging, Rigorous Expectations, Sense of Engagement, Supportive Relationships, School Safety), students with IEPs and Non-Binary students consistently reported significantly lower levels of agreement. Asian and ELL students often reported slightly higher perceptions in several areas compared to other groups. Family Survey: Showed high agreement on themes such as Barriers to Engagement (low perceived barriers), Effective Resources, Learning Behaviors, School Climate, and Supportive Relationships. Families of students with IEPs consistently reported lower satisfaction across all themes, particularly regarding barriers to engagement and effective resources.|Key Learnings and Strengths: Strong Family Engagement: Families generally report very positive perceptions, indicating strong overall satisfaction and trust in the school environment. Positive Younger Student Experience: Grades 3-5 students maintain a largely positive view of their school climate. Effective Support for ELL Students: ELL students, across both student surveys, often report slightly higher or comparable positive perceptions, suggesting effective integration. Identified Needs: Significant Decline in Middle School Perceptions: There is a concerning drop in positive perceptions from elementary (Grades 3-5) to middle school (Grades 6-8), indicating a need for enhanced support during this transition. Systemic Disparities for Students with IEPs: Students with IEPs and their families consistently report the lowest levels of satisfaction across all themes and surveys, pointing to a critical need for improved inclusive practices and support services. Urgent Concern for Non-Binary Students (Grades 6-8): Non-binary students in grades 6-8 show alarmingly low perceptions in all areas, highlighting a severe need for targeted interventions to ensure safety, belonging, and inclusion. Middle School Climate Improvement: Themes like Belonging, Rigorous Expectations, and Sense of Engagement require focused attention in grades 6-8 to foster a more positive and engaging environment. Targeted Family Engagement: While overall family engagement is strong, families of students with IEPs and, to a lesser extent, ELL students, perceive more barriers, suggesting a need for more tailored communication and support.|Multi-Tiered System of Support (MTSS) for Well-being: Integrate SEL into the curriculum and daily routines, developing a comprehensive MTSS framework with universal, targeted, and intensive support to address the overall decline in middle school perceptions and specific group needs. Enhanced Support and Inclusion for Students with IEPs: Review and revise IEP processes to prioritize student voice and inclusion. This includes professional development for all staff on inclusive practices, specialized training for IEP teams, and establishing student support groups for students with IEPs. Targeted Interventions for Non-Binary Students (Grades 6-8): Develop clear policies promoting an affirming environment, provide comprehensive staff training on LGBTQ+ competency, establish student affinity groups, and ensure readily available counseling services for non-binary students. Enhanced Family Engagement for Targeted Groups: Review and revise communication plans to address barriers for families of students with IEPs and ELL students. Actions include providing translated communications, implementing proactive and personalized outreach, and establishing additional feedback mechanisms for these specific family groups. These initiatives are designed to foster a more inclusive, supportive, and engaging school environment for all community members, with continuous monitoring planned through future climate surveys and feedback mechanisms.|Met||2025-06-18|2025
43697080000000|Union Elementary|6|Union School District regularly distributes a Climate Survey to students, staff and families.  The results from our most recent  survey administered in spring 2025 will drive our goals and planning for the 2025-26 school year.   Some of the overarching results we will consider are as follows: Continue to identify the needs of students and provide rigorous, differentiated instruction to meet the needs of all levels of learners.  Promote a respectful social environment where students feel safe and included, have positive connections with the adults on campus, caring student to student relationships and school sites that continually work on the elimination of bullying and rumor spreading. Promote connections between students and their school, especially with our middle school students.|This year, we continued to give the California Healthy Kids Survey (CHKS) to current 5th-7th  grade students.  While there were many bright spots, there were other areas that stood out as focus areas for us to address in 2025-26.  These include continuing to build student to school connectedness and helping students to feel safe at school.  While all four areas in the CHKS (school connectedness, feeling safe at school, caring adults on campus and frequent sadness/social emotional distress) improved in 5th and 7th grade, 6th grade results did not completely follow this upswing.  Instead, 6th graders decreased 4% in feeling safe at school and decreased 8% in caring adults on campus. We will pay extra attention to this student group during 2025-26. This year we also made strides in regards to school climate. One area of strength is that 4 of our schools have completed Year 2 of Positive Behavior Intervention Supports (PBIS) training; the other 4 schools have completed Year 3 of PBIS training. Year 3 and 4 training will begin in the fall and we look forward to seeing PBIS becoming more and more robust each year.  Chronic Absenteeism was also a focus this year and we are pleased to share that with the use of a new student attendance system, we showed improvement every month (except for the months of January and February due to a particularly bad flu season) in a year to year comparison. In our work with PBIS, all eight of our schools are applying for recognition after completing their second or third year of training and first or second year of roll out. Oster and Lietz are applying for the Gold recognition, Alta Vista, Carlton, Guadaliupe, Noddin and UMS are applying for Silver and DMS is applying for the Bronze recognition with the California Statewide Recognition of PBIS Schools.  If awarded, this demonstrates our schools’ levels of PBIS implementation based on the Tiered Fidelity Inventory (TFI) which includes site walk throughs and interviews of students and staff. Four sites have successfully completed their PBIS Tier I launch and four will be piloting Tier II in 2025-26. In 2025-26 we will continue our commitment to seeking out student voice via Student Senate, Student Council and surveys.  Furthermore, we will continue our character and community building programs including Project Cornerstone, Where Everyone Belongs (WEB), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons.   Lastly, all eight sites continued to implement Social Emotional Learning (SEL) lessons regularly using one or more of the adopted district curricula: Kimochis, Second Step, Caring School Communities and Character Strong.|At this time we don’t anticipate updating any policies in regards to school climate, however we will continue to refine our yearly site plans (including School Plans for Student Achievement and Safety Plans) to address students' concerns as indicated in the California Healthy Kids Survey (CHKS).   One procedure we focused on this year and will continue is ensuring that all students know how to access counseling support at school if needed.  Through Student Senate meetings this year, we learned that not all students knew that counselors were available to all students.  We will work with sites to develop a student friendly referral process when seeking support.|Met|As part of our Local Control Accountability Plan (LCAP) Educational Partner input gathering, we once again met with our student groups to gather their input.  During Student Senate meetings, students shared that they have seen an improvement in bathroom c|2025-06-09|2025
43733870000000|Milpitas Unified|6|This year, we used the Developmental Assets & Relationships Survey. Overall, 80% of students experience strong levels of developmental relationships. This showed a strong relationship to social and emotional competence. Sixty-seven percent of elementary students reported experiencing moderate developmental relationships overall compared to 61% of secondary students. Similarly, 51% of elementary students overall experienced strong developmental relationships compared to only 36% of secondary students.|The data did not seem to vary by ethnic groups. However, it did drop from elementary students to secondary students. For example, similarly to developmental relationships, 73% of elementary students reported strong levels of social and emotional competence in comparison to 69% of secondary students. This drop mirrors the culture and climate survey from the past 3 years where secondary students drop in their feelings of belongingness.   This data reveals an opportunity to focus on how we support our secondary students. The Community Design Team heard similar sentiments from secondary students about how their peer, school and staff connections in middle and high school can impact their sense of belonging. MUSD will continue to develop this capacity in the district & site administrators, Superintendent, Board Members & staff as they provide professional development around restorative practices and culturally responsive instructional practices. Overall, MUSD does a good job in providing a positive school climate, but has work to do to ensure all student groups feel they belong and are able to make personal connections to adults and students on campus.|With the initial work we have done to train our assistant principals & staff in restorative practices, our data has begun to show some impact. The work of the affinity groups and Community Design Team, and Equity Team this school year are continuing to explore the impact our schools have on students’ connectedness. Next year, the Community Design Team will hone in on root causes and strategize plans to support students throughout their MUSD educational careers.|Met||2025-06-24|2025
43771490000000|SBE - KIPP Navigate College Prep|6|69% of KIPP families have a positive experience with the school. 87% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
43771490137315|KIPP Navigate College Prep|6|69% of KIPP families have a positive experience with the school. 87% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.   KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2025-06-12|2025
44104470000000|Santa Cruz County Office of Education|6|Our LEA uses local data as well as the Healthy Kids Survey which is administered every two years. According to our local survey, over 90% of families feel our school staff is dedicated to their academic success and 90% of families feel our schools are safe and 87% of students feel safe with 9.4% having no opinion. Continuing and strengthening our academic, engagement, and social emotional supports was reflected and appreciated and important according to our family survey. 87%, of our students report feeling safe at school, with 9.4% not having an opinion. 80.5% of students feel that the school staff cares about them with 15.3% neutral and 93.3% of families believe the school staff cares about their student.|The data reveal strong alignment between student and family perceptions regarding safety, staff dedication, and school culture. Students and families both feel that our programs foster safe and supportive environments and prioritize academic success. Students shared their appreciation for the individualized and flexible nature of their educational experiences, highlighting the value of small, caring school communities. Key areas of growth identified include: increasing access to enrichment opportunities, continuing to build out counseling and mental health supports, and maintaining strong community connections through school based events and culturally responsive programming.|The feedback from our surveys, focus groups, and family meetings have directly impacted our LCAP goals and actions for 2024-2027. We are taking action to add more mental health supports, provide more opportunities for family engagement, and arranging more connections with community organizations along with college and career coordination and support. Our results have been consistently positive when it comes to school climate and we strive to do better each year and listen and learn from our community.|Met||2025-06-26|2025
44104470136572|Santa Cruz County Career Advancement Charter|6|The Santa Cruz County Office of Education Career Advancement Charter does not administer the California Healthy Kids Survey (CHKS) as it is a program that exclusively serves adult learners (18+). We use our own qualitative survey data to guide programmatic decisions related to social emotional needs and school culture. Through the Local Control Accountability Plan process, the CAC does ask students for feedback regarding connectedness and support. Additionally, we inquire about possible barriers or hardships that may interfere with our students' ability to continue attending school. Students also participate in the GOAL Consortium survey process, including our students in corrections.|Students overwhelmingly agree or strongly agree that they feel connected to and supported by CAC staff. They also have shared the challenges they face, including access to childcare, transportation, socio-emotional and mental health support, and overall resource support.|We will continue to seek student input through our survey process, anecdotal evidence, and the student advisory committee meeting to guide decision making in the Career Advancement Charter. Existing plans continue to reflect the input generated from our students and programming decisions are made based on student need.|Met||2025-06-26|2025
44104474430252|Pacific Collegiate Charter|6|PCS administers the California Healthy Kids (CHKs) Survey bi-annually, as well as taking local student surveys each semester to assess students' perception of school climate and culture. In the most recent survey, 81% of students in grade 11 reported moderate or high levels of school connectedness; On locally developed student experience surveys, 83% of PCS students reported a moderate or strong sense of belonging/connection, caring/supportive school community, and understandig/trust in support and complaint systems. Positive perception of school climate is reported less frequently by students of color or those who perceive they hold a different identity than their peers (e.g., racial, socioeconomic, politicial differences).|PCS has worked hard to promote positive school culture, but has additional work to do in supporting all students. With a goal of ensuring that all students feel safe, challenged, supported, and celebrated at PCS, this will continue to be a focus goal in the 2024-2025 LCAP.|PCS provided all teachers with 5 days of Social-Emotional Learning (SEL) training. PCS also allocated funds to provide training for a cohort of teachers to focus on Diversity, Equity, and Inclusion and collaboration time throughout the year. These trainings benefitted students representing all subgroups, including traditionally underrepresented groups, First to College students, low income students, and students with disabilities.|Met||2025-06-04|2025
44697320000000|Bonny Doon Union Elementary|6|Our students report on our local survey that our school climate and culture provide a safe, nurturing learning environment. Results from our annual student survey show that 100% of our students feel that they can talk to a teacher and 94% yard duty when they have a problem.|In spite of the pandemic and wildfire, our students are reporting closer connections to their classroom teachers and instructional aides. We will pay careful focus on school climate and culture. As a result of the pandemic, classes were isolated from one another; however, as restrictions were eased, we paid careful attention to rebuilding the school-wide community. We have created a new Climate & Culture Lead position to support our efforts. Nonetheless, we are pleased that our students express they are feeling safe and connected while at school.|Our staffing includes a designated person to work with students, staff and community to maintain a safe and respectful school environment. The Climate and Culture Lead deepens cross-grade connections (since we only have 1 classroom/grade). We are increasing the availability of social-emotional counseling support. Finally, we will be working participating in a professional learning to expand social and emotional learning as well embed it in the content area instruction.|Met||2025-06-12|2025
44697570000000|Happy Valley Elementary|6|Our staff, students and families are surveyed annually. 2025  Results from parents: Overall return rate:57% 97% feel the newsletter is informative and useful. 97% feel the child's academic needs are met. 88% feel social and emotional needs are met. 98% believe Happy Valley teaches respect, kindness, acceptance and inclusion of all students. 97% of parents feel the teachers and staff respond appropriately to concerns or questions. 93% feel their child is safe at school. 100% feel welcomed 100% feel communications are clear, relevant and timely. Student Responses: 98% feel adults at school care for them 100% say teachers help them do their best 91% feel safe at school 94% say that students respect each other, they are kind and helpful.|This year, we are focused on consistency throughout the school, with common language and approaches to support our students. Lessons focus on gender identity, bullying, and conflict resolution strategies.|There are no changes to existing plans, policies or procedures. However, regular training is given to staff and students in the PeaceBuilder program. The training includes student leaders, regular meetings, and data collection for issues that may arise on the playground.|Met|Because we are a small elementary school, parent input and perception is important and a key part of our decision making process.|2025-06-18|2025
44697650000000|Live Oak Elementary|6|LOSD participated in the California Healthy Kids Survey in the fall of 2024. ELEMENTARY STUDENTS (5th grade) 5th grade responses/contrasted with state average: 1. Supports and Engagement Domain-school connectedness: 76/+3, academic motivation: 82/-1, caring relationships: 72/+2, high expectations: 87/+3, meaningful participation: 40/-1, perceived school safety: 88/+10 2. Low Violence Domain- low violence victimization: 57/-6 3. Other Domain- fairness: 76/+3, rule clarity: 82/+2, social emotional learning supports: 79/+4, antibullying climate: 74/+2, positive behavior: 92/+4, parent involvement in schooling: 77/+1, facilities upkeep: 70/-2. SECONDARY STUDENTS (7th grade) State Average = 2019-21 if/where available 7th grade responses/contrasted with state average if/where available: 1. Supports and Engagement Domain- school connectedness: 62/na, academic motivation: 61/-10, two or fewer absences/month: 87/-2, caring adult relationships: 66/+3, high expectations: 77/+1, meaningful participation: 32/na, perceived school safety: 67/na 2. Low Violence Domain- low violence victimization: 74/na, no harassment: 72/na, no mean rumors: 71/na, no fear of getting beaten up: 78/na 3. Other Domain- promotion of parental involvement: 60/+1, no substance use at school: 99/na, facilities upkeep: 58/na Individual school site and main reports, including data disaggregated by student groups can be accessed at WestEd: Live Oak Elementary Reports - 23-24 (https://wested.ent.box.com/s/583qe7s7j2z8ulnyqw4ljnoqe2xl9qa2)|Caring adult relationships in school and academic motivation continue to be highly correlated to the overall sense of school connectedness. Students' responses indicate self-awareness of absenteeism; late bedtimes for both elementary and secondary may be a contributing factor to absenteeism. A2A was brought into the district to support consistent messaging and communication around attendance. However, this platform was not used with fidelity. Continued efforts need to be ongoing to increase attendance, particularly for students with special education. Approximately 15-25% of students have experienced cyberbullying, the distribution across demographics is similar, and the impact of cyberbullying is unclear to the overall low violence domain and/or perceived school safety survey items.|This year, we have established a [re]launch of PBIS for Tier 2. We will continue to deliver education around social media and cyberbullying. Continued efforts and consistent communication about the importance of attendance will no longer be a part of the A2A Platform. Interpersonal school relationships, non- shaming messaging, and support will be delivered by each school site.|Met||2025-06-18|2025
44697650100388|Tierra Pacifica Charter|6|This year the 2nd/3rd and 6th/7th/8th grade classes were surveyed. There were a total of 49 respondents.  Subgroups are smaller than 11 students, so will not be reported.   Areas of strength in the lower grades were:  • materials for learning,  • enjoyment of learning,  • feeling safe at school,  • knowing that adults care,  • learning made interesting,  • approachable teachers,  • amount of homework,  • understanding that differences are appreciated and valued at school,  • knowing how to get help with conflicts,  • and two-way respect between teachers and students.  YBT, Math, Art, PE, Electives and Field Trips were the top rated subjects by the  Areas of strength for the older grade were:  • feeling adults care about them,  • feeling safe at school ,  • that teachers are approachable and fair,  • that the amount of homework is right,  • understanding that differences are appreciated and valued at school,  • knowing where to get help for conflict, and  • feeling mutual respect between students and teachers.  Science, ELA, Math, Art, Electives and Field Trips were the top rated subjects by the middle schoolers.|"Strength: Most students feel safe at school, and that their teachers are caring, approachable and fair. Areas of Opportunity: 23% of middle school students disagreed with the statement ""I enjoy learning,"" and another  18% were neutral. 17% disagreed with, ""At school, people know more about me than my academics."""|TP is enrolling more students in the middle school grades in 25-26, and will be adding two additional classrooms to  accommodate the increase. It is anticipated that having slightly more space will add to all staff and student  satisfaction levels.|Met||2025-05-13|2025
44697730000000|Mountain Elementary|6|Adults at school believe I can do great things: 94% Adults at school encourage me to work hard so I can be successful: 92% This school is a safe and welcoming place for people of all backgrounds and cultures: 92% At this school, students of different backgrounds and cultures treat each other with respect: 88% I can stay focused on my hopes and dreams, even when things get hard: 89% Adults at my school care about me: 97% The rules at my school are the same for everyone: 81% Adults at my school take action when students are being mean: 77% My school cares about what I think and what I have to say: 86% Mountain had no suspension in 2024-25 and is blue on the dashboard. Major discipline referrals were down significantly this year due to changes made on the playground. We had less than 10 office referrals this year, the majority for one specific students who struggles with behavior issues.  Fully implemented Social Emotional Learning Program. Mountain Elementary School District has no significant subgroups.|Mountain has many areas of strength related to our school climate, including strong connections between students and adults and high rates of safety and well-being amongst our students. One area of improvement is the response to discipline issues and students' reports of other kids being mean, etc. School staff can improve in our responses to these issues and how the response and resolutions are communicated to students so they feel they were heard and that adults care about what happens at school and on the yard.|MESD will continue to train our yard staff in conflict resolution and positive behavioral supports to mitigate the issues that happen on the yard between students. We will also work to improve the follow-up with students and parents so they understand how the situation was handled, the resolution and next steps.|Met||2025-06-12|2025
44697810000000|Pacific Elementary|6|"Pacific does not use the CHKS because the ""N"" is too small to yield valid data to analyze. Instead, we now use Kelvin. The 6th grade teacher also surveys his students on attitudes about math."|Students fell positively about taking risks in math. Families and students feel very connected to the school. Staff feels positive about working with colleagues and with families. Everyone wishes for better compensation.|Funding is a key weakness, but is challenging to fix.|Met||2025-06-18|2025
44697990000000|Pajaro Valley Unified|6|The Youth Truth Survey data for Pajaro Valley Unified School District provides insights into various aspects of school climate and conditions, disaggregated by different student groups.  Engagement Students: 45% positive, an increase of  4 percentage points from the previous survey.   Relationships Students: 36% positive, a decrease of 8 percentage points.  Culture Students: 29% positive, a decrease of 8 percentage points.  Education Quality   Expectations Students: 61% positive, a decrease of 4 percentage points.  Respect for Students Students: 59% positive, a decrease of 7 percentage points.   Respect for Staff Students: 30% positive, a decrease of 5 percentage points.   Respect for Different Backgrounds Students: 66% positive.   Discipline Fairness Students: 32% positive, a decrease of 8 percentage points.  Belonging Students: 44% positive, a decrease of 5 percentage points.  Specific Subgroup Analysis: Hispanic/Latino Students: Engagement: 41%, Relationships: 35%, Culture: 28%, Academic Challenge: 54%, Belonging: 43%. White Students: Engagement: 42%, Relationships: 37%, Culture: 30%, Academic Challenge: 56%, Belonging: 45%. Female Students: Engagement: 38%, Relationships: 34%, Culture: 27%, Academic Challenge: 52%, Belonging: 42%. Male Students: Engagement: 42%, Relationships: 37%, Culture: 31%, Academic Challenge: 57%, Belonging: 46%. Non-Binary Students: Engagement 36% positive,  Relationships 32% positive, Culture 24% positive,  Belonging 39%.  The data shows a mixed picture with some areas of improvement, such as staff engagement and discipline fairness, while other areas, such as student engagement and respect for staff, have seen declines.|Key Learnings from the Youth Truth Survey Data for Students by Ethnicity, English Learners, and Students with Disabilities  Areas of Strength  Respect for Different Backgrounds: Overall Positive Response: 66%   Academic Challenge: Hispanic/Latino Students: 54% positive White Students: 56% positive Other Ethnic Groups: Similar trends with slight variations English Learners: 50% positive Students with Disabilities: 52% positive Students generally feel adequately challenged academically, indicating that the curriculum is perceived as rigorous and engaging.  Belonging: Hispanic/Latino Students: 43% positive White Students: 45% positive Other Ethnic Groups: Similar trends English Learners: 40% positive Students with Disabilities: 41% positive Many students feel a sense of belonging in their school environment, though this area has room for improvement.  Identified Needs Engagement: Hispanic/Latino Students: 41% positive White Students: 42% positive Other Ethnic Groups: Similar trends English Learners: 35% positive Students with Disabilities: 33% positive There was a significant decrease in engagement across all groups, indicating a need to improve student engagement overall.  Relationships: Hispanic/Latino Students: 35% positive White Students: 37% positive Other Ethnic Groups: Similar trends English Learners: 30% positive Students with Disabilities: 28% positive This represents a need to strengthen relationships between students and their teachers.  Culture: Hispanic/Latino Students: 28% positive White Students: 30% positive Other Ethnic Groups: Similar trends English Learners: 25% positive Students with Disabilities: 24% positive There is a need to improve the overall school culture to make it more supportive and respectful.  Discipline Fairness: Hispanic/Latino Students: 30% positive White Students: 34% positive Other Ethnic Groups: Similar trends English Learners: 27% positive Students with Disabilities: 26% positive Concerns about the fairness of disciplinary actions highlight a need for more equitable discipline practices.  Non-Binary Students: Engagement: 36% positive Relationships: 32% positive Culture: 24% positive Belonging: 39% positive Respect for Different Backgrounds: 55% positive Discipline Fairness: 27% positive Non-binary students reported lower levels of positive experiences in multiple areas, indicating a need for targeted support to ensure inclusivity and equity|Based on the analysis of the Youth Truth Survey data, several key areas of need have been identified. Pajaro Valley Unified will be developing and implementing the following:  1. Improve Student Engagement Actions: Revisit Classroom Instruction Methodology: Integrate more interactive and student-centered teaching methods to increase engagement. Student Voice: Create more opportunities for students to provide feedback on their learning experiences and participate in decision-making processes.  2. Strengthen Relationships Between Students and Teachers Actions: Professional Development: Provide teachers with training focused on building strong, supportive relationships with students. Regular Check-Ins: Implement regular one-on-one check-ins between teachers and students to address any concerns and build rapport using Sown to Grow.   3. Enhance School Culture Actions: Cultural Competency Training: Offer professional development for staff on cultural competency, inclusive practices and Ethnic Studies. Celebration of Diversity:  Organize events and activities that celebrate the diverse backgrounds of students and staff. Inclusive Policies:  Review and update school policies to ensure they are inclusive and promote a respectful and supportive school environment.  4. Ensure Fair Discipline Practices Actions: Review Discipline Policies: Conduct a thorough review of current discipline policies to identify and address any biases, Align PBIS practices Restorative Practices: Implement restorative justice practices to address conflicts and disciplinary issues in a fair and equitable manner. Data Monitoring: Regularly monitor discipline data to ensure fairness and equity across all student groups.  5.. Foster a Sense of Belonging Actions: Community Building Activities: Organize activities and events that promote community building and inclusivity among students. Advisory Programs: Implement advisory periods where students can discuss their feelings of belonging and receive support. Recognition Programs: Recognize and celebrate the achievements and contributions of all students to foster a sense of belonging and pride.  6. Encourage Speaking Out Against Racism/Sexism/Homophobia Actions: Anti-Racism Training: Provide anti-racism/sexism/homophobia training for all staff and students. Reporting Mechanisms: Establish clear and accessible mechanisms for reporting incidents of racism and discrimination. Awareness Campaigns: Launch awareness campaigns to educate the school community about the importance of speaking out against racism/sexism and promoting diversity and inclusion.|Met||2025-06-25|2025
44697990117804|Ceiba College Preparatory Academy|6|Ceiba’s YouthTruth survey results indicate an overall positive school climate with a strong sense of belonging and engagement among students. The overall student engagement score was approximately 68%, demonstrating that most students feel connected to their school community. When disaggregated, English Learners reported lower engagement and belonging scores, around 60%, compared to native English speakers, highlighting the need for targeted strategies to support this group. Similarly, students receiving free or reduced-price lunch showed a slight decline in perceptions of safety and fairness, with scores near 62%. The survey also revealed high marks for teacher support and student voice, with over 70% of students feeling their opinions are respected. However, peer relationships and consistency in rule enforcement emerged as areas needing improvement, especially among underrepresented student groups. This detailed data informs Ceiba’s focus on creating a more inclusive, safe, and supportive environment for all learners.|The analysis of Ceiba’s most recent YouthTruth Survey reveals clear strengths and areas for growth within our school climate. Notably, 72% of students reported feeling supported by teachers, and 70% felt their voices were respected, underscoring strong teacher-student relationships and a culture of student voice. These factors contribute positively to overall engagement.  However, disparities emerged among student groups. English Learners reported a lower sense of belonging at 58%, compared to 68% for native English speakers. Similarly, students eligible for free or reduced-price lunch expressed concerns around safety and fairness, with scores near 60%, indicating these students experience the school environment differently. Peer relationships and consistency in enforcing school rules were also identified as weaker areas, with only 55% of students agreeing that rules are applied fairly and consistently.  These findings highlight the need to deepen culturally responsive practices and strengthen supports for English Learners and economically disadvantaged students. Improving peer relations and ensuring consistent behavior expectations are also critical to fostering a safe and inclusive climate for all students.|In response to the identified needs from the YouthTruth survey analysis, Ceiba is implementing several changes to existing plans, policies, and procedures to promote equity and enhance school climate. To better support English Learners and economically disadvantaged students who reported lower feelings of belonging and safety, the LEA is expanding culturally responsive teaching professional development for staff and increasing bilingual family engagement initiatives.  Ceiba is also revising its discipline policies to ensure clearer, consistent enforcement of rules across all student groups, coupled with restorative justice practices aimed at improving peer relationships and fostering a respectful school environment. Additionally, the LEA is introducing more frequent and varied student voice opportunities, including student-led focus groups and climate committees, to ensure ongoing feedback from diverse student populations.  These adjustments are embedded within the Continuous Improvement Plan and will be monitored regularly through ongoing data collection and stakeholder input to ensure progress toward a more inclusive, supportive, and equitable school climate.|Met|This is the first year Ceiba has administered the YouthTruth Survey, marking a step in systematically gathering student perspectives on school climate. While the initial data provides baseline insights, Ceiba recognizes that meaningful improvement will ta|2025-06-17|2025
44697994430229|Pacific Coast Charter|6||||Not Met|||2025
44697994430245|Diamond Technology Institute|6|Diamond Technology Institute administered the YouthTruth Survey in early 2025, collecting input from 119 respondents with a 91% response rate from students and 49% from families. The survey measured climate across themes such as engagement, culture, relationships, safety, and respect. Overall, students reported positive perceptions in engagement (70%), college & career readiness (72%), and belonging (68%), with most ratings improving since the prior survey. Families reported exceptionally high ratings in school culture (97%), communication & feedback (85%), and school safety (87%), with significant gains of +14% in communication and +16% in resource access.  While the YouthTruth data did not disaggregate scores by student subgroup in this report, percent positives and average scores for all students are available. Students rated their feeling of being respected by adults at 84% positive and rated respect for diversity at 87%.|Strengths: -High family satisfaction across all measured themes, especially school culture, safety, and communication. -Student engagement and college readiness scores were in the top national percentiles (81st and 98th, respectively). -Notable growth in areas like student engagement (+13%), student respect (+3%), and perception of high-quality education (+12%).  Needs: -Student perception of safety and discipline fairness showed lower ratings compared to families and staff, with a 3.56 average in discipline and 4.0 in safety, and a slight decline from the prior survey. -The 49% family response rate indicates that a significant portion of families—possibly underrepresented groups—are not fully engaged in school feedback efforts. -Lower scores in student-to-staff respect (57%) and care from teachers (77%), compared to family perceptions, indicate gaps in student-adult relationships.|In response to the YouthTruth findings, Diamond Technology Institute will implement the following actions for continuous improvement: -Enhance student safety and discipline practices by reviewing existing policies with student input and increasing staff training in trauma-informed and restorative practices. -Develop targeted outreach to underrepresented families using culturally relevant communication strategies, multilingual materials, and community liaisons to improve response rates and engagement. -Establish regular student voice forums to address the perceived gaps in care, connection, and respect between students and staff. -Improve data collection by expanding future surveys to disaggregate results by subgroups (e.g., EL, socioeconomically disadvantaged, foster/homeless youth) to better tailor interventions.  These adjustments will be incorporated into the site’s continuous improvement cycle and LCAP actions to strengthen school climate and inclusion.|Met||2025-05-20|2025
44697996049720|Linscott Charter|6|Linscott Charter School administered a comprehensive student survey in Spring 2025 to all students in grades 3–8. The survey aimed to gather student perspectives on key aspects of school culture, including relationships with staff, sense of belonging, school pride, peer interactions, and physical and emotional safety. The results provide valuable insight into students’ day-to-day experiences and help guide schoolwide planning and supports. Feedback from this survey directly informs Linscott’s efforts to build a safe, inclusive, and engaging learning environment for all students.  Major Takeaways by Cohort: Grades 3–4: Students in this cohort reported the highest sense of connection with classmates (96%) and strong feelings of support from teachers, with 94% stating their teacher cares about them. However, they also had the highest percentage reporting experiences of bullying this year (27%).  Grades 5–6: These students demonstrated high levels of school pride and respect from adults, with 90% feeling treated respectfully by staff and 98% believing their teacher cares if they are learning. A lower number (8%) reported feeling bullied.  Grades 7–8: While older students continued to feel respected by staff and had strong understanding of bullying, there was a notable drop in school pride (only 57% feel proud to be a Linscott student all the time). Reports of teasing and safety concerns were slightly higher than in other groups, indicating a need for targeted support during this transitional age.|Strengths Positive Student-Staff Relationships: A strong majority of students report that teachers care about them (88%) and care whether they are learning (92%). Additionally, 86% of students state that adults on campus treat students with respect, and 77% feel that adults at Linscott care about them. These responses reflect a school climate where students experience supportive and respectful interactions with staff.  Peer Connection and School Belonging: 89% of students report having a connection with their classmates. A high percentage (95%) have earned a Sand Dollar this year, indicating meaningful participation in the school’s positive behavior system. Furthermore, 98% of students report feeling proud to be a Linscott student at least some of the time, demonstrating a strong sense of school identity and pride.  Understanding of Bullying: 94% of students report that they understand the difference between someone being mean and bullying. This indicates effective foundational instruction and messaging around respectful behavior and social norms.  Areas for Growth Student Voice and Emotional Safety: While 67% of students feel listened to by staff, 32% report feeling listened to only “sometimes,” and 1% do not feel listened to at all. Additionally, 22% of students were unsure whether adults at school care about them. These data suggest the need to strengthen systems that promote student voice and emotional connection, particularly for students who may not feel consistently supported.  Bullying and Peer Conflict: 17% of students report being bullied during the current school year, and 28% report being hit, called names, or made fun of. Additionally, 23% report having been teased about their body. These findings highlight a need for continued work in peer relationship building, social-emotional skill development, and conflict resolution.  Perception of Physical Safety: While 75% of students report feeling physically safe at school “all the time,” 24% feel safe only “some of the time,” and 1% do not feel physically safe. These responses indicate the importance of ensuring that all students consistently feel safe across all school environments and times of day.  Engagement in Upper Grades: Students in 7th and 8th grades reported lower levels of pride in being a Linscott student (57% “all the time” compared to 71% in 3rd/4th). This suggests a need for targeted engagement strategies for middle school students to support their connection to the school community.|To address areas of need identified in student survey data—particularly related to emotional safety, peer relationships, and consistent student engagement—Linscott Charter School will implement the following actions:   Schoolwide Character Education: Beginning in the upcoming school year, Linscott will introduce a schoolwide character education program focused on monthly character traits (e.g., empathy, respect, responsibility). These traits will be taught explicitly in classrooms and reinforced through community meetings and daily interactions.  Positive Recognition System: A renewed emphasis will be placed on recognizing positive student behavior and contributions. The existing Sand Dollar program will be expanded to include schoolwide recognition aligned with monthly character traits. Students will be publicly acknowledged for demonstrating values that contribute to a respectful, inclusive, and safe school environment.  Targeted Support in Upper Grades: Specific attention will be given to increasing student voice and engagement in 7th and 8th grades. Opportunities for leadership, peer mentoring, and feedback will be integrated to ensure older students feel connected and valued during a critical stage in their development.  Increased Focus on Social-Emotional Learning (SEL): Staff will integrate SEL strategies into classroom practice to build emotional awareness, empathy, and conflict resolution skills. These efforts aim to reduce incidents of teasing and bullying and promote a culture of kindness and safety for all students.|Met||2025-06-19|2025
44697996049829|Alianza Charter|6|Alianza Charter School administered the YouthTruth Survey in February 2025, collecting input from students (97% response rate), families (82%), and staff (52%), with an overall response rate of 88%. The survey provided insight into school climate factors including engagement, relationships, culture, academic challenge, safety, and respect.  Key Findings by Group (Middle School) Percent Positive Ratings  Engagement: Students 45%, Families 61%, Staff 96% Relationships: Students 43%, Families 86%, Staff 96% Culture: Students 37%, Families 78%, Staff 93% Academic Challenge: Students 59% Belonging: Students 57% School Safety: Families 47%, Staff 85% Communication & Feedback: Families 74% Resources: Families 67% Professional Development & Support: Staff 85% Average Ratings (1–5 scale)  Quality of Education: Students 3.51, Families 3.92, Staff 4.18 Respect (Adults to students): Students 3.85, Staff 4.22 Respect (Students to adults): Students 3.18, Staff 3.81 Diversity & Inclusion: Students 4.11, Families 4.38, Staff 4.74 Relationships/Caring: Students 3.71, Families 3.95 Safety: Students 3.71, Families 3.95 Fairness of Discipline: Students 3.35, Families 3.75, Staff 3.71 Disaggregated Insights Across Groups Although the report does not include subgroup disaggregation (e.g., by race or EL status), it highlights differences in perception among stakeholder groups:  Respect & Discipline: 69% of students reported adults treat students with respect, but only 30% felt students treat adults respectfully. Staff responses were higher at 89% and 70%, respectively. Only 42% of students rated discipline as fair, compared to 66% of families and 57% of staff. Safety & Belonging: 62% of students felt safe, compared to 77% of families. However, student belonging scored in the 84th percentile nationally. Academic Experience: While 59% of students found school academically challenging, only 51% said they receive a high-quality education—well below staff (86%) and family (79%) perceptions. Additional Measures YouthTruth is a nationally normed survey tool, allowing Alianza to compare its results with peer schools via percentile rankings. While the report does not include additional data collection tools, YouthTruth results offer actionable themes and can be supplemented with student focus groups or interviews.  Conclusion The data highlights strengths in staff satisfaction, inclusion, and relationships. However, student feedback identifies key needs around engagement, discipline fairness, safety, and mutual respect. These findings suggest the importance of targeted improvements centered on the student experience.|Analysis of the February 2025 YouthTruth Survey at Alianza Charter School identified key strengths and areas for growth. The survey had high participation: 97% of students, 82% of families, and 52% of staff, offering a comprehensive view of school climate.  Areas of Strength A major strength is the school’s inclusive culture. High ratings were reported across all groups regarding respect for people of different backgrounds: 80% of students, 91% of families, and 100% of staff responded positively. These scores reflect strong alignment with Alianza’s values and inclusive environment.  Positive relationships also stood out. Families (77%) and staff (96%) reported that students and teachers care about each other. Students’ sense of belonging ranked in the 84th percentile nationally, suggesting that many students feel connected and supported at school.  Staff also rated school culture, engagement, and safety very highly, with positive responses exceeding 90%, indicating strong adult alignment with school goals and a positive work environment.  Identified Needs Middle school students expressed lower satisfaction in several key areas. Only 45% reported feeling engaged, and just 42% believed discipline is fair. These perceptions were lower than family (66%) and staff (57%) ratings, highlighting a gap in student trust and connection to schoolwide behavior systems.  Students also reported challenges with mutual respect. Just 30% said students treat adults respectfully, compared to 70% of staff. This suggests a need to strengthen peer expectations and build a more respectful student culture.  Safety also emerged as a concern: 62% of students reported feeling safe, while 77% of families agreed. Though not alarmingly low, this difference indicates a need to review supervision, conflict resolution practices, and support systems.  In academics, 59% of students found school challenging, yet only 51% felt they were receiving a high-quality education, compared to 79% of families and 86% of staff. This suggests a need to increase student-centered instruction, rigor, and relevance.  Disaggregated Data and Equity While the report did not disaggregate by race, language, or other student groups, the comparison across stakeholder groups highlights perceptual gaps between students and adults. This points to the importance of including more student voice and analyzing future data by subgroup to ensure equitable support.  Conclusion Alianza demonstrates strength in relationships, inclusion, and staff commitment. Key needs include improving student engagement, fairness, and safety, and addressing the disconnect between adult and student perceptions to ensure a more responsive and equitable school climate.|Based on the YouthTruth Survey findings, Alianza Charter School is implementing key changes to address areas of need. To improve low student engagement (45%), the school will expand student-centered, culturally relevant instruction and formalize student voice opportunities through advisory and feedback sessions. In response to student concerns about discipline fairness (42%), Alianza is revising its discipline policy, strengthening restorative practices, and training staff in trauma-informed and equitable approaches.  To address low ratings of peer-to-adult respect (30%), schoolwide norms and SEL instruction will be reinforced through PBIS, student leadership, and peer mentoring. While belonging rated high, only 62% of students reported feeling safe. Alianza will enhance supervision, counseling access, and student safety checks. Future data will be disaggregated by subgroup to ensure equity. A new Climate & Culture Action Team will lead progress monitoring and support ongoing improvement aligned with LCAP goals.|Met||2025-05-15|2025
44697996119077|Watsonville Charter School of the Arts|6|Watsonville Charter School of the Arts administers the YouthTruth Climate Survey annually to students in grades 3–8. The survey measures perceptions of school safety, engagement, relationships, belonging, and overall school climate. Data is disaggregated by student groups, including English Learners, socioeconomically disadvantaged students, and students with disabilities, allowing for a more equitable analysis of school conditions.  In the most recent administration, the overall school climate score for students declined compared to previous years. While engagement and relationships remained relatively steady, perceptions of safety and belonging showed notable drops, particularly among English Learners and students identifying as socioeconomically disadvantaged. The data indicates a need to focus on fostering stronger peer connections and increasing adult presence and support, particularly in unstructured environments such as recess and passing periods.  Additional analysis of specific items revealed that fewer students felt they had a trusted adult at school or believed that students respected each other. These insights are being used to inform our restorative practices, staff development, and student leadership initiatives.  The disaggregated data allows us to monitor climate trends across student groups and directly informs our school’s continuous improvement efforts aligned with LCAP goals focused on culture, safety, and student well-being.|Analysis of the YouthTruth Climate Survey data revealed both strengths and areas for growth at Watsonville Charter School of the Arts. A key strength identified was the continued sense of engagement among students in arts-integrated learning, as well as positive relationships with teachers. Many students reported that they feel challenged academically and that teachers care about their success. These strengths remained consistent across most student groups, including English Learners and socioeconomically disadvantaged students.  However, a critical area of need emerged around student perceptions of safety and peer relationships. Disaggregated data showed that English Learners and socioeconomically disadvantaged students reported lower levels of connectedness and fewer positive peer interactions. Fewer students overall indicated that they have a trusted adult on campus or feel that students treat each other with respect. This decline in perceived safety and belonging signals a need to strengthen schoolwide practices related to social-emotional learning, conflict resolution, and inclusive school culture.  Another need identified through the data was increased adult visibility and supervision during unstructured times, such as lunch and recess. Students expressed a desire for more support during peer conflicts and clearer expectations around respectful behavior.  Overall, while instructional relationships remain a strength, there is a pressing need to enhance student-to-student connections and implement targeted supports to rebuild trust and a sense of belonging—particularly for underrepresented student groups.|"In response to the key learnings from our local climate data, Watsonville Charter School of the Arts is implementing several changes to strengthen student safety, belonging, and connectedness—particularly for underrepresented student groups.  We are revising our supervision and yard duty protocols to ensure increased adult presence during unstructured times, including lunch and recess. Staff will receive training in restorative practices and conflict mediation, with a focus on proactive strategies that build community and support student voice.  To improve trusted adult relationships, we are introducing a ""trusted adult check-in"" system, where each student is paired with a staff member for regular informal support. Additionally, we are expanding student leadership and mentorship programs to promote peer-to-peer connection, especially across grade levels.  Our ELAC outreach efforts are being adjusted to include personal invitations and multilingual supports to ensure families of English Learners feel welcome and heard. We are also planning student listening circles by subgroup to collect deeper qualitative feedback and co-create solutions.  These actions are being embedded into our schoolwide culture goals and LCAP priorities, with progress reviewed quarterly to ensure accountability and impact."|Met||2025-06-02|2025
44698070000000|San Lorenzo Valley Unified|6|The district utilized the district-created LCAP Survey and the California Healthy Kids Survey to determine progress in improving school climate. Parents indicated in the LCAP Survey that the district had great teachers and that school communication and district communication  were a strength for the district.|The California Healthy Kids Survey revealed that 73% of 9th-12th graders believed that most of the time or all the time, they felt like there were caring adults at school. Additionally, 75% of the 9th-12th graders stated that they felt like school was a safe place and 51% said they were connected to school.  Elementary students reported more positively on school climate. Specifically, 79% of the 3rd-5th grade students reported that they felt safe at school while 93% reported caring relationships with adults. 67% of Middle school students responded they felt safe at school. Finally, 72% of middle school students reported caring relationships with adults at school.|The district's LCAP Goal 2: “All students and families will be connected to their schools, and students will learn & utilize social emotional competencies - self awareness, self management, social awareness, relationship skills and responsible decision making - for success” is specifically designed to address school climate. Actions associated with this goal include professional development for staff on restorative practices, Ending the Silence with the National Alliance on Mental Illness, violence prevention, and best practices for working with LGBTQ+ students and families with the Diversity Center. Additional actions include the purchase of materials and instructional services. These include Positive Behavior Interventions and Support materials, Second Step curriculum, Web and Link materials, and School-Wide Information System.|Met||2025-06-11|2025
44698070110007|Ocean Grove Charter|6|In the Spring of 2025, all Ocean Grove students in grades 5, 8, and 12 were given an opportunity to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety.  Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Consistently high across all grade levels is support from students’ teachers, with 97% of students in each grade level reporting that their teacher encourages them to do their best. Similarly, 98% of students report feeling safe at school-sponsored activities and events. Survey data also supports positive peer relationships, especially at the 8th grade level.|Grade level specific findings include: 5th Grade: 100% feel school rules are fair. 95% rate school as a positive experience. 91% say their ES encourages them to do their best. There is also a strong sense of belonging and adult care is also reported. 67% report participating in school-sponsored activities.  8th Grade: 90% feel supported academically and feel school is a positive experience. Emotional connection and fairness perceptions begin to decline slightly though still remain high at 93%. Participation in school-sponsored activities was reported by only 33% of students.  12th Grade: 100% feel encouraged by their ES, and 93% rate school as a positive experience. Engagement and adult-student connection declines slightly at this grade level. We also find the lowest rate of participation in school activities, at 27%.|As noted above, the area with the lowest outcomes is related to school-sponsored activities. To address this need, we continue to increase the number of field trips and school clubs offered. We also implemented regular park days in strategic locations throughout our service area, which will continue through summer. We can further address this by developing more activities geared toward our higher grade levels.|Met||2025-06-11|2025
44698074430179|SLVUSD Charter|6|"SLVUSD Charter utilized the district-created Charter Parent Survey, as well as the Kelvin School Climate Survey, and the California Healthy Kids Survey to determine progress in improving school climate.  90% of parents indicated in the Charter Parent Survey that the Charter has supported their child's growth in Conflict Resolution Skills (increased from 88%).  97% of parents feel that their child is physically safe on campus, and 91% believe that their child is emotionally safe on campus.  Parents also scored the Charter at 95% that programs that promote respect for individual differences.  In elementary, the Kelvin survey reflected that students in grades 4 - 6 scored the Charter at 100% for the dimension of Sense of Belonging - School Connectedness, and at 93% for School Climate/Culture. In secondary, the CA Healthy Kids Survey reflected that students in grades 7, 9 and 11 scored an average of 76% for ""School connectedness"" (with 7th graders scoring the highest at 80%), and an average of 84% for ""School perceived as safe or very safe"" (with 9th graders scoring the highest at 86%)."|The CA Healthy Kids Survey revealed that 83% of 7th graders and 73% of 11th graders believed that most of the time or all of the time they felt there were caring adults at school.  In contrast, only 60% of 9th graders believed this. Additionally, 84% of 7th graders, 86% of 9th graders, and 82% of 11th graders stated that they felt like school was a safe place, a clear area of strength.  However, 62% of 8th graders reported having experienced harassment or bullying in the previous 12 months, as compared with 26% of 7th graders and 27% of 11th graders, and 9th graders reported significantly higher incidents of chronic sadness/hopelessness and consideration of suicide (38% and 44% respectively, as compared with 16/27% and 8/18% in 7th and 11th grade.  (It is important to note that a number of Charter's 9th graders come from the comprehensive school and have chosen SLVUSD Charter because they need a different learning environment, and often this is due to social-emotional concerns.)|"The Charter's LCAP Goal 2:  ""SLVUSD Charter School will foster a supportive and inclusive learning environment focused on Social Emotional Learning and Culturally Responsive Teaching in order for students to thrive academically, personally, and socially"" is specifically designed to address school climate.  Actions associated with this goal include professional development for staff on restorative practices, suicide prevention, mental health and wellness supports, and best practices for working with LGBTQ+ students and families.  Additional actions include the purchase of materials and instructional services for small group pro-social skills development, and push in workshops for social emotional wellness."|Met||2025-06-04|2025
44698150000000|Santa Cruz City Elementary|6|Santa Cruz City Schools uses multiple tools to monitor school climate and student well-being, including the Social Emotional Health Survey (SEHS), the California Healthy Kids Survey (CHKS), and site-level LCAP Climate Surveys. These data sources provide valuable insights into how students experience belonging, support, and emotional wellness at the elementary level.  The SEHS, administered annually, measures key indicators of student well-being such as chronic sadness, optimism, gratitude, school connectedness, and support from adults. In 2024–25, SEHS results reflected a highly positive climate among elementary students. Specifically:  80% of students reported feeling thankful for their school 94% said they were thankful that their teachers are nice 95% indicated they feel part of their school community 96% believe their school values student success 93% feel that teachers and principals care about all students 90% feel supported by adults when facing challenges  These results suggest that elementary students experience strong relationships, a deep sense of belonging, and a school culture that prioritizes student success and well-being.  Complementary results from the 2024–25 California Healthy Kids Survey reinforce these findings. Among 5th grade students:  83% reported overall wellness, compared to the state average of 72% 15% reported frequent sadness, below the state average of 19%  These climate and mental health indicators are well above state norms, indicating that students in Santa Cruz City Schools experience a safer, more supportive school environment than their peers statewide. The 83% wellness score for all students is a particularly strong outcome and reflects the impact of the district’s investments in social-emotional learning and school climate initiatives.  When disaggregated by student group, results show consistent outcomes across racial/ethnic groups, English Learners, socioeconomically disadvantaged students, and students with disabilities. There are no major gaps in reported levels of connection, support, or emotional well-being at the elementary level. This consistency points to the effectiveness of inclusive school practices and intentional efforts to ensure that all students feel seen, valued, and supported.  Site-level LCAP climate survey results align with these findings, with families and students expressing high levels of satisfaction related to safety, adult support, and school connectedness.  Together, the SEHS, CHKS, and local climate survey data demonstrate that elementary students in Santa Cruz City Schools benefit from a strong, inclusive climate. The data highlight successful school practices and also underscore the importance of maintaining this positive foundation as students transition into secondary grades.|Analysis of student well-being data from multiple sources—including the Social Emotional Health Survey (SEHS), the California Healthy Kids Survey (CHKS), and LCAP Climate Surveys—reveals that elementary students in Santa Cruz City Schools experience a strong sense of connection, care, and emotional support at school. These findings point to clear strengths in climate and culture across school sites.  Students report exceptionally high levels of belonging and connection. According to SEHS data, 95% of elementary students feel they are part of their school community, and 94% appreciate the kindness of their teachers. Nearly all students—96%—believe their school supports their success, while 93% feel that staff care about all students. Additionally, 90% say they can turn to adults at school when they need help. These findings reflect a warm, inclusive environment where students feel seen, valued, and supported.  Further insights into emotional well-being show promising trends. SEHS and CHKS data reveal that 80% of elementary students feel thankful for their school, and 94% feel thankful for their teachers. Overall, 83% of 5th graders report feeling happy most of the time—well above the state average of 72%. Only 15% of 5th graders report frequent sadness, compared to 19% statewide, underscoring a lower level of social-emotional distress.  These patterns hold consistently across student groups, with no significant gaps identified based on race/ethnicity, income, or language status. This suggests that the district’s efforts to create inclusive, affirming school environments are reaching all learners. Key practices contributing to this success include positive student-staff relationships, strong school-wide routines, embedded social-emotional learning, and a commitment to recognizing student growth and achievement.  While data highlight many strengths, they also point to the importance of sustaining this momentum through upper elementary grades and into middle school. Transition years often present challenges, and maintaining student connectedness as expectations shift will be critical. Continued focus on relationship-building, culturally responsive practices, and emotional support structures will help preserve the positive climate established in elementary schools.|Santa Cruz City Schools' local climate data shows that existing systems are having a strong, positive impact at the elementary level. Students report high levels of belonging, adult support, and emotional wellness—outpacing state averages in key areas such as student happiness and reduced sadness. These encouraging results reflect the district’s sustained investment in trauma-informed practices, restorative approaches, the Second Step SEL curriculum, Positive Behavioral Interventions and Supports (PBIS), PBIS Playground Coaches, and the presence of dedicated elementary counselors.  While no major changes to policies or procedures are needed at this time, the district remains committed to continuous improvement. The following refinements will help strengthen consistency, deepen impact, and ensure long-term success as students grow and transition into secondary settings:  Strengthen Trauma-Informed and Restorative Practices: Provide continued professional learning to ensure staff across all sites implement these approaches consistently and with fidelity. These practices help nurture student resilience and foster a culture of empathy and accountability.  Enhance PBIS Implementation: Reinforce the use of PBIS structures across both classroom and non-classroom settings. PBIS Playground Coaches will continue to play a key role in promoting positive behavior and helping students build conflict-resolution and peer relationship skills.  Deepen SEL Integration: Continue embedding the Second Step SEL curriculum into daily routines, with intentional connections to PBIS and restorative systems. This alignment will support students’ emotional regulation, problem-solving, and empathy development.  Expand Counselor Collaboration: Maintain counselor presence at the elementary level while encouraging stronger collaboration between counselors, classroom teachers, and site administrators to align SEL instruction with mental health and behavioral supports.  Elevate Student Voice: Use student surveys and classroom reflection tools to better understand how students experience support and belonging. Their feedback will inform program adjustments and help staff respond to emerging needs.  Strengthen Family Partnerships: Increase outreach and communication to families around school climate efforts, helping parents understand the strategies in place and how they can reinforce these practices at home.  By refining existing systems rather than introducing new initiatives, Santa Cruz City Schools will preserve what’s working while ensuring equity, consistency, and responsiveness across all elementary sites. These efforts reflect the district’s deep commitment to fostering safe, inclusive, and supportive school environments where every student feels seen, valued, and prepared to succeed.|Met||2025-06-11|2025
44698230000000|Santa Cruz City High|6|Santa Cruz City Schools uses multiple tools to monitor school climate and student well-being, including the Social Emotional Health Survey (SEHS), the California Healthy Kids Survey (CHKS), and site-level LCAP Climate Surveys. These data sources provide valuable insights into how students experience belonging, support, and emotional wellness at the elementary level.  The SEHS, administered annually, measures key indicators of student well-being such as chronic sadness, optimism, gratitude, school connectedness, and support from adults. In 2024–25, SEHS results reflected a highly positive climate among elementary students. Specifically:  80% of students reported feeling thankful for their school 94% said they were thankful that their teachers are nice 95% indicated they feel part of their school community 96% believe their school values student success 93% feel that teachers and principals care about all students 90% feel supported by adults when facing challenges  These results suggest that elementary students experience strong relationships, a deep sense of belonging, and a school culture that prioritizes student success and well-being.  Complementary results from the 2024–25 California Healthy Kids Survey reinforce these findings. Among 5th grade students:  83% reported overall wellness, compared to the state average of 72% 15% reported frequent sadness, below the state average of 19%  These climate and mental health indicators are well above state norms, indicating that students in Santa Cruz City Schools experience a safer, more supportive school environment than their peers statewide. The 83% wellness score for all students is a particularly strong outcome and reflects the impact of the district’s investments in social-emotional learning and school climate initiatives.  When disaggregated by student group, results show consistent outcomes across racial/ethnic groups, English Learners, socioeconomically disadvantaged students, and students with disabilities. There are no major gaps in reported levels of connection, support, or emotional well-being at the elementary level. This consistency points to the effectiveness of inclusive school practices and intentional efforts to ensure that all students feel seen, valued, and supported.  Site-level LCAP climate survey results align with these findings, with families and students expressing high levels of satisfaction related to safety, adult support, and school connectedness.  Together, the SEHS, CHKS, and local climate survey data demonstrate that elementary students in Santa Cruz City Schools benefit from a strong, inclusive climate. The data highlight successful school practices and also underscore the importance of maintaining this positive foundation as students transition into secondary grades.|Santa Cruz City Schools uses the California Healthy Kids Survey (CHKS) and the Social Emotional Health Survey (SEHS) to assess school climate and student well-being at the secondary level. These tools provide insight into how students experience school, including their sense of connection, emotional health, and access to supportive adults.  In 2024–25, SEHS data indicated strong student connectedness and support. Eighty-two percent of students reported feeling connected and engaged at school, 67% felt a sense of belonging, and 81% felt recognized for their accomplishments. Additionally, 75% reported having supportive adults they could turn to during challenges. While 62% of students reported feeling happy often and 71% expressed optimism about their future, only 52% reported overall satisfaction with their school experience—highlighting an opportunity to improve day-to-day engagement and relevance.  CHKS results also show strong mental health outcomes compared to state averages. The percentage of students experiencing chronic sadness was significantly lower: 18% of 7th graders (vs. 34% statewide), 21% of 9th graders (vs. 35%), and 20% of 11th graders (vs. 39%). Similarly, rates of students who had considered suicide were well below the state average: 9% in grade 7, 7% in grade 9, and 6% in grade 11, compared to state rates around 15–16%.  Positive indicators also include higher-than-average life satisfaction and optimism. Life satisfaction was reported by 76% of 7th graders, 70% of 9th graders, and 68% of 11th graders—well above state benchmarks. Optimism scores followed a similar trend.  These outcomes reflect district investments in mental health and wellness supports, including on-site Wellness Centers, expanded counseling, SEL programming, and trauma-informed training for staff. Disaggregated data by student group are also reviewed to identify equity gaps and guide interventions, ensuring all students feel safe, supported, and connected. Santa Cruz City Schools will continue to use this data to inform actions that support student mental health, belonging, and meaningful school experiences for every learner.|In response to key secondary findings from the 2024–25 California Healthy Kids Survey (CHKS) and Social Emotional Health Survey (SEHS), Santa Cruz City Schools is implementing a series of refinements to strengthen school climate, elevate student voice, and ensure equitable access to mental health and wellness supports. While the data reflect many bright spots—including high levels of connectedness (82%), recognition (81%), and adult support (75%)—only 52% of secondary students reported being satisfied with their overall school experience. This points to a critical opportunity to enhance engagement, belonging, and daily student experience.  To address these findings, the district is taking the following steps:  Elevating Student Voice: Schools will strengthen student feedback structures, including expanded student forums, focus groups, and advisory councils. These efforts aim to give students meaningful input into decision-making about programs, schedules, and schoolwide activities.  Deepening Belonging and Connection: Site-level action plans will focus more intentionally on building belonging, especially for students reporting lower satisfaction or connection. Interventions will be tailored using disaggregated data to ensure students from historically underserved groups—such as English learners, students with disabilities, foster youth, and LGBTQ+ students—feel safe, seen, and supported.  Expanding Wellness and Mental Health Supports: Building on strong outcomes in chronic sadness and suicide prevention (well below state averages), the district will enhance access to Wellness Centers, peer support programs, and small-group counseling. Schools will also explore implementing early wellness screening tools to proactively identify students who need support.  Enhancing SEL and Advisory Programs: The district will revise and expand its SEL scope and sequence at the secondary level to ensure that content is developmentally appropriate, culturally responsive, and aligned with student needs. Advisory structures will be refined to foster more meaningful relationships between students and staff.  Investing in Staff Capacity: Professional learning will continue to emphasize trauma-informed practices, culturally responsive instruction, and strategies to strengthen adult-student relationships. The goal is for every student to have at least one trusted adult on campus.  Improved Monitoring and Accountability: CHKS and SEHS data will be reviewed annually at both the site and district levels to guide continuous improvement. A new protocol will support regular review of disaggregated climate data, allowing schools to track progress and adjust strategies in real time. Together, these actions reflect the district’s commitment to creating inclusive, supportive school environments where all students feel connected, valued, and empowered to thrive.|Met||2025-06-11|2025
44698234430187|Delta Charter|6|"Delta issues annual climate surveys to parents, students, and staff. The results of these climate surveys are discussed in staff, board, and parent meetings. Because Delta intentionally admits students who have not experienced success in traditional environments, we focus on safety and social-emotional well-being in addition to academics. • 95% of our students surveyed said they felt academically successful at Delta • 40% of Delta students surveyed identify as queer and 92% of students surveyed said they feel safe or mostly safe. • 42% of our students surveyed identified as a race other than white and 92% of students surveyed agreed that, ""The information presented in my classes is inclusive of all races, ethnicities, religions, abilities, income levels, gender identities, and sexual orientations."""|The above data reflects that Delta's students feel seen, safe, and supported at our school. Our prioritization of safety and inclusiveness is key to our students' success.|Based on our climate survey data, Delta continues to believe that we are positively impacting our families and meeting their needs. In response to the feedback regarding hate speech, Delta created a Commitment to Safety document that was presented by the Superintendent/Principal in all classes. Every student signed the document and it will be featured in our enrollment packet moving forward.|Met||2025-06-10|2025
44698490000000|Soquel Union Elementary|6|"Local climate survey data, including available data disaggregated by student groups, are used to inform our district processes and policies.  Using surveys that provide an overall score, such as the California Healthy Kids Survey, provides some limitations in data, as such, we report the overall score for all students as well as available student group scores.   Student Survey Data:  Demographics and identity were self-reported to ""I see myself as..."" and included:  White: 25.9% Latina/x: 5.1% Multiple Races: 5.6% African American: .5% Asian: .5% Mexican: 2.3% Mexican American: 1% Pacific Islander: 1% Native American: 1% Human: 1% American 2% Don't Know: 13% Prefer Not to Say: 30.6%  When asked ...  What do you like most about school? Socializing and friends: 79% Physical Education: 62% Recess/ Lunch: 76% Teacher: 45% Reading 44% Creating: 47% Learning New things: 42%  Low items were, and are, our challenges moving into the year ahead   Time for Self-reflection: 9% Writing: 2%  I have materials/books I need for my classes at school: 86%, and 12% are not sure  At school, I mostly feel...(students could choose more than one) Tired: 69% Happy: 64% Smart: 64% Respected: 36% Silly: 38% Excited: 37% Bored 44% Understood: 31% Capable: 24% Sad: 18% Lonely: 15% Worried 16%  There were no students, even in open comments, who commented that school safety was a concern to them."|Key learnings, including identified needs and areas of strength determined through the analysis of data, are as follows:  -Students across all demographic groups prioritized Tired and Happy as the feelings they mostly feel. -We need a focus on students who feel tired, sad, lonely, and/or worried. -Safety was not reported as a concern. -Half of the students reported that one of their favorite things at school was their teacher.|Changes to existing plans, policies, or procedures that the LEA determines are necessary to address areas of need identified through the analysis of local data and the identification of key learnings.  -Involve staff, including counselors, in data and planning for the deeper implementation of SEL and PBIS. -Use COST (coordinated services teams) as a means to intervene with students who lack a sense of belonging in school.|Met||2025-06-25|2025
44754320000000|Scotts Valley Unified|6|SVUSD & all four schools provided families an opportunity for written input via the annual parent survey. The response rate was 30%, a 5% decline from prior year. Families reported the following:  a)Parent Engagement Surveys: Overall Return Rate: 30%; Students and staff have a positive, caring relationship: 82%; Teachers initiate contact regarding academics: 36%; Teachers initiate contact regarding behavior: 45%; Participation in child's education: 63%; Safety on Campus: 72%; High Standards for academic performance for all students: 75%  Due to the limited number of students in sub-categories, the data is not disaggregated in the same way. In reviewing parent surveys, there is an overwhelming response of students & staff having a caring, positive relationship, also observed in other questions that include students' comfortability in approach staff with concerns, or feeling their needs are met. Families also have a positive correlation with feeling they can participate in their child's education. This area is marked with a 82% overall. Parent survey data shows an area of need continues to be in the contact regarding both academics and behavior. Elementary reported that their teachers contacted more often, & there were consistent concerns that families do not know how their children are doing both academically and behaviorally. Increased parent communication will be a focus for the 25-26 school year, increasing communication in how teachers will provide input (via newsletter, graded work sent home, Synergy) and in regularity, which aligns with teacher feedback in the spring professional learning survey (high interest in PD that supports improved communication to parents). b)The percentage of the cohort of students in Grades 5, 7, 9, & 11 who report having caring adult relationships: 5: 83%; 7: 64%; 9: 52%; 11: 66% - The percentage of the cohort of students in Grades 5, 7, 9, & 11 who feel connected at school: 5: 85%; 7: 69%; 9: 59%; 11: 63% Over time Mental Health: Frequent Sadness 5: 11%; Chronic Sadness: 7: 24%; 9: 22%; 11: 27%; Social Emotional Distress: 7: 23%; 9: 26%; 11: 29%; Life Satisfaction: 7: 72%; 9: 67%; 11: 69%  c)95% K-8 teachers are implementing ReThink. Overall Indicators for SEL competency in spring student survey: 3: 55% Avg/High; 4: 70% Avg/High; 5: 38% Avg/High Social-emotional data shows students' report feeling connected at school continues to drop as they get older. Emotional distress & chronic sadness are at a concerning level, a focus area. The district is in its second year of implementation of the a district-wide adopted SEL curriculum to support increasing SEL competency in students. While the curriculum has been more effectively implemented in grades K-8, the high school opened an on site Wellness Center in 24-25, staffed with a counselor and navigator to support & educate 9-12 students. The goal of the district is to increase students' SEL skills to increase feelings of connectedness & overall satisfaction.|"In reviewing the data, the district has determined that the development of positive, caring relationships is considered a strength. The district sees that students need additional support in SEL as well as communication to families about students academics and behavior. These areas are going to be an area of focus moving forward and they are addressed in the LCAP under Goal 2: ""Ensure school and classroom environments provide Social-Emotional Learning (SEL)+ and support for the whole child.""  The information was clear in regards to areas of need. Students in secondary grade levels need greater attention to their mental health, which was evident with the feedback on chronic sadness and emotional distress. There needs to be an increase of communication to families regarding academic and behavioral supports that will be provided as well."|The district has outlined plans to address areas of concern within the LCAP under Goal 2. With the adoption & implementation of the RethinkEd Curriculum, the district will align data collections to check on student mental health and determine what additional supports students need. Sites, with counselors leading the effort, will provide units and lessons tailored to student needs which is gathered based on check-ins within the curriculum.   Sites will also develop supports for families to increase access to the online Synergy Parent Portal. This is the primary support for families to check their child's progress in academics. Families will receive training in how to access their child's records so they can have a better communication level with their teachers. The schools will also provide consistent information about what families can do to contact teachers, as well as what type of communication families can expect so there are clear expectations around behavior and academics.|Met||2025-06-17|2025
44754320139410|California Online Public Schools Monterey Bay|6|For the 24-25 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students, as well as available student group scores, are as follows: High School: Engagement: 92% Challenging coursework: 87% Culture of respect: 94% Relationships: 79% College and career readiness: 78% Middle School: Engagement: 89% Challenging coursework: 81% Culture of respect: 97% Relationships: 96% Elementary School: Engagement: 91% Challenging coursework: 74% Culture of respect: 99% Relationships: 70% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2024-2025 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen. Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in elementary (99%) and middle school (97%), showing a consistently positive school culture. Challenging Coursework High school students (87%) and middle school students (81%) feel challenged by their coursework, which reflects strong academic expectations and curriculum design. Student Engagement Engagement was high across the board—92% in high school, 91% in elementary, and 89% in middle school— indicating students are generally involved and interested in their learning. Growth Areas: College and Career Readiness While 78% of high school students feel prepared, there is room to grow. Expanding career exploration, college planning, and dual enrollment opportunities will help better prepare students for life after high school. Relationships (Elementary and High School) Relationship scores were very strong in middle school (96%), but lower in elementary (70%) and high school (79%). There’s a need to focus on building stronger connections between students and staff, especially at those levels. Needs: Academic Challenge in Elementary Only 74% of elementary students reported that their coursework feels challenging. This shows a need to raise expectations and increase engagement with more rigorous, age-appropriate tasks. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction. Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 24-25 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction at all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2025-06-10|2025
44772480000000|SBE - Watsonville Prep|6||||Not Met|||2025
44772480138909|Watsonville Prep|6|Watsonville Prep School administers the Panorama Social-Emotional Learning (SEL) survey to gather insight into students’ perceptions of school safety, their connectedness to adults on campus, and their development in self-efficacy and self-regulation.  The survey results indicated that most students in grades 3–4 reported having a positive connection with an adult at school. A majority also reported feeling safe at school, though there remains a portion of students who indicated they do not always feel safe during the school day.|When disaggregated by gender, grade level, race, and English Learner status, responses were relatively consistent in terms of students reporting strong adult relationships. However, a notable difference emerged when comparing students based on their meal program eligibility. Students receiving reduced-price lunch reported lower levels of adult connectedness compared to those receiving free lunch.  In reviewing this data, the school identified key strengths in its ability to foster supportive relationships between students and staff. At the same time, improving the overall perception of safety on campus remains an important area of growth. In addition, the school is exploring the underlying factors that may be contributing to the lower sense of connection reported by a specific subset of students, in order to develop targeted supports and improve outcomes for all learners.|To address school safety, and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions.  All teachers in grades K-5th will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and appropriately intervene quickly. The school will also use the weekly social emotional survey data to identify students who may need more structured social skills support, or who would benefit from a referral to an outside mental health agency.  The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students’ strategies to increase their feelings of safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school.   To address the gap reported by the students who receive reduced price lunches, the school will do a deeper analysis into what factors may have led to these results. It will be a challenge to uncover the complex factors that students from lower socioeconomic backgrounds experience, particularly between those who receive free lunch, and those who qualify for reduced lunch. At the onset of school teachers will receive additional student information related to their classrooms' cultural demographics, including socioeconomic data. This data, though available, was not shared with them in a purposeful manner prior to this year. The data will help them understand the backgrounds of their students better, and allow them to address some of the gaps that may exist in students feeling connected to an adult. Teachers will also be provided professional learning by their coaches in strategies aligned with culturally responsive teaching.|Met||2025-06-09|2025
45104540000000|Shasta County Office of Education|6|"SCOE participates in the CA Healthy kid survey annually.  Students in grades 5,7,9,10,11,and 12 participate in the survey. According to these results students indicated that they feel safe at school, they are connected to staff and motivated.  We have also added the additional tool of Kelvin.  This collects pulses on student perceptions. Of students who participated in the Kelvin survey, 87% agreed with the statement, “It is easy to talk to teachers at my school."" While 75% of students agreed with the statement, ""Students at my school respect one another."" Attendance rates have increased at both Independent Study and Excel Academy 91.54% and SCIS - 88.93%. SCIS continues to provide a wellness center where students can receive counseling support, one-on-one tutoring support, and attend monthly student wellness awareness topics. The wellness center includes a PositiviTEA bar, sensory items, and other social-emotional supports. There were over 300 student visits to the wellness center for the utilization of the tools and supports.  These spaces of sensory support and social-emotional regulation are in beginning phases at Juvenile Court School.  Both Excel and SCIS are utilizing outside sensory and learning spaces, which have added additional safe spaces for students to receive outside education, counseling, and a proactive social environment."|During the 2024-25 school year, all program staff participated in training related to Restorative Justice Practices and de-escalation techniques. In addition, staff has continued to receive support related to the trauma-informed practices training from previous years. The SART and PBIS team works with school site administrators to review data, analyze trends, and discuss best practices for student support. Juvenile Court School, SCIS, and Excel Academy have community school grants. These grants support the program’s efforts to build capacity for coaching and implementation of PBIS to improve outcomes for all students.|Based on the positive outcomes, these services will continue to provide additional resources for students identified as English Learners, Foster Youth, Low Income, and academically challenged. SCOE provides a comprehensive and tiered approach that starts with whole-school support for academic recovery, behavior interventions(PBIS), and positive messaging regarding the importance of attendance(SART). Actions have been added to increase engagement events for positive attendance and achievement.|Met||2025-06-25|2025
45104540111674|Chrysalis Charter|6|Chrysalis uses quarterly KELVIN surveys to keep a pulse on student climate. In addition to this format, yearly student climate surveys are given and classroom teacher survey are given twice each year. All data is reviewed and used to make meaningful decisions.|"Overall, our use of restorative justice and PBIS has been well received by students. Communication is an area where improvement shows to be needed. Many veteran parents have shared they would like to get back to more volunteer expectations and see us follow our mission of ""encouraging the light to shine brighter within every student."""|We are going to keep on doing what we have been doing! More, we are adding Behavior support, Mental Health support, and pushing the science and nature narrative.|Met||2025-06-17|2025
45104540129957|Northern Summit Academy Shasta|6|Our surveys and all feedback from students and families indicate that the school climate is welcoming, supportive, and better for them than previous educational options. Information was gathered with written surveys, oral interviews, and audio/video street data collection.|Areas of strength include academic support, safe accepting climate, and acceptance of student voice. Area of need is more CTE pathways and field trips.|NSA began a CTE Food Service Pathway in the fall of the 2024 school year. NSA is working towards acquiring more field trip vehicles.|Met||2025-06-12|2025
45104540132944|Redding STEM Academy|6|In March 2025, student surveys were sent out to 3-8th grade students. 123 out of 133 students responded. This is 92% of the 3-8th grade students. Based on TOMS data regarding ethnicity, 64.7% are white, 14.7% are two or more races, 13.9% are hispanic, and the rest of the ethnicities are less than 5% of the student population. TOMS data also indicates that 57.8% of students are socioeconomically disadvantaged and 20.3% of students have been identified with a disability, 3.7% are homeless, 1.4% are reclassified fluent English proficient, and 0% are migrants. There were no student groups identified in the red category on the 2024 Dashboard. Each of the student groups were looked at during the analysis of the data and it was determined that there were no significant variations between the whole group data and the data for individual student groups.      2024                                                           2025 I feel I belong at this school. It works for me.      Agree    Neutral   Disagree               Agree    Neutral   Disagree 69%      27%           4%                       74%       15%       11%  I feel safe at school. Agree    Neutral   Disagree               Agree    Neutral   Disagree 56%      34%           9%                       65%         23%       12%  My teacher treats me with respect. Agree    Neutral   Disagree               Agree    Neutral   Disagree 90%        7%           2.5%                    93%         5%          3%  My teacher believes I can learn. Agree    Neutral   Disagree               Agree    Neutral   Disagree                                                                             87%      10.7%        1.6%                    92%        8%           0%  Students in my class are respectful to each other. Agree    Neutral   Disagree               Agree    Neutral   Disagree                                                                             27%       45%          28%                      53%       23%        24%       I have not been bullied this year.  Agree    Neutral   Disagree               Agree    Neutral   Disagree                                                                            57.4%    14.8%       27.9%                   60%      18%         22%  I have good friends at this school. Agree    Neutral   Disagree               Agree    Neutral   Disagree               83%        14%        2.4%                      88%       8%           4%|When the team analyzed this data, several positive patterns were noted and celebrated. For the most part, students feel a sense of belonging at RSTEM. They feel safe. The adults at RSTEM are making a positive impact in their lives. Most of the students are trying to do well in school, and almost everyone agreed that they have good friends at school. Overall, the students feel like RSTEM is a good school.   There are some areas of concern regarding peer interactions. These relationships have been a work in progress for several years. In 2025 24% of students reported that students in their class are respectful. This is an improvement. In 2024, 28% of students report that students are not respectful to each other. The prior year, 33% reported that students were not respectful. Additionally, in 2025, 22% of students indicated that they had been bullied. In 2024 27.9% of students indicated that they had been bullied. The prior year, 35% of students said they had been bullied. Looking at these trends, we can see an improvement in student interactions over time. This will continue to be an area of growth on the LCAP.  The teachers discussed the data. They will be working to address needs and will work to help students feel connected, heard and encouraged. They also talked about creating service projects and adding more field trips to build empathy for others.|In an effort to positively influence peer relationships on campus, school culture will continue to be a focus on the LCAP. RSTEM has been using the social emotional learning program, Character Strong, to build character and to help students with their relationships since 2023. In 2024-25 the school also launched the middle school SEL program Invictus. The team is hopeful that, in time, it will bring positive results in student behaviors.   Teachers will participate in professional development to grow their skills in supporting students' social-emotional needs, including but not limited to: trauma informed training, restorative practices, and de-escalation techniques (CPI training). The team will continue to review and revise the Positive Behavior Interventions System (PBIS) system to help students become reflective friends who problem solve together.  A social emotional support person was hired to assist students' with their social skills development. This person works with the school psychologist to deliver lessons that are developmentally appropriate based on a needs assessment that will be delivered to students multiple times a year through the Kelvin platform. They will work on class-wide, small group and individual skills as needed.|Met||2025-06-12|2025
45698560000000|Anderson Union High|6|A Local Climate survey was sent to all AUHSD stakeholders and community members in March of 2025. Each question required respondents to answer disagree (1), neutral (2), and agree (3). Below are the questions from the survey and the percentage of stakeholders who answered with a score of 2 or 3; -Students are encouraged to take the required courses needed to be prepared for college and career - 93% -Students and families know what classes they will have to take and pass to graduate from high school - 93% -Students participate in programs to learn about different jobs, careers, and colleges - 91% -Students are prepared for the next step of their educational experience - 86% -Schools offer appropriate courses to prepare students for college or career readiness - 91% -Families and students understand how assignments and tests are graded - 88% -Questions and concerns about schoolwork are addressed - 84% -Student grades reflect their knowledge of the material - 71% -Adults at my school believe all students can be successful - 84% -Students feel comfortable and unjudged to ask their teacher for help - 74% -Teachers provide opportunities for students to participate in classroom discussions or activities - 93% -Teachers at my school go out of their way to help students - 81% -Students receive timely and regular feedback on their learning - 80% -Students are interested in what they are learning - 68% -Students have access to classes and activities that meet their interests and talents - 86% -Schools offer extracurricular activities (sports, clubs, etc.) students are interested in - 95% -Schools have a climate that is caring - 76% -Schools have the materials, staff, programs, and supports needed to help all students do their best - 86% -There are staff on campus who listen to students when they have something to say - 90% -Adults at my school treat students respectfully - 86% -Students have an adult on campus they trust - 89% -Staff at schools promptly respond to family phone calls, messages, or e-mails - 87% -Schools offer families opportunities to be involved in school activities - 83% -Schools keep families well-informed about school activities - 85% -Schools and families are partners in promoting positive learning experiences for students - 86% -Schools clearly outline the family, student, and school responsibilities in educating each child - 87% -Schools seek input when making important decisions - 72% -Schools offer families opportunities to have roles in committees, School Site Councils, etc. - 86% -Staff is offered opportunities to have a role in leadership, committees, School Site Councils, etc. - 93% -Concerns about student safety are taken seriously - 85% -Concerns about student safety are addressed in a timely manner at my school - 85% -My school is a safe place for all students - 78% -Students know what staff member to go to if they have a safety concern - 86%|Analysis of feedback from the March 2025 AUHSD Local Climate Survey revealed strengths and areas for growth in school climate and engagement. Overall, students, families, and staff view the district as supportive and student-centered. Key strengths emerged in postsecondary readiness, communication, and access to enrichment. Specifically, 93% of respondents agreed students are encouraged to take required courses for postsecondary goals and families understand graduation requirements. Additionally, 91% reported students are offered opportunities to explore careers and colleges, with appropriate courses available. Extracurricular access (95%) and communication about school events (85%) also scored high, as did involvement opportunities (83%). Perceptions of adult support and school responsiveness were also strong: 90% of stakeholders felt staff listened to students; 89% agreed students had a trusted adult on campus; and 87% of families said they received timely responses. These data reflect a positive culture of care and connection. However, some responses highlight important areas for growth. Only 68% agreed students are interested in what they are learning—the lowest survey rating. Additionally, just 71% felt grades reflect mastery, and 74% agreed students feel comfortable asking teachers for help. These results indicate a need to strengthen engagement, support student agency, and ensure alignment between instruction, grading, and learning. School climate and safety also require attention. While 85% felt concerns about safety are taken seriously and addressed promptly, only 78% agreed schools are safe for all students. Just 76% felt schools have a caring climate. These gaps suggest a need for more consistent implementation of inclusive, welcoming practices across campuses. Finally, although 86% of families felt they had opportunities to participate in school activities and leadership, only 72% agreed schools seek their input in key decisions. This feedback points to a need for more robust structures that elevate student and family voices in decision-making at both site and district levels. In summary, AUHSD shows strong results in readiness, communication, and relationships. To further improve school climate, the district should prioritize increasing academic engagement, strengthening inclusive practices to ensure all students feel safe and cared for, and expanding authentic stakeholder input in decision-making.|Based on the analysis of the AUHSD Local Climate Survey and the key learnings identified, the following changes to existing policies and procedures will be implemented to address the areas of need and support continuous improvement: • Revise instructional practices to increase student engagement by providing professional development focused on inquiry-driven instruction. • Strengthen grading and assessment practices by facilitating staff collaboration on grading, ensuring that grades accurately reflect student mastery of standards. • Enhance safety measures by reviewing and updating site-specific safety plans to ensure all students feel safe, and by increasing student awareness about safety protocols and trusted adults on campus. • Improve systems for stakeholder input by adding additional engagement sessions at both the site and district level to inform decisions and gather input on programs and initiatives. • Expand access to engaging and interest-based learning opportunities by increasing elective offerings and pathway courses that align with student interests and career aspirations. • Support teacher effectiveness and collaboration by allowing them to engage in professional learning communities (PLCs) to analyze data and adjust instruction in real time based on student needs. These revisions are part of AUHSD’s commitment to improving student learning experiences and outcomes across all campuses by using data-informed decision making to guide continuous improvement.|Met||2025-06-18|2025
45698564530333|Anderson New Technology High|6|A survey was sent out to all parents (in their listed home language). This is the same climate survey that was sent out last year so we could compare results. We sent requests on Parent Square and reminders to help get numbers. An anonymous survey was also sent out to all students.|Echo Training - 68% said they had been trained on Echo, leaving 32% that were not. 32% of parents did not participate in a PLT Meeting for the semester. Teachers had reported otherwise and this question also needs to state, for in person students to clarify as we don't call the routine meetings for independent study students PLTs so that may have added to the confusion. I appreciate that 88% clearly know the school's vision and mission. 88% feel the school treats their student fairly. 92% feel safe sending their student to New Tech and 96% believe the school actively focuses on creating an environment where adults are respectful toward students and even more impressive, 96% report the school actively focuses on creating an environment where students are respectful toward each other. 100% report teachers set high standards for the quality of work they expect and 100% of respondents agree that student's assignments are meaningful and worth the time they take to complete. 100% report the hybrid instructional model allows for meaningful teacher-student interactions and that the teachers meet the needs of their student. 96% report that New Tech prepares students for college and 88% for vocational opportunities.|We will be more deliberate about planning Echo training for all students and families, especially new comers. We have incorporated this training into our Round up where students pick up schedules, parents complete paperwork, etc. We now will have an hour where parents can gain access, learn where to look for information as well as how to communicate with teachers on Echo and ParentSquare. We also need to change that question to include Bright Thinker for full time independent study families to get the best data capture. We will host Bright Thinker training for parents that need support beyond the first PLT with the independent study teacher. The question for preparing students for vocational opportunities, is worded awkwardly and needs to be clarified to be sure the answers reflect the right question.|Met||2025-06-18|2025
45698720000000|Bella Vista Elementary|6|1. DATA: The Capturing Kids Hearts Surveys were administered to parents, staff and students. The data is as follows: 2024-2025 ADMINISTRATOR SURVEY RESULTS Following are the target scores and campus scores for the administrator survey: Average score for IMPLEMENTATION of the program Campus Score 4.8 Baseline 4 Average score for IMPLEMENTATION of the program Campus Score 3.9 Baseline 4.1 AVERAGE score for all Culture and Climate (Teacher and Support Staff) Survey Statements/Questions Campus Score 4.4 Baseline 4.5 AVERAGE score for all student survey statements/questions Campus Score 3.3 Baseline  3.7 AVERAGE core for all student survey statements/questions Campus Score 3.7 Baseline  4 4.2 is the AVERAGE Score for Family Statements/Questions with this survey on a scale of 1-5 More detailed survey results are adopted as a report with the LCAP.|Overall, parents, staff and elementary school students are pleased with the climate and culture at the school site. The leadership survey indicates that the program is consistently modeled and used school wide. Parents are especially pleased with the positive school culture.   Eleven of the fourteen questions in the parent survey are above the baseline score indicating that parents are very pleased with the school staff and climate.  The student survey results indicated that teachers encourage them to be the best student they can be and that students help lead and support Capturing Kids' Hearts Processes. Areas for growth: Students don't always like going to school and do not feel like students treat each other respectfully.  Students also felt that it was difficult to go to a teacher or staff member if they had a problem. There is a noticeable difference between the elementary student results and the middle school students' results indicating the middle school needs to review the results and consider/address the students concerns.|The LEA has determined that professional development in the area of CKH for new staff and a refresher training opportunity for current staff is essential to ensure that the middle school staff is using the program with fidelity and that the social contract is being revisited across campus. Middle School staff will review the student survey results and make goals at addressing student concerns.|Met||2025-06-11|2025
45698800000000|Black Butte Union Elementary|6|We received feedback regarding the climate from students, staff and parents.  Parent surveys indicated the following:  1. I feel welcome at our school. 66.7% agree 33.33% neutral 2.  Parents experience a sense of self-worth and belonging to the school community.	100% neutral 3.  I respect the school’s teachers.	66.7% agree 33.33% neutral 4.  I respect the principal. 33.3% agree 66.7% neutral	 5.  The teachers and the administration show respect for the students.	33% agree 33% neutral 33% disagree 6.  The students show respect for one another. 66.7% neutral 33.3% strongly disagree	 7. Students experience a sense of self-worth and belonging to the school community.	66.7% neutral 33.3% disagree 8. The school provides an atmosphere where every student can succeed.	100% neutral 9. The school fosters sensitivity toward people of differing ethnic and racial origins. 33.3% agree 66.7% neutral	 10. The school fosters sensitivity toward people of differing economic backgrounds.	33.3% agree 66.7% neutral 11. The discipline of the school builds up and supports a sense of self-worth in the students. 66.7% disagree 33.3% strongly disagree 12. Discipline policies are administered fairly. 66.7% disagree 33.3% strongly disagree 13. The school meets the social needs of the students.	33% agree 33% neutral 33% disagree 14. Students enjoy going to school here. 100% neutral 15. Students are safe at this school. 66.7% agree 33.3% neutral 16. The school has a good public image. 100% neutral	 17. There are sufficient opportunities for parent involvement. 33.3% agree 66.7% disagree	 18. The administration, faculty, and staff establish and maintain regular, open communication with parents. 66.7% agree 33.33% neutral 19. School policies are clearly communicated. 33.3% agree 66.7% neutral	 20. Teachers help students develop positive relationships.	100% neutral 21. The facilities are adequate for the program offered.	100% neutral 22. The facilities are well-maintained. 33.3% agree 66.7% disagree 23. Classrooms are neat and conducive to learning. 100% neutral 24. Teachers encourage students to recognize and use their abilities to their full potential.	100% agree 25. The faculty and staff are committed to academic excellence.	66.7% agree 33.3% neutral 26. The school succeeds at preparing the students for future work. 33.3% agree 66.7% neutral	 27. The school meets the academic needs of the students.	33.3% agree 66.7% neutral	 28. Students are given an appropriate amount of homework. 100% agree 29. Students have adequate library/media resources to support the academic program. 66.7% agree 33.3% disagree 30. Students have adequate technology to support the academic program.	33% agree 33% neutral 33% disagree|Parents are pleased at the education their students are receiving and appreciate the staff's commitment and care in educating their student(s). A large percentage of students believe that students are not well-behaved and that bullying needs to be addressed. Students would like the clean and updated bathrooms. Students appreciated the playground and the school facility in general. Many students mentioned kind, helpful, and supportive teachers and staff. Staff, parents and students believes academic achievement can increase. The middle school is currently implementing a schoolwide Leader in Me framework to create an inclusive and goal driven student body with a focus on leadership.|We will continue to implement the Leader in Me Framework at the middle school to increase goal setting and a leadership focus. Staff at the elementary school will continue to focus on literacy. The District will put together professional learning based on our data and identified areas of need.  We believe if we focus on reducing chronic absenteeism and creating engaging lessons, we will increase our overall student achievement. Our staff are dedicated to support students overall well-being and academic improvement.|Met|For more detailed data for student, staff and parent surveys refer to the local indicator report that was adopted with the Local Control Accountability Plan. (The Dashboard Limits districts from reporting all of the data due to a 3000 character limit.)|2025-06-18|2025
45699140000000|Cascade Union Elementary|6|Below are the districtwide participation rates for the staff survey: 30.96% work at Anderson Heights Elementary 27.9% work at Anderson Middle School 10.3% work at the District Office 0% work in Maintenance Operations Department 26.5% work at Meadow Lane Elementary 2.9% work at North State Aspire 1.5% work in the Transportation Department 35.3% are classified personnel 48.5% are certification personnel 16.2% are confidential/management/administration  STAFF The staff rated the following areas: Staff safety is a priority in our District. 45.6%  Always 27.9% Most of the Time  22.1% Some of the Time  4.4% Never 0% unsure/not applicable Student safety is a priority.  54.4%  Always 25% Most of the Time 20.6% Some of the Time 0% Never 0% unsure/not applicable I am valued by school/department staff. 35.3%  Always 38.2% Most of the Time  25% Some of the Time  1.5% Never 0% unsure/not applicable I am respected by the students. 10.3%  Always 52.9% Most of the Time  30.9% Some of the Time  1.5% Never 4.4% unsure/not applicable Students know and follow the behavior expectations. 1.5%  Always 39.7% Most of the Time 55.9% Some of the Time 1.5% Never 1.5% Unsure/not applicable We provide outstanding customer service to our parents/families.  45.6%  Always 33.8% Most of the Time  14.7% Some of the Time  0% Never 5.9% Unsure I have high expectations of all students. 66.2% Strongly agree 23.5% Agree 8.8% Neutral 0% Disagree 0% Strongly disagree 1.5% Unsure/not applicable Students in this school respect each other's differences (for example: disability, race, Culture, etc.) 10.3% Strongly agree 30.9% Agree 30.9% Neutral 23.5% Disagree 2.9% Strongly disagree 1.5% Unsure/not applicable  ADMINISTRATION My school administrator is present and visible on campus. 54.4% Strongly agree 29.4% Agree 14.7% Neutral 1.5% Disagree 0% Strongly disagree  School administrators give me useful feedback on my work. 39.7% Strongly agree 32.4% Agree 22.1% Neutral 5.9% Disagree 0% Strongly disagree    School administrators affirm staff members for a job well-done. 39.7% Strongly agree 33.8% Agree 20.6% Neutral 5.9% Disagree 0% Strongly disagree  School administrators follow through on commitments. 35.3% Strongly agree 38.2% Agree 17.6% Neutral 7.5% Disagree 1.5% Strongly disagree   School administrators communicate effectively. 33.8% Strongly agree 35.3% Agree 16.2% Neutral 13.2% Disagree 1.5% Strongly disagree   Capturing Kids Hearts Surveys Anderson Heights Elementary School Implementation (Leader) Current Score 4.1 Target 4 Culture & Climate (Leader) Current Score 4.6 Target 4.5 Implementation (Teachers) Current Score 4.0 Target 4.1 Culture & Climate (Teachers) Current Score 4.6 Target 4.5 Student 3.8 Target 4 Family 4.4 Target 4  Anderson Middle School Implementation (Leader) Current Score 4 Target 4 Culture & Climate (Leader) Current Score 4.2 Target 4.4 Implementation (Teachers) Current Score 3.1 Target 4 Culture & Climate (Teachers) Current Score 3.9 Target 4.4 Student 3.2Target 3.7|Using the Capturing Kids Hearts survey data, the Cascade School District has received a plethora of positive feedback, highlighting their dedication, communication skills, and supportive nature. All schools have increased in almost all areas as compared to last year. School Culture and Climate shows a high level of implementation by the leaders of the district. Teacher implementation is an area of growth. Student leadership and student behavior is an area of need.|Using the local data, the district is committed to improve communication and review Positive Behavior Intervention Supports with staff to ensure behaviors are addressed.  Fred Jones Classroom Management professional learning was well received and teachers immediately used the strategies in their classes. Knowing that it takes the entire school staff to implement PBIS and classroom management, this will be an on going process to refine our systems at each school site.|Met|Data Continued from Prompt 1 Meadow Lane Elementary School Implementation (Leader) Current Score 4 Target 4 Culture & Climate (Leader) Current Score 4.5 Target 4.5 Implementation (Teachers) Current Score 3.9 Target 4.1 Culture & Climate (Teachers) Current|2025-06-12|2025
45699140135624|Tree of Life International Charter|6|Most students (65% and above) Agree or strongly agree with these statements: I feel safe at school I feel that the adults at my school really care about me I like my school buildings My teachers make learning interesting and give me alot of encouragement I enjoy learning another language, even though it can be hard My teachers notice when I do a good job and let me know Students have many opportunities to pursue different interests Teachers treat students with respect Students feel like they belong at this school 79-80% of students say they know at least one adult they could talk to if needed and that learning a second language will help them in the future, and that they enjoy being at school 90-99% of students say their parents want them to do well in school and that they ask them about their homework|Students were more critical of each other.  Areas where students are split between disagree and agree or most are in the middle: My school is kept clean Most students do their best even when work is difficult There are clear rules and consequences Most students think it’s ok to break the rules Most students are well behaved and treat each other well (50% are 3) Most students are able to work out disagreements easily  These indicate that although there may be rules and procedures in place, students need more support and accountability to follow these rules consistently.   Things the like about school: 1. Their teachers: Kind, nice, fun, helpful, always willing to talk, trusted, safe, make learning interesting and fun 2. Many Activities: Sports, field trips, Electives (shop, drama, dance, band), fun events, culture, pizza, assemblies, aqua extravaganza, soccer field open, challenging academics, math, learning Spanish, PE, dress code, Gaga ball 3. Their Friends: Nice, fun, recess, playing together, supported|Things students would change: 1. Mean words, insults, teasing, bullying, cussing, using bad language, getting along and not picking on people 2. No more uniform, that students could bring cell phones to school 3. Longer recess, more recess, Bigger gym for basketball, more sports for younger grades, A gaga ball court for middle school 4. School would be less strict 5. School would be more strict and more discipline, tougher consequences for ongoing behaviors, teachers would be more strict for those who distract others  Teachers and school counselor have been directly addressing need for consistent consequences along with restorative practices and will continue to work on these systems through our PBIS team.  Our business department is working on setting direct goals to begin construction of new gym on Hacienda property.  Additional Ideas will be discussed by school leadership team and student council to put action plans in place for identified needs.|Met||2025-06-25|2025
45699220000000|Castle Rock Union Elementary|6|Students in grades 3rd-8th grade completed a School Climate Survey in February 2025.  Survey results showed that over 80% of student like school, felt that they are successful in school, that the school has clear rules for behavior, that teachers and staff treat them well, that good behavior is noticed at school and is rewarded, that student in their class behave so that teachers can teach, feel safe at school, and that they have an adult who they can talk to if they need help.    Both Parent Surveys and Staff Surveys completed indicate that all of the responders felt that our district and school are a safe, welcoming place for both students and staff.  All survey responders felt that bullying and harassment was little to no problem within our school district.    The district also looked at Aeries reports indicating the number of office referrals, suspensions, and expulsions.  The number of office referrals decreased to 0 referrals for the 2024-2025 school year.  The number of suspensions decreased to 0 suspensions.  The districts continues to have 0 expulsions.    The surveys and data indicated that our school and district climate is one that is positive for students, families, and staff.|The one area that showed to be of slight concern is in how students treat each other as 29% of students somewhat disagreed that students treated each other well.  As well, as additional professional development in the areas of student behavior and trauma informed practices.|Additional Professional Development in the areas of student behavior and trauma informed practices are being scheduled for the 2025-2026 school year.|Met||2025-06-11|2025
45699480000000|Columbia Elementary|6|District Results for Parent Surveys 372 parents responded to the survey. 99.1% of parents agreed or strongly agreed that their child had a positive relationship with 1 or more adults on campus. 99.16% of parents agreed or strongly agreed Columbia ESD is a positive learning environment for their student(s). 98.9% of parents agreed or strongly agreed that they are satisfied with the communication between school and home.  98% of parents agreed or strongly agreed that effective two-way communication is occurring between the teachers and parents.  98.9% of parents agreed or strongly agreed that communication, emails and phone calls with teachers and office staff are responded to within 36 hours with the exception of weekends and holidays.  99.17% of parents agreed or strongly agreed that their child feels safe at school.  97.5% parents stated that their child has NOT experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her.   Of those parents that responded that their child did experience unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 88% reported the incident to the school. Of those parents that responded that their child did experience unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 65.5% stated the incident was handled properly by school administration 97.8% of parents agreed or strongly agreed they are satisfied with their student's educational progress. 96.6% of parents agreed or strongly agreed they are satisfied with the after school CARE program.   98.9% of parents agreed or strongly agreed they are satisfied with the timeliness of grade reporting.  97.7% of parents agreed or strongly agreed they are satisfied with how the school facilities are maintained.|The overall results for the elementary and middle school surveys indicated that a majority of parents were very pleased with the quality of education their child received and the overall culture and safety of the district.  A significant amount of the comments from parents were positive with a few areas for growth.|Changes to plan include focusing on only one goal- The mission of the District.  This allows significant reduction in the length and duplication of the LCAP to make it more accessible and easier to understand for community partners.  Additionally, it focuses the services and programs on those that increase or improve student outcomes while making accountability less burdensome.|Met|For more detailed data for student, staff and parent surveys refer to the superintendent report for staff, student and parent surveys. (The Dashboard Limits districts from reporting all of the data due to a 3000 character limit.)|2025-06-27|2025
45699480134122|Redding School of the Arts|6|RSA utilized multiple local surveys of educational partners for input about school climate. In 2024-25, we surveyed students in grades 4-8 (199 responses out of 260 students), students in grades 9-11 (61 responses out of 72 students) and all school families (169 responses out of 347 families). Survey data was analyzed for trends regarding school climate including school safety, connectedness and emotional support.|Based on analysis from all survey data, students and parents feel safe at school. Student data also reveals that overall, the students feel connected to at least one adult on campus that they can talk to about personal issues. Students also expressed a belief that their teachers care about them (85.4% favorable) and want them to do well (93.9% favorable).|Over the past year, RSA implemented a multi-tiered system of support in response to ongoing concerns in the primary grades regarding increased behavioral challenges in the classroom. Approximately half of all professional development during the year was dedicated to building inclusive and effective learning environments for all students. At the Tier 1 level, teachers focused on cultivating strong relationships and fostering a sense of teamwork within their classrooms. For persistent behavioral challenges, a structured system was put in place to provide targeted support. Teachers were able to collaborate with a behavioral support team to develop Tier 2 interventions, and when necessary, implement Tier 3 strategies for more intensive needs. As a result of these efforts, we observed considerable success with many individual students, particularly in the second half of the year.|Met||2025-06-12|2025
45699480139543|Shasta View Academy|6|SVA developed surveys for parents, students in grades 5-8, students in high school, and staff.  Surveys completed in the spring of 2025 included questions that were specifically designed and tailored to the uniqueness of our school program and student population.  Additionally, feedback was gathered throughout the year through daily interactions with families, the school’s Advisory Council, the Board of Directors, and parent meetings.   Parents: 110 parents completed the survey.  Overall, they are very pleased with all aspects of the SVA program. They believe SVA promotes academic achievement for all students, provides access to a wide variety of courses and curriculum, enjoy working with SVA Teachers and staff, believe their children are safe when visiting the school sites, and would recommend SVA to others. In the 25-26 school year, parents would like to have in person special education services in all areas of service, more school events, an increase in robotics opportunities, art supplies, continued funding for Enrichment Partner opportunities, and more field trips.    Students: 89 students responded to the survey and reported that they enjoy working with their SVA Teacher, are proud of their academic progress, are very satisfied with the curriculum and program options, feel safe when visiting a resource center, and would recommend the school to friends.  High school students reported that they so not like SVA’s i-Ready assessments.  In the 24-25 school year they would like the opportunity to participate in high school sports, more high school activities, in person class opportunities, robotics classes, and extracurricular opportunities.  Staff: 26 staff members completed the survey.  They reported that they enjoy working at SVA, are satisfied with the salary and benefits, feel supported by the school administration, and have opportunities for professional development.|SVA’s local survey data and information gathered through consistent communication with staff and families indicate that SVA is doing an excellent job supporting our parents, students, and staff.  Our educational partners think that the school is safe, dedicated to academic progress, supports strong connections, and offers a positive school climate.  Parents appreciate that the school offers curriculum choice, academic instruction and intervention opportunities, field trips, and extracurricular opportunities. They report that these activities are critical to student success and a positive school experience and they play a part in the school’s popularity and reputation.|SVA used data gathered to complete the school’s LCAP goals and action items for the 25-26 school year.  The school’s goals remained the same and the following actions were added: Establishment of a curriculum center in Redding that is more accessible to SVA families. Expansion of reading support services in Modoc and Lassen Counties. General education staff expanded to include 2 new teachers. Improved interventions and curriculum for students working below grade level in math. Robotics kits and instruction for students in the Intermountain and Alturas areas of service. Continued development of a high school sports program. SVA Natural Resource CTE Pathway development and expansion.|Met||2025-06-10|2025
45699480141580|Phoenix Charter Academy College View|6|For academic year 2024/2025 Phoenix Charter Academy College View prepares my student to meet or exceed the state standards - 87.5% Phoenix Charter Academy College View has adequate systems and supports to help my child succeed academically -75% My student uses academic supports at Phoenix Charter Academy College View (onsite tutoring, skills classes, remedial courses, CPS tutoring) - 87.5% I understand clearly what is expected of me in the classroom and/or at home - 95% My child enjoys going to school - 75% I believe my child is safe at school - 92% Teachers regularly communicate about my child's progress at school - 79% PCACV provides opportunities for me to get involved as a parent - 63%|The key learnings are that most students enjoy going to school and parents feel their children are safe.  As mentioned previously, better and more prompt communication is an identified need.|The staff has already implemented strategies to aim to increase the feelings of connectedness such as implementing Capturing Kids Hearts and completing SEL lessons once per week in the classrooms. The school will continue to prioritize school climate.|Met||2025-06-03|2025
45699550000000|Cottonwood Union Elementary|6|Summary of North Cottonwood Staff Survey Results North Cottonwood Staff Survey  11 certificated staff & 1 classified staff complete the survey.  I feel like they belong at this school. 100% agree  I feel that learning is fun at this school 83% agree 17% somewhat agree  I feel recognized for good work. 66% agree 33% somewhat agree  I feel clear about my job at this school. 100% agree  I work with people who treat me with respect. 100% agree  My principal treats me with respect. 100% agree  I work with people who listen if I have ideas about doing things better. 83% agree 17% somewhat agree  My principal facilitates communication effectively. 92% agree 8% somewhat agree  My principal supports me in my work with students. 100% agree  My principal supports shared decision making. 92% agree 8% somewhat agree  My vice principal treats me with respect. 92% agree 8% somewhat agree  My vice principal facilitates communication effectively. 92% agree 8% somewhat disagree  My vice principal supports me in my work with students. 92% agree 8% somewhat agree  My vice principal supports shared decision making. 92% agree 8% somewhat disagree  I believe student achievement can increase through differentiating instruction. 92% agree 8% somewhat agree I believe student achievement can increase through effective professional development related to our vision. 83% agree 17% somewhat agree  I believe student achievement can increase through teaching the state standards. 66% agree 33% somewhat agree  I believe student achievement can increase through the use of varied technologies. 92% agree 8% somewhat agree  I believe student achievement can increase through close relationships between students and teachers. 92% agree 8% somewhat agree  I believe student achievement can increase through using ongoing formative assessments. 75% agree 25% somewhat agree I believe student achievement can increase through teacher use of student achievement data. 83% agree 17% somewhat agree  I love working at this school. 92% agree 8% somewhat agree  I believe every student can learn. 100% agree  I believe the instructional program at this school is challenging. 75% agree 25% somewhat agree  I believe this school provides an atmosphere where every student can succeed. 83% agree 17% somewhat agree  I believe quality work is expected of all the adults working at this school. 92% agree 8% somewhat disagree I believe this school has a good public image. 66% agree 33% somewhat agree  I believe I communicate with parents often about their child's progress. 92% agree 8% somewhat agree  I work effectively with special education students. 58% agree 42% somewhat agree  I work effectively with students who live in poverty. 92% agree 8% somewhat agree  I work effectively with low-achieving students. 58% agree 42% somewhat agree  Morale is high on the part of teachers. 58% agree 42% somewhat agree  Morale is high on the part of students.58% agree 42% somewhat agree  See below for more data|At North Cottonwood Elementary School, the staff survey reflects a positive and supportive work environment, with strong collaboration and a shared commitment to student success.  Key Strengths: Sense of Belonging and Respect: 100% of staff feel they belong at the school and are treated with respect by colleagues, the Principal, and the Vice Principal. Communication is seen as effective, and staff feel supported in their work with students. Student Achievement: The majority of staff believe that student achievement can improve through differentiating instruction, professional development, varied technologies, and fostering strong teacher-student relationships. Clear Expectations and Morale: Teachers have a clear understanding of their roles, and the instructional program is perceived as challenging. The overall morale of staff is generally positive, though some differences exist in the morale of support staff and administrators. Collaboration: The school is noted for its strong sense of community, with staff collaborating effectively across grade levels to ensure consistent learning for students. Staff also report effective communication with parents about student progress.  Areas for Improvement: Morale: While the morale of teachers and students is positive, there is room for improvement in the morale of support staff and administrators, with some concerns about the support provided for more challenging students, such as those in special education and those from low-income backgrounds. Recognition and Professional Development: While staff appreciate their work environment, recognition for good work and more professional development aligned with the school’s vision were areas for improvement. Additionally, some staff feel more can be done to involve and support the work of classified staff. Overall, North Cottonwood is viewed as a welcoming, collaborative, and student-focused school where the staff work together to create a positive and supportive learning environment. However, there are opportunities to further improve staff morale and enhance support for all students, especially those with special needs.  Parents Surveys The survey results indicate that most parents feel their child is valued, respected, and cared for at school (81% agree) and even more so by their teacher (97% agree). A majority (68%) believe their child is receiving a high-quality, rigorous education, though 10% express some level of disagreement. Communication from the school is generally well-received, with 78% feeling informed about school events and 73% about their child’s behavior. However, there is slightly less confidence in communication regarding academic progress (76%) and areas where their child struggles (70%). Parents unanimously agree that teachers are positive and friendly (100%), and most children enjoy school (78%). Overall, 72% of parents are pleased with their child’s school experience, though 14% somewhat disagree.|We continue to work on different ways of communicating to families. We also work to provide a safe and inclusive learning environment. Although we have had to make many cuts in staffing due to the state budget concerns, we have been able to retain a counselor and librarian. We will continue to provide additional support for students and review and revise our positive behavior interventions and supports. Our intervention program will continue to provide our at-risk students with added support.|Met|Morale is high on the part of support staff. 59% agree 33% somewhat agree 8% somewhat disagree  Morale is high on the part of administrators. 42% agree 33% somewhat agree 17% did not respond to this question Student outcomes for my class(es) are clear to|2025-06-25|2025
45699550121640|Cottonwood Creek Charter|6|Cottonwood Creek Charter School administers an annual Healthy Kids School Climate Survey to all students in 4th-8th grades.|Overall, Cottonwood Creek students have a sense of belonging at school; they feel safe at school; and there is not a  sense of a bullying problem at school. For example, over 84% of junior-high students say they are happy to be at  Cottonwood Creek; over 90% of junior-high students feel they are treated fairly by their teachers; over 90% of juniorhigh students feel safe at school; and over 80% of junior-high school say they have not been made fun of due to their  race, ethnicity, religion, gender, or physical disability.|One of of the concern areas for school staff with regard to the survey data is the amount of time students are  spending on social media. 30% of all junior-high students report that they spend 3 or more hours a day on social media.|Met||2025-06-19|2025
45699710000000|Enterprise Elementary|6|"Overall, students' responses are positive in terms of school safety and connectedness. 77% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly/maybe"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safe, but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that the staff care about them and would help them if they reported bullying."|Some of the barriers included the continued rebound from the pandemic, knowing students need to come to school regularly, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines. There is a consistent increase in attendance and participation in extracurricular activities.|"For improvement purposes, the district is continuing to invest in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts for social/emotional learning. The district will maintain previous offerings of students' sports and activities to increase engagement."|Met||2025-06-04|2025
45699710135848|Redding Collegiate Academy|6|"Overall, RCA students' and other EESD students' responses are positive in terms of school safety and connectedness. 91% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safe, but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that the staff care about them and would help them if they reported bullying."|Some of the barriers this year may be related to rebounding from the pandemic, knowing they can come to school regularly, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines.|"For purposes of improvement, the district has invested in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts for social/emotional learning. RCA will maintain previous offerings of students' sports and activities to increase engagement. RCA has also developed several partnerships with local community vendors to serve students in physical education and music."|Met||2025-06-04|2025
45699890000000|Fall River Joint Unified|6|According to the FRJUSD 2024-2025 Healthy Kids Survey Main Report, School Engagement and Supports results that 60% of all students that took the survey agree there is an adult that cares about them, and an average of 72% feel that adults have high expectations, and 68% are motivated to do their best in school. Looking at the same survey, students' perceived safety at school reveals that 64% of students feel safe at school. These are areas of strength in the district.|Areas of concern include substance abuse: While the seventh graders showed single-digit percentage responses, those increased dramatically in the ninth grade and dropped slightly by the eleventh grade. Vaping is definitely on the rise.|The district has made school climate an overall priority and has had presentations start at the elementary school. Vape sensors are installed in high school bathrooms. The LEA has implemented ALICE training, further ensuring school safety. An intercom system has been installed at all school sites that will enable the district's safety protocols to be the same throughout the district. Safety training is continuing and each site participates in ALICE and evacuation drills. A new survey will be conducted during the 2025-2026 school year to update current data.|Met||2025-06-25|2025
45699970000000|French Gulch-Whiskeytown Elementary|6|The local climate survey data that was conducted in February, shows that students at French Gulch-Whiskeytown School is a safe place for students. Students feel comfortable talking to staff about issues that come up and they believe that they are in a safe learning environment. Students rate the facility as being clean and appropriate for the students. The student ratings are as a group. The amount of students in each student group makes the student group score not available as the school has 0 to 6 in any grade and would identify students if given.|Through the local climate survey, students responded with the thoughts that the bathrooms for students need updated to reflect a more modern era. Students identified that they like being able to talk with staff when they need to.|French Gulch-Whiskeytown School will look at updating the existing bathrooms and enlist student and staff thoughts in the upcoming school year. The School will continue to provide social and emotional group once a week to students.|Met|French Gulch-Whiskeytown is a very small, rural school with only two classrooms and between 14 and 22 students at a given time. The school is like an extended family to students and works closely with students for their thoughts and ideas for the school.|2025-06-13|2025
45700030000000|Grant Elementary|6|Student Survey Results  Two-hundred eighty one students took the student survey. 24.2% 4th Grade 23.1% 5th Grade 15.3% 6th Grade 17.4% 7th Grade 19.9% 8th Grade  How important is it for you to participate and do well in class?  51.2% very important, 47.1% important, and 1.1% not important  Do you feel academically challenged in class?  82.2% agree 17.8% disagree  Which of the following learning methods do you prefer the most?  41.6% Hands-on activities (like experiments, building projects, etc.) 28.2% Group work and discussions 6% Watching videos and listening to lessons 6% Reading books and doing written assignments 16.7% Working on computers/tablets or using apps 6.8% One-on-one teacher help or tutoring  Which subject would you like to spend more time on? Reading/Writing 26.7% Math 29.2% History 29.9% PE 51.2% Art 47.7% Science 25.3% Spanish 22.4%  Are you satisfied with the amount of extra activities offered outside of regular school time?  77.6% yes 22.4% no  What are some activities you wish Grant offered?  The students offered an extensive list of activities they would like offered by Grant. They are as follows: robotics, clubs, video games, chess club, tackle football, golf team, photography, cooking class, dance team, art class, Crochet Club, Lacrosse Team, 5 field days, more tournaments for volleyball, Garden Club, Book Club, a tech club,  work time periods, U10 Soccer, longer snack recess, more musical options, more yearbook options, boys soccer, boys volleyball, girls flag football,  Home Economics Club, track and field, 5th grade flag football, 4th grade girls soccer, gymnastics, viola or violin lessons, vending machines, swim team, pickleball, gymnastics, fashion elective to create outfits, baking elective, outside opportunities, dance, self-defense, show choir, Debate Club, kickball, badminton, mountain biking team, martial arts,  jump rope, softball, water slides, rock wall, hockey team, keyboarding (nitro type), kickball, roller hockey, sports equipment, wrestling, boxing, trampoline, chess club, badminton, fishing, rafting, pole-vaulting, engineering, Career Clubs like nursing and veterinarians.  Is there anything more Grant could be doing to help you succeed?  The responses suggest a variety of ways Grant could support student success, including: More Challenge & Learning Support  More challenging schoolwork for advanced students Extra credit opportunities One-on-one teacher support Tutoring and additional help in math, reading, and ELA Teaching in different ways to support ADHD and dyslexia More Breaks & Hands-on Learning  Longer recess and brain breaks More hands-on activities and interactive learning Opportunities for extracurriculars like history club, martial arts, baking, and 3D printing For more detailed data for student, staff and parent surveys refer to the local indicator report that was adopted with the Local Control Accountability Plan. (The Dashboard Limits districts from reporting all of the data due to a 3000 char|After reviewing the data, we learned that students and parents are very satisfied or satisfied with their education. Most parents and students believe that Grant is an inclusive school with a great school culture. Suggestions for improvement included focusing on safety/security, cleaner bathrooms and maintenance of outdoor areas, reduction of bullying, increasing Positive Interventions Behavior and Supports, increasing parent engagement, creating a more user-friendly website, and increasing after school clubs and sports.|We will use the data to improve the safety, school culture, student experience, professional development, parent engagement, communication, food quality, academic and behavioral interventions, and instruction. A new administrator had been hired for the 2025-2026 school year. They will review the results with the School Site Council to make adjustments and provide direction for staff.|Met||2025-06-16|2025
45700110000000|Happy Valley Union Elementary|6|My Info Log OutAmy Barker Happy Valley Union Elementary School District (Change Account)Document Tracking Services - www.doc-tracking.com Coordinator Menu View Users	View Documents (All Locations) View Locations	Update Data (All Locations) Document Change Report	Export Data (All Locations) Progress Reports Documents Documents     ( Active   Archived ) Name	Document Last Updated	View Document	Document History	Attachments	Edit By Sections 2025 Local Indicator Self-Reflection 24-25 Indicators	2025-06-02		View	View	10  Previous Section	Current Section	Next Section Self-Reflection Tools: LCFF Priority 3	Self-Reflection Tools: LCFF Priority 6	Self-Reflection Tools: LCFF Priority 7         	  School Climate (LCFF Priority 6)    Introduction     The initial design of the Local Control Funding Formula recognized the critical role that positive school conditions and climate play in advancing student performance and equity. This recognition is grounded in a research base demonstrating that a positive school climate directly impacts indicators of success such as increased teacher retention, lower dropout rates, decreased incidences of violence, and higher student achievement.     In order to support comprehensive planning, LEAs need access to current data. The measurement of school climate provides LEAs with critical data that can be used to track progress in school climate for purposes of continuous improvement, and the ability to identify needs and implement changes to address local needs.     Introduction  LEAs are required, at a minimum, to annually administer a local climate survey. The survey must:     • Capture a valid measure of student perceptions of school safety and connectedness in at least one grade within each grade span the LEA serves (e.g. TK-5, 6-8, 9-12); and     • At a minimum, report disaggregated data by student groups identified in California Education Code 52052, when such data is available as part of the local school climate survey.     Based on the analysis of local data, including the local climate survey data, LEAs are to respond to the following three prompts. Each prompt response is limited to 3,000 characters. An LEA may provide hyperlink(s) to other documents as necessary within each prompt:     Prompt 1 (DATA): Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  For more detailed data for student, staff and parent surveys refer to the local indicator report that was adopted with the Local Control Accountability Plan. (The Dashboard Limits districts from reporting all of the data due to a 3000 c|Areas of strength include strong community support and a safe school environment.  There is a need to increase academic outcomes and Positive Behavior Intervention and Supports.|Communication, an attendance campaign, and student achievement will be a focus for our staff next year.|Met||2025-06-13|2025
45700290000000|Igo, Ono, Platina Union Elementary|6|This year the school participated with WestEd to administer the California Healthy Kids Survey. Results are still pending for this current year. The previous year's data shows that 84.1% of 5th grade students feel safe and 90.9% of students feel connected. Additionally, previous year's data shows that 84.4% of 7th grade students feel safe and 76.7% feel connected.|The school is awaiting the results from this year's California Healthy Kids Survey. Based on the previous year's data, the information suggests that 5th and 7th grade students feel safe and connected at their school. Continued efforts are being implemented to ensure all students feel safe and connected.|The school will be continuing to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities.|Met||2025-06-18|2025
45700450000000|Junction Elementary|6|Leader in Me Survey Spring 2025  The overall score is   which is satisfactory based on the scoring guide. Scores are reported on a 0–100 scale for ease of interpretation and familiarity of use. 100 is considered the highest score and 0 the lowest across all measures and sub-measures. 90-100 Exemplary 80-89 Effective 70-79 Satisfactory 50-69 Needs Improvement 0-49 Ineffective  Overall Score 74  LEADERSHIP  Overall Score 74 Student Leadership 77 declined by 1 Personal Development: Students take responsibility for their actions and emotions and prioritize the things that are most important to their future.  78 increased by 2 Interpersonal Development: Students build positive relationships through understanding, communicating, and valuing the differences they see in others. 79 increased by 2 Positive Wellbeing: Students regularly engage in activities that promote their well-being, including actions that benefit their heart, mind, and body. 78 decreased by 5 Self-Advocacy: Students work to overcome barriers, problem-solve, and find solutions on their own and know how to enlist support when needed.  74 decreased by 2 Prosocial Behaviors: Students support each other and offer help as needed. 78 decreased by 4  Staff Leadership 74 maintained Personal Effectiveness:  Staff use planning, prioritization, and emotional management skills to guide their daily actions and stay focused on what matters most.  76 decreased by 2 Interpersonal Effectiveness: Staff build and sustain positive relationships through understanding, communicating, and valuing the differences they see in others. 71 increased by 2 Student Leadership Support: Teachers feel confident in their ability to support students’ development of leadership skills they apply in their lives. Score did not show up  Family & Community Engagement 69 increased by 3 School & Family Partnerships: Teachers feel like most students’ families/caregivers engage as partners in their child’s learning. 79 maintained Family Engagement: Students’ caregivers are satisfied with the way the school includes them in their child’s learning through inclusive opportunities, communication, and support for learning at home.  73 increased by 4 Community Engagement: The school engages the community through collaborative partnerships and service learning that provides students and their families with sources of support and learning. 65 increased by 5  CULTURE Overall Score 73 Supportive Student Environment 75 declined by 3 School Climate: Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths for themselves as well as to develop the skills necessary to pursue their potential. 76 increased by 2 See below for more details|Overall, all areas fall in the satisfactory level which shows areas for growth. We score above 80 in two areas: academic self-efficacy and future focus. The three areas that need improvement include community engagement, collective efficacy, and school goals. Student leadership has mixed results indicating a need to focus on positive well being and self-advocacy. Staff leadership results remained the same. Family and community engagement continues to be a strength. Student empowerment and school belonging decreased indicating a need to focus on students belonging. Academic is in the satisfactory level with stronger results showing in empowering learners to be life-ready with a future-focus. Student and school goals are an area of need.|We plan to have students set goals next year. We have action teams and a Lighthouse team in place. Finally, we will include new teachers in the 7 Habits training. Our school culture is being transformed and we are beginning to turn over leadership roles to students. As a staff, we have agreed to teaching the 7 habits to our students using the grade level materials. It is our goal to apply for a Lighthouse School in a few years and we believe we are well on our way to succeed. We will visit some local schools to see the Leader in Me in action.|Met|For more detailed data for student, staff and parent surveys refer to the local indicator report that was adopted with the Local Control Accountability Plan. (The Dashboard Limits districts from reporting all of the data due to a 3000 character limit.)|2025-06-18|2025
45700520000000|Millville Elementary|6|"Millville School administers its own survey on climate and culture once a year. From the 24-25 school year, the students responded in the following fashion in regards to their feelings of safety at school and how they are treated: In answer to the question if students feel safe in the classroom: 83% said they feel safe in their classroom Most or All of the Time 13% said they feel safe sometimes 5% said they never feel safe As far as feeling safe on the playground: 80% said they Always or Most of the time feel safe on the playground 15% said they sometimes feel safe 5% said they never feel safe  In answer to the question ""My Teacher Cares About Me"" 88% said Always or Most of the Time 9% said Sometimes 3% said Never  In answer to the question ""My Principal Cares About Me"" 91% said Always or Most of the Time 6% said Sometimes 3% said Never  In answer to the question The Students treat each other with kindness 65% said Always or Most of the Time 31% said Sometimes 4% said Never"|Using the results of the survey administered to students in May 2025, it is still clear that student to student interactions need improvements. that 31% of our student population do not feel students treat each other with kindness is unsettling. Thought the number of students who see their peers acting kindly toward each other has improved, it is still disturbingly low. More efforts need to be made in cross grade cooperative games and playground resolutions. Students need to practice kindness on each other daily  not just during kindness week. Lessons on problem solving, empathy, friendship and kindness should continue.|The LEA sees no changes necessary to existing plans, policies or procedures that would be necessary in order to address areas of need identified through the analysis of local data.|Met||2025-06-11|2025
45700780000000|North Cow Creek Elementary|6|Leader in Me Survey Spring 2025  The overall score is 76-83 which is satisfactory to effective based on the scoring guide. Scores are reported on a 0–100 scale for ease of interpretation and familiarity of use. 100 is considered the highest score and 0 the lowest across all measures and sub-measures. 90-100 Exemplary 80-89 Effective 70-79 Satisfactory 50-69 Needs Improvement 0-49 Ineffective  LEADERSHIP Student Leadership 78 Decreased by 3 Staff Leadership 78 Increased by 4 Family & Community Engagement 78 Increased by 3  CULTURE Supportive Student Environment 79 Decreased by 2 Supportive Staff Environment 83 maintained  ACADEMICS Empowering Teachers 78 Increased by 1 Empowered Learners 78 Decreased by 4 Goal Achievement 78 Decreased by 1 Life Readiness 79 maintained|Culture is our strongest area and is considered in the effective rating. This indicates that students and staff have a supportive environment. Our academics and leadership have seen a slight decline and falls on the satisfactory rating. The academic category includes empowering teachers, empowering learners, goal achievement and life-readiness. The leadership category includes student leadership, staff leadership and family/community engagement. We will focus on leadership and academics in the coming year.|We plan to have students set goals next year and take ownership of school assemblies and celebrations. We plan to add an academic action team. Finally, we will include more parent participation next year with the 7 habits. Our school environment/facilities are being transformed from feedback from the Lighthouse Team. It is our goal to apply for a Lighthouse School and we believe we are well on our way to succeed. Several of our staff members went to the Leader in Me Symposium and brought back many ideas. We also visited schools in the Sacramento area to see the Leader in Me Framework in action. This helped our staff form our vision for our school.|Met|For more detailed data for student, staff and parent surveys refer to the local indicator report that was adopted with the Local Control Accountability Plan. (The Dashboard Limits districts from reporting all of the data due to a 3000 character limit.)|2025-06-17|2025
45700860000000|Oak Run Elementary|6|Due to a mid-year change in school site leadership in January 2025 and the very small student population at Oak Run Elementary School District (fewer than 12 students enrolled in grades TK–8), a formal local climate survey was not administered during the 2024–2025 school year. The district recognizes the importance of gathering perception data to inform school conditions and climate. As such, plans are in place to implement an age-appropriate and context-sensitive survey tool in the upcoming school year to collect meaningful feedback from students and families. This effort will support continuous improvement and provide insight into the experiences of all student groups.|Due to a mid-year change in school site leadership in January 2025 and the very small student population at Oak Run Elementary School District (fewer than 12 students enrolled in grades TK–8), a formal local climate survey was not administered during the 2024–2025 school year. The district recognizes the importance of gathering perception data to inform school conditions and climate. As such, plans are in place to implement an age-appropriate and context-sensitive survey tool in the upcoming school year to collect meaningful feedback from students and families. This effort will support continuous improvement and provide insight into the experiences of all student groups.|Due to a mid-year change in school site leadership in January 2025 and the very small student population at Oak Run Elementary School District (fewer than 12 students enrolled in grades TK–8), a formal local climate survey was not administered during the 2024–2025 school year. The district recognizes the importance of gathering perception data to inform school conditions and climate. As such, plans are in place to implement an age-appropriate and context-sensitive survey tool in the upcoming school year to collect meaningful feedback from students and families. This effort will support continuous improvement and provide insight into the experiences of all student groups.|Met||2025-06-18|2025
45700940000000|Pacheco Union Elementary|6|Pacheco Union School District (PUSD) prioritizes a positive and inclusive school climate, using a variety of tools to gather comprehensive climate data and make informed improvements. Our local climate survey data, collected from multiple sources, provides a detailed picture of the experiences and perceptions of our students, disaggregated by various student groups to ensure equity and inclusivity.  California Healthy Kids Survey (CHKS): the CHKS provides valuable insights into student well-being, safety, and engagement. This data is disaggregated by grade level, ethnicity, and other demographics to identify specific needs and areas for improvement. The CHKS highlights strengths such as high levels of school connectedness and areas requiring attention, such as bullying prevention and mental health support.  Kelvin SEL Surveys: Conducted four times annually, these surveys assess students' social-emotional learning (SEL) and provide timely data on their emotional well-being, self-management, and interpersonal skills. The frequent administration of these surveys allows for the monitoring of trends and the effectiveness of interventions, helping to create a supportive school environment.  Student Anonymous Surveys: These surveys offer students a safe way to express their honest opinions and concerns about school climate, without fear of retribution. The anonymous nature ensures candid feedback, which is critical for understanding issues such as peer relationships, teacher-student interactions, and overall school culture.  Student Advisory Groups: These groups consist of diverse student representatives who meet regularly to discuss school climate and provide direct input to school leadership. Their insights help shape policies and programs that directly affect the student body.  PBIS Committees and Activities: Positive Behavioral Interventions and Supports (PBIS) committees at each school focus on promoting positive behavior and reducing disciplinary incidents. Regular PBIS activities, such as recognition events and behavior incentive programs, foster a positive school climate and reinforce good behavior.  Student Government Activities: Student government plays a crucial role in promoting leadership and responsibility among students. Through various activities and initiatives, student leaders help to create an inclusive and engaging school environment.  Student-Focused Conversations: Regular conversations with students about their experiences and needs provide qualitative data that complements survey findings. These conversations, facilitated by teachers and counselors, help identify emerging issues and ensure that student voices are central to school climate initiatives.  By utilizing these diverse data sources, PUSD continuously monitors and improves school climate, ensuring that all students feel safe, supported, and engaged in their learning environment.|Areas of Strength: Continued Academic Growth:    Analysis of state-adopted standards and local assessment data shows that students in Pacheco Union School District (PUSD) are experiencing consistent academic growth across various subjects. Overall Happiness at School:   Student surveys reveal that students report a high level of happiness at school. The positive responses are consistent across different student groups, indicating a school environment that promotes well-being and satisfaction. Feeling Accepted by Others:    Students consistently report feeling accepted by their peers, as evidenced by survey results and student advisory group feedback. This sense of acceptance contributes to a welcoming and inclusive school culture, which is crucial for student engagement and success. Programs like PBIS and student government activities play a significant role in promoting inclusivity and mutual respect among students. Academic and Emotional Support:   Students feel that the school supports them both academically and emotionally. This is reflected in their positive feedback regarding the availability of resources, such as counseling services, academic interventions, and extracurricular activities. The presence of the Instructional Coach and targeted intervention programs ensures that students receive the necessary support to thrive academically. Trusted Adult Relationships:    A high majority of students report having at least one adult on campus they can talk to, which is critical for their emotional security and well-being. Opportunities for Extra Help:    Students feel there are ample opportunities for extra help when needed. This includes after-school tutoring, homework clubs, and teacher office hours, which provide students with additional academic support outside of regular class time.  Identified Needs: Targeted Support for Underperforming Groups: While overall academic growth is positive, data disaggregation reveals that there are students that require additional targeted support to close achievement gaps. Expansion of Mental Health Services: While students report feeling supported emotionally, there is an identified need for expanded mental health services to address increasing concerns about student well-being. Professional Development for Staff: Continued professional development for teachers and staff is necessary to address the evolving academic and emotional needs of students. Focus on Student Self-Efficacy and Self-Value: Another key area of need is the continued focus on improving student self-efficacy and their value of themselves. Ensuring students believe in their abilities and understand their intrinsic worth is essential for their overall success. Initiatives aimed at boosting self-confidence, resilience, and self-worth will be integrated into our academic and extracurricular programs.|PUSD plans to consistently evaluate and improve existing plans, policies, and procedures to address identified areas of need and ensure continuous improvement. These changes encompass revisions, decisions, and actions that will enhance our educational practices and support the holistic development of our students. - Tailoring and Expanding Intervention Services for Students - Continuously collaborate and expand on student data for data-driven instruction and support programs to grow and enhance based on student data - Increase our Outreach Programs to continuously examine and expand opportunities for outreach to all families and community groups focused on supporting our students and families.|Met||2025-06-16|2025
45701100000000|Redding Elementary|6|This year the District participated with WestEd to administer the California Healthy Kids Survey. Results are still pending for this current year. The previous year's data shows:  -91.9% of 63 5th Grade Respondents feel safe - 57.8% of 83 7th Grade Respondents feel safe - 74.8% of 63 5th Grade Respondents feel connected - 54.5% of 83 7th Grade Respondents feel connected|The District is awaiting the results from this year's California Healthy Kids Survey. Based on previous year's data, the information suggests that 5th graders feel safe and connected while at school. Continued efforts are being implemented to ensure all middle school students feel safe and connected.|The LEA will be continuing to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities.|Met||2025-06-20|2025
45701100135889|Stellar Charter|6|100% of fifth graders taking the local survey (12 students) indicated they feel safe at Stellar Charter School. 66% of fifth graders taking the local survey (8 out of 12 students) indicated they felt quite or extremely connected at Stellar Charter School. 98% of 6-8th graders taking the local survey (46 out of 47  students) indicated they feel safe at Stellar Charter School. 60% of 6-8th  graders taking the local survey (28 out of 47 students) indicated they felt quite or extremely connected at Stellar Charter School. 100% of 9-12th  graders taking the local survey (29 out of 29 students) indicated they feel safe at Stellar Charter School. 38% of 9th-12th graders taking the local survey (11 out of 29 students) indicated they felt quite or extremely connected at Stellar Charter School.|There was a significant change in middle schoolers feeling more connected to the school in 2024-25 (47% to 66%). There was no change to high school, although significantly fewer highschoolers took the survey. The school started leadership teams this school year in both middle school and high school which created much more student engagement and involvement. The school team will utilize this data in it's strategic planning for the 25-26 school year. Our goal is to increase these numbers every year.|The school will continue to  implement Leader in Me as a formal curriculum to increase connectedness and agency with students. The school has been implementing advisory and lunch time activities in an effort to increase connectedness as well as family engagement events. The school will continue to work on increasing connectedness with middle and high school students.|Met||2025-06-20|2025
45701106117931|Monarch Learning Center|6|76 of 87 students responded to the end of the year school climate survey.  These students ranged from 1st through 8th grade.   1st-4th 99% of these students felt safe and nurtured at school.  The students reported feeling like they belong at school.  Students also reported that they could talk to adults about any problems that arise.   5th -8th 95% of these students claim to feel safe and nurtured at school.  There was a lower percentage of students that felt like they belong, or that they have an adult to confide in.|A strength is that the majority of our students feel cared about, safe, and nurtured at school.  The adults in the environment spend time building relationships with students and other adults.  This makes the school campus a safe place for the majority of students.   A need would be to bring that up to 100%  It seems as though we need to spend more time trying to bond with older students.|Adults will reach out to students and find out what can be done to help them feel more secure at school.  Try to assign an  adult a small group of students that they are responsible to make sure this process is completed.|Met||2025-06-18|2025
45701280000000|Shasta Union Elementary|6|This year the school participated with WestEd to administer the California Healthy Kids Survey. Results are still pending for this current year. The previous year's data shows that 87.5% of 5th grade students feel safe and 100% of students feel connected. Additionally, previous year's data shows that 88.9% of 7th grade students feel safe and 91.6% feel connected.|The school is awaiting the results from this year's California Healthy Kids Survey. Based on the previous year's data, the information suggests that 5th and 7th grade students feel safe and connected while at school. Continued efforts are being implemented to ensure all students feel safe and connected.|The school will be continuing to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities.|Met||2025-06-18|2025
45701360000000|Shasta Union High|6|The local climate survey data for the Shasta Union High School District (SUHSD) offers a comprehensive view of the school environment through multiple data collection methods, including student surveys, state dashboard comparisons, and feedback from educational partners. The student survey data collected in 2025 provides insight into students' perceptions of their school experience, focusing on areas such as access to resources, use of academic supports, communication and responsiveness, and the presence of caring and supportive adults on campus. These results enable the district to identify both strengths and opportunities for improving the school climate.  The SUHSD Dashboard Comparisons for 2024 serve as an additional lens, offering districtwide and site-level performance data alongside state benchmarks. Key metrics include academic achievement, chronic absenteeism, and school climate indicators, helping to track progress and inform decision-making.  Disaggregated data by student groups, including foster youth, English learners, and low-income students, highlight the effectiveness of targeted supports funded through supplemental and concentration grants. These supports include increased counseling services, academic intervention programs, and initiatives designed to reduce learning gaps and enhance student engagement.  To ensure a well-rounded understanding of the school climate, the district also utilizes parent and staff surveys, school site council meetings, and advisory groups to gather feedback from all stakeholders. This holistic approach supports SUHSD's ongoing commitment to creating a safe, inclusive, and supportive educational environment for all students.|The analysis of Shasta Union High School District’s local climate and dashboard data from 2025 highlights both areas of strength and those needing improvement, especially when considering the experiences of historically underserved student groups.  Students report strong relationships with teachers, frequently noting that educators show care, offer individual support, and connect instruction to real-life experiences. Most students feel their schools are adequately resourced, with sufficient supplies and professional development opportunities that contribute to a stable and effective learning environment. Academic supports, such as peer tutoring and counseling, are generally well-utilized and contribute to student success. Additionally, students describe their school environment as fair and respectful, which contributes to a positive overall climate.  However, areas for growth are also evident. A number of students express difficulty in accessing emotional support and articulating their feelings, suggesting the need for expanded mental health resources and programming that support emotional intelligence and interpersonal skills. Some students also report challenges staying focused and prepared during class, highlighting the need for improved instructional engagement strategies and classroom routines that minimize distractions.  Data disaggregated by student group reinforces the importance of equity-focused supports. The district serves a diverse population, including high percentages of socioeconomically disadvantaged students, English learners, and foster youth. These students benefit from targeted services funded by supplemental and concentration grants, such as counseling, academic interventions, and expanded learning opportunities. While these efforts have led to gains in several areas, persistent gaps remain for student groups such as English learners, foster youth, students with disabilities, and students identifying as American Indian, African American, or Hispanic. These groups continue to face unique challenges and require sustained support and monitoring to ensure progress.  These insights will guide the district’s ongoing efforts to expand inclusive services, strengthen engagement, and close opportunity gaps. Through continuous data analysis and broad community partner input, SUHSD remains committed to fostering a safe, supportive, and equitable educational experience for every student.|The Shasta Union High School District (SUHSD) is taking meaningful steps to improve the school climate and support for students, based on the insights gained from recent survey results and performance data. These insights have enabled the district to identify areas of strength and areas where adjustments to current plans, policies, and procedures are necessary to meet student needs and ensure ongoing improvement.  To address the growing need for emotional and mental health support, SUHSD will maintain the availability of on-campus counseling services, expand partnerships with outside mental health providers, and implement schoolwide programs focused on emotional regulation, stress management, and peer support. These resources will be prioritized for sites with higher concentrations of need, such as Enterprise High School (EHS), where more than 70% of students are socioeconomically disadvantaged and nearly 6% are English learners.  In response to feedback highlighting the importance of building interpersonal and emotional skills, the district will strengthen its commitment to social-emotional learning (SEL). This includes integrating SEL lessons into core classes and advisory periods, providing training for teachers, and creating opportunities for students to build communication, empathy, and conflict resolution skills.  To boost class preparedness and attentiveness, SUHSD will support staff in using more engaging instructional practices, such as hands-on and project-based learning. Teachers will receive professional development on strategies to foster focus and reduce classroom distractions. The district will also promote academic readiness by helping students develop essential skills, such as time management and organization.  Beginning in the next school year, SUHSD will expand the use of Response to Intervention (RTI) periods to provide targeted academic and social-emotional supports during designated intervention blocks. These periods will be used to deliver additional help to students who need it most, whether through tutoring, SEL activities, or skill-building sessions, to ensure students stay on track and feel supported in their learning.  Recognizing the unique challenges faced by historically underserved student groups, SUHSD will continue to invest in targeted supports for foster youth, English learners, low-income students, students with disabilities, and students identifying as American Indian, African American, or Hispanic. These supports will include mentoring programs, access to devices and study materials, and individualized academic interventions tailored to each student's needs. Data show that some school sites, such as Pioneer High School (PHS), serve especially high concentrations of these students and will benefit from intensified, site-specific strategies.  To support continuous improvement, the district will maintain regular monitoring systems, including climate and engagement surveys.|Met||2025-06-16|2025
45701360106013|University Preparatory|6|A comprehensive climate survey was administered to gather insights into the school environment and the  experiences of our students, families, and staff.  Overall Survey Results  Overall Student Score: The survey revealed a high level of satisfaction among students, with an overall score  indicating that the majority feel safe, supported, and engaged in their school environment.  Overall Parent Score: Parent feedback was overwhelmingly positive, with 95.4% indicating that U-Prep provides a  supportive learning environment for their students. Parents also appreciated the communication methods used,  particularly the Parent Square system, school newsletter, and school app.  Overall Staff Score: Staff members reported high levels of confidence in school safety and communication, with 97%  indicating that ALICE school safety training increased their confidence and ability to take action as needed.  Disaggregated Data by Student Groups  Grade Level:  Middle School (6-8th Grades): Students reported feeling safe and supported, with 91% of 6th-8th graders feeling  safe on campus. Junior High students cited office hours, ASAP/Tutorial, and Google Classroom as the most helpful  resources for academic success.  High School (9-12th Grades): High school students also reported high levels of safety at 95.55%. They highlighted  extra time with teachers, access to the office hours, resource center, and Google Classroom opportunities as key  supports for their academic success.  Special Needs and Unduplicated Students:  Students with Special Needs: These students and their families reported high satisfaction with the additional  resources and support provided, such as individualized education plans and personalized learning support.  Unduplicated Students (low-income, English learners, foster youth): These groups also reported positively, with  increased participation in college trips and access to AP fee waivers. The personalized support and targeted  interventions have been particularly beneficial in helping these students succeed.  Specific Survey Items and Additional Data  Safety and School Climate:  Safety Perception: 94% students reported feeling safe on campus, reflecting a positive and secure school climate.  Welcoming Environment: 90% students felt welcomed at school, highlighting the effectiveness of U-Prep’s efforts to  create an inclusive and supportive environment.  Parental Involvement:  Engagement: The survey indicated strong parental engagement, with the majority of parents actively participating in  school events and activities. Parents expressed a high level of satisfaction with the opportunities provided for  involvement and the communication methods used.  College and Career Preparation:  Resources and Support: Parents and students valued the Shasta College dual enrollment offerings, free PSAT  testing, and personalized support from teachers. These resources were identified as key factors in preparing  students for college and career success.|Analysis and Next Steps  The climate survey data, along with additional feedback mechanisms, provide a comprehensive understanding of the  school environment. The positive responses indicate strong relationships between students, families, and staff, and a  supportive, safe, and engaging school climate. Moving forward, U-Prep will continue to build on these strengths while  focusing on areas identified for improvement, such as expanding outreach to underrepresented families and  enhancing support for all student groups. These efforts will be integrated into the LCAP development process to  ensure continuous improvement and the success of all students. The 2024-2025 climate survey provided valuable insights into the experiences of our 6th and 11th-grade students at  U-Prep. Among 6th graders, 90% reported feeling welcome at school, and 94% felt safe in all areas on campus. An  impressive 98.7% indicated that there are clear expectations regarding student behavior and conduct, and 89%  stated that they have at least one adult at school they could talk to if they needed help with a problem. These  students also identified Office Hours, ASAP/Tutorial, and Google Classroom as the resources they most frequently  use to succeed academically.  Similarly, the 11th-grade survey results were positive, with 90% of students feeling welcome at U-Prep and 97%  feeling safe on campus. 85.5% reported having at least one adult they could turn to for help. The top academic  support resources for these students included Office Hours, extra time with teachers, Google Classroom and the  Resource Center.  The survey results highlight several strengths at U-Prep, including high levels of perceived safety and a welcoming  environment, accessible adult support, and effective academic resources.. The findings also suggest areas for  continuous improvement, such as re-evaluating the use of the Resource Center for high school students and  ensuring that every student has a reliable adult to talk to.  Overall, the climate survey demonstrates U-Prep's commitment to fostering a positive and supportive school  environment. Following the survey, the grade-level results are shared with teams to inform and improve practices,  policies, and support systems, ensuring that the school continues to meet the needs of its students effectively.|For continuous improvement, we will establish regular feedback loops with students, parents, and staff, use datadriven decision-making to prioritize areas for improvement, and foster a collaborative environment for sharing best practices. These changes are designed to enhance the overall school experience and ensure all students feel supported, engaged, and equipped for success.|Met||2025-06-11|2025
45701364530267|Shasta Charter Academy|6|2023-2024 Student Survey Results (60 respondents; 25% were 1st year students, 38% were 2nd year students, 20% were 3rd year students, and 17% were 4th year students; % shown reflects agree or strongly agree)  My facilitator works with me to design learning and projects that motivate and engage me: 95% My facilitator is prepared and organized for our meetings: 98.4% My facilitator is encouraging: 96.6% My facilitator communicates high expectations: 98.4% My facilitator clearly communicates my work progress and quality: 95% I consistently am prepared for my facilitator meetings: 75% I understand my role in my personalized learning education: 100% The school staff is friendly and readily helps me: 100% I think I am being well educated: 96.6% I am glad we chose Shasta Charter Academy: 100%  A few comments from the survey:  “I am honored to have the privilege of attending SCA.” “You guys are doing amazing!!! keep up the good work” “I want to thank all the SCA staff for what they do to make this kind of learning possible!” “I love this school!”  2023-2024 Parent Survey Results (51 respondents; 49% had 1st year students, 26% had 2nd year students, 10% had 3rd year students, and 15% were 4th year students; % shown reflects agree or strongly agree)  My student's facilitator works with us to design learning and projects that motivate and engage my student: 96.1% My student's facilitator is prepared and organized for our meetings: 100% My student’s facilitator is encouraging: 100% My student’s facilitator communicates high expectations: 98% My student's facilitator clearly communicates my student's work progress and quality: 96.1% My student's facilitator listens and responds to our needs: 100% As a parent, I am interested in my child's education, and talk with him or her about their successes and challenges with school: 100%  As a parent, I frequently check my child's assignments for quality and completion, provide him or her help with studying or being organized, and, as needed, ask for help from his or her facilitator: 98.1% The school administration is effective in managing the school: 100% I am glad we chose Shasta Charter Academy: 98%  A few comments from the survey:  “I love having some control over the curriculum. I know what she is being taught.” “Working closely with our facilitator, has greatly helped our students educational needs” “Great education with caring staff.” “It has been the best fit for him. He is happy at school for the first time in years. I love how he’s building connections with peers, which was an initial concern of mine. He is also enjoying reading more than in previous years.” “The support is tremendous & no more “social meat grinding”” “We have been very pleased overall with SCA. Very grateful to NOT be in traditional high school.” “I am impressed with the teachers caring about the students learning and not just getting through school.” “Wonderful school with exceptional staff and faculty!”|SCA continues to provide a high-quality learning experience for both students and families, as indicated by the survey results. No patterns of need were identified by the survey.|No changes in existing plans, policies, or procedures were indicated from the analysis of the Student and Parent Surveys.|Met||2025-06-05|2025
45701690000000|Whitmore Union Elementary|6|The 2024-2025 student climate survey centers on student relationships with staff and peers.  Several questions revolve around how students feel they are safe, welcomed, and encouraged at school.  In addition, questions focus on the way students feel teaches and administration support them.  Likewise, equity and fairness are embedded within questions in order to deem how students feel treated overall.  Much of the survey is classroom based, however, there are questions that allow for how students relate to faculty and peers during unstructured time, such as recesses and lunch.  One specific question is about parent support.|One key area that showed a need of improvement related to peer-to-peer relations.  Our staff will look at various strategies and programs that can be adjusted or implemented in order to address this need.  However, the survey also showed trusted school employees and felt welcomed at the school.  There were only 3 students that took the survey, so a much lower number compared to previous years.|The data informs us that peer-to-peer relations is the number one focus area for the 25-26 school year.  Coupled with the discipline data from this school year, there will be a priority on adjusting anything within the PBIS system, as well as reaching out to local agencies and providers in order to help with a more robust SEL program.|Met||2025-06-23|2025
45737000000000|Mountain Union Elementary|6|The 2024-2025 student climate survey centers on student relationships with staff and peers.  Several questions revolve around how students feel they are safe, welcomed, and encouraged at school.  In addition, questions focus on the way students feel teaches and administration support them.  Likewise, equity and fairness are embedded within questions in order to deem how students feel treated overall.  Much of the survey is classroom based, however, there are questions that allow for how students relate to faculty and peers during unstructured time, such as recesses and lunch.  One specific question is about parent support.|One key area that showed a need of improvement related to peer-to-peer relations.  Our staff will look at various strategies and programs that can be adjusted or implemented in order to address this need.  However, the survey also showed trusted school employees and felt welcomed at the school.  There were only 3 students that took the survey, so a much lower number compared to previous years.|The data informs us that peer-to-peer relations is the number one focus area for the 25-26 school year.  Coupled with the discipline data from this school year, there will be a priority on adjusting anything within the PBIS system, as well as reaching out to local agencies and providers in order to help with a more robust SEL program.  The area of the survey that focused on peer-to-peer relationships showed a drastic increase in students that feel other students do not treat them with respect.   Although students feel that the school and staff, overall, have built good relationships with them, there is an area of peer-to-peer relationships that is specifically missing in our SEL endeavors.   We may not have been teaching our SEL curriculum with fidelity.  There were classrooms that struggled to find the time and understand how to deliver the curriculum and lessons.  In large part, the overwhelmingly negative answers stem from the 6th-8th grade, and most specifically the 8th grade class.  Likewise, when looking at our discipline data throughout the school year, most referrals for discipline have been related to the middle school grades and more specifically the 8th grade class.  The staff will continue to discuss and focus on strategies that will help with the middle school grades and SEL.|Met||2025-06-18|2025
45752670000000|Gateway Unified|6|The Gateway Unified School District administered the Gateway 2025 Student Survey to capture their perceptions on several key areas, including school safety, facilities, programs, communication, and overall connectedness to gather insights on school climate and safety, with particular attention to the experiences of different student subgroups. This information is vital for identifying areas of strength and improvement to ensure a safe and supportive environment for all students.   The school climate survey received responses from approximately 250 students, reflecting a diverse representation of the student body. Among respondents, 4.4% identified as Asian, 2% as Black or African American, 11.2% as Hispanic or Latino, 53.2% as White, 13.2% as Multi-Racial, and 10% as Native. Additionally, 4.8% of respondents chose not to disclose their race or ethnicity. In terms of program participation, 5.09% of students indicated they are in special education, 2.78% participate in Indian Education, 1.85% are enrolled in the English Learner Program, 0.93% receive Foster Support services, and 0.46% receive Homeless Support services. This demographic breakdown provides a valuable context for understanding the perspectives captured in the survey results. When asked how safe they feel at school on a scale of 1 (not safe at all) to 5 (extremely safe), the overall average score across all students was 3.29. Notably, 76.4% of students rated their safety as 3 or higher, indicating that the majority of students feel at least moderately safe at school. However, 23.6% of students rated their safety as either 1 or 2, signaling the need for ongoing attention to school climate and supports.  Disaggregated Data:  For the Hispanic or Latino subgroup, which represents approximately 11% of the students in the subgroup survey, the average safety rating was 3.4, slightly higher than the overall average. Importantly, 75.5% of Hispanic students rated their sense of safety as 3 or higher, closely aligning with the overall student population. The Native American subgroup made up approximately 10% of the subgroup survey responses. These students also reported an average safety rating of 3.4, with 75.5% rating their safety as 3 or higher—again similar to both the Hispanic subgroup and the overall student population. This suggests that while these subgroups feel moderately safe overall, there remains a need for continued focus on inclusive practices and support structures that reinforce safety for all students.|Across all subgroups, students shared feedback highlighting both strengths and opportunities for growth in school safety. Many appreciated the visible presence of staff during key times, such as lunch and passing periods, which helps them feel more secure. Several students also highlighted the consistent enforcement of school rules and staff responsiveness as positive aspects of their school experience. These findings suggest that Gateway Unified’s emphasis on staff visibility, supervision, and clear expectations are strengths that should be celebrated and further leveraged to enhance the sense of safety and belonging for all students However, numerous students pointed out concerns related to the need for better supervision in areas like bathrooms and open spaces. Some students also mentioned feeling unsafe because of peer behaviors or past experiences, underlining the importance of trauma-informed practices and building trusting relationships on campus.  Analysis and Recommendations While it is encouraging that roughly three-quarters of students across all groups report feeling safe, the percentage who do not highlights the importance of continuous improvement. Moving forward, the district should:  Use targeted listening sessions and focus groups to better understand student concerns and co-create solutions with them.  Integrate social-emotional supports, trauma-informed practices, and restorative approaches to create a more inclusive and supportive school climate.  By leveraging these data points and listening to student voices, Gateway Unified can continue to build a safe, inclusive, and welcoming environment for all students|In response to the insights gained from the 2025 GUSD Student Survey, Gateway Unified School District is committed to refining its plans, policies, and practices to address the areas of strength and need identified by students. This year’s data shows that 76.4% of students overall reported feeling moderately to extremely safe (a rating of 3 or higher), a positive indication of our efforts to maintain safe and welcoming schools. Many students noted that the presence of staff during lunch, breaks, and passing periods has contributed significantly to their sense of safety. Building on this progress, the District plans to maintain and strengthen these visible supervision efforts while also expanding support systems to help students navigate challenges they may face. We are focused on ensuring that students have access to trusted adults on campus and clear pathways to seek help if they need it. In response to concerns about bullying and occasional conflicts, the District is reviewing and updating its policies and practices to ensure that reports are addressed quickly and consistently. Additional educational efforts will continue to emphasize treating each other with respect and fostering a positive school environment. We also recognize the importance of ensuring that all student groups feel supported. Native American and Hispanic students, who made up a significant portion of survey respondents, reported a similar sense of safety as their peers, but we remain focused on ensuring that all students feel included and valued. To that end, the District will continue to build opportunities for meaningful engagement and activities that reflect the diverse backgrounds of our students, helping to strengthen the sense of community. These steps reflect Gateway Unified School District’s dedication to listening to our students and families, using their input to guide improvements. By focusing on safety, respect, and strong connections, we aim to provide a school environment where every student can feel secure, supported, and ready to learn.|Met||2025-06-25|2025
45752670113407|Rocky Point Charter|6|2024-2025 Spring Survey  Students in grades 3-8 Survey Results:  (97 total students surveyed.)  I feel school is a safe place to be. 61.1%  Agree. 27.4% Neutral  I have at least one trusted adult on campus who they can go to for help. 81.4% Agree 12.4% Neutral My School expects me to be respectful, responsible and safe. 89.7% Agree 7.2% Neutral  I have pride in my school. 50.5% Agree, 40.2% Neutral I enjoy coming to school. 36.5% Agree, 36.5% Neutral My teacher expects all students to work hard. 77.3% Agree, 19.6% Neutral My teacher makes me excited about learning. 37% Agree, 50% Neutral My school reminds me that it is important to be at school every day and on time.  50.5% Agree, 39.2% Neutral Teachers at my school treat students with respect. 68% Agree, 27% Neutral My teacher really cares about me. 75% Agree, 22% Neutral My school has events that my family can attend. 81.3% Agree 14.6% Neutral According to the survey, Rocky Point Charter School is praised for its dedicated teachers, supportive principal, and positive school culture. Students appreciate the engaging events, well-maintained facilities like the gym, library, and playground, as well as access to air conditioning. The school fosters cooperation, recognizes student potential, and offers strong support services through its school counselor, enjoyable meals, and active sports teams. Parent Survey Results: I feel welcome at our school. 100 % Agree The school provides an atmosphere where every student can succeed. 82.8% Agree The school fosters sensitivity toward people of differing ethnic and racial origins.  82.7% Agree, 13.8% Neutral The school fosters sensitivity toward people of differing economic backgrounds. 86.2% Agree, 10.3% Neutral The school meets the social needs of the students. 82.7% Agree, 6.9% Neutral Students enjoy going to school here. 89.6% Agree, 3.4% Neutral Students are safe at this school. 96.6% Agree The school has a good public image. 82.7% Agree, 13.8% Neutral Parents experience a sense of self-worth and belonging to the school community. 79.3% Agree, 20.7% Neutral There are sufficient opportunities for parent involvement. 93.1% Agree, 3.4% Neutral The administration, faculty and staff establish and maintain regular, open communication with parents. 83% Agree The facilities are well-maintained. 90% Agree, 3.4% Neutral The school meets the academic needs of the students. 79% Agree Students have an adequate number of opportunities to get involved in extra curricular activities. 73% Agree. 11% Neutral According to the survey RPCS is recognized for its small class sizes, strong sense of community, and supportive, dedicated staff who build personal relationships with students. The school fosters a family-like, inclusive environment that emphasizes both academic success and social-emotional growth.  Highlights include hands-on learning, field studies, respectful behavior, & a focus on student well-being, , individuality, and mutual support.|Student Survey Outcomes in Strengths:    Trusted Adults: A strong majority (81.4%) of students report having at least one trusted adult on campus.     Behavior Expectations: 89.7% of students agree that the school expects them to be respectful, responsible, and safe.      Family Involvement: 81.3% agree that the school holds events for families.     Encouragement and Caring Staff: 74.2% feel adults encourage their success, and 75% feel their teacher cares about them.     High Expectations: 77.3% say their teacher expects all students to work hard.   Student Survey Outcomes in Areas in need of improvement:    Sense of Safety: While 61.1% feel the school is a safe place, 27.4% remain neutral—suggesting room to improve perceptions of safety.     School Pride: Only 50.5% report having pride in their school, with a high 40.2% neutral.     Excitement for Learning: Only 37% feel excited about learning, and half of the students are neutral.     Enjoyment of School: Just 36.5% say they enjoy coming to school, with another 36.5% neutral—indicating a need to enhance student engagement and school climate.     Organization Support: Only 56% feel they are taught to be organized and prepared, with 32% neutral.     Attendance Messaging: Only half (50.5%) feel the school emphasizes the importance of daily, on-time attendance, with 39.2% neutral.  Summary:     Rocky Point Charter School demonstrates strong adult-student relationships, clear behavioral expectations, and solid family engagement. However, there are notable opportunities to boost school pride, student enjoyment, and motivation toward learning, as well as to      improve students' sense of safety, support for organization skills, and the communication of attendance importance.     Parent Survey Outcomes:     Areas for Growth: While 79% agree the school meets students' academic needs and 83% feel teachers hold high expectations, there is still room to strengthen academic confidence and outcomes.     Student Engagement Beyond the Classroom: Only 73% agree students have enough extracurricular opportunities, with 11% remaining neutral—suggesting an opportunity to expand offerings in clubs, sports, or enrichment.     School Image and Community Connection: 82.7% believe the school has a good public image, while 13.8% are neutral. 79.3% feel a sense of belonging to the school community, with 20.7% neutral—indicating a need for deeper family-school connections.  Summary:    Overall, Rocky Point Charter is viewed very positively by parents, especially in terms of school climate, safety, inclusiveness, and family engagement. High satisfaction with facilities and technology also stands out. To further strengthen the school’s impact, focus could be placed on increasing extracurricular options, enhancing academic supports, and fostering a stronger sense of community and belonging among all families.|Rocky Point Charter has determined that professional development in the area of reading and writing across all grade levels.  We have adopted iXL and Step Up 2 Writing curriculum and will have training/PD to follow. We will continue with Spalding training for new teachers and refresher trainings for current staff. We will have trauma informed practices refresher training at the start of 25-26 school year.  We will continue with data monitoring to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services.   In response to local data analysis and key learnings, Rocky Point Charter is making significant changes to support student well-being. SEL curriculum integration and community engagement efforts are prioritized, fostering a supportive environment. Data monitoring to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. We have analyzed the data and plan to improve the opportunities to boost school pride, student enjoyment, and motivation toward learning, as well as to improve students' sense of safety, support for organization skills, and the communication of attendance importance.|Met||2025-06-12|2025
46104620000000|Sierra County Office of Education|6|The California Healthy Kids Survey (CHKS) was administered in Spring 2024 to students in 7th, 9th, and 11th grades. The results reveal some consistent patterns across grade levels, with key shifts emerging between middle and high school years. Among 7th graders, 54% reported feeling connected to school, and 56% said they were motivated academically. Sixty-five percent felt there were caring adults at school, and 67% reported feeling safe. However, bullying appeared to be a significant issue at this grade level: 50% reported experiencing some form of harassment or bullying, 78% said they had been the subject of mean rumors or lies, and 50% reported experiencing cyberbullying. In 9th grade, student perceptions of school climate dropped in nearly every category. Only 42% of 9th graders reported feeling connected to school, and just 38% said they were motivated academically. Fewer than half (49%) felt there were caring adults on campus, and only 57% reported feeling safe. Reports of harassment or bullying declined slightly to 38%, with 36% indicating they had been the subject of rumors or lies and 27% experiencing cyberbullying. These figures suggest that 9th grade may be a particularly vulnerable transition year where students are at higher risk of feeling disconnected and less supported. By 11th grade, survey results improved substantially. Sixty-six percent of students reported feeling connected to school, and 52% indicated academic motivation. 67% of respondents reported having caring adults at school, and 70% said they felt safe at school. Reports of bullying and harmful peer behavior declined considerably: only 20% reported experiencing harassment or bullying, the same percentage who said they had been the subject of rumors or lies, and just 10% reported cyberbullying. This data suggests a developmental trend where students report stronger relationships and school climate perceptions as they progress through high school, but also indicate the need for targeted supports in the middle grades, particularly in 7th and 9th, where indicators of safety, connectedness, and support are lowest and experiences with bullying are most prevalent.|Our CHKS data from Spring 2024 provides valuable insights into student well-being and school climate across 7th, 9th, and 11th grades. Areas of Strength: School connectedness remains a key strength at the 11th grade level, where 66% of students report feeling connected to their school. Similarly, 67% of 11th graders feel they have caring adults at school, and 70% feel safe while on campus. These positive perceptions indicate that upper-grade students generally experience a supportive and safe environment. Feelings of safety are also relatively high in 11th grade compared to earlier grades. Identified Needs: There is a marked decline in school connectedness, academic motivation, and perceptions of caring adults in the middle grades, especially among 7th and 9th graders. For example, only 54% of 7th graders and 42% of 9th graders report feeling connected to school, with motivation dropping to 56% and 38% respectively. Caring adult perceptions also dip to 65% in 7th grade and further to 49% in 9th grade. Safety perceptions are lower in these grades as well, with just 67% of 7th graders and 57% of 9th graders feeling safe at school. Bullying and cyberbullying continue to be concerns, particularly in middle school, where 50% of 7th graders report harassment or bullying, 78% have experienced mean rumors or lies, and 50% report cyberbullying. These issues decrease in the 9th and 11th grades but remain areas requiring attention. Conclusion: While the district demonstrates strengths in supporting upper-grade students’ connection, safety, and access to caring adults, challenges remain in the middle and early high school years. The data highlights the need to focus efforts on increasing school connectedness, academic motivation, and adult support for younger students, as well as addressing bullying and safety concerns in middle school. Targeted strategies to support students during these critical transitional years will be essential to improving overall student well-being and academic success.|Based on the 2024 CHKS data analysis, we are prioritizing efforts to address the decline in school connectedness and academic motivation, particularly among 7th and 9th graders, as well as ongoing concerns around bullying, cyberbullying, and perceptions of adult support. To improve these areas, we will implement targeted strategies aimed at increasing student engagement and strengthening supportive relationships within the school community. A major step toward these goals is the reopening of the middle school in Loyalton for the 2025-2026 school year. This will relocate 6th grade students from the elementary school, and 7th and 8th grade students from the high school to a dedicated space designed specifically for their developmental needs. We anticipate this change will positively impact students’ sense of belonging, school connectedness, and overall climate for these grade levels. In addition, we will strengthen our anti-bullying programs and digital safety education to reduce incidents of harassment and cyberbullying. We will also implement targeted strategies to ensure students feel supported by caring adults who are actively engaged in their well-being. Together, these revisions and actions reflect our commitment to continuous improvement, aiming to create a safer, more supportive, and motivating learning environment that addresses the specific needs identified through our local data.|Met||2025-06-24|2025
46701770000000|Sierra-Plumas Joint Unified|6|The California Healthy Kids Survey (CHKS) was administered in Spring 2024 to students in 7th, 9th, and 11th grades. The results reveal some consistent patterns across grade levels, with key shifts emerging between middle and high school years. Among 7th graders, 54% reported feeling connected to school, and 56% said they were motivated academically. Sixty-five percent felt there were caring adults at school, and 67% reported feeling safe. However, bullying appeared to be a significant issue at this grade level: 50% reported experiencing some form of harassment or bullying, 78% said they had been the subject of mean rumors or lies, and 50% reported experiencing cyberbullying.  In 9th grade, student perceptions of school climate dropped in nearly every category. Only 42% of 9th graders reported feeling connected to school, and just 38% said they were motivated academically. Fewer than half (49%) felt there were caring adults on campus, and only 57% reported feeling safe. Reports of harassment or bullying declined slightly to 38%, with 36% indicating they had been the subject of rumors or lies and 27% experiencing cyberbullying. These figures suggest that 9th grade may be a particularly vulnerable transition year where students are at higher risk of feeling disconnected and less supported.  By 11th grade, survey results improved substantially. Sixty-six percent of students reported feeling connected to school, and 52% indicated academic motivation. 67% of respondents reported having caring adults at school, and 70% said they felt safe at school. Reports of bullying and harmful peer behavior declined considerably: only 20% reported experiencing harassment or bullying, the same percentage who said they had been the subject of rumors or lies, and just 10% reported cyberbullying.  This data suggests a developmental trend where students report stronger relationships and school climate perceptions as they progress through high school, but also indicate the need for targeted supports in the middle grades, particularly in 7th and 9th, where indicators of safety, connectedness, and support are lowest and experiences with bullying are most prevalent.|Our CHKS data from Spring 2024 provides valuable insights into student well-being and school climate across 7th, 9th, and 11th grades.  Areas of Strength: School connectedness remains a key strength at the 11th grade level, where 66% of students report feeling connected to their school. Similarly, 67% of 11th graders feel they have caring adults at school, and 70% feel safe while on campus. These positive perceptions indicate that upper-grade students generally experience a supportive and safe environment. Feelings of safety are also relatively high in 11th grade compared to earlier grades.  Identified Needs: There is a marked decline in school connectedness, academic motivation, and perceptions of caring adults in the middle grades, especially among 7th and 9th graders. For example, only 54% of 7th graders and 42% of 9th graders report feeling connected to school, with motivation dropping to 56% and 38% respectively. Caring adult perceptions also dip to 65% in 7th grade and further to 49% in 9th grade. Safety perceptions are lower in these grades as well, with just 67% of 7th graders and 57% of 9th graders feeling safe at school.  Bullying and cyberbullying continue to be concerns, particularly in middle school, where 50% of 7th graders report harassment or bullying, 78% have experienced mean rumors or lies, and 50% report cyberbullying. These issues decrease in the 9th and 11th grades but remain areas requiring attention.  Conclusion: While the district demonstrates strengths in supporting upper-grade students’ connection, safety, and access to caring adults, challenges remain in the middle and early high school years. The data highlights the need to focus efforts on increasing school connectedness, academic motivation, and adult support for younger students, as well as addressing bullying and safety concerns in middle school. Targeted strategies to support students during these critical transitional years will be essential to improving overall student well-being and academic success.|Based on the 2024 CHKS data analysis, we are prioritizing efforts to address the decline in school connectedness and academic motivation, particularly among 7th and 9th graders, as well as ongoing concerns around bullying, cyberbullying, and perceptions of adult support. To improve these areas, we will implement targeted strategies aimed at increasing student engagement and strengthening supportive relationships within the school community.  A major step toward these goals is the reopening of the middle school in Loyalton for the 2025-2026 school year. This will relocate 6th grade students from the elementary school, and 7th and 8th grade students from the high school to a dedicated space designed specifically for their developmental needs. We anticipate this change will positively impact students’ sense of belonging, school connectedness, and overall climate for these grade levels.  In addition, we will strengthen our anti-bullying programs and digital safety education to reduce incidents of harassment and cyberbullying. We will also implement targeted strategies to ensure students feel supported by caring adults who are actively engaged in their well-being.  Together, these revisions and actions reflect our commitment to continuous improvement, aiming to create a safer, more supportive, and motivating learning environment that addresses the specific needs identified through our local data.|Met||2025-06-24|2025
47104700000000|Siskiyou County Office of Education|6|100% of our students feel safe at school.|Based on the survey given to our students: 100% of students stated the school is usually clean and tidy 85% feel they make a difference 100% stated that a teacher or some adult cares about them at school  100% stated a teacher tor some other adult notices when they do a good job.  Strengths include students feel that adults care for them. A need is that there can me more effort to support students feeling that they make a difference.|There are now more directed visits of Principals/Program Managers to SDCs to improve instruction for students, and to support the learning of the teachers and instructional staff.|Met||2025-06-25|2025
47104700117168|Golden Eagle Charter|6|Student survey: 85% of students feel connected to the school community 99% agree or strongly agree that staff are helpful, available and caring 95% feel safe at GECS centers 94% agree or strongly agree that GECS does not tolerate bullying 97% of students agree or strongly agree that they feel known and cared for by staff 89% of students agree or strongly agree that they feel known and cared for by peers 84% of students feel respected and valued at school all or most of the time Parent survey: 94% of parents agree or strongly agree GECS takes necessary steps to ensure students’ safety at GECS locations 81% of parents say student feels definitely or mostly connected to the school community, another 15% said sometimes (only 5% said no) Do you feel welcome and cared for at GECS? Average score 81/100|Overall, both students and families feel safe at school. Students mostly feel connected to the school community, though the percentage of students feeling mostly or strongly connected has decreased from 95% in 2024 to 85% in 2025. Some of this may be due to a large influx of students in 9th grade this year, who are still connecting to our school community. The percentage of students who agreed or strongly agreed that staff are available and caring remained high at 99%. These numbers indicate that the school is doing well maintaining a safe and caring environment, and that students feel connected and supported by staff. There is work to do, however, in improving the connectedness between students and helping students and families feel connected to the school as a whole. The data reported here are from our local survey of all 5th - 12th graders. The results from the healthy kids survey show no significant differences to feelings of safely and connectedness by race/ethnicity, though 9th graders reported lower scores for school connectedness and perceived safety than 11th graders. As noted, we had a large influx of new 9th graders this year, and the questions on the survey asked about ‘the last 12 months”, so it is not clear if students were referring to their experience at Golden Eagle or at their previous schools for some of the questions.|The drop in reported feelings of connectedness to the school, especially among 9th graders, indicates that GECS needs to focus on orientation and support for incoming students, as well as intentional implementation of SEL strategies and instruction for high school students. These data also indicate a need to maintain and expand access to SEL and mental health support, especially for high school students. In addition, increased attention will be focused on: Expanding site-based and family engagement events that promote community connection and student celebration (e.g., family math nights, science showcases, cultural events). Continuing supporting SEL practices, including small-group circles, classroom community-building routines, and peer conflict resolution strategies. Ensuring families are aware of and able to access key school supports—such as mental health services, academic support, basic needs assistance, and engagement opportunities—by providing clear information and contact pathways through varied means of communication. Improving and expand family engagement strategies to build a strong sense of community and belonging. Expanding access to peer connection opportunities, especially for students in independent study.|Met||2025-06-12|2025
47104700137372|Northern United - Siskiyou Charter|6|Northern United - Siskiyou Charter School (NU-SCS) administered the School Climate Survey to students, parents, and staff. Our participation rate increased from last year, though it is still low with a total of 45 respondents.  Those who responded were very positive about our school climate. Of the 14 students who participated in the survey, 92.9% of them felt safe at school.  Of the 21 parents/guardians participated in the survey with 90.5% of the parents/guardians responding that they felt the school creates welcoming environments for all families in the community.  Ten staff participated in the survey with 90% stating that our school has developed the capacity of staff to build trusting and respectful relationships with families.|The analysis of the School Climate Survey data from NU-SCS reveals several key learnings, identified needs, and areas of strength. One of the most notable improvements is the significant increase in feelings of safety. Safety perceptions are high. Additionally, 100% of parents feel the school builds trusting and respectful relationships with families, suggesting successful facilitation of parental involvement and school connection. 100% of staff expressed that they feel the school creates welcoming environments for all the families in the community, highlighting effective and well-received efforts in this area and 90% of staff believe the school has developed the capacity to build trusting and respectful relationships with families, pointing to strong relational skills and a supportive community. The low student response rate, with only 14 participants, suggests a need to increase student engagement in future surveys to ensure their voices are comprehensively represented.|NU-SCS has identified several key learnings that will necessitate changes to existing procedures. To enhance school and educational partner connections, NU-SCS will encourage collaborative projects requiring staff and students to work together, and organize regular social events like assemblies and sports events to strengthen bonds and improve the sense of community. To increase student survey participation, surveys will be administered during class time, incentives such as small prizes or recognition will be offered, and various modes of survey administration, including online and mobile app options, will be provided. To expand parental engagement, NU-SCS will offer flexible meeting times, including evenings and weekends, continue using virtual platforms for meetings and events, and conduct targeted outreach efforts to engage less involved parents through personal invitations, phone calls, and home visits when appropriate.|Met||2025-06-26|2025
47701850000000|Big Springs Union Elementary|6|The 2024–2025 CHKS data for Big Springs Union Elementary reveals several climate and engagement indicators for 6th grade students, the only grade with 10 or more respondents. Overall, only 48% of students reported feeling connected to their school, 33% felt supported by caring adults, and 50% expressed academic motivation. Safety concerns are prominent, with 88% reporting being hit or pushed and 100% indicating they had been called names or teased, while just 56% said they felt safe at school. Mental health indicators show that 56% of students frequently felt sad, and only 25% reported feeling generally well. Due to low subgroup sample sizes, disaggregated data by race/ethnicity and gender were not reported, limiting further demographic analysis|Analysis of the CHKS data identified school connectedness (48%) and academic motivation (50%) as moderate strengths, with students responding more positively to questions about personal effort than about adult support. Key needs include improving perceptions of adult caring (33%), meaningful participation (27%), and social-emotional learning supports (37%), which reflect gaps in relational and emotional safety on campus. Safety and bullying were major concerns: 88% of students reported being hit or pushed, 81% had rumors spread about them, and 100% experienced name-calling, signaling an urgent need for targeted interventions. Mental health indicators also reveal high levels of distress, with 56% of students experiencing frequent sadness and only 25% reporting a general sense of well-being. Due to small group sizes, disaggregated results by race/ethnicity and gender could not be reported, highlighting a future need for broader participation to support equity-based decision-making|In response to identified needs around school safety, emotional well-being, and adult-student relationships, Big Springs Union Elementary plans to revise its school climate initiatives and student support systems. The school will implement targeted anti-bullying programming and restorative practices to address the high rates of physical and verbal victimization reported by students. Efforts will be made to increase staff training on building caring, high-expectation relationships with students and incorporating more student voice in decision-making, especially around rules and activities. Enhancements to social-emotional learning (SEL) curriculum and increased check-ins by teachers will aim to strengthen both wellness outcomes and perceived adult support. To support continuous improvement, the LEA will prioritize increased participation in future surveys to ensure more robust, disaggregated data for equity-driven planning|Met||2025-06-11|2025
47701930000000|Bogus Elementary|6|In the LEA's school climate survey, the data showed several interesting results. Students K-8th were surveyed on multiple measures. 100% of students agreed or strongly agreed to the statement 'I feel safe at school.' 93% of students agreed or strongly agreed to the statement 'At my school there is a teacher or some other adult who really cares about me.' 100% of students agreed or strongly agreed to the statement 'The school is usually clean and tidy.' The lowest measures were 46% of students agreed or strongly agreed to the statement 'I do things that make a difference' and ' I help decided school activities.'|Looking at this data, the LEA has decided to continue with morning meetings to build school connectedness and individual students check-ins once a month to ensure students feel safe and supported at school. The LEA has also decided to let students have more of a say on field trips and art projects.|The student will fill out a survey to identify what common interests would be in field trips and art projects. Then the LEA will use this information to plan accordingly.|Met||2025-06-17|2025
47702010000000|Butteville Union Elementary|6|Butteville Union Elementary administered the California Healthy Kids Survey to students in grades 5–8, with additional staff and parent surveys completed through WestEd. The overall CHKS climate score for students showed positive perceptions of school connectedness, adult support, and rule clarity. Disaggregated results revealed that 85% of elementary students and 79% of middle school students reported feeling safe at school. However, students in special education and those who identified as English learners reported lower rates of school connectedness and meaningful participation. Data from staff and parents echoed strengths in school safety and relationships, but also pointed to opportunities to improve communication and inclusion for certain student groups.|Analysis of survey data showed that Butteville has a strong school climate where most students feel safe, cared for, and supported by adults. Staff report a positive working environment and good student behavior, while families express satisfaction with the school environment and communication. Key strengths include fairness in rule enforcement, adult support, and emotional safety. However, the data also highlighted that English learners (small sample), special education students, and some racial/ethnic subgroups feel less connected and less involved in school activities. These insights confirm the need to better support these students socially and academically through targeted interventions and engagement strategies.|Based on survey findings, the district will expand social-emotional supports and increase student voice opportunities, especially for English learners and special education students. We plan to implement peer leadership groups and classroom circles to enhance inclusion and connection. Staff will receive training in trauma-informed practices and culturally responsive teaching as needed. The district will also review discipline policies to ensure equitable practices across student groups and increase communication with families of underrepresented students. These actions may be incorporated into LCAP goals and monitored regularly for continuous improvement.|Met||2025-06-24|2025
47702270000000|Delphic Elementary|6|24/25 % of positive responses in relation to safety and school connectedness  Parents 100% Staff  100% Students 100%|Given the small nature of Delphic, the district has a very high parent and community satisfaction rate for school engagement, safety and connectedness.|Delphic plans to continue with routine community engagement events including back to school night, annual fundraising events, parent conferences and science open house.|Met||2025-06-11|2025
47702430000000|Dunsmuir Elementary|6|The local climate data from the 2024–25 CHKS report provides a comprehensive overview of school connectedness, student perceptions of safety, engagement, and well-being. Key indicators show that 60% of students reported feeling connected to school, and 69% perceived their school as safe. Data disaggregated by student group reveal notable differences: for example, 52% of English Learners and 55% of students with disabilities reported feeling connected to school, compared to 64% of their peers. The survey also highlights emotional health concerns, with 31% of all students reporting depressive symptoms, increasing to 42% among students experiencing homelessness.|Analysis of the disaggregated climate data reveals both strengths and critical areas for improvement. Strengths include relatively high levels of school safety perceptions among the general population and a strong sense of adult support for many students. However, disparities among specific groups—particularly English Learners, students with disabilities, and students experiencing homelessness—signal a need for more targeted supports. Lower scores in school connectedness and higher levels of reported depressive symptoms among these groups indicate challenges in inclusive engagement and access to wellness resources. These patterns underscore a systemic need to address student mental health, equity in school engagement, and culturally responsive practices to close gaps in school climate experiences.|Based on these findings, the LEA is revising its wellness and engagement strategies. Planned changes include implementing school-wide social-emotional learning (SEL) curricula with a focus on inclusivity, increasing access to on-site counseling. A key policy shift involves more targeted interventions for students experiencing homelessness, including expanded mental health screenings and staff professional development in trauma-informed practices. These changes align with the district’s goal of improving equity in student outcomes and aim to strengthen connectedness for historically underserved groups. Monitoring will include follow-up surveys and qualitative feedback from student groups to assess impact and guide continuous improvement efforts.|Met||2025-06-30|2025
47702500000000|Dunsmuir Joint Union High|6|N/A|N/A|N/A|Met||2025-06-25|2025
47703180000000|Gazelle Union Elementary|6|School surveys indicate that 100% of families strongly agree that students feel connected with the school and feel safe while at school.|The LEA will continue to implement actions that promote school connectedness and safety|The LEA will reflect on new implementations that will further support a positive school climate including student attendance awards, student leadership opportunities, and social-emotional support through school counseling. We will also ensure that all students have equitable access to the school counselor by creating a schedule and following up weekly with the counselor.|Met||2025-06-23|2025
47703260000000|Grenada Elementary|6|"Grenada Elementary School District annually administers the California Healthy Kids Survey (CHKS) in grades 5 and 7 to assess school connectedness and student perceptions of safety. The most recent CHKS data indicate that 74% of 5th graders and 79% of 7th graders reported feeling connected to school. Additionally, 81% of students stated they felt safe or very safe at school. The district also collects and analyzes Aperture Education DESSA SEL scores, with Fall 2023 screening showing 70% of students rated as ""strength"" in SEL competencies and 26% as “typical,” with only 4% flagged for additional SEL support.  Disaggregated data by student group revealed that English learners and students with disabilities reported slightly lower perceptions of school connectedness, while foster and low-income youth showed higher needs in emotional regulation (DESSA subdomain).  Suspension rates in 2023/24 were reduced from 4.6% to 2.9%, with no disproportionality among unduplicated student groups. Attendance improved modestly from a chronic absenteeism rate of 18% to 15%, although foster youth and socioeconomically disadvantaged students remained above the district average."|Key takeaways from this data include notable strengths in students’ feelings of safety and connection at school. The consistent reduction in suspensions and increased attendance reflects positive trends in school climate and student engagement. However, the data also highlights the need for continued attention to social-emotional learning supports, especially for underrepresented and at-risk student groups.  The SEL screeners and CHKS responses show that while the general student body feels safe and connected, some subgroups (e.g., students with disabilities, English learners) still experience barriers. Aperture data confirms that a small but important subset of students would benefit from additional targeted SEL and counseling services.|In response to these findings, GESD will continue to integrate SEL instruction across classrooms and expand support through our partnership with the Siskiyou County Behavioral Health Department under the MHSSA grant. This includes increasing counseling availability and targeted SEL instruction for students identified through the Aperture screener.  To address the attendance gaps, the district is implementing more personalized communication and support plans for families of chronically absent students. Additional family engagement sessions focused on wellness, attendance, and school connection are planned for the 2024/25 school year.  Further, GESD will increase outreach to underrepresented groups during school climate survey windows to ensure broader participation and more comprehensive data. Staff will also receive additional training on trauma-informed practices and culturally responsive SEL approaches to foster inclusive environments for all learners.|Met|Grenada Elementary School District (GESD) continues to strengthen school climate through a multi-tiered approach that integrates PBIS, MTSS, and SEL frameworks. As a small, rural, single-school district, we leverage strong relationships with students and|2025-06-26|2025
47703340000000|Happy Camp Union Elementary|6||||Not Met|||2025
47703590000000|Hornbrook Elementary|6|The school survey reflected that majority felt (82%) we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically, 81% felt their student was successful. We had positive results with being comfortable communicating with staff.|The school survey mostly reflected positives regarding our school climate. We will continue to make school climate a focus and work towards making our campus a great place for all, including subgroups specifically identified in this survey as having lower levels of connectedness with school culture, including low income students, and homeless/foster youth.|The most recent survey data has prompted the district to continue to increase its collaboration with county mental health resources, as well as local school districts that can provide advisory support, and to investigate course offerings, specifically for middle school students, focused on career interests and strength assessments.|Met||2025-06-19|2025
47703670000000|Junction Elementary|6|For our 2024-25 climate survey, we used a local established survey. 76% of our families responded Key indicators included: 1. Do you feel that the staff (i.e. administrator, teacher, and classified staff) have been able to build a trusting and respectful relationship with you? Agree to Somewhat agree = 87% 2. Do you feel that the staff has created a welcoming environment for all the families in the community? Agree to Somewhat agree = 99% 5. Do you feel the staff has created a safe environment for your child while at school? Agree to Somewhat agree = 75% 8. My child feels like they belong at the school? Agree to Somewhat agree = 82% 15. I feel like my child is safe at the school Agree to Somewhat agree = 82%|-Most students feels welcome, connected, and has a sense of belonging when they are at school -Most feels welcome, connected, and has a sense of belonging when they are at school -Need more variety of hands on learning for all subjects -Improve communication|As indicated in our LCAP, we will continue to implement the Positive Behavior Support System (PBIS) and restorative practices, creating a series of project based learning experiences, and purchasing curriculum to further engage our students.|Met||2025-06-26|2025
47703750000000|Klamath River Union Elementary|6|The local climate and survey data show that 100% of parents agree that the school promotes academic success for all students, provides a safe environment for students and provides school experiences that parents and children feel connected to. Due to the small number of students participating in the CHKS, there are no specific scores for Klamath River UESD.|Key learnings from the data include continuing and expanding on current programs.|At this time, no changes are needed to existing plans, policies and procedures as parents report 100% positive feedback on 5 of 5 surveys.|Met||2025-06-26|2025
47703830000000|Little Shasta Elementary|6|In February 2025, Little Shasta Elementary School administered a local climate survey to all 1st through 8th grade students. A total of 12 students participated. The survey results showed that 92% of students reported feeling safe and included at school. Due to the small student population, disaggregated data by student group is limited and not statistically significant. However, responses were consistent across all grades surveyed.|The data shows that most students feel safe and connected at Little Shasta Elementary, which is a key strength for our small school. The high percentage of students reporting inclusion reflects the positive relationships and supportive environment on campus. A small number of students indicated there may be occasional challenges with peer interactions, which we will continue to monitor. The results reinforce the importance of maintaining strong relationships among students and staff.|Based on the results, Little Shasta Elementary will continue to prioritize activities and programs that build connection and safety. Staff will increase opportunities for peer collaboration and conflict resolution skill-building. Additionally, we plan to include regular student check-ins to monitor school climate more frequently. These actions will support ongoing improvement and ensure all students continue to feel safe and included.|Met||2025-06-25|2025
47704090000000|McCloud Union Elementary|6|The California Healthy Kids Survey does not report scores for the LEA because each grade level has fewer than 11 students and therefore is not confidential.  The LEA surveys all parents via Google Forms. The response this year was very positive, and the results show that 100% of respondents feel their children are safe at school. The same percentage of parents reported feeling welcome at the school.    Seventy percent of parents appreciate the grading system, while the rest have varying responses to it.  Parents overwhelmingly reported feeling respected by staff and that their children are respected. Some noted one teacher's methods as lacking. One hundred percent of those surveyed said the condition of the school and its upkeep were good, clean, and inviting. One or two parents expressed dissatisfaction with one teacher's classroom, which they found to be cluttered and uninspiring. Parents reported that their children enjoyed Taiko, SAFE, GATE, sports, summer school, DARE, Positive Prevention, and science labs.  When asked what they like about the LEA, many parents said that it feels like family, and that the staff is caring and supportive.|The LEA strength is communication and forming relationships with students and their families. The LEA invites families to the campus often and encourages their input. Another strength of the LEA is the welcoming and caring atmosphere that the staff provides to students and families.  An area of need identified was stronger communication by the 4/5 teacher and more creative implementation of the curriculum by the 4/5 teacher. The teacher resigned, so the LEA hopes to replace them with someone who aligns with the LEA vision of fostering relationships and community.|There will be no changes to existing successful programs, of which there are many.  The LEA would like to encourage better attendance through the development of an incentive program that engages students and encourages parents to get their younger children to school.  Poor attendance tends to be higher in those grades where children are dependent on parents to gett them to school.|Met||2025-06-20|2025
47704170000000|Montague Elementary|6|The school survey reflected that majority felt (79%) we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically,78% felt their student was successful. We had positive results with being comfortable communicating with staff.|The school survey mostly reflected positives regarding our school climate. We will continue to make school climate a focus and work towards making our campus a great place for all, including subgroups specifically identified in this survey as having lower levels of connectedness with school culture, including low income students, and Native American students.  Data from the foster/homeless subgroups showed a notable increase this year.|The most recent survey data has prompted the district to continue to increase its collaboration with the Karuk Education Department, and to investigate course offerings, specifically for middle school students, focused on career interests and strength assessments.|Met||2025-06-07|2025
47704250000000|Mt. Shasta Union Elementary|6|California Healthy Kids Survey data reports that 64% of students feel connected to Mt Shasta Elementary and Sisson School. Sixty-seven percent of students state they know there are caring adults on campus. Sixty-two percent state that the schools promote a antibullying climate. Similarly, 62% of students surveyed state they feel safe at school.|Interestingly, 93% of students surveyed state they feel safe traveling to and from school as opposed to 62% stating they feel safe while at school. Seventy-eight percent of students surveyed say they are treated respectfully by all adults at school. Surprisingly, 13% of students state they have drank alcohol but only 1% state they smoke either cigarettes or marijuana.|The District will review its current anti- substance abuse  (smoking and alcohol) program and make content or frequency of lessons changes as necessary. The District will conduct professional development activities with all staff concerning identifying and dealing with bullying and promoting an atmosphere of safety on campus.|Met||2025-06-18|2025
47704580000000|Seiad Elementary|6||||Not Met For Two or More Years|||2025
47704660000000|Siskiyou Union High|6|Overall the climate data from our surveys and focus groups were positive, as evidenced by the California Healthy Kids Survey data.  Our data was consistent across all available student groups as reading 80% or above positively responding.  Parents and staff also positively responded across all survey indicators at 80% or better. Utilizing our dashboard indicators, our year one numbers increased in chronically absent students: Overall 37.2 %/ SED: 43.1  % in the 2023-2024 school year by 7% overall and by 13% in our SED group.   We have addressed this significantly in the 2024-25 school year by adding a counselor, wellness coach, and completing more absentee outreach.   Our CTE programs expanded and the completer numbers increased to:  Data year: 2024-2025: manufacturing:  10 student (table production-8/ student worker 2); Culinary 37; Arts: 109 (94-art show/ yearbook/ 15- logo)|Our key takeaways across each of the climate indicators is that engagement is an area of growth.  Both our student and staff fell strongly  (80%) that engagement is our single biggest challenge, as indicated by our chronic absentee rate|We have expanded our wellness coach and counseling staff, as well as increased our student support team to include a dedicated registrar and attendance outreach.   Further, in 2025-2026 we created and deployed and District wide wellness and engagement plan to include community schools advisories at each school site, a wellness team (both at each site and as a district level team), along with coordinated expanded efforts through the Mental Health Services program at the County of Siskiyou|Met||2025-06-25|2025
47704820000000|Weed Union Elementary|6|Our report provides the detailed results for each question from the 2024-25 California Healthy Kids Survey (CHKS)  for schools within this school district. The CHKS, along with its two companion surveys—the California School Staff  Survey (CSSS) and the California School Parent Survey (CSPS)—form the California Department of Education’s  California School Climate, Health, and Learning Survey (CalSCHLS) System. CalSCHLS is the largest, most  comprehensive state effort in the nation to regularly assess students, staff, and parents to provide key data on school  climate and safety, learning supports and barriers, stakeholder engagement, and youth development, health, and  well-being. We are very proud that all of our key data points indicate well above the State's average in satisfaction  and feeling safe at school.|Significant progress has been made with connecting students to school.  Our Wellness Center and positive approach  to students being successful has played a significant role in connecting students.|We plan on increasing resources to our Wellness Center through multiple grants.|Met||2025-06-26|2025
47704900000000|Willow Creek Elementary|6|Willow Creek Elementary School District annually administers the Kids' Healthy Survey to gather perceptions of safety and school connectedness. In 2024–25, students in grades 4–8 completed the survey aligned with state priorities. The survey includes items on physical and emotional safety, adult and peer relationships, and student voice.  Key Results (Grades 4–8):  89% of students feel safe at school  85% feel connected to peers and school activities  92% have a trusted adult on campus  81% say adults treat students with respect  76% say students treat each other with respect  Disaggregated Data: Results were disaggregated by student group where responses were sufficient for reporting.  Socioeconomically Disadvantaged: 88% feel safe; 78% feel connected  Students with Disabilities: 85% trust adults; 66% feel peer respect  English Learners: 87% feel safe; 79% feel peer inclusion  While most student groups reported high levels of safety and adult trust, students with disabilities and English learners indicated lower peer connections. This identifies a need to strengthen inclusive practices.  Additional input from family surveys and staff feedback supports the findings. Parents report strong school-home communication and a welcoming culture. Staff highlight student-adult relationships and emotional safety as key strengths.  Survey data is used to guide district decisions related to student well-being, behavioral supports, and relationship-building. It informs LCAP planning, site goals, and strategies to ensure every student feels safe, connected, and supported.|Analysis of Willow Creek Elementary School District’s school climate survey data revealed key strengths and important areas for growth. Overall, students in grades 4–8 reported high levels of physical and emotional safety, strong relationships with adults, and a sense of belonging at school. These positive responses suggest that the district’s efforts to maintain a welcoming, supportive environment are effective.  Strengths Identified:  92% of students reported having at least one trusted adult at school, showing strong adult-student relationships.  89% of students feel safe on campus, indicating effective supervision and behavioral expectations.  85% feel connected to peers and school activities, highlighting inclusive school culture.  Family survey results affirm strong communication and trust between home and school.  These strengths reflect successful implementation of schoolwide expectations, regular staff check-ins with students, and consistent communication with families. The district’s small-school setting allows for close connections, which helps maintain a positive and responsive environment.  Identified Needs and Disparities: Disaggregated data revealed several areas for focused improvement:  Students with Disabilities reported lower levels of peer respect (66%) and slightly less connection with adults (85%) compared to peers, suggesting a need for improved peer inclusion and targeted social supports.  Socioeconomically Disadvantaged Students reported slightly lower connectedness (78%), indicating they may benefit from additional engagement opportunities.  English Learners reported lower peer inclusion (79%) despite reporting similar levels of safety and adult trust. This points to a need for culturally responsive practices and language support in social settings.  These findings emphasize the importance of strengthening peer relationships, especially for students with disabilities and English learners. They also highlight the need to ensure all students—regardless of background—feel equally respected and connected in all areas of school life.  Key Learnings:  Relationships with adults are strong, but peer dynamics require greater attention.  Students who are traditionally underrepresented may need more support to feel fully included.  Expanding student voice opportunities can help identify subtle barriers to connection.  The district will use these findings to guide climate improvement efforts, including peer leadership activities, social-emotional learning, inclusive events, and increased student input. By addressing these identified needs, Willow Creek aims to ensure a safe, respectful, and inclusive environment for all students.|Based on analysis of local climate data and key learnings, Willow Creek Elementary School District will make several changes to existing practices to strengthen peer relationships, increase inclusion, and improve school connectedness for underrepresented student groups.  1. Strengthening Peer Connections and Respect: Survey data indicated that students with disabilities and English learners feel less respected by peers. To address this, the district will implement structured social-emotional learning (SEL) lessons focused on empathy, inclusion, and peer collaboration. SEL will be embedded into weekly instruction across grade levels. Additionally, peer buddy systems and cooperative learning structures will be expanded to promote interaction among diverse student groups.  2. Increasing Student Voice Opportunities: To better understand student needs, the district will establish quarterly student check-ins and student feedback forms, including questions on classroom climate and belonging. Staff will use this input to make classroom-level adjustments and to guide broader schoolwide decisions.  3. Improving Family Engagement Strategies: As part of addressing disparities in connectedness among socioeconomically disadvantaged students, the district will improve outreach to families through more flexible event scheduling, multilingual communication, and informal gatherings. This will ensure that families feel empowered to support their child’s school experience and provide input into programs and supports.  4. Expanding Staff Training: The district will provide professional development on inclusive practices, culturally responsive communication, and strategies for supporting students with diverse needs in social settings. This training will help staff build stronger peer dynamics and more inclusive classroom environments.  5. Monitoring and Follow-Up: The district will revise its climate data review process to include a mid-year check using brief pulse surveys, allowing staff to monitor progress and adjust supports as needed. These results will be reviewed with stakeholder groups such as the School Site Council and student representatives to inform ongoing improvements.  These actions reflect the district’s commitment to using data and stakeholder input to continuously improve school conditions and ensure a positive, inclusive environment for all students.|Met||2025-06-24|2025
47705080000000|Yreka Union Elementary|6|Local climate survey data indicates:  School Connectedness: Parent: 88% Student: 52% (7th grade students) Staff: 96%  Campus Safety: Parent: 92% Student: 60% (7th grade students) Staff: 96%|YUSD key learnings from survey data include an increased effort to be made in supporting students feel connected and safe at school.|In 2025.2026 YUSD intends to implement programmatic changes to support student connectedness and a sense of school safety including: increased staffing focus in these areas and professional learning, including CPI and Restorative Justice.|Met||2025-06-24|2025
47705160000000|Yreka Union High|6|The school survey reflected that majority felt (79%) we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically, 67% felt their student was successful. We had positive results with being comfortable communicating with staff.|The school survey mostly reflected positives regarding our school climate. We will continue to make school climate a focus and work towards making our campus a great place for all.|The most recent school survey did not prompt any changes to existing plans, policies, or procedures.|Met||2025-06-18|2025
47736840000000|Butte Valley Unified|6|California Healthy Kids Survey 2025  Grade 6 School Connectedness (Table 6.7): 44% reported feeling connected.  Low Violence Victimization (Table 9.1): 47% reported feeling unsafe. Grades 7 School Connectedness (Table 6.4): 26% reported feeling connected Low Violence Victimization Table 8.1): 24% reported feeling unsafe.  Grades 9 School Connectedness (Table 6.4): 32% reported feeling connected. Low Violence Victimization (Table 8.1): 19% reported feeling unsafe.  Grade 11 School Connectedness Table 6.4): 16% reported feeling connected. Low Violence Victimization (Table 8.1): % reported feeling unsafe was not reported.|Below 50% of students report positive school connectedness. Above 50% reported low violence victimization.   Areas of need: 	Increased engagement 	Increased family engagement 	Increased services to promote wellness 	Improved school discipline 	Alternative Education classrooms 	Staff for discipline management Areas of strength 	Improved staffing 	Beginning implementation of programs and services to support students and families 	Improved instruction in ELA, interventions, and academics in general 	Implementation of MTSS and PBIS 	Improved focus on engagement and community outreach|New staffing, including administration, are prepared to continue implementation of MTSS/PBIS. Partnerships to support school-based mental health and wellness have been established and grants funds secured to support programs. Engagement is the focus for the coming year. The opportunity to hire new and experienced staff will assist our efforts to improve performance in all areas. The addition of coaching and behavior support staff will support students and staff in academics and climate.|Met|As a small district, funding for a placement for expelled youth or youth in need of an alternative education placement has been limited. The lack of available consequences and the lack of an alternative education placement has created an environment where|2025-06-25|2025
47764550000000|Scott Valley Unified|6|"According to the California Health Kids Survey (CHKS)  For 6th grade students for the 2024-2025 school year- 69% of students reported that adults care about them most or all of the time (87% feel that teachers listen ""most"" or ""all of the time"" and 53% say adults make an effort to get to know them). 78% perceive that adults have high expectations ""most"" or ""all of the time"". 73% report a strong anti-bullying climate.  For Secondary Grades (Grades 7, 9, 11) 67% (Grade 7), 76% (Grade 9), and 67% (Grade 11) of students report feeling safe or very safe at school Percentage who report positive caring relationships: Grade 7: 71%; Grade 9: 55%; Grade 11: 67%Specific areas: Feeling noticed when absent: 72% (Grade 7), 55% (Grade 9), 57% (Grade 11) and Feeling listened to: 72% (Grade 7), 58% (Grade 9), 71% (Grade 11). Adults Having High Expectations of Students: Grade 7: 74%; Grade 9: 63%; Grade 11: 76%. Most students felt adults encouraged their best and believed in their success across grades Anti-Bullying Climate: Reported harassment or bullying in past 12 months-Grade 7: 38%; Grade 9: 24%; Grade 11: 44% The high percentage of harassment and cyberbullying reported suggests an area of concern at the secondary level as reported by: Grade 7: 31%; Grade 9: 32%; Grade 11: 37%"|Summary Observations: Elementary students feel well supported with high ratings for adult care and high expectations, though only 40% perceive peer-led anti-bullying actions.  Secondary students experience a decline in feelings of connectedness and caring adult relationships after Grade 7.  Bullying and cyberbullying concerns rise in secondary grades, notably in 11th grade where 44% reported harassment.  Perceptions of safety remain generally positive, though not improving in higher grades.|Differentiated Assistance status for suspension rates and chronic absenteeism aligns with some of the data of the CHKS or at least offers correlational data. A comparison between staff responses and parent/family responses in the above areas of school connectedness and school safety will be an informative activity for the sites to engage with when school resumes in 2025-26 school year. Principals will have continued opportunities to share the data with respective site staff and to make informed decisions for the School Plans for Student Achievement.|Met||2025-06-25|2025
48104880000000|Solano County Office of Education|6|Students are surveyed annually to assess their perception about safety, level of engagement, emotional and social well-being, effective communication, and satisfaction with services. Students engage in a survey related to the LCAP, Community School Partnership Program ongoing survey feedback, as well as the California Healthy Kids Survey (CHKS).|Survey data show that most of our students feel satisfied with the academic and emotional support they receive at school. On the CHKS most students feel safe at school and have a connection with at least one teacher. It is our goal to continue to improve in these areas, by involving students in engaging activities and training our staff to provide effective social-emotional and career/college readiness support. Our student group sizes are small and reported information is not provided in detail as it may be identifiable.|We will continue to gather feedback from educational partners and respond to identified needs with a focus on continuous improvement.|Met||2025-06-25|2025
48104880139030|Elite Public|6|2025 Student Survey results: 75% responded positively regarding school safety 85% responded positively regarding school connectedness|We are working toward building a peaceful and productive ELITE school campus where all students belong and are respected members of the school community. The affirming ELITE school community will be trauma-sensitive, intentionally inclusive, and restorative. Students who are having difficulty academically and socially within the community are supported by ELITE staff members, who have agreed to embrace all students, strategic partnerships with Community-Based organizations, volunteers, and the Full-Service Community School staff. ELITE employs support staff to provide comprehensive academic, social, mental and physical education services to meet student, family and community needs and create clear pathways from Preschool to College/Career. Our Full-Service Community Schools liaison coordinates services for students who need additional support to meet the ELITE Standards of Excellence. ELITE faculty and staff receive training in and are expected to fully implement the following best practices toward creating a safe and supportive environment:   1) Positive Behavior Intervention and Support  2) Restorative Justice  3) Trauma-Sensitive practices  4) Youth Suicide Awareness, Prevention, and Post-intervention 5) Active Shooter  6) Sexual Harassment: Policy and Prevention  7) Mandated Reporter  8) Cyberbullying|ELITE will continue the current actions that are fostering a positive school climate.|Met||2025-06-10|2025
48705240000000|Benicia Unified|6|BUSD administers and analyzes the results of two surveys to assess student, staff, and parent perceptions of a variety of aspects of school climate and safety. The REACH (Relationships, Effort, Aspirations, Cognition, and Heart) survey is administered to all secondary students (6-12th grade). The REACH survey is a valid and reliable youth self-report survey that measures academic motivation. The survey, developed by the University of Minnesota, is based on research regarding youth developmental assets. The REACH Survey helps staff gain insight into middle and high school students' relationships and character strengths that are essential for motivating them to become self-propelled young adults.   We also administer the Renaissance/PASS Survey to all elementary students.  The Renaissance/PASS Survey measures students' feelings about school, their perceived capability, their self-regard, preparedness for learning, attitudes toward teachers, general work ethic, attitude toward attendance, and response to curriculum.    The California Healthy Kids Survey is administered to students in grades  7, 9, and 11 and all students attending our continuation high school. In addition staff at all district schools and parents of all students are requested to complete online surveys.    The REACH, Renaissance/PASS, and the California Healthy Kids surveys are analyzed together at both the district and site levels to identify areas of targeted strengths and growth. This is included in our District LCAP metrics.   The overall data for each survey is as follows: REACH: Relationships - 55% REACH: Heart - 58% REACH: Sense of Belonging - 52% Renaissance/PASS:  Feelings About School (grades 1-2) - 74% Renaissance/PASS:  Feelings About School (grades 3-4) - 66%  More detailed data regarding these surveys can be found in Goal 1 of our District LCAP.|The data taken together from the surveys, at the last full administration in 2024 (REACH), indicate that in terms of relationships and sense of belonging as they pertain to school connectedness, student and staff relationships, and school climate, our data has peaks and valleys. Students reported that they are challenged to grow academically and are provided support by adults on campus.   The overall needs indicated by our data: Continued focus on building relationships, especially with our marginalized groups Continued focus on creating a sense of belonging with all students, especially at our secondary sites Continued focus on creating culturally responsive and inclusive environments at all sites and levels  Additional data can be found in our LCAP Goal 1 metrics.|The District continues to focus on building relationships with students through extensive training in equity,  cultural responsiveness, restorative practices, PBIS, and Universal Design for Learning.  This will continue to be an area of focus. The District  LCAP goal states All students in Benicia Unified School District, especially those who have been underrepresented,  will feel a sense of belonging and connection to their school community so that they feel challenged and invested in a learning environment that values individuals and is accepting, respectful, safe and supportive.|Met||2025-06-17|2025
48705320000000|Dixon Unified|6|"The California Healthy Kids Survey (CHKS) , an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency was administered to students at grades five, seven, nine, and eleven. School sites were able to collect and analyze data regarding local youth health risks and behaviors, school connectedness, school climate, protective factors, and school violence. For the LCAP, DUSD focused on ""School Connectedness."" Grade 5: 62% Grade 7: 35% Grade 9: 40% Grade 11: 39% Non Traditional: 48% Dixon Unified School District's Chronic Absentee rate declined by 1.1%. While we still are not where we want to be (as a district we are in the orange), our Homeless, Socioeconomically Disadvantaged, and students with two or more races were in the yellow. Our Students with Disabilities declined by 1.4% from the previous year. Hispanic and Multilingual Language Learner students maintained their Chronic Absentee rate. In 2023 we were at 28.9% and in 2024 we were at 27.8% in Chronic Absenteeism. Overall, our Graduation rate increased by 3.9%. DUSD saw a significant increase in the Graduation Rates for their Homeless population by 5%, English Language Learners by 8.1%, Hispanic students by 3.6%, Long-term English Learners by 9.8%, and white students by 1.6% All groups were ""Green"" status on the Dashboard. The District's Suspension Rates has maintained since last year, however, there is still ample room for growth across the District. Overall DUSD fell into the ""Orange"" category on the Dashboard. Our students who identify as English Language Learners increased by 0.5%. Our Homeless students decreased in their Suspension Rate by 1.1%. Suspension Rates increased for our Long-Term English Learners, African American Students, Asian Students, English Learners, and White Students."|Based on survey results, each site analyzed the survey data to identify specific areas where students may be experiencing challenges or where the school climate may need improvement. The district and sites implemented the following responses with the goal of improving School Climate. Based on the identified areas of concern, the district and sites developed action plans to address specific areas, especially Tier 1 strategies. The District's PBIS programs at each site significantly contribute to reducing suspension rates within each school by fostering a positive and inclusive school climate and providing proactive strategies to address behavioral issues. PBIS teams meet monthly to analyze discipline data and refine their PBIS structures based on data received. Targeted support and interventions are provided to students who are at risk of exhibiting challenging behaviors, as well as offering social-emotional learning programs to teach essential life skills. Site PBIS leads, funding for release time or extended duty for Tier 1 and Tier 2 PBIS team members, as well as the Mental Health Clinicians are all key to the efficacy of these programs and the improvement of our school climate. The data indicates there is a continued need for intervention and analysis for all students in the area of attendance. Positive Behavioral Interventions and Supports (PBIS) played a pivotal role in fostering improved attendance within schools. By implementing PBIS strategies, our school sites have created a supportive and nurturing environment where improved attendance is recognized and reinforced. Furthermore, PBIS interventions often involve collaboration among teachers, staff, students, and families, fostering a sense of community and accountability for attendance. As a result, students are more likely to attend school regularly, leading to improved academic outcomes and overall student success. In addition to our PBIS program, the District's Coordinator of Pupil Services, site administrative teams, and Parent Liaisons met monthly to analyze attendance data and set school wide SMART goals to improve student attendance. The site Mental Health Clinicians supported student attendance by addressing the underlying psychological, emotional, and social factors that contributed to absenteeism at the Tier 3 level These professionals provided a range of services aimed at promoting mental wellness and addressing barriers to attendance. In addition to providing individual counseling for our most at risk students, the Mental Health Clinicians conducted both small group and whole class interventions, leading to a more positive school culture.|The Dixon Unified School District staff identified two essential areas to support students, families, and staff in addressing their social emotional and behavioral health needs and improving School Climate. The first element ensures our Positive Behavior Interventions and Supports (PBIS) are in place and fully implemented to support students and staff at each school site. In addition, this creates a structure for PBIS and SEL to be integrated at each school site. PBIS teams will continue to participate in coaching, professional development and monitor site data, including discipline referrals and California Healthy Kids data. Mental Health staff will continue to provide push in support for targeted grade levels or classrooms using our Social Emotional Learning Curriculum. For our Tier 2 students needing additional supports, they will participate in small group instruction instruction. Students referred through the mental health referral process and identified as needing the most intensive supports will receive weekly counseling or behavior support from our Mental Health Clinicians, school psychologists, or behaviorists. Staff will also make referrals to outside agencies. The second element ensures on supporting staff and student wellness. Students will have access to our Mental Health Team and support from outside agencies. School staff and parents can make a referral to our Mental Health Team.|Met||2025-06-26|2025
48705320122267|Dixon Montessori Charter|6|"Dixon Montessori Charter School administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, and 8 to assess school climate, student connectedness, and perceptions of safety. The survey provides insights into how students experience their school environment and includes disaggregated data where available.  Survey responses indicated strong feelings of safety and connection: 100% of respondents reported feeling safe in their classroom (""Always""). 70% of students agreed or strongly agreed that they feel close to people at school.  However, the survey also revealed areas of concern in the middle school: 30% of students reported feeling sad or hopeless for two or more weeks over the past year.  These results highlight both strengths and critical areas needing attention—particularly around student mental health. The data informs our efforts to maintain a safe, welcoming school while expanding access to emotional support and wellness services."|Strengths: Students report high levels of safety and strong relationships with staff. The vast majority consistently indicated that they feel safe in their classrooms, with “Always” being the most common response. Many also agreed or strongly agreed that they feel close to others at school and are happy to be at school, which reflects positively on our efforts to foster a supportive learning environment. Teacher-student relationships appear to be a highlight, with students expressing that their teachers care about them and listen to them.  Identified Needs: A key area of concern is student emotional well-being. Approximately 30% of students reported feeling sad or hopeless for extended periods within the past year. This underscores the need for continued mental health supports and early intervention strategies. While overall engagement and safety are strong, this emotional health data suggests that a significant portion of students may be struggling in ways not immediately visible through academic or behavioral data alone.|1. Continued Mental Health Supports: Continue to provide a full time school counselor 2. Revisit SEL training: We currently use 2nd step school wide.  This may need to be adjusted to fit our middle school student needs.|Met||2025-06-10|2025
48705400000000|Fairfield-Suisun Unified|6|"FSUSD administers the California School Climate, Health and Learning Surveys (CalSCHLS). The results provide data to improve school climate, student engagement, parent involvement, and academic achievement.  The gender breakdown of students for the 2024-2025 school year reveals a fairly balanced distribution across grades. In 5th grade, female students slightly outnumber males, with 52% female and 48% male. In secondary grades (7, 9, 11, and NonTraditional School), the distribution remains relatively equal, with Grade 7 consisting of 49% male, 49% female, 0% nonbinary, and 1% identifying as “something else.” A similar trend is observed in Grade 9, with 49% male, 48% female, 1% nonbinary, and 2% identifying as “something else.” In Grade 11, there is a slight increase in male representation at 53%, while females make up 44%, and 1% of students identify as nonbinary or “something else.” The NonTraditional (NT) school category follows a similar pattern, with 51% male, 48% female, and 1% each for nonbinary and something else.  The racial and ethnic breakdown shows that Hispanic/Latino students comprise the largest group across all grade levels. In Grade 5, the racial composition includes 3% American Indian or Alaska Native, 13% Asian, 10% Black or African American, 37% Hispanic or Latino, 1% Native Hawaiian or Pacific Islander, 12% White, 13% Multiracial, and 11% categorized as “something else.” In secondary grades, the proportion of Hispanic/Latino students increases significantly, reaching 46% in Grade 7, 49% in Grade 9, 51% in Grade 11, and 63% in NT. Multiracial students remain relatively stable across grades, ranging from 13% to 15%, while Asian students maintain a presence of 12-13% in most grades but drop to 3% in the NT category. Black/African American students account for 9-13%, peaking in the NT category. White student representation declines from 12% in Grade 5 to 5% in NT, while American Indian/Alaska Native and Native Hawaiian/Pacific Islander students consistently remain the smallest groups, comprising 0-3% of the student population. The ""Something Else"" category remains relatively stable, ranging from 3-11% across all grade levels.  Key Observations: The gender distribution remains fairly balanced in secondary grades. In terms of racial and ethnic trends, Hispanic/Latino students make up the largest student group, increasing in proportion as grade levels progress. Multiracial students maintain consistent representation, while Asian student representation declines in NT. Black/African American students remain steady across grades, peaking in NT, and White student representation declines from elementary to higher grades. The smallest represented groups are American Indian/Alaska Native and Native Hawaiian/Pacific Islander students, making up 0-3% of the student body. Overall, the data highlights a diverse student population, with significant shifts in racial demographics as students move through grade levels."|The survey highlights a positive school climate and strong student engagement in elementary grades, with many students reporting supportive relationships with staff and high academic motivation due to teacher expectations. School safety and anti-bullying measures are effective, with most students, especially in elementary schools, feeling safe and recognizing clear anti-bullying policies and teacher intervention. Extracurricular participation is also strong, particularly benefiting low-income students by providing academic and social support.  However, engagement declines in secondary grades, especially in grades 9 and 11, with nontraditional (NT) students showing the lowest connectedness. Racial, gender, and socioeconomic disparities exist, as White and Asian students report higher school connectedness, while Black, Hispanic, female, and nonbinary students express lower safety perceptions and higher stress levels.  Foster and unhoused youth face greater challenges, reporting higher victimization, lower engagement, and more substance use, emphasizing the need for stronger mentoring and counseling services. Mental health concerns rise with grade level, especially for LGBTQ+ and female students, yet many are unaware of available resources, highlighting the need for improved mental health support outreach. Discipline disparities persist, with African American and Hispanic students facing more disciplinary actions and lower perceptions of fairness. 7th graders experience the highest bullying rates, while 9th graders report the least developmental support.  Equitable access to academic resources remains a challenge, with low-income students reporting fewer extracurricular and academic opportunities. While many students find teachers supportive, marginalized groups report fewer opportunities for meaningful engagement. These findings emphasize the need for targeted interventions to support at-risk students and ensure equitable access to resources.  There is a need for tailored interventions to address student engagement gaps, mental health needs, and disparities in school climate experiences. More specifically, the district can benefit from:      - Strengthening student engagement efforts in secondary schools, with a specific focus on 9th and 11th grade students, who report the lowest levels of connectedness.      - Expanding access to mental health resources and ensure that students, particularly LGBTQ+ youth, foster youth, and unhoused students, are aware of available supports.      - Improving equity in school discipline and learning supports, particularly to address concerns raised by African American and Hispanic students.      - Enhancing targeted interventions for nontraditional students, who report lower levels of school engagement and connectedness.      - Increasing access to extracurricular and academic enrichment programs for students in low-income schools, ensuring equitable learning opportunities.|"The analysis highlights key areas for improvement in student engagement, safety, mental health support, and equitable learning opportunities. Based on these findings, FSUSD plans to adjust policies and implement new strategies to address these challenges.  1. Strengthening Secondary Student Engagement (Goals 1 & 4)      - Challenge: School engagement declines sharply in grades 9 and 11, particularly among nontraditional (NT) students.      - Action: Expand student-led engagement programs and peer mentoring initiatives at the secondary level.      - Action: Revise advisory periods to include academic coaching, career counseling, and mental health awareness sessions.      - Implementation: Increase extracurricular opportunities and leadership roles for historically disengaged groups.  2. Addressing Disparities in School Climate & Discipline (Goal 2)      - Challenge: Black and Hispanic students report lower school connectedness and higher disciplinary rates.      - Action: Implement restorative justice training for staff and create student equity task forces to improve cultural responsiveness in discipline policies.      - Action: Revise discipline procedures to reduce suspension rates and emphasize positive behavior interventions.      - Implementation: Establish monthly discipline data reviews to ensure fair and consistent enforcement across student demographics.  3. Enhancing Mental Health Supports (Goals 2 & 4)      - Challenge: LGBTQ+ students and female students report higher emotional distress, yet many students are unaware of available mental health resources.      - Action: Increase mental health awareness campaigns and implement ""Wellness Centers"" on secondary campuses.      - Implementation: Provide training for staff on mental health first aid and increase partnerships with local mental health agencies.  4. Improving School Safety and Anti-Bullying Efforts (Goal 2)      - Challenge: 7th graders report the highest levels of bullying, while 9th graders express the lowest developmental support.      - Action: Strengthen anti-bullying education in middle schools and implement structured peer support programs.      - Action: Encourage quarterly climate check-ins where students report bullying concerns anonymously.      - Implementation: Expand student mediation programs and ensure that disciplinary measures include restorative practices.  5. Increasing Access to Academic and Extracurricular Resources (Goals 1 & 4)      - Challenge: Low-income students report fewer academic resources and extracurricular opportunities.      - Action: Increase after-school tutoring, expand dual-enrollment courses, and improve college/career readiness support.      - Action: Ensure equitable access to Advanced Placement (AP) and career technical education (CTE) pathways.      -  Implementation: Establish community partnerships to provide scholarships, internships, and mentorship programs."|Met|By implementing the actions associated with Goal 1 and Goal 4 of the Local Control and Accountability Plan, FSUSD aims to create a more inclusive, engaging, and supportive school climate.|2025-06-26|2025
48705650000000|Travis Unified|6|The district uses survey, attendance, discipline and focus group data to create a holistic view of school culture. Survey data is collected annually from students grade 3-12, attendance and discipline data is collected continuously for all students and focus group data is collected for a sample of students K-12. Students are asked a series of questions related to school connection, caring adults, feeling safe at school (physically and emotionally), experiencing bullying or harassment, chronic sadness, high expectations from adults on campus and suicidal ideation (grades 7-12). Data is disaggregated by school site and grade band; all other demographic information is optional on these anonymous surveys.  Data summary (percentage agree/strongly agree by grade band, elementary middle, secondary and alternative ed): School Connection: E: 63%  M: 50%; HS: 50% Alt: 58% Caring adults: E: 60%; M: 58%; HS 55%: Alt: 71% High expectations from adults at school: E: 74%; M: 73%; HS: 68%; Alt: 76%  Experienced bullying/harassment: E: 40%; M: 49%; HS: 26: Alt: 15% Chronic sadness: E: 17%; M: 30%: HS; 29%; Alt: 24% Suicidal ideation: E: NA; M: 19%; HS: 11%; Alt: 9%|For the metrics the district is trying to increase, we had areas of strength with elementary students, especially related to caring adults. For those metrics we are trying to decrease (harassment/bullying, chronic sadness and suicidal ideation) our most troubling metrics were surrounding chronic sadness, which was 30% for our middle school student, and 29% for our comprehensive high school students.  Additionally, 19% of middle school students indicated they had engaged in suicidal ideation. Bullying/Harassment data are also concerning in elementary and middle schools, although we do see these numbers wane in high school.  Although student survey data and focus group feedback are the primary metrics, these data points are also reflected in other metrics.  For example, the district's most recent chronic absenteeism data show that 13% of students missed 10% or more school days in 2023-24.  This shows that for many students, we have work to do to fully engage them in school.|There are areas of progress which are hopeful.  Students recognize that adults at school care for them, and that the system has expectations for their success.  Students in elementary schools and high schools typically feel safe at school.   Our alternative education high school has some of the highest metrics for caring adults, feeling safe at school and experiencing high expectations from adults, while simultaneously having the lowest rates of suicidal ideation and experiences with bullying or harassment. Clearly elements of their educational and support model are worthy of exploration and replication.  Based on the data, the district continues to focus on improving school climate through increased opportunities and programs to connect and engage students. Given the increased need of some student groups, the district is also taking steps to have targeted support, including specialized staff to assist students.    Some examples include:  Promote safe and inclusive play in elementary schools to help students stay active and to provide practice with valuable social and emotional life skills.   Enhance orientation for students transitioning between schools to ensure unduplicated and military students get a smooth, positive start using WEB (Where Everybody Belongs), Link Crew, and Anchored 4 Life programs.   Improve campus climate as experienced by unduplicated students using Student Support Specialists and other staff to provide additional Check-in Check-out support (CICO), individual student support, and engaging campus activities; provide TOSA support focused on school climate improvement.   Continue to provide School Social Workers for unduplicated students needing socio-emotional support.   Refine implementation of Positive Behavioral Interventions & Supports (PBIS), focusing on Tier II supports, refinement of Tier I supports, and implementation of social-emotional learning instruction, including digital citizenship, including district-wide facilitation among schools and community partners.    Partner with CA-ISP to support all students by providing a continuum of academic, behavioral, and social-emotional supports through high quality, regular professional development.  Provide Wellness Centers at all schools to help students regulate emotions so they can focus on learning.   Facilitate trainings and meetings at school sites for School Social Workers, Social Work Interns, and Wellness Center implementation teams by the Director of Student services.|Met||2025-06-17|2025
48705730000000|Vacaville Unified|6|Percentage reporting feelings of safety by grade level on local survey data: - 5th grade: 95% - 7th grade: 87% - 9th grade: 86% - 11th grade: 81%  Percentage reporting School Connectedness by grade level on local survey data: - 5th grade: 91% - 7th grade: 90% - 9th grade: 86% - 11th grade: 81%|The data reveals a clear pattern: students in the earlier grades report stronger feelings of safety and school connectedness compared to their older peers. In Grades 5 and 7, students report high levels of school connectedness (91% and 90%, respectively) and feelings of safety at school (95% and 87%). However, these numbers decline in higher grades, with Grade 9 and 11 students reporting lower levels of connectedness (86% and 81%) and perceived safety (both at 86% and 81%). This downward trend suggests that as students move into high school, their sense of belonging and safety decreases. Areas of strength include the strong sense of safety among Grade 5 students and consistently high levels of connectedness through middle school, indicating effective engagement and supportive environments in those grades. However, there is a clear need to address the decline in connectedness and safety at the high school level. Targeted strategies such as strengthening student-teacher relationships, expanding inclusive extracurricular opportunities, and enhancing safety measures may help. Additionally, providing structured transition support from middle to high school could be crucial in maintaining student well-being during this pivotal period.|Based on the data, our focus will be on supporting students during the key transition periods from elementary to middle school and from middle to high school, as these points show noticeable declines in students’ feelings of connectedness and safety. Implementing targeted support strategies during these critical stages—such as orientation programs, mentoring, and structured transition activities—may help sustain students’ sense of belonging and well-being. In addition, we will prioritize expanding opportunities for older students to engage in peer support groups and meaningful extracurricular activities, which can foster stronger connections to their school community. We also recognize the importance of ongoing monitoring and will regularly assess these metrics and gather student feedback to identify emerging concerns and respond with timely, data-informed interventions.|Met||2025-06-26|2025
48705730129494|Kairos Public|6|To assess school climate, our organization uses an annual Survey. We use this data to inform our actions, especially our LCAP goals. Those competencies include transferable skills in Critical Thinking, Responsible Citizens, Effective Communicators, Self-Directed Learners, Specific actions at all academy sites were developed based on this data and staff at those schools continue to work to monitor our progress on this goal, as well as developing ways to improve.  Summary of Survey Results related to Safety and School Connectedness: Feel safe at school 90.4%  Feel unsafe at school 5%  Caring adults in school 87.9%  Summary of Survey Results related to Portrait of a ESLRS:  98%|Our organization uses an annual survey to assess school climate, and the results are used to inform our Local Control and Accountability Plan (LCAP) goals, focusing on critical competencies such as Critical Thinking, Responsible Citizenship, Effective Communication, and Self-Directed Learning. According to the survey, 90.4% of students feel safe at school, while 5% feel unsafe, indicating a generally positive perception of safety. Additionally, 87.9% of students feel there are caring adults at the school, which supports a nurturing environment. Moreover, 98% of students resonate with the school's Expected School-wide Learning Results (ESLRs), reflecting high levels of school connectedness and alignment with our educational goals. Based on this data, specific actions have been developed at all academy sites, and staff continue to monitor and improve these areas to ensure ongoing progress.|We use the data from our annual school climate survey to guide and inform our strategic actions and LCAP goals. The high percentage of students feeling safe (90.4%) and recognizing caring adults (87.9%) underscores the effectiveness of our current safety and support initiatives, but the 5% who feel unsafe indicates a need for targeted interventions to address specific concerns. The strong alignment (98%) with our Expected School-wide Learning Results (ESLRs) highlights the success of our programs in fostering essential skills. This data drives specific actions at each academy site, such as implementing additional safety measures, enhancing support systems, and refining educational programs to further improve critical competencies. Staff at each site use this information to continuously monitor progress and develop improvement strategies, ensuring that our environment remains safe, supportive, and conducive to learning.|Met||2025-06-18|2025
48705730135095|Ernest Kimme Charter Academy|6|95.3% of parents feel Kimme is safe, 95.2% feel that the adults at Kimme care about their student, 90.5% feel administration respond quickly to issues. 93.9% of students feel Kimme is safe, 83% feel like they have a trusted adult on campus to talk to.|A majority of parents and students feel that Kimme is a safe place to come to school and learn. The percent of students who have a trusted adult on campus to talk to has decreased so Kimme needs to work on bringing that percent back up.|Expanding the visibility of mental health providers on campus so students know where to find someone if they need support. Continue enforcing and teaching our behavior expectations to ensure students continue to feel safe at school.|Met||2025-05-22|2025
48705734830113|Buckingham Collegiate Charter Academy|6|2024-25 BCCA Annual Student and Parent surveys and 2023-24 CSPS Parent Surveys on school climate indicate that the overwhelming majority feel that BCCA is a safe environment that supports their students in most aspects of their school life. Student survey administered in 2024 indicates that 83.3% of students feel that there are opportunities and resources for them to find their place/feel connected. When broken down by grade level, 9th graders felt more connected (89%) than 11th graders (78%). Of the 320 students who participated in our annual school survey, 86.3% of them reported feeling that Buckingham is a safe school. There was a slightly high perception of school safety among 11th graders (89%) and 9th grade students (93%) compared with 10th/12th graders.  The CHKS Survey Results show a similar pattern of perceptions related to school safety and school connectedness, however, these surveys offer a neutral response option such as “I feel neither safe nor unsafe” leading to slightly different results. The last time this survey was administered (23-24), only 3% of 9th graders and 2% of 11th graders report feeling unsafe or very unsafe at school, whereas 68% of 9th graders and 79% of 11th graders report feeling safe or very safe.|Our school’s strengths include our students feelings of connectedness to school overall. Buckingham students report that our staff are caring and have high expectations. We are also well above the state average with our promotion of parental involvement. Our 23-24 school climate report card shows that areas for improvement include increasing academic motivation and creating more opportunities for students to have “meaningful participation” in their education as well as working on the perception of “fairness” in our discipline measures. Additionally, students are reporting an increased number of feelings of sadness or hopelessness that should continue to be addressed. Students with IEPs feel a similar level of connectedness to school as our students without IEPs (within 1% for grade 9% and 8% for grade 11). However, students with an IEP feel slightly less safe at school (12% lower for grade 9 and 7% lower for grade 11). For grade 9, male students feel safer than female students (74% of males feel safe or very safe whereas 66% of females feel safe or very safe). However, for grade 11 students, the opposite was true with 79% of male students feeling safe or very safe and 88% of female students feeling safe or very safe.|Our second LCAP goal is to continue to develop a positive, safe and productive school culture, building on social-emotional learning. Our students can only achieve the academic success, as well as the college, career, and life readiness addressed in goal 1 if they are in a safe, productive and positive school culture. Our vision is that under the guidance of our dedicated staff, our Buckingham students will develop the academic fortitude, character, and confidence to meet life's post-secondary challenges. We must provide support in helping our students build the character traits: kind, noble, innovative, growing, hardworking, and tough. As we strive to build a positive school culture and provide them with healthy social emotional skills, we seek ways to connect with our school community and address barriers to learning. In order to track our progress, we have included metrics in our LCAP to monitor our progress in this area including our suspension rate and expulsion rate. We are also aiming to increase the percentage of students in Grades 9 and 11 reporting school as being safe or very safe on the bi-annual CalSCHLS as well as the percentage of students in Grades 9 and 11 reporting school connectedness on the bi-annual CalSCHLS. Additionally, we are aiming to decrease the percentage of students in grades 9 and 11 who report that they have considered suicide. Lastly, we are working to maintain our grade 9 and grade 11 students' perception of high expectations as reported by the high expectations metric on the bi-annual CA Health Kids Survey. We have included specific actions in our LCAP to address these areas including:  2.1: Develop a positive school culture through an emphasis in character development, building community, and inclusion. 2.2: Enhance home to school connection through increased communication, participation in school events, and opportunities to gather feedback with parents, students, and the larger community. 2.3: Enhance school safety by developing and maintaining systems to address, monitor and problems solve safety concerns. 2.4: Implement intervention systems to reduce problem behaviors and improve academic achievement. 2.5: Increase offerings of social-emotional support and intervention, principally directed toward our unduplicated pupils.|Met||2025-06-12|2025
48705736051338|Fairmont Charter Elementary|6|Based on student surveys, 87% of Fairmont Charter School students felt a sense of school connectedness. 90% of the students felt safe at school.|The analysis of data reveals several key insights regarding our students' experiences. A significant 87% of students reported feeling a sense of connectedness to the school, indicating a strong, supportive community and positive relationships among students and staff. This sense of belonging is crucial for student engagement and overall well-being. Additionally, 91% of students felt safe at school, underscoring the effectiveness of our safety protocols and the fostering of a secure environment. However, the data disaggregated by student group suggests that while overall satisfaction is high, disparities may need addressing. For instance, certain student groups might feel less connected or safe, pointing to a need for targeted interventions to ensure equitable experiences for all. Strengths identified include the strong community spirit and the effective implementation of safety measures. Areas for improvement include addressing gaps in the sense of belonging and safety among different student groups, enhancing communication, and providing additional support where needed. This data-driven approach will help refi ne our strategies to ensure that every student feels equally connected and secure in our school environment.|Based on local data analysis, Fairmont Charter Elementary School recognizes the need for several changes to address identified areas of need. To enhance the sense of connectedness and safety across all student groups, we will continue to implement targeted programs that foster inclusivity and community engagement, such as peer mentoring and diversity workshops. Policies will be revised to ensure equitable access to support services, including counseling and extracurricular activities. We will also introduce regular feedback mechanisms to monitor student well-being and promptly address concerns. Safety procedures will be updated to include more comprehensive drills and clearer communication channels for students and parents. Additionally, staff will receive ongoing training on cultural competency and student mental health. These revisions aim to create a more inclusive, supportive, and secure environment for all students, ensuring continuous improvement and fostering a positive school culture.|Met||2025-06-12|2025
48705810000000|Vallejo City Unified|6|"The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2022-23 school year as one measure of school climate. The focus of this submission is for the students' perceived safety at school and students' school connectedness at grades 5, 7, 9, 11 and Non-Traditional (NT) Schools.  5th Grade 2021-2022 School Connectedness: 61% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 57% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 67% responded ""Yes, most of the time"" or ""Yes, all of the time""   7th Grade 2021-2022 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""   9th Grade 2021-2022 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 37% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 48% responded ""Yes, most of the time"" or ""Yes, all of the time""   11th Grade 2021-2022 School Connectedness: 33% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time""   Non-Traditional (NT) 2021-2022 School Connectedness: 31% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 44% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 48% responded ""Yes, most of the time"" or ""Yes, all of the time""   5th Grade 2021-2022 Feeling Safe at School: 63% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 Feeling Safe at School: 62% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 Feeling Safe at School: 69% responded ""Yes, most of the time"" or ""Yes, all of the time""   7th Grade 2021-2022 Feeling Safe at School: 34% responded ""safe"" or ""very safe"" 2022-2023 Feeling Safe at School: 39% responded ""safe"" or ""very safe"" 2023-2024 Feeling Safe at School: 40% responded ""safe"" or ""very safe""  9th Grade 2021-2022 Feeling Safe at School:38% responded ""safe"" or ""very safe"" 2022-2023 Feeling Safe at School: 30% responded ""safe"" or ""very safe"" 2023-2024 Feeling Safe at School: 43% responded ""safe"" or ""very safe""  11th Grade 2021-2022 Feeling Safe at School: 32% responded """"safe"" or ""very safe"" 2022-2023 Feeling Safe at School: 32% responded ""safe"" or ""very safe""   Non-Traditional (NT) 2021-2022 Feeling Safe at School: 33% responded ""safe"" or ""very safe"" 2022-2023 Feeling Safe at School: 39% responded ""safe"" or ""very safe"" 2023-2024 Feeling Safe at School: 44% responded ""safe"" or ""very safe"""|"Longitudinal data related to school connectedness for 5th graders & 9th graders reflects a significant improvement among students reporting positively in the area of school connectedness.  In grade 7 there the data related to school connectedness remained flat. There was an increas in the percent of students in non-traditional setting that reported a positive school connection.   The breakdown by student group for school connectedness data highlights that we have a continued need to engage and make connections with our African American Students.  55% of African American 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time.""  39% of African American 7th graders responded ""Yes, most of the time"" or ""Yes, all of the time"" and 43% of 9th graders responded ""Yes, most of the time"" or ""Yes, all of the time.""    Longitudinal Data related to feeling safe at school for 5th, 7th and 9th graders: More students are reporting positively in the area of feeling safe. Among 9th graders, the was a significant increase in the number of students reporting feeling safe.   The breakdown by student group for safety data highlights that we have a continued need to support our African American students to feel safe at school.  55% of African American 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time."" 38% of African American 7th graders responded ""Yes, most of the time"" or ""Yes, all of the time"" and 50% of 9th grade African American students responded ""Yes, most of the time"" or ""Yes, all of the time.""  Asian American students also report feeling less safe at school in the 7th and 9th grades. 28% of 7th grade Asian students and 33% of 9th grade Asian students feel safe at school. This again highlights a need to differentiate support for our student groups. At the secondary level, relationship development strategies, the use of wellness spaces and opportunities for students to engage with each other in meaningful ways will be prioritized.  Student feelings of connectedness and safety reflect the need to continue to implement and strengthen our strategies for full implementation of Positive Behavior Interventions and Supports (PBIS) including developing schoolwide lessons, behavior expectations and student recognitions for appropriate behavior. The continued implementation of restorative practices and the use of wellness centers has increased in 23-24 and in 24-25 and is a strength among the new practices on campuses to support student wellness, connectedness and safety. The positive trend toward higher levels of connectness is encouraging. However, it must be noted that the data is incomplete. 11th grade data is unavailable due to low participation. This is an issue that must be addressed."|The continued implementation of strategies to support student wellness, connectedness and safety include the addition of site safety staff and all K-8 campuses and some elementary campuses, the implementation of wellness centers at all VCUSD campuses, the implementation of the PAX program and The Leader in Me. Additionally, the services of Mental Health Support Providers has been expanded to ensure that all school campuses have staff assigned to support students' social emotional needs every day.|Met||2025-06-18|2025
48705810115469|Vallejo Charter|6|"Longitudinal data for students feeling a sense of school connectedness has increased in for 5th graders over the past several years. For 7th grade students, the responses have been mostly unchanged since school year 2021-22.   5th Grade 2021-2022 School Connectedness: 61% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 57% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 67% responded ""Yes, most of the time"" or ""Yes, all of the time""   7th Grade 2021-2022 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""    The breakdown by student group for school connectedness data highlights that we have a continued need to engage and make connections with our African American Students.  55% of African American 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time.""    Longitudinal Data related to feeling safe at school for 5th, 7th and 9th graders: More students are reporting positively in the area of feeling safe. Among 9th graders, the was a significant increase in the number of students reporting feeling safe.    5th Grade 2021-2022 Feeling Safe at School: 63% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 Feeling Safe at School: 62% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 Feeling Safe at School: 69% responded ""Yes, most of the time"" or ""Yes, all of the time""   7th Grade 2021-2022 Feeling Safe at School: 34% responded ""safe"" or ""very safe"" 2022-2023 Feeling Safe at School: 39% responded ""safe"" or ""very safe"" 2023-2024 Feeling Safe at School: 40% responded ""safe"" or ""very safe""  The breakdown by student group for school connectedness data highlights that we have a continued need to support our African American students to feel safer at school.  55% of African American 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time."""|Student feelings of connectedness and safety reflect the need to continue to implement and strengthen our strategies for full implementation of Positive Behavior Interventions and Supports (PBIS) including developing schoolwide lessons, behavior expectations and student recognitions for appropriate behavior. The continued implementation of restorative practices and the use of wellness centers has increased in 23-24 and is a strength among the new practices on campuses to support student wellness, connectedness and safety.|The continued implementation of strategies to support student wellness, connectedness and safety include the addition of site safety staff, the implementation of the wellness center at VCS, the implementation of PBIS and the services of Mental Health Support Provider will continue to be expanded to ensure that Vallejo Charter has staff assigned to support students' social emotional needs every day.|Met||2025-06-18|2025
48705810134262|Caliber: ChangeMakers Academy|6|In the 24-25 school year, Caliber ChangeMakers Academy administered two rounds of SEL/Culture & Climate Surveys to students in grades 4-8 in the Fall and the Spring. Our goal was to have 90% of students participate in the surveys.   Diversity and Inclusion: 81% (3% increase from 23-24) Rigorous Expectations: 69% (5% increase from 23-24) Learning Strategies: 60% (2% increase from 23-24) Fairness: 56% (same as 23-24) Cultural Awareness and Action: 55% (same as 23-24) Teacher-student relationships: 52% (same as 23-24) Sense of Belonging: 52% (4% increase from 23-24) Engagement: 39% (3% decrease from 23-24) School Safety: 53% (14% increase from 23-24)|We have made a lot of progress in school safety since the 23-24 school year.  Student perceptions of diversity and inclusion and rigorous expectations are a strength, and we did not observe any meaningful disparities across subgroups in this domain.  Additional exploration of this data highlighted that things around our school, including incidents surrounding our school in the neighborhood, influenced their sense of safety at school.|We are going to focus on Student Engagement moving forward in the 25-26 School Year by improving our Tier 1 Lesson Design.|Met||2025-06-18|2025
48705810137380|MIT Griffin Academy Middle|6|The Charter School has focused on the annual data, and needs to increase the attendance rate, reduce chronic absenteeism, and reduce suspension rate.|The key learning is to provide support to students through the Student Engagement Goal with a focus on positive school climate and culture. The Charter School will prioritize student activities, sports, clubs, and events to create a sense of belonging for students.|The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness.|Met||2025-06-09|2025
48705810139816|Griffin Academy High|6|The Charter School has focused on the annual data, and needs to increase the attendance rate, reduce chronic absenteeism rate, and reduce suspension rate.|The key learning is to provide support to students through the Student Engagement Goal with a focus on positive school climate and culture. The Charter School will prioritize student activities, sports, clubs, and events to create a sense of belonging for students.|The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness.|Met||2025-06-09|2025
48705814830196|MIT Academy|6|The data showed that students' scores were low in feelings of safety. There is violence in the area, in fact, this area had the highest violent crime rate in Vallejo. The Charter School is a safe place for students, but this is an area of concern for the school community. Previous behavior concerns have been addressed.|The key learnings were that the students feel positive about the school community and feel that the staff and teachers care about the students. In order to improve the sense of safety, there would need to be improvements through addition of supervision staff.|The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness. The Charter School will continue to utilize alternatives to suspensions and restorative practices to manage student behavior. MIT Connect has assisted to increase positive behavior and attendance.|Met||2025-06-09|2025
48705816116255|Mare Island Technology Academy|6|The data showed that the Sense of Community data from the students identifies an issue of relationships between students. It was noted that some students are teased or bullied, and some of the peers can be unkind and use inappropriate language. There seems to be a disconnect of how students use words and not understanding what the words mean. They use words, but do not recognize the power and impact of those words. The Charter School will focus on social emotional learning lessons in Advisory to improve the relationships between students.|Key learnings are teaching and empowering teachers and staff to recognize this student behavior and teach them how to interrupt a situation and use the teaching moment to ensure that the behavior stops. The Charter School will empower the teachers and staff to address the social emotional needs of the class with integrity and respect. The Charter School will implement opportunities for collaboration between teachers and the wellness program.|The Charter School will incorporate a full MTSS program and work collaboratively to address the needs of each student. There needs to be school-wide expectations that are used by all teachers for all students. There will be tiered support and huddles on how to address the issues at the lowest level after the Tier 1 and 2 interventions have been implemented and documented. Referrals will be for Tier 3 for safety issues. The administrators will support teachers on how to support students schoolwide in order to improve classroom management, use alternatives to suspension, and provide opportunities to practice and implement effective strategies.|Met||2025-06-09|2025
49104960000000|Sonoma County Office of Education|6|To evaluate school conditions and climate, our LEA administered the YouthTruth Climate Survey to students, parents/caregivers, and staff in both the 2023–24 and 2024–25 school years. The survey focused on perceptions of safety, belonging, and overall school climate—key elements that contribute to student engagement and well-being.  Focus Statement: Perception of Safety Each group responded to a parallel safety-focused statement:  Students: “I feel safe during school.”  Parents/Caregivers: “My child’s learning environment is safe.”  Staff: “I feel safe from harm while at my school.”  Survey Results Group	                          2023–24 (% Agree/Strongly Agree)	    2024–25 (% Agree/Strongly Agree)	   Change Students	                          - 64%	                                                    - 53%	                                                    - 11% Parents/Caregivers	         - 86%	                                                    - 66%	                                                    - 20% Staff	                           - 78%	                                                    - 59%	                                                    - 19%  These results reflect a clear decline in the perception of safety across all three respondent groups in 2024–25, signaling a need for renewed focus on school climate and behavior supports.  Student Demographics and Data Reporting Limitations All students enrolled in our Alternative Education programs are socioeconomically disadvantaged, qualifying them as unduplicated pupils under LCFF. Due to the small student population across sites, further disaggregation of results by other student group characteristics is not reported in order to protect student privacy and comply with data suppression requirements.  Additional Analysis and Local Input In response to declining perceptions of safety, the LEA engaged in deeper data collection throughout early 2025. This included:  Student focus groups that highlighted concerns around inconsistent enforcement of behavior policies and peer conflicts.  Staff forums that revealed a need for more training in trauma-informed de-escalation and positive behavior supports.  Parent listening sessions, with a focus on language access and culturally responsive communication, which revealed a desire for more frequent updates about student safety and schoolwide expectations.  These findings informed a set of targeted strategies in the LCAP to strengthen adult-student relationships, increase student voice in shaping school culture, and implement restorative and trauma-informed practices.|Through a comprehensive review of Dashboard and local data sources, several significant findings emerged regarding student performance, school climate, and systemic transitions within the Alternative Education program. These findings reflect both areas of strength and emerging needs, especially for our socioeconomically disadvantaged students, who make up 100% of the Alternative Education population.  Identified Needs and Challenges This past year, the retirement of the Alternative Senior Director after two decades of service marked a substantial transition in school leadership. The resulting administrative change, while expected, was felt deeply across the school community. Feedback from students and staff pointed to a perceived sense of instability and inconsistency in expectations, which may have contributed to an uptick in behavioral incidents.  Discipline data showed an increase in suspension rates, which correlates with partner concerns about school safety and the social-emotional well-being of students. This trend underscores a growing need to re-establish clear behavioral norms and implement trauma-informed support systems.  Areas of Strength and Growth Despite the challenges, there were notable improvements in two key areas:  Academic Challenge: Student engagement with rigorous curriculum showed measurable growth. More students enrolled in advanced or project-based learning options, signaling increased motivation and academic persistence.  College and Career Readiness: This indicator showed year-over-year growth. More students demonstrated post-secondary preparedness through completion of career pathway milestones and increased participation in work-based learning experiences.  These positive outcomes are particularly encouraging given the systemic transition and the high concentration of unduplicated students. The data suggests that while school climate requires urgent attention, academic outcomes are trending upward when appropriate supports and challenges are in place.|In response to the key learnings identified through the analysis of local and disaggregated data—particularly the increase in disciplinary incidents and stakeholder perceptions of inconsistency and unsafety following leadership transition—our LEA undertook a series of reflective and action-oriented steps during the 2024–25 school year to inform ongoing improvement efforts.  Strategic Changes and Actions Taken In January 2025, we launched a deeper engagement process to collect additional input from students, parents, and staff. This expanded data collection included targeted surveys and facilitated focus groups at all alternative education school sites. Insights gathered emphasized the importance of rebuilding trust, fostering a sense of belonging, and amplifying student voice.  To supplement internal feedback, district leadership conducted site visits to every alternative education campus in Sonoma County. These visits aimed to strengthen relationships, observe school climate practices, and identify replicable models of effective student engagement and support.  Additionally, a cross-functional site leadership team—including our Administrator, Guidance Counselor, ELD Teacher, and Student Accountability Specialist—visited court and community schools in Marin and Napa counties. These peer-learning exchanges provided critical insights into restorative practices, trauma-informed supports, and culturally relevant programming.  Identified Shifts for Continuous Improvement As a result of this comprehensive learning process, the following changes are being integrated into our LCAP and overall LEA improvement strategy:  Enhancing Student Engagement and Voice: We are revising our engagement protocols to include regular student forums and leadership opportunities that inform school decision-making and climate improvement plans.  Strengthening Communication Systems: Clear, consistent schoolwide behavior expectations and communication structures are being implemented to improve predictability and foster a culture of safety and respect.  Building Connected Communities: We are developing site-specific community-building initiatives—including advisory models, mentoring, and peer supports—designed to re-establish trusting relationships across the school community.  Through these actions, we aim to ensure that students and families feel valued, safe, and connected to their school environments. We believe these steps are essential for increasing not only safety and engagement, but also long-term academic and social-emotional outcomes.|Met||2025-06-26|2025
49402460000000|Petaluma City Schools|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12.  45% of students report that when they are upset or stressed there is an adult at school they can talk to.  This is similar to 2024 data.  Additionally, 58% of students report that they feel safe at school, similar to 2024 data as well.|Outcomes from the 2025 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools with some data. However, overall the data for the 2025 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide.  School site teams have developed schoolwide expectations and sites for the 2025-2026 year will spend time with their community partners to find ways to strengthen even more. .  Educators will continue to receive training on the lived experience of students through the workshops with Sean Darling-Hammond.  To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement.    PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities.|Met||2025-06-27|2025
49402460131961|Petaluma Accelerated Charter|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12. 45% of students report that when they are upset or stressed there is an adult at school they can talk to.  This is similar to 2024 data.  Additionally, 58% of students report that they feel safe at school, similar to 2024 data as well.|Outcomes from the 2025 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools with some data. However, overall the data for the 2025 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide.  School site teams have developed schoolwide expectations and sites for the 2025-2026 year will spend time with their community partners to find ways to strengthen even more. .  Educators will continue to receive training on the lived experience of students through the workshops with Sean Darling-Hammond.  To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement.    PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities.|Met||2025-06-27|2025
49402460142554|Dual Language Immersion Academy Charter|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12.  45% of students report that when they are upset or stressed there is an adult at school they can talk to.  This is similar to 2024 data.  Additionally, 58% of students report that they feel safe at school, similar to 2024 data as well.|Outcomes from the 2025 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools with some data. However, overall the data for the 2025 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide.  School site teams have developed schoolwide expectations and sites for the 2025-2026 year will spend time with their community partners to find ways to strengthen even more. .  Educators will continue to receive training on the lived experience of students through the workshops with Sean Darling-Hammond.  To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement.    PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities.|Met||2025-06-27|2025
49402466051932|Mary Collins Charter School at Cherry Valley|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12.  45% of students report that when they are upset or stressed there is an adult at school they can talk to.  This is similar to 2024 data.  Additionally, 58% of students report that they feel safe at school, similar to 2024 data as well.|Outcomes from the 2025 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools with some data. However, overall the data for the 2025 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide.  School site teams have developed schoolwide expectations and sites for the 2025-2026 year will spend time with their community partners to find ways to strengthen even more. .  Educators will continue to receive training on the lived experience of students through the workshops with Sean Darling-Hammond.  To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement.    PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities.|Met||2025-06-27|2025
49402466051981|Penngrove Elementary|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12.  45% of students report that when they are upset or stressed there is an adult at school they can talk to.  This is similar to 2024 data.  Additionally, 58% of students report that they feel safe at school, similar to 2024 data as well.|Outcomes from the 2025 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools with some data. However, overall the data for the 2025 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide.  School site teams have developed schoolwide expectations and sites for the 2025-2026 year will spend time with their community partners to find ways to strengthen even more. .  Educators will continue to receive training on the lived experience of students through the workshops with Sean Darling-Hammond.  To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement.    PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities.|Met||2025-06-27|2025
49402466119036|Live Oak Charter|6||||Not Met|||2025
49402530000000|Santa Rosa City Schools|6|To assess and improve school climate and conditions for learning, our district administers two annual surveys: the Panorama Education Survey and the Youth Truth Survey, both designed to gather insights from students, staff, and families. Panorama Education Survey The Panorama survey measures student perceptions of wellness and safety. In 2025, results indicated modest yet meaningful improvement in students' sense of safety. Among elementary students (grades 4–6), 65% reported feeling safe at school, a slight increase over the prior year. Secondary students demonstrated stronger gains, with a 7-point increase resulting in 60% of students reporting they feel safe at school. These results suggest positive momentum in our efforts to support a secure and supportive learning environment. Youth Truth Survey Youth Truth surveys were administered to students, staff, and families, offering a broader picture of community sentiment and climate. Participation notably improved among families: parent/guardian response rates grew from 16% in January 2024 to 33% in January 2025, exceeding our 20% participation goal and strengthening the reliability of family input. The Youth Truth survey data revealed significant improvements in perceived school safety across all groups: Parents/Families: A 27 percentage-point increase in feelings of safety, with 50% of families reporting that they feel safe at school. Staff: A 30 percentage-point gain, bringing the total to 56% of staff who report feeling safe at school. Students: Student perceptions of safety also rose across grade levels, echoing the trends seen in the Panorama data. In addition to overall metrics, both surveys allow us to analyze results by student groups, such as race/ethnicity, English learner status, and socioeconomic background. We continue to use this disaggregated data to identify and address disparities in experience and access. For example, targeted supports are being designed for groups reporting lower levels of safety and belonging. Together, the Panorama and Youth Truth surveys provide valuable, complementary perspectives on school climate. The increased participation, particularly from families, combined with year-over-year gains in perceptions of safety, point to progress in fostering inclusive, supportive school environments. These results inform district planning, professional development, and site-level interventions as we remain committed to equity and continuous improvement in school culture.|While we are encouraged by overall growth in school safety, a deeper analysis of disaggregated data reveals ongoing disparities that inform our areas of focus moving forward. School Safety: Progress and Gaps Data from the Panorama survey shows year-over-year improvement in students’ perception of safety. In elementary grades, 65% of students report feeling safe at school, and in secondary grades, this number has increased to 60%. However, not all student groups are experiencing this growth equally. In elementary: English Learners: 59% report feeling safe, compared to 65% of English Only students. Hispanic/Latino students: 62% feel safe, compared to 70% of non-Hispanic peers. Students with 504 plans or special education services: No significant difference in perception of safety compared to peers without these services. In secondary: English Learners: 60% report feeling safe, slightly higher than the 56% reported by English Only students. Hispanic/Latino students: 60% feel safe, compared to 56% of non-Hispanic students. Gender identity revealed a significant area of disproportionality: Male students: 61% feel safe Female students: 56% Nonbinary students: only 39% report feeling safe at school These findings demonstrate that while progress has been made, particularly among English Learners at the secondary level, there remain meaningful gaps, especially for students who identify as nonbinary and for certain racial/ethnic subgroups. School Culture: A Key Area for Growth While safety scores have generally improved, perceptions of school culture—such as classroom behavior, student engagement, and mutual respect—remain flat and below county averages across most sites. Elementary students rated school culture in the 21st percentile Middle school students rated culture in the 23rd percentile High school students rated culture in the 33rd percentile Disaggregated responses show that these challenges are consistent across nearly all student groups and grade levels. Despite some variation, the overall trend highlights the need for focused work to strengthen positive culture and climate on campus. Conclusion Through the disaggregation of local climate survey data, we have identified clear areas of progress in school safety and equally important areas for targeted improvement. The data points to a need for continued efforts to build a more inclusive, respectful, and positive school culture, while sustaining and expanding gains made in safety, especially for underrepresented groups.|In response to climate survey findings and in alignment with our continued focus on improving school safety and campus culture, the district is implementing several strategic changes to existing plans, policies, and procedures. One key change is the increase in School Safety Advisors at each school site, aimed at strengthening daily campus safety and adult visibility. While the time allocated to Restorative Intervention staff is being reduced, their roles will be refined to focus more deeply on training school personnel in Tier 1 restorative practices, while continuing to provide Tier 2 and Tier 3 interventions for student support and conflict resolution. To further enhance proactive safety planning, we have also expanded professional development in threat assessment, preparing a broad range of staff to participate on multidisciplinary threat assessment teams. To address disparities in student experience, particularly among LGBTQ+ students, the district will implement annual professional development aligned with Assembly Bill 5, which focuses on the needs and rights of LGBTQ+ students. This training aims to ensure more equitable, inclusive, and culturally responsive practices across all schools. In addition, the district is making progress toward restoring the School Resource Officer (SRO) program. In spring 2025, a Memorandum of Understanding (MOU) was approved between the district, local law enforcement, and the city. The next step will be to secure funding to reintroduce SROs on secondary campuses to support prevention, safety, and relationship-building efforts. Given ongoing concerns related to school culture, we are launching a School Culture Assessment process at each site. This effort will engage diverse school stakeholders to identify both areas of strength and opportunities for growth, with the goal of improving student perception and experience of school climate and culture. Additionally, to support the overall well-being of our students and strengthen community ties, we are expanding services aligned with the California Community Schools model at four elementary sites. At the high school level, we are developing Wellness Centers to serve as hubs for student mental health, wellness, and family engagement. Finally, we are proud to be joining Cohort VI of the Community Engagement Initiative, a statewide effort to enhance collaboration and engagement among schools, families, students, and community organizations. These changes reflect our commitment to building safer, more inclusive, and more connected school environments for all.|Met||2025-06-25|2025
49402530102533|Santa Rosa Accelerated Charter|6|Fall 2024 Panorama Survey Responses: 90% of students responded favorably about Supportive Relationships (3% higher than the SRCS average) 83% of students responded favorably about Classroom Effort (12% higher than the SRCS average) 73% of students responded favorably about Challenging Feelings (15% higher than the SRCS average) 60% of students responded favorably about Self-Efficacy (18% higher than the SRCS average) 68% of students responded favorably about Positive Feelings (9% higher than the SRCS average) 87% of students responded favorable about School Safety (22% higher than the SRCS average) January 2025 YouthTruth Survey Data (Student Responses 1-3 Scale): Engagement 2.82 Academic Challenge 2.45 Instructional Methods 2.54 Culture 2.26 Belonging 2.47 Relationships 2.63|Areas of need are self-efficacy, positive feelings, and culture. We discussed these areas of need with all stakeholders in our monthly meetings to gain multiple perspectives (student, parent, teacher, etc.). Our students are highly engaged and have supportive relationships both in and out of school.|The SRACS team looked to outside SEL resources (Free to Be) and our SFPO funded the program in order to address the areas of need for our students.|Met||2025-06-25|2025
49402530113530|Santa Rosa Charter School for the Arts|6|California Healthy Kids Survey (CHKS): Overall Score: The overall school climate score for SRCSA, as measured by the Panorama and Youth Truth surveys, indicates a generally positive perception among students. The score reflects students’ feelings of safety, connectedness, and overall satisfaction with the school environment. Grade Levels: Data shows slight variations across different grade levels, with middle school students reporting slightly lower scores in school connectedness and safety compared to elementary students. Ethnic/Racial Groups: Students from different ethnic/racial backgrounds generally report positive school experiences, though some disparities exist. Socioeconomic Status: Students from low-income families report higher levels of support and resources but also indicate challenges related to stress and academic pressure.|The analysis of data from the Panorama and Youth Truth survey for Santa Rosa Charter School for the Arts (SRCSA) reveals key learnings about the school climate and areas for improvement. Overall, the survey indicates a generally positive perception among students, reflecting strong feelings of safety, connectedness, and satisfaction with the school environment. However, there are slight variations in these perceptions across different grade levels. Middle school students report lower scores in school connectedness and safety compared to their elementary counterparts, suggesting a need for targeted interventions to enhance the middle school experience. Furthermore, while students from various ethnic and racial backgrounds generally report positive school experiences, there are some disparities that need to be addressed to ensure equity and inclusivity. Another important finding is related to socioeconomic status; students from low-income families report higher levels of support and resources available to them but also face challenges related to stress and academic pressure. This indicates a strength in the support system provided to these students but highlights a need to further address the stress and pressures they experience. These insights underscore the importance of focusing on middle school engagement, equity among diverse student groups, and additional support for low-income students to improve their overall well-being and academic success.|Based on the analysis of the Panorama and YouthTruth Survey, the Santa Rosa Charter School for the Arts (SRCSA) will implement several changes to address identified needs and ensure continuous improvement. To enhance middle school engagement, SRCSA will develop more extracurricular activities, mentorship programs, and increase counselor support. To promote equity and inclusivity, the school will provide cultural competency training for staff, create inclusive curricula, and establish forums for underrepresented students. To support low-income students, SRCSA will expand access to mental health resources, academic tutoring, and necessary materials. Regular feedback mechanisms, including surveys and focus groups, will be established to monitor and adjust these initiatives, ensuring a more supportive and engaging environment for all students.|Met||2025-06-25|2025
49402530125831|Santa Rosa French-American Charter (SRFACS)|6|"In the January 2025 YouthTruth Survey, the highest rated themes for SRFACS students were Belonging and Culture. Student responses to the question regarding staying busy in class landed in the 88th percentile overall and the 99th percentile for Two or More Races, 67th for Hispanic or Latinx students, 89th for Black or African American, and 98th among 3rd grade girls. Sixty percent of SRFACS students reported feeling safe at school. Responses by 5th grade students to the question ""Do you feel safe at school"" placed in the 75th percentile."|Based on the data from the YouthTruth survey, SRFACS enjoys a school climate of safety and engagement in learning. Further investigation needs to be done to identify why Hispanic or Latinx students are less busy in class. Students feeling safe at school is generally a strength for SRFACS compared to the district responses.|SRFACS will continue work with staff regarding implicit biases. The ongoing efforts to engage all ELAC families will improve connections with Hispanic and Latinx families and students will benefit from having their parents more involved with their school.|Met||2025-06-25|2025
49402530128074|Cesar Chavez Language Academy|6|CCLA has used the Youth Truth survey to generate data and information over the last two academic years. The survey was administered at all schools in the district and across multiple grade levels so that the most accurate and robust understanding of our schools and students could be established. Feedback and results pointed to the need for enhanced social emotional support and safety for students. As a result, SRCS has continued to commit to providing increased social emotional wellness clinicians and safety supervisors across the district, with reliable availability at each school.|From the data gathered one of our strengths is making connections with students and families.|Looking at our data we have increased our counseling program to meet the needs of all our students.|Met||2025-06-25|2025
49402536116958|Kid Street Charter|6|"Kid Street administered the School Climate Survey Suite, a comprehensive set of four multidimensional surveys designed to gauge student, teacher, administrator, faculty, and family perceptions of school climate, sourced from the Center for Positive Behavioral Interventions and Support (PBIS). These surveys offer a concise, reliable, and valid means of assessing perceived school climate among students. Specifically, during the 2024-2025 school year, we administered the Elementary School Climate survey to all 4–6 graders. Each survey within the set comprises demographic questions about the participant and inquiries pertaining to school climate, with Likert-scale response options. The overall mean score across all surveys was 2.84 out of 4. The highest scores were recorded in response to the following prompts: 1. ""My school wants me to do well,"" 2. ""There is an adult at my school who will help me if I need it,"" and 3. ""Teachers treat me with respect."" Conversely, the lowest scores were attributed to the following prompts: 1. ""Students in my class behave so that teachers can teach,"" 2. ""Students treat each other well,"" and 3. ""I like school."" To maintain respondent anonymity, subgroup responses are not displayed if the group comprises fewer than 5 students. Therefore, responses are visible only for the subgroups of male, female, Hispanic, and white."|Key findings from the survey indicate that, overall, students perceive that the adults at the school are invested in their success and believe in them. However, students express concerns about the behavior of their peers, which may impact their overall enjoyment of school. It suggests that if student behavior were to improve, students might have a more positive attitude toward school. Although the rates are higher than the year before, we are still seeing the same patterns with each prompt.|We plan to address this need through the following ways:   (1) expanding our collaboration with Redwood Counselors by adding friendship groups and potentially having 2 counselors working with our students, depending on the agency's availability, (2) Professional development in ToolBox by Dovetail Learning for all instructional aides and after school program staff,  and (3) Advanced Responsive Classroom training for 2 teachers, and a mentorship program for a teacher focusing on improving classroom management in 2025-26.|Met||2025-06-26|2025
49705990000000|Alexander Valley Union Elementary|6|Through 2025 student surveys, 100% of students feel safe at AVS and 100% of students feel like they can approach an adult if they are concerned about something.|Our key learnings have included validation on finding ways to continue to ensure all students feel safe and valued when at school. The data highlights all students at all grade levels feel connected to their school, their classmates, and their teachers/staff.|At this point, we have not made any substantial changes to existing plans, policies, or procedures that our school district has determined necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings.|Met||2025-06-09|2025
49706070000000|West Sonoma County Union High|6|"WSCUHSD has administered the Youth Truth survey for the last consecutive 9 years. During the implementation phase, we administered only the student portion of this survey for the first 3 years. In year 4 we administered this survey for students and staff. We continued to strengthen opportunities for data collection and self-reflection by including the parent survey in year 5. We now have a practice of including families, staff, and students in our annual Youth Truth Surveys annually. 24-25 Our key indicators for areas of growth are engagement, culture, belonging, school safety and college and career readiness. In addition, the District is focusing on culture and student engagement through a variety of actions in the LCAP to address this metric. The district will continue further examine results to determine changes in actions to the LCAP to address these issues.   Youth Truth Survey Data Selects:   College and Career Readiness in 2025 scored in the 5th percentile at 2.84% compared to other schools.  Culture, or the degree to which students believe their school fosters a culture of respect and fairness, in 2025 scored in the 32nd percentile at 3.17%  compared to other schools.   Answer to the question ""How often do you work with students in your classes because your teachers asks or tells you to?"" in 2025 scored in the 83rd percentile at 3.69% compared to other schools.   Youth Truth Parent Survey 44% agree or strongly agree, ""Parent/family members are included in planning school activities."""|The state 2024 College/Career Indicator, shows 48.5% of students are prepared for college and career. The percentage is 39.1% prepared for Hispanic students. The 2023-24 LCAP actions were designed to significantly increase the percentage of students who are prepared by the end of the 2023-24 school year. The actions resulted in a 8.7% increase in preparedness for Hispanic students.   The 2025 Youth Truth Survey results show that 35% of students feel their school has helped them develop the skills and knowledge they will need for college level classes. The survey also indicates areas for improvement with only 24% of students reporting school has helped them understand the steps they need to take to have the career that they want.   A statewide measure showing a positive impact of the actions in Goal 3 is the Early Assessment Program (EAP) which provides students with an early signal of college academic preparation through the California Assessments of Student Performance and Progress (CAASPP/EAP) results. In 2024, 58.36% of students were determined prepared in ELA through the EAP and 25.32% were determined prepared in math through the EAP. The percentage of students prepared in ELA and math through the EAP decreased by 10.17% and 11.04%, respectively.  The Youth Truth data indicates a decline in student engagement in school decreasing from from the 26th percentile to the 15th percentile when compared to other schools. There is still a need for continued efforts to improve engagement and school safety. The district will continue actions in the 2024-25 LCAP to focus on creating an inclusive culture where students and staff feel safe, respected, and connected.|The current District LCAP serves as our strategic plan and guiding light. The District will continue to focus on equity and has introduced a re-defined mission statement.  There are two goals in the current LCAP. Goal 3, which focuses on college and career readiness, was integrated into the new Goal 2: Strengthen innovative, equitable opportunities for academic rigor, career preparation, and personal development so all students successfully attain the characteristics of a Portrait of a Graduate. All metrics in this goal were moved to Goal 2. Youth Truth metrics were revised to incorporate more relevant questions to measure progress. 2024 LCAP Annual Update for the 2023-24 LCAP for West Sonoma County Union High School District Page 17 of 19 of the LCAP. The actions in Goal 3 were merged into the new Goal 2. The actions in Goal 3 were completely redesigned to be more comprehensive and reflective of innovative, equitable programs that provide academic rigor, career preparation, and personal development so all students successfully attain the characteristics of the District's Portrait of a Graduate.|Met||2025-06-25|2025
49706150000000|Bellevue Union|6|"Based on the January 2025 YouthTruth Survey results in the area of relationships (the degree to which students have strong, supportive relationships with their teachers) 74% of our students rated this area positively. This measures the degree to which students have strong supportive relationships with their teachers. There was no percent change compared to last year. When asked, ""Does your teacher care about you?"" 73% of students responded positively, placing BUSD in the 0th-24th percentile. When students were asked the degree to which students experience an orderly, respectful, classroom environment, 19% of students responded positively, placing BUSD in the 25th-49th percentile. In the ""Culture"" section. When students were asked to which degree students feel welcome at their school, 32% responded positively, placing BUSD in the 25th-49th percentile. This was a +5 percent gain compared to last year."|"As the data relates to student perceptions of school safety and connectedness, BUSD strongest data point was in the area of relationships, where 74% of the students rated the degree to which students have strong, supportive relationships with their teachers positively. In this category of relationships, 83% of students said their teacher treats them with respect. A clear area of need was identified in the ""Culture"" section of the survey findings. Only 19% of students said they experience an orderly, respectful classroom environment. And, although this area jumped by 5%, only 32% of students said they feel welcome at their school."|BUSD will continue to provide whole class lessons using Character Strong. In addition, we will facilitate and support students in becoming Safe School Ambassadors. This is a proven anti-bullying and violence- prevention program. It is research-based and field tested. It focuses on social norms change and is designed to engage, equip and empower students as peacemakers to improve school climates. In addition, BUSD will provide professional development to build on existing classroom management strategies to further maximize instructional time for learning and to build on existing strategies to create safe and welcoming environments that foster a sense of belonging.|Met||2025-06-17|2025
49706230000000|Bennett Valley Union Elementary|6|BVUSD annually administers the YouthTruth survey to students, families, and staff to gather valid, perception-based data on school climate, safety, and connectedness. The 2025 administration included responses from all grade spans served by the district (TK–6), and results were disaggregated by student group where applicable.  Student Data – The survey data revealed a mixed climate profile:  •  64% of students reported feeling safe at school  •  59% felt other students were friendly  •  86% reported that a teacher cares about them  •  57% said they could talk to an adult at school when feeling upset  These results suggest strong student-teacher relationships but highlight challenges with peer behavior and bullying, consistent with previous years.  Family Data – Family perceptions were generally more favorable:  •  85% reported that their child’s learning environment feels safe  •  61% believe their child is safe from bullying  •   83% said the school runs smoothly  •  73% of all families said they feel valued by their school (up from 66%)  •  47% of families felt empowered to participate in decision-making  Disaggregated results reveal promising engagement among some groups:  •  83% of Spanish-speaking families felt valued  •  85% of Hispanic families felt valued  •  67% of Spanish-speaking families and 58% of parents of students with disabilities reported feeling empowered to engage in school decisions  Staff Data – Staff perceptions also revealed areas of strength and need:  •  80% of staff reported feeling safe at school  •  64% said students are safe from bullying  •  78% said student rules are clear  However, lower scores in other areas suggest opportunities for growth in communicated school policies and a clearer direction for the future.   These data are used in alignment with the LCAP to inform ongoing school climate actions and initiatives. They are reported publicly through the Dashboard, the SARC, and regular updates to the Board of Trustees and educational partners. BVUSD remains committed to using this data to support inclusive, safe, and engaging school environments for all students.|Analysis of the 2025 YouthTruth data reveals key strengths in school climate, alongside several areas of need that inform ongoing improvement efforts.  Strengths Identified   •  Adult-Student Relationships: A strong majority of students (86%) report that a teacher cares about them, and 57% say they have an adult to talk to when upset—indicating positive adult-student relationships and strong emotional support.   •  Family Perceptions: Families view school environments positively, with 85% reporting their child’s learning environment feels safe and 83% indicating that schools operate smoothly. Additionally, 73% of families report feeling valued by their child’s school—a notable increase from the previous year.   •  Staff Safety and Expectations: 80% of staff feel safe at work and 78% say student behavioral expectations are clear.  Areas for Improvement   •  Peer Climate and Behavior: Only 25% of students feel that classmates behave well in class, and 25% report being bullied at least once during the year. Furthermore, only 59% of students report that peers are friendly—highlighting a gap between adult support and peer-to-peer connectedness.   •  Family Empowerment in Decision-Making: While overall empowerment among families has improved, it remains relatively low at 47%—and significantly lower in upper elementary grades (33–39% in grades 3–5), where engagement typically dips. This suggests the need for more accessible and visible opportunities for meaningful family input.   •  Staff Communication and Vision: Only 38% of staff say that school policies are clearly communicated, and just 27% feel their school communicates a clear direction for the future—highlighting the need for more transparent internal communication.  Disaggregated Group Findings   •  Spanish-speaking and Hispanic families reported higher levels of feeling valued (83% and 85%, respectively), but ongoing monitoring is needed to ensure sustained engagement.   •  Families of students with disabilities reported higher-than-average feelings of empowerment (58%), though this still leaves room for growth, particularly in participation within advisory structures.  Key Learnings  The data suggest that while relationships with adults are strong, more must be done to:   •  Improve student-to-student connectedness  •  Reduce bullying and improve peer behavior norms  •  Enhance communication with staff around schoolwide policies and direction  •  Increase family empowerment, especially in decision-making structures  •  Reduce engagement gaps by grade level and family background  These findings directly inform revisions to BVUSD’s LCAP and family engagement framework and guide our focus on inclusive, equitable strategies to support safe and supportive learning environments for all.|Based on analysis of climate survey data and educational partner input, BVUSD is implementing a series of targeted changes to strengthen school culture, promote connection, and improve student well-being. These actions are outlined in the 2025–26 LCAP under Goal 2 and reflect our commitment to continuous improvement grounded in data and community feedback.  Mental and Behavioral Health Supports  To address the need for more consistent, site-based student support, BVUSD will continue with expanded staffing for mental health services by allocating two full-time School Psychologists (one at each elementary school). This provides daily access to credentialed professionals who offer direct support to students, facilitate behavior planning, and collaborate with staff and families.  Peer Relationships and Student Engagement  To address low ratings around peer behavior and bullying, the district will continue and expand programs that foster peer connection and student leadership in opportunities like: Student Government and Safe School Ambassadors (Community Matters).  In addition, BVUSD is expanding structured, inclusive recess options such as “Lunch Bunch” and student-led clubs to offer safe, supportive alternatives for students during unstructured times.  Behavioral Systems and Restorative Practices  BVUSD is undertaking a review of its schoolwide behavior systems with the goal of clarifying expectations, streamlining interventions, and strengthening accountability and support.   This process includes:   •  Revising behavior policies in collaboration with staff and families  •  Updating intervention protocols and referral procedures  •  Improving behavior documentation and data tracking in Aeries  Professional learning will focus on trauma-informed practices, relationship-centered discipline, and strategies for building emotional resilience.  Communication and Family Engagement  Survey data highlighted the need for clearer internal and external communication.   In response, BVUSD will:   •  Expand multilingual outreach and translation services  •  Improve use of ParentSquare to close feedback loops with families  •  Create structured communication systems that provide timely updates on policies, events, and student progress  These strategies are designed to increase transparency, build trust, and empower families as partners in school improvement.   Shared Vision for Climate and Belonging  BVUSD is developing a districtwide framework for school climate that emphasizes connection, belonging, equity, and proactive support.   Staff and family input will guide this shared vision, which will include:   •  Common language around behavioral expectations  •  A system for monitoring climate indicators  •  Aligned SEL and engagement practices across both sites  Together, these actions reflect BVUSD’s strategic response to the data and our ongoing work to ensure safe, supportive, and inclusive learning environments for all students.|Met|The District  meets the standards for this State Priority. BVUSD’s efforts to monitor and maintain the standard for Priority 1 is reflected in current LCAP as part of all of the actions in Goal #2  and metrics 2.4, 2.5 and 2.6. BVUSD continues to prioriti|2025-06-12|2025
49706490000000|Cinnabar Elementary|6|"Our local climate survey data came from the YouthTruth survey in 2023-24. Cinnabar's 3-5th grade students rated the school a 2.84 on a scale of 3.0 in engagement, ranking in the 84th percentile overall and the highest rating in all of Sonoma County. in summary, 92 percent of our third through fifth graders placed the school between 2.5-3.o for engagement overall, while the county was at just 82 percent and the ""typical YouthTruth school"" was at 86 percent. Culture, belonging and relationships also scored well above the county average. Fourth grade was the highest in feeling engaged with a mark of 2.91 with a nationwide best of 2.98. Third grade reported the greatest scores in school culture. Our sixth through eighth grade scored a 2.90 out of a 5.0 scale in terms of engagement, which is an area we need to work on. Belonging was a strength of this group with a 3.43 rating, good for the 66th percentile, which was significantly over the county average. School safety was a 4.09 rating overall (all grades). Seventh grade was the lowest in engagement at a 2.69 rating. The other two grades were 3.0. Eighth grade had a strong feeling for the culture on campus, ranking it a 3.39, while sixth and seventh were at 2.98 and 2.96 respectively.   In 2024-25, here is what those same or similar numbers looked like. Cinnabar's 3-5th grade students rated the school a 2.82 on a scale of 3.0 in engagement, maintaining it's strength by dipping just 0.02 points. Culture, belonging and relationships also scored well above the county average. Fourth grade again was the highest in feeling engaged with a mark of 2.86. Our sixth through eighth grade increased 0.24 to 3.14 overall on a 5.0-point scale in terms of engagement, which was an area we needed to work on, and we will continue to work to see it improve even more. Belonging was a strength of this group in 23-24 and it got even better jumping from a 3.43 rating 3.73, good for the 95th percentile, one of our best scores."|Our lower grade students are feeling very engaged and feel great on the culture side of things, so we will continue the activities that leads to those responses. Our upper grade students need a greater level of engagement and more opportunities. There is a sense of belonging with these students, but the classroom engagement and general culture could be improved for 6-8th.|During our discussion is school site council and ELAC around how to improve the engagement numbers for the middle school students. We also set up middle school specific events, both through the school itself and through the CEF parent group. We continue to update and utilize our STEAM room, adding a build club after school and having our art, music and entertainment teacher utilize the equipment. It also remained an enrichment period for a full trimester for sixth, seventh and eighth grade. We will continue to try to do cross-curricular planning, while working on middle school engagement.|Met||2025-06-24|2025
49706496051635|Cinnabar Charter|6|"Our local climate survey data came from the YouthTruth survey in 2023-24. Cinnabar's 3-5th grade students rated the school a 2.84 on a scale of 3.0 in engagement, ranking in the 84th percentile overall and the highest rating in all of Sonoma County. in summary, 92 percent of our third through fifth graders placed the school between 2.5-3.o for engagement overall, while the county was at just 82 percent and the ""typical YouthTruth school"" was at 86 percent. Culture, belonging and relationships also scored well above the county average. Fourth grade was the highest in feeling engaged with a mark of 2.91 with a nationwide best of 2.98. Third grade reported the greatest scores in school culture. Our sixth through eighth grade scored a 2.90 out of a 5.0 scale in terms of engagement, which is an area we need to work on. Belonging was a strength of this group with a 3.43 rating, good for the 66th percentile, which was significantly over the county average. School safety was a 4.09 rating overall (all grades). Seventh grade was the lowest in engagement at a 2.69 rating. The other two grades were 3.0. Eighth grade had a strong feeling for the culture on campus, ranking it a 3.39, while sixth and seventh were at 2.98 and 2.96 respectively.   In 2024-25, here is what those same or similar numbers looked like. Cinnabar's 3-5th grade students rated the school a 2.82 on a scale of 3.0 in engagement, maintaining it's strength by dipping just 0.02 points. Culture, belonging and relationships also scored well above the county average. Fourth grade again was the highest in feeling engaged with a mark of 2.86. Our sixth through eighth grade increased 0.24 to 3.14 overall on a 5.0-point scale in terms of engagement, which was an area we needed to work on, and we will continue to work to see it improve even more. Belonging was a strength of this group in 23-24 and it got even better jumping from a 3.43 rating 3.73, good for the 95th percentile, one of our best scores."|Our lower grade students are feeling very engaged and feel great on the culture side of things, so we will continue the activities that leads to those responses. Our upper grade students need a greater level of engagement and more opportunities. There is a sense of belonging with these students, but the classroom engagement and general culture could be improved for 6-8th.|During our discussion is school site council and ELAC around how to improve the engagement numbers for the middle school students. We also set up middle school specific events, both through the school itself and through the CEF parent group. We continue to update and utilize our STEAM room, adding a build club after school and having our art, music and entertainment teacher utilize the equipment. It also remained an enrichment period for a full trimester for sixth, seventh and eighth grade. We will continue to try to do cross-curricular planning, while working on middle school engagement.|Met||2025-06-24|2025
49706560000000|Cloverdale Unified|6|Cloverdale Unified School District utilizes the Youth Truth survey to evaluate climate, engagement, social/emotion health and academics. Youth Truth surveys are administered to students (3rd-12th grade), parents, and staff members. Student surveys are composed of a range of questions summarized into the following categories (some titles vary dependent on the age group of the students): Engagement, Academic Challenge, Relationships, Belonging/Peer Collaboration, Culture, College and Career Readiness, Obstacles to Learning, Resilience, Civic Readiness, Project-Based Learning, Emotional & Mental Health, Drugs and Alcohol, and an opportunity for students to share their views in their own words. Youth Truth surveys that measure student perceptions of school safety and connectedness are from the Belonging Category.  Jefferson Elementary Students: (3rd and 4th grade students) The summary measure for whether students feel a sense of belonging at school was rating at 2.37 (27th percentile), which decreased since the prior year (2.46 - 62nd percentile).  3rd graders reported a lower rating of 2.33 (18th percentile) vs. 4th graders with a rating at 2.42 (48th percentile). Hispanic or Latina/o/x reported a higher feeling of belonging at 2.26 (6th percentile) in comparison to 2.24 for White students (5th percentile) and Other races at 2.13 (1st percentile).  Students were asked regarding whether they feel safe at school. Overall Jefferson students responded  with 2.51 average (33rd percentile) on a scale of 1-3 (1= No not very safe, 2 somewhat and 3 Yes very safe). The results are lower than the previous year which was 2.61 rating at the 64th percentile. Students identifying as White reported a average of 2.58 (55th percentile) with Hispanic or Latino/a/x reporting 2.52 (35th percentile) and other subgroups reporting significantly below at 2.00 (1st percentile). 3rd graders were significantly lower at 2.49 (29th percentile) compared to 4th graders at 2.51 (33rd percentile).  Washington School (5th-8th graders): The summary measure for whether students feel welcome at their school and have collaborative relationships with their classmates had a rating at 3.39 (21st percentile), which decreased slightly since the prior year (3.41 - 25th percentile), but remained very low in comparison to 2022 and 2021 (3.39 and 3.44 rating respectively). 5th graders had the highest rating at 3.46 (35th percentile) with 8th grade the closest at 3.40 (23rd percentile). Both 6th and 7th graders rated belonging quite low with scores of 3.31 (10th percentile) and 3.36 (15th percentile), respectively.  English learners rating belonging much higher than none English language learners at 3.53 (48th percentile) compared to 3.31 (10th percentile). Hispanic or Latina/o/x reported a higher feeling of belonging at 3.58 (56th percentile) and Asian students at 3.60 (61st percentile) which was much higher in comparison to 3.00 for White students (1st percentile) and other ethnicities/groups at|Overall, CUSD is seeing increases in safety and belonging measures from the previous year. Areas of strength is with groups such as English Learners and students receiving Special Education services are feeling like they belong at school and are safe. Areas of need include the the middle grades where 7th and 8th grade students report feeling the unconnected to school and unsafe at school and this trend continues into the 9th and 10th grades.|CUSD has identified safety and community as a key area for growth and has developed an LCAP Goal to reflect this need. Goal #1 of the 2024-2027 LCAP will focus on developing a positive, safe community for all students, parents/families, and staff. Actions will focus on culture, climate, attendance and engagement.|Met||2025-06-18|2025
49706720000000|Dunham Elementary|6|"A local climate survey was conducted to provide valuable insights into students' perceptions of safety, relationships, and overall school experience. Due to our small enrollment and confidentiality, disaggregated data for specific groups is not reportable.  School Connectedness      - Do I have friends at school?  100% reported ""True"" or ""Mostly True"" - Can I talk to adults at school? 98% reported ""True"" or ""Mostly True""  School Safety  - Do I feel safe at school?  100% reported ""True"" or ""Mostly True"""|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of importance for our students.  The survey results indicate a generally positive school climate, with strong perceptions of safety, good relationships with adults and peers, and high engagement in school activities. Areas for improvement include ensuring all students feel completely confident in their ability to talk to adults on campus and seek help when needed. Continued focus on these areas, supported by targeted interventions and ongoing monitoring, will help further enhance the school climate. High levels of student interest and enjoyment in PE, music, and garden activities suggest that these programs are well-received and contribute positively to student engagement. Most students feel safe or mostly safe at school, indicating a generally positive perception of school safety. Most students feel comfortable approaching the principal, which indicates good accessibility and approachability of school leadership. A strong majority of students feel they can talk to adults on campus, although there is a slight indication that not all students are completely confident in this area. Every student surveyed feels they are learning, which is a strong indicator of the effectiveness of the instructional environment. While most students know how to seek help, there is room for improvement in ensuring that all students feel confident in this area."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community."" Specifically, LCAP Action 2.2 Safety, Connectedness, Health and Wellness addresses safety and connectedness: - Social-emotional learning: Utilize Social-emotional learning strategies (""Mindfulness"" practices, “restorative circles” Toolbox, etc) to help support positive behavior at school. Staff encourage students to use their tools to self-regulate, problem solve, and positively interact with others. - Psychologist*: School psychologist supports English Learner, Foster Youth and Low Income student groups. Adjust psychologist time to allow for consultation on providing behavior and academic support for targeted students. - Provide general school counseling services / emotional support*: Adjust counselor time to provide support for the emotional needs of children at the school (small group sessions, classroom push in, lunch club, in addition to one on one sessions). Provide behavior intervention support for English Learner, Foster Youth and Low Income student groups."|Met||2025-06-12|2025
49706720122440|Dunham Charter|6|"A local climate survey was conducted to provide valuable insights into students' perceptions of safety, relationships, and overall school experience. Due to our small enrollment and confidentiality, disaggregated data for specific groups is not reportable.  School Connectedness      - Do I have friends at school?  100% reported ""True"" or ""Mostly True"" - Can I talk to adults at school? 98% reported ""True"" or ""Mostly True""  School Safety  - Do I feel safe at school?  100% reported ""True"" or ""Mostly True"""|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of importance for our students.  The survey results indicate a generally positive school climate, with strong perceptions of safety, good relationships with adults and peers, and high engagement in school activities. Areas for improvement include ensuring all students feel completely confident in their ability to talk to adults on campus and seek help when needed. Continued focus on these areas, supported by targeted interventions and ongoing monitoring, will help further enhance the school climate. High levels of student interest and enjoyment in PE, music, and garden activities suggest that these programs are well-received and contribute positively to student engagement. Most students feel safe or mostly safe at school, indicating a generally positive perception of school safety. Most students feel comfortable approaching the principal, which indicates good accessibility and approachability of school leadership. A strong majority of students feel they can talk to adults on campus, although there is a slight indication that not all students are completely confident in this area. Every student surveyed feels they are learning, which is a strong indicator of the effectiveness of the instructional environment. While most students know how to seek help, there is room for improvement in ensuring that all students feel confident in this area."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community."" Specifically, LCAP Action 2.2 Safety, Connectedness, Health and Wellness addresses safety and connectedness: - Social-emotional learning: Utilize Social-emotional learning strategies (""Mindfulness"" practices, “restorative circles” Toolbox, etc) to help support positive behavior at school. Staff encourage students to use their tools to self-regulate, problem solve, and positively interact with others. - Psychologist*: School psychologist supports English Learner, Foster Youth and Low Income student groups. Adjust psychologist time to allow for consultation on providing behavior and academic support for targeted students. - Provide general school counseling services / emotional support*: Adjust counselor time to provide support for the emotional needs of children at the school (small group sessions, classroom push in, lunch club, in addition to one on one sessions). Provide behavior intervention support for English Learner, Foster Youth and Low Income student groups."|Met||2025-06-12|2025
49706800000000|Forestville Union Elementary|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.    Youth Truth Survey was administered January 2024 as part of a countywide pilot program. 36 elementary students were surveyed (grades 3-5) and 80 middle school students were surveyed (grades 6-8). School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 28% (decreased 3% from 2024 to 2025);  MS: 23% (decreased 20% from 2024 to 2025) -Relationships Summary Data: ES: 69% (decreased 10% from 2024 to 2025);  MS: 19% (decreased 7% from 2024 to 2025) -3rd-5th: ""Do you like going to school?"" 34% (decreased 24% from 2024 to 2025) -6th-8th ""I enjoy school most of the time"" 23% (decreased 9% from 2024 to 2025)  School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 52% (decreased 5% from 2024 to 2025) -6th-8th: 42% (increased 1% from 2024 to 2025)"|"Our data indicates that we saw improvement at the elementary school, however, a decrease in many areas at the middle school.   Identified Needs -Belonging Summary Data: ES/ MS -Relationships Summary Data: ES: ES/ MS -3rd-5th: ""Do you like going to school?"" -6th-8th ""I enjoy school most of the time""  -3rd-5th:  ""Do you feel safe during school?""  Areas of Strength -6th-8th:  ""Do you feel safe during school?"" increased 1% from 2024 to 2025  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas. We will implement our LCAP Goal 2:  School Climate: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.1 Social-Emotional Support Support student social-emotional wellbeing - Social-emotional Learning: Provide social emotional learning curriculum and any additional relevant support for students and families. - Social-Emotional Support: Provide additional social-emotional support to students through paraprofessionals. - Counseling/ Psychologist:  Provide individual or small group social-emotional support through counselors and psychologists. - Student Recognition: Recognize positive behavior, exemplifying leadership, scholarship, friendship and stewardship traits through monthly assemblies and announcements. - Behavior support: Explore additional classroom management, behavioral, and discipline techniques.  2.4 Student Safety and Connectedness  Ensure students feel safe and connected on campus.  - School Safety: Utilize Safe School Ambassadors through Community Matters for middle school students. Increase outdoor surveillance cameras around the campus.  Strengthen relationships with local first responders to be more collaborative in providing school safety for students and staff.   - School Connectedness: Identify and support leadership and community building opportunities schoolwide including sports, music, art, clubs, and enrichment.  While all students will be invited to participate, a conscious effort to invite and include students that have historically not been invited, included or participated in sports, clubs, music, enrichment, etc will be made. (Ex: Athletics, ForestvilleSkatespot, student sponsored clubs)|Met||2025-06-17|2025
49706800112987|Forestville Academy|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.    Youth Truth Survey was administered January 2024 as part of a countywide pilot program. 36 elementary students were surveyed (grades 3-5) and 80 middle school students were surveyed (grades 6-8). School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 28% (decreased 3% from 2024 to 2025);  MS: 23% (decreased 20% from 2024 to 2025) -Relationships Summary Data: ES: 69% (decreased 10% from 2024 to 2025);  MS: 19% (decreased 7% from 2024 to 2025) -3rd-5th: ""Do you like going to school?"" 34% (decreased 24% from 2024 to 2025) -6th-8th ""I enjoy school most of the time"" 23% (decreased 9% from 2024 to 2025)  School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 52% (decreased 5% from 2024 to 2025) -6th-8th: 42% (increased 1% from 2024 to 2025)"|"Our data indicates that we saw improvement at the elementary school, however, a decrease in many areas at the middle school.   Identified Needs -Belonging Summary Data: ES/ MS -Relationships Summary Data: ES: ES/ MS -3rd-5th: ""Do you like going to school?"" -6th-8th ""I enjoy school most of the time""  -3rd-5th:  ""Do you feel safe during school?""  Areas of Strength -6th-8th:  ""Do you feel safe during school?"" increased 1% from 2024 to 2025  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas. We will implement our LCAP Goal 2:  School Climate: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.1 Social-Emotional Support Support student social-emotional wellbeing - Social-emotional Learning: Provide social emotional learning curriculum and any additional relevant support for students and families. - Social-Emotional Support: Provide additional social-emotional support to students through paraprofessionals. - Counseling/ Psychologist:  Provide individual or small group social-emotional support through counselors and psychologists. - Student Recognition: Recognize positive behavior, exemplifying leadership, scholarship, friendship and stewardship traits through monthly assemblies and announcements. - Behavior support: Explore additional classroom management, behavioral, and discipline techniques.  2.4 Student Safety and Connectedness  Ensure students feel safe and connected on campus.  - School Safety: Utilize Safe School Ambassadors through Community Matters for middle school students. Increase outdoor surveillance cameras around the campus.  Strengthen relationships with local first responders to be more collaborative in providing school safety for students and staff.   - School Connectedness: Identify and support leadership and community building opportunities schoolwide including sports, music, art, clubs, and enrichment.  While all students will be invited to participate, a conscious effort to invite and include students that have historically not been invited, included or participated in sports, clubs, music, enrichment, etc will be made. (Ex: Athletics, ForestvilleSkatespot, student sponsored clubs)|Met||2025-06-17|2025
49706980000000|Fort Ross Elementary|6|"Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. Local Survey data  School Safety -73% “I feel safe during school” (compared to 78% in 2023-2024 and compared to 61% for the county for 2024-2025)  Connectedness -64% ""I enjoy school most of the time"" (compared to 56% in 2023-2024 and compared to 33% for the county for 2024-2025)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - The culture of our school is welcoming, safe, and supportive - We are outperforming the county on the selected survey questions.  Identified Needs - Chronic Absenteeism and Truancy (based on CA Dashboard data) - Although we are outperforming the county on all questions, we want to improve each year and aim to reach at least 80%."|We will continue our Goal 2: Climate and Culture.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.1 Engagement and Connections Provide a welcoming, safe, and engaging school environment by: Engagement in Learning: Ensure a high level of student engagement by providing the following: - Enrichment - ELOP After School Program - Outdoor and Experiential Learning (e.g. Field Trips) - Universal Design for Learning Strong Connections: Build and strengthen strong connections between students, staff, families, and the community through: - Conferences - Performances - Gatherings - Bilingual Staff - Small Group Learning - Multiple Options for Family Communications   2.2 Health, Safety, & Wellness Support student’s health and wellness by utilizing a Multi-tiered systems of support (MTSS) framework: Physical Health:  - Integrated Physical Activities throughout the Instructional Day - Vaping, Alcohol, and Substance Use Awareness and Supports - Sex Ed and Family Life - Partnerships with Local Medical Service Organizations (such as: onsite dental, mobile health clinic, etc) Nutrition Services:  - Balanced Food Services Inclusive of Breakfast, Lunches, and Snacks School Safety: Ensure students, staff, and families feel safe at school through the implementation of practices that are timely, aligned, trauma informed, equitable, preventative, proactive, and reactive Mental, Behavioral, Social, Emotional Health: Develop and implement a clear and defined tiered system to support individuals, groups, and school-wide through: - SEL Progress Monitoring - Counseling - SEL Core Curriculum and Supplemental Program Implementation - Community Building Activities - Professional Development - Restorative Practices - Trauma Informed Practices (2025/2026) - Bullying Prevention Program Use - Designated Support Team For Groups an As-Needed Topics - LGBTQ Awareness and Support - CHBYI training and implementation System of Supports: Utilize research based practices to support students - Tier 1 focus for 2023-2024, Tier 2 focus for 2024-2025|Met||2025-06-23|2025
49707060000000|Geyserville Unified|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-12th were surveyed. As a small district with around 200 students, subgroup analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th: 34% (and increase of 4% and the same as the county average) -6th-8th: 58% (an increase of 18% from January 2024 and 11% higher than the county average).  -9th-12th: 42% (an increase of 3% from January 2024 and 4% lower than the county average for Jan 2024).   Relationships Summary Data:  -3rd-5th: 88% (and increase of 6% and 11% higher than the county average) -6th-8th: 41% (an increase of 15% and 2% higher the county average).  -9th-12th: 42% (an increase of 9% and 4% lower than the county average).   ""I enjoy school most of the time""  -3rd-5th: 32% (1% lower than the county average) -6th-8th: 44% (a decrease of 1% and 6% higher than the county average);  -9th-12th: 29% (a decrease 7% and 16% lower than the county average);   ""Are students friendly to you""  -3rd-5th: 53% (an increase of 17% and 5% higher than the county average) -6th-8th: 59% (an increase of 4% and 2% below the county average).  -9th-12th: 58% (a decrease 5% from January 2024 and 5% below the county average for Jan 2025).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 65% (an increase of 7% from January 2024 and 4% higher than the county average for Jan 2025). - 6th-8th: 64% (an increase of 8% from January 2024 and 7% above than the county average for Jan 2025). - 9th-12th: 59% (a decrease of 5% from January 2024 and 6% lower than the county average for Jan 2025)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some of the areas did not improve from 2024 to 2025, however, each grade span improved in one area.  Identified Needs -Culture 3rd-5th  -Engagement & Culture 9th-12th -""I enjoy school most of the time""  3rd-5th, 6th-8th, 9th-12th -""Are students friendly to you""  6th-8th, 9th-12th -""Do you feel safe during school?"" 9th-12th  Areas of Strength -Engagement, Culture, Belonging, & Relationships 6th-8th -Engagement, Relationships 3rd-5th -""Do you feel safe during school?"" 9th-12th  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  Although many of the monitored questions for this priority area saw fluctuations, we did see improvement in the following areas related to school climate:  GNTA (6-8, higher than the county) -I really feel like a part of my school's community. -I take pride in my school work. -Most of my teachers don't let people give up when the work gets hard. -Discipline in this school is fair. -Adults from my school treat students with respect. -Students from my school treat adults with respect. -Adults in my school respect people from different backgrounds (for example, people of different races, ethnicities, and genders). -I can usually be myself around other students.  GNTA (9-12) -I feel like a real part of my community. -I take pride in my school work. -I am able to motivate myself to do schoolwork. -Students from my school treat adults with respect. -Adults in my school respect people from different backgrounds (for example, people of different races, ethnicities, and genders). -I can usually be myself around other students.  GES (3-5, higher than the county) -Can you be yourself with other students? -Are students friendly to you? -Do you feel safe during school? -Do you like the way your teacher treats you when you need help? -Do you think your teacher cares about you? -Does your teacher treat you with respect?"|We will continue our LCAP goal 1: Provide a safe and secure school environments.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  1.2 School Safety Ensure students, staff, and families feel safe on campus.  - Supervision: Provide yard duty and campus supervision. Utilize security systems and computer monitoring software to ensure students are physically and digitally safe.  - School Safety Plan: Continue to provide Safety Plan Coordinator, safety training and drills (lock down, earthquake, fire). GNTA-Implement Suicide Prevention Plan and participate in QPR training .  - Conflict Resolution: utilize systems and processes to help decrease and resolve conflicts or inappropriate behaviors (such as: restorative practices, MTSS model for behaviors, behavior management strategies, Cognitive Behavioral Therapy (6-8), GES Behavior Intervention Rubric, PBIS Matrix)  1.3 School Climate Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Social-Emotional Support: Develop positive and safe school culture by providing: Social-emotional support in class and through Keystone Therapy, Restorative Practices program (GES/GNTA), Listening Circles (GNTA), Second Step Social Emotional Learning Curriculum Toolbox program (GES). As funding allows, SCOE provides additional support such as behavior support through counselors, SCOE TOSA, and Wellness Coordinator.  - School Connectedness: Identify and implement activities to enhance school connectedness and school culture (examples: providing various activities or different environments during lunch, assemblies, leadership class, student council, and school wide events such as: GNTA: “House Events,” Random Acts of Kindness, Exhibit Events, Ag Tech Class Produce Pick Up, awards assemblies;  GES:  5th Grade Student Council, Spirit Rally, Morning Announcements, Library Events, Kindness Week Kindness Tree, Stonesoup Thanksgiving, Idle free campus - Community (Diversity, Equity, Inclusion, Belonging): Provide opportunities to enhance and improve DEIB on campus through assemblies, programs, anti-bullying campaigns, extracurricular activities, and events. Continue to partner with outside organizations to support DEIB efforts. Ensure activities are accessible to all students, regardless of background. Continue to foster and enhance our small school community. - Cell Phone Limitations: Increase engagement by continuing to limit cell phone usage for students within the school day.|Met||2025-06-25|2025
49707140000000|Gravenstein Union Elementary|6|Local climate survey was administered during the 2024-2025 school year for grades 3-8 and was focused on the LCAP required metrics of School Connectedness and Student Safety.  Connectedness - Gravenstein Elementary: 43% like attending class (compared to 33% for the county) - Hillcrest Middle: 51% enjoy school most of the time (compared to 39% for the county)  School Safety - Gravenstein Elementary: 80% feel safe at school (compared to 61% for the county) - Hillcrest Middle: 74% feel safe during school (compared to 57% for the county)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - The culture of our school is welcoming, safe, and supportive - We are outperforming the county on the selected survey questions.  Identified Needs - Continued need to ensure students feel safe and connected on campus."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported."" Within this goal we have an action focused on Safety and Connectedness (action 2.2)  2.2 Safety and Connectedness  Ensure students feel safe on campus and connected to the school community. - Social-Emotional learning: Implement social-emotional support strategies (such as ACEs and Trauma-Informed training, progressive discipline framework that includes restorative practices where applicable, and adding documentation of playground loss of privilege) - Mental Health Support: Provide mental health supports to students through the MTSS process (see action 1.2) - Behavior Management: Systems: Develop, implement, refine and evaluate systems of documenting classroom/playground office referrals or loss of privilege. Analyze data to detect patterns. Develop personal interventions, as needed, through the MTSS process (action 1.2). Expectations: Utilize ""be safe, be respectful, be responsible"" as common language that is shared with students and is the basis for any behavioral re-directs.   - Activities/Events: Hold a variety of presentations and assemblies related to life skills, behavior expectations, campus spirit themes and safe school climate. Provide intramural and student government programs.   - Supervision: Provide supervision during ingress, egress, recess/break/lunch and general campus supervision. - Campus Climate: Ensure all students and families feel welcome on campus. Continue efforts on campus climate initiatives (such as GUSD Resolution on Racial Justice, Equity and Inclusion) - Red Performance Level Action: By utilizing the above actions decrease suspension rate for socio-economically disadvantaged students at Hillcrest Middle School [Required Action based on 2024 Dashboard]"|Met||2025-06-17|2025
49707146051742|Gravenstein Elementary|6|Local climate survey was administered during the 2024-2025 school year for grades 3-8 and was focused on the LCAP required metrics of School Connectedness and Student Safety.  Connectedness - Gravenstein Elementary: 43% like attending class (compared to 33% for the county) - Hillcrest Middle: 51% enjoy school most of the time (compared to 39% for the county)  School Safety - Gravenstein Elementary: 80% feel safe at school (compared to 61% for the county) - Hillcrest Middle: 74% feel safe during school (compared to 57% for the county)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - The culture of our school is welcoming, safe, and supportive - We are outperforming the county on the selected survey questions.  Identified Needs - Continued need to ensure students feel safe and connected on campus."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported."" Within this goal we have an action focused on Safety and Connectedness (action 2.2)  2.2 Safety and Connectedness  Ensure students feel safe on campus and connected to the school community. - Social-Emotional learning: Implement social-emotional support strategies (such as ACEs and Trauma-Informed training, progressive discipline framework that includes restorative practices where applicable, and adding documentation of playground loss of privilege) - Mental Health Support: Provide mental health supports to students through the MTSS process (see action 1.2) - Behavior Management: Systems: Develop, implement, refine and evaluate systems of documenting classroom/playground office referrals or loss of privilege. Analyze data to detect patterns. Develop personal interventions, as needed, through the MTSS process (action 1.2). Expectations: Utilize ""be safe, be respectful, be responsible"" as common language that is shared with students and is the basis for any behavioral re-directs.   - Activities/Events: Hold a variety of presentations and assemblies related to life skills, behavior expectations, campus spirit themes and safe school climate. Provide intramural and student government programs.   - Supervision: Provide supervision during ingress, egress, recess/break/lunch and general campus supervision. - Campus Climate: Ensure all students and families feel welcome on campus. Continue efforts on campus climate initiatives (such as GUSD Resolution on Racial Justice, Equity and Inclusion) - Red Performance Level Action: By utilizing the above actions decrease suspension rate for socio-economically disadvantaged students at Hillcrest Middle School [Required Action based on 2024 Dashboard]"|Met||2025-06-17|2025
49707146051759|Hillcrest Middle|6|Local climate survey was administered during the 2024-2025 school year for grades 3-8 and was focused on the LCAP required metrics of School Connectedness and Student Safety.  Connectedness - Gravenstein Elementary: 43% like attending class (compared to 33% for the county) - Hillcrest Middle: 51% enjoy school most of the time (compared to 39% for the county)  School Safety - Gravenstein Elementary: 80% feel safe at school (compared to 61% for the county) - Hillcrest Middle: 74% feel safe during school (compared to 57% for the county)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - The culture of our school is welcoming, safe, and supportive - We are outperforming the county on the selected survey questions.  Identified Needs - Continued need to ensure students feel safe and connected on campus."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported."" Within this goal we have an action focused on Safety and Connectedness (action 2.2)  2.2 Safety and Connectedness  Ensure students feel safe on campus and connected to the school community. - Social-Emotional learning: Implement social-emotional support strategies (such as ACEs and Trauma-Informed training, progressive discipline framework that includes restorative practices where applicable, and adding documentation of playground loss of privilege) - Mental Health Support: Provide mental health supports to students through the MTSS process (see action 1.2) - Behavior Management: Systems: Develop, implement, refine and evaluate systems of documenting classroom/playground office referrals or loss of privilege. Analyze data to detect patterns. Develop personal interventions, as needed, through the MTSS process (action 1.2). Expectations: Utilize ""be safe, be respectful, be responsible"" as common language that is shared with students and is the basis for any behavioral re-directs.   - Activities/Events: Hold a variety of presentations and assemblies related to life skills, behavior expectations, campus spirit themes and safe school climate. Provide intramural and student government programs.   - Supervision: Provide supervision during ingress, egress, recess/break/lunch and general campus supervision. - Campus Climate: Ensure all students and families feel welcome on campus. Continue efforts on campus climate initiatives (such as GUSD Resolution on Racial Justice, Equity and Inclusion) - Red Performance Level Action: By utilizing the above actions decrease suspension rate for socio-economically disadvantaged students at Hillcrest Middle School [Required Action based on 2024 Dashboard]"|Met||2025-06-17|2025
49707220000000|Guerneville Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/)  was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 230 students, subgroup analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:  88% (an increase of 66% from January 2024 and  11% higher than the county average).  -6th-8th: 22%  (a decrease of 11% from January 2024 and 25% lower than the county average).   Relationships Summary Data:  -3rd-5th:  63% (a decrease of 2% from January 2024 and 2% below the county average).  -6th-8th:  35% (a decrease of 4% from January 2024 and 4% below the county average).   ""I enjoy school most of the time""  -3rd-5th:  21% (an increase of 1% from January 2024 and 12% below the county average).  -6th-8th:  18% (a decrease of 4% January 2024 and 21% below the county average);   ""Are students friendly to you""  -3rd-5th:  32% (an increase of 4% from January 2024 and 16% below the county average).  -6th-8th:  42% (an increase of 2% from January 2024 and 19% below the county average).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 62% (an increase of 9% from January 2024 and 1% below the county average).  - 6th-8th:  61% (an increase of 10% from January 2024 and 4% above than the county average for Jan 2025)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some of the areas did not improve from 2024 to 2025, however, each grade span improved in one area.  Identified Needs (areas that decreased) -Belonging 6th-8th -Relationships 3rd-5th, 6th-8th -""I enjoy school most of the time.""  6th-8th  Areas of Strength (areas that increased) -Belonging 3rd-5th -Engagement 3rd-5th, 6th-8th -Culture 6th-8th -""Are students friendly to you"" 3rd-5th, 6th-8th -""Do you feel safe during school?"" 3rd-5th, 6th-8th  Overall, some of our monitored areas are lower than the county and some are higher on the Youth Truth Student survey, however, we saw some improvement in many grade levels for many areas. We plan to continue our work on improving these areas through our Community Schools and LCAP goals and actions.  The following questions saw increases from 2024 to 2025: Grades 3-5 -Do you feel like an important part of your school? -Do you feel safe during school? -Do you like the way your teacher treats you when you need help? -Do you think your teacher cares about you? -Does your teacher treat you with respect? -Do you like going to school? -Do students in your class treat the teacher with respect? -Are students friendly to you? -Is your teacher fair to you?  Grades 6-8 -I try to do my best in school. -I feel safe during school. -When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. -Students from my school treat adults with respect. -Most students are friendly to me. -I really feel like a part of my school's community."|We will continue our LCAP Goal 2: Whole Student Health.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.3 School Climate Create, nourish and sustain school climates that are centered in the embrace of and support for all students in the totality of school interactions (playground, cafeteria, every classroom, office, etc.) (CSPP, Cornerstone) - Shared Understanding and Commitment (CSPP, Capacity Building) - Racially Just and Restorative School Climates  - Social and Emotional Learning (SEL)  - Trauma-Informed Practices - School Safety - Student Expression and Voice - Mental Health Support|Met||2025-06-16|2025
49707220139048|California Pacific Charter - Sonoma|6|"All students in grades TK-12 were invited to participate in an annual school climate survey. Student perceptions were collected in the areas of grade level instruction, teacher availability and support, goal setting, safety and welcomedness at school, and overall satisfaction with the school. 236 students participated in the survey (81 students in grades TK-5, 44 students in grades 6-8, and 111 students in grades 9-12). To the question, ""I feel safe and welcome at school"", 98.1% of students said they feel safe and welcome. To the question, ""If I have a problem, I know I have someone at the school that I can talk to for support"" 96.8% of students agreed. 87.7% of students indicated that they feel a sense of belonging and connectedness at school. The demographic breakdown for the question about safety at school was as follows: Hispanic 98%, African American 100%, White 98%, Asian 100%, EL 100%, SWD 100%, SED 100%, and HY 100% of students agreed that they felt safe at school. The demographic breakdown for the question about school connectedness was as follows: Hispanic 88%, African American 85%, White 90%, Asian 100%, El 88%, SWD 88%, SED 88%, HY 100% of students agreed they feel a sense of belonging and connectedness."|Based on the analysis of this year’s school climate survey data, several key learnings and strengths emerged that reflect the school’s continued focus on fostering a safe, inclusive, and supportive learning environment. A significant majority of students (98.1%) across grades TK-12 reported feeling safe and welcome at school. This high perception of safety extended across all student groups, with 100% of African American, Asian, English Learner (EL), Students with Disabilities (SWD), Socioeconomically Disadvantaged (SED), and Homeless Youth (HY) respondents indicating they felt safe. This consistency across student populations suggests a school culture where equity and inclusiveness are prioritized.  In addition, 96.8% of students agreed that they have someone at school they can talk to for support, reinforcing the strength of staff-student relationships and the availability of emotional and academic support. The survey also showed that 87.7% of students feel a sense of belonging and connectedness to the school. These findings demonstrate that the school has successfully built a strong foundation of safety and support, while also highlighting an opportunity to deepen efforts that promote connection and belonging, particularly among historically underserved groups. The school will continue to monitor these indicators to inform future strategies and ensure all students feel equally valued and connected.|In response to the areas of need identified through the analysis of local data, the LEA will continue refining practices to ensure all students experience a strong sense of connection and support at school. While student perceptions of safety and support remain overwhelmingly positive across all groups, the slightly lower sense of connectedness reported by African American (85%) and Hispanic (88%) students points to a need for more intentional relationship-building efforts. To address this, the school will implement targeted strategies such as increased student engagement activities, advisory groups, and culturally responsive community-building practices to enhance inclusion and belonging for all students.  Additionally, the participation rate continues to be highest among high school students. As such, more intentional outreach efforts will be made to increase participation from students in grades TK-8, including tailored survey tools and structured opportunities to gather input from younger students. This will ensure the LEA is capturing a more balanced representation of student voice across grade levels.|Met||2025-06-17|2025
49707226051767|Guerneville Elementary (Charter)|6|"Youth Truth Survey (https://youthtruthsurvey.org/)  was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 230 students, subgroup analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:  88% (an increase of 66% from January 2024 and  11% higher than the county average).  -6th-8th: 22%  (a decrease of 11% from January 2024 and 25% lower than the county average).   Relationships Summary Data:  -3rd-5th:  63% (a decrease of 2% from January 2024 and 2% below the county average).  -6th-8th:  35% (a decrease of 4% from January 2024 and 4% below the county average).   ""I enjoy school most of the time""  -3rd-5th:  21% (an increase of 1% from January 2024 and 12% below the county average).  -6th-8th:  18% (a decrease of 4% January 2024 and 21% below the county average);   ""Are students friendly to you""  -3rd-5th:  32% (an increase of 4% from January 2024 and 16% below the county average).  -6th-8th:  42% (an increase of 2% from January 2024 and 19% below the county average).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 62% (an increase of 9% from January 2024 and 1% below the county average).  - 6th-8th:  61% (an increase of 10% from January 2024 and 4% above than the county average for Jan 2025)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some of the areas did not improve from 2024 to 2025, however, each grade span improved in one area.  Identified Needs (areas that decreased) -Belonging 6th-8th -Relationships 3rd-5th, 6th-8th -""I enjoy school most of the time.""  6th-8th  Areas of Strength (areas that increased) -Belonging 3rd-5th -Engagement 3rd-5th, 6th-8th -Culture 6th-8th -""Are students friendly to you"" 3rd-5th, 6th-8th -""Do you feel safe during school?"" 3rd-5th, 6th-8th  Overall, some of our monitored areas are lower than the county and some are higher on the Youth Truth Student survey, however, we saw some improvement in many grade levels for many areas. We plan to continue our work on improving these areas through our Community Schools and LCAP goals and actions.  The following questions saw increases from 2024 to 2025: Grades 3-5 -Do you feel like an important part of your school? -Do you feel safe during school? -Do you like the way your teacher treats you when you need help? -Do you think your teacher cares about you? -Does your teacher treat you with respect? -Do you like going to school? -Do students in your class treat the teacher with respect? -Are students friendly to you? -Is your teacher fair to you?  Grades 6-8 -I try to do my best in school. -I feel safe during school. -When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. -Students from my school treat adults with respect. -Most students are friendly to me. -I really feel like a part of my school's community."|We will continue our LCAP Goal 2: Whole Student Health.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.3 School Climate Create, nourish and sustain school climates that are centered in the embrace of and support for all students in the totality of school interactions (playground, cafeteria, every classroom, office, etc.) (CSPP, Cornerstone) Shared Understanding and Commitment (CSPP, Capacity Building) Racially Just and Restorative School Climates  Social and Emotional Learning (SEL)  Trauma-Informed Practices School Safety Student Expression and Voice Mental Health Support|Met||2025-06-16|2025
49707300000000|Harmony Union Elementary|6|"Family members at Harmony Elementary School (Harmony ES) were surveyed in January 2025 about their perceptions of their school in terms of Parent Satisfaction, Culture, Engagement, Relationships, Communication & Feedback, School Safety, and Resources via the Youth Truth Survey. To provide their feedback in context, the report compared parents'/guardians' ratings to the ratings of parents/guardians at 728 other elementary schools across the country.The report represents feedback from 95 parents/guardians. Based on the enrollment data provided, this was a 45% response rate, significantly below 2024. Compared to other participating elementary schools, Harmony's highest rated themes were: Engagement and Culture and the lowest rated themes were: School safety and Resources. Compared to other participating elementary schools, Harmony's highest rated question within the key themes was: I believe in my school's mission. (from the Culture summary measure) and Parent/family members are included in planning school activities. and the lowest rated question within the key themes was: My school's policies are administered fairly and consistently. (from the Culture summary measure) Student responses for middle school indicated the following: Compared to other participating middle schools Salmon Creek MS's highest-rated core survey themes are: Belonging & Peer Collaboration and Relationships. Salmon Creek MS's lowest-rated core survey themes are Engagement and Culture. Compared to other participating middle schools Salmon Creek MS's highest-rated core survey question is: I really feel like a part of my school's community. (from the Belonging & Peer Collaboration summary measure) Salmon Creek MS's lowest-rated core survey question is: Discipline in this school is fair. (from the Culture summary measure) Student responses for elementary school indicated the following: Compared to other participating elementary schools Salmon Creek ES's highest-rated core survey themes are Culture and Engagement. Salmon Creek ES's lowest-rated core survey themes were Relationships and Academic Challenge. Salmon Creek ES's highest-rated core survey question is Does your teacher let you explain your ideas? (from the Instructional Methods summary measure) Salmon Creek ES's lowest-rated core survey question is: Do you like how your teacher treats you when you need help? (from the Relationships summary measure) Respondents also provided feedback about School Safety. For example, 56% of respondents responded positively to the question: Do you feel safe in the hallways of the school? Respondents also provided feedback about Diversity, Equity, and Inclusion. For example, 39% of respondents responded positively to the question: Do you see people of different backgrounds in class materials? Subgroup performance indicated improved sense of engagement for student of two or more races relative to white students. LGBTQ+ students indicated lower scores in most areas relative to peers except ""the"|Areas of strength The LEA exhibited strength in belonging for students in the middle school and teachers providing support for students academically in the lower grades. Clear articulation of weakness existed across all survey bodies relative to Discipline. Given the circumstances in fall of 2024 contextualizing the survey this is not surprising. The school has added an assistant principal for the 2024-2025 school year and changes to discipline practices as well as very high amplitude behaviors were experienced in the fall. Due to these challenges, the MTSS team and other support staff modified supports and changed student programs to improve student culture and behavior supports. By year end the situation had improved, but the impacts from the fall remained. The low performance of LGBTQ+ youth in almost all indicators is a specific area of deficiency that needs focussed attention for 2025-2026.|Student behavior and discipline clearly impacted almost all measures in a variety of respondents (both families and students). Though the school had brought on additional administrative staff to assist with student culture and behavior, the fall was very challenging through the lens of student culture. For 2025-2026, the school will focus on clear articulation of behavioral expectations, Social emotional learning instruction, more proactive engagement by staff in supervision duties, and consideration of improvements to the safe school ambassadors program to activate student participation in the improvement of school culture. More outreach to parents and more frequent class meeting will be used to help keep parents informed and develop a conversation pathway for parents and staff to communicate on issues that are arising in the classroom and on campus.|Met||2025-06-12|2025
49707306110639|Salmon Creek School - A Charter|6|"Family members at Harmony Elementary School (Harmony ES) were surveyed in January 2025 about their perceptions of their school in terms of Parent Satisfaction, Culture, Engagement, Relationships, Communication & Feedback, School Safety, and Resources via the Youth Truth Survey. To provide their feedback in context, the report compared parents'/guardians' ratings to the ratings of parents/guardians at 728 other elementary schools across the country.The report represents feedback from 95 parents/guardians. Based on the enrollment data provided, this was a 45% response rate, significantly below 2024. Compared to other participating elementary schools, Harmony's highest rated themes were: Engagement and Culture and the lowest rated themes were: School safety and Resources. Compared to other participating elementary schools, Harmony's highest rated question within the key themes was: I believe in my school's mission. (from the Culture summary measure) and Parent/family members are included in planning school activities. and the lowest rated question within the key themes was: My school's policies are administered fairly and consistently. (from the Culture summary measure) Student responses for middle school indicated the following: Compared to other participating middle schools Salmon Creek MS's highest-rated core survey themes are: Belonging & Peer Collaboration and Relationships. Salmon Creek MS's lowest-rated core survey themes are Engagement and Culture. Compared to other participating middle schools Salmon Creek MS's highest-rated core survey question is: I really feel like a part of my school's community. (from the Belonging & Peer Collaboration summary measure) Salmon Creek MS's lowest-rated core survey question is: Discipline in this school is fair. (from the Culture summary measure) Student responses for elementary school indicated the following: Compared to other participating elementary schools Salmon Creek ES's highest-rated core survey themes are Culture and Engagement. Salmon Creek ES's lowest-rated core survey themes were Relationships and Academic Challenge. Salmon Creek ES's highest-rated core survey question is Does your teacher let you explain your ideas? (from the Instructional Methods summary measure) Salmon Creek ES's lowest-rated core survey question is: Do you like how your teacher treats you when you need help? (from the Relationships summary measure) Respondents also provided feedback about School Safety. For example, 56% of respondents responded positively to the question: Do you feel safe in the hallways of the school? Respondents also provided feedback about Diversity, Equity, and Inclusion. For example, 39% of respondents responded positively to the question: Do you see people of different backgrounds in class materials? Subgroup performance indicated improved sense of engagement for student of two or more races relative to white students. LGBTQ+ students indicated lower scores in most areas relative to peers except ""the"|Areas of strength The LEA exhibited strength in belonging for students in the middle school and teachers providing support for students academically in the lower grades. Clear articulation of weakness existed across all survey bodies relative to Discipline. Given the circumstances in fall of 2024 contextualizing the survey this is not surprising. The school has added an assistant principal for the 2024-2025 school year and changes to discipline practices as well as very high amplitude behaviors were experienced in the fall. Due to these challenges, the MTSS team and other support staff modified supports and changed student programs to improve student culture and behavior supports. By year end the situation had improved, but the impacts from the fall remained. The low performance of LGBTQ+ youth in almost all indicators is a specific area of deficiency that needs focussed attention for 2025-2026.|Student behavior and discipline clearly impacted almost all measures in a variety of respondents (both families and students). Though the school had brought on additional administrative staff to assist with student culture and behavior, the fall was very challenging through the lens of student culture. For 2025-2026, the school will focus on clear articulation of behavioral expectations, Social emotional learning instruction, more proactive engagement by staff in supervision duties, and consideration of improvements to the safe school ambassadors program to activate student participation in the improvement of school culture. More outreach to parents and more frequent class meeting will be used to help keep parents informed and develop a conversation pathway for parents and staff to communicate on issues that are arising in the classroom and on campus.|Met||2025-06-12|2025
49707306120588|Pathways Charter|6|"Each year, Pathways conducts several surveys of the school community, and the information gleaned thereby informs the school's goals. Results consistently indicate strong satisfaction. Highlights of a recent survey of parents/guardians include the following comments, with an overall 83% positive or mostly positive response. What our family enjoys the most about Pathways: Caring, supportive staff and teachers; Flexible scheduling and pace for learning; Small classes and field trips; Nurturing, inclusive culture. Academic achievements or challenges this year: Reading, math, and overall grade improvement; Growth of student confidence and independence; Mental health challenges; Learning difficulties & adjusting to new systems.  Recent survey highlights of middle and high school students include the following comments. Teacher-Centric Positivity: A dominant theme across multiple categories is the significant positive impact of teachers and staff. Students perceive teachers as caring, respectful, and dedicated to their success. Generally Positive School Environment: Terms like ""friendly,"" ""calm,"" and ""positive culture"" suggest that students perceive Pathways as a welcoming and supportive environment. On a 0-5 scale, with 5 the highest, scores ranged as follows: Engagement 4.49; Instructional Methods 4.34; Relationships 4.21; Culture 4.19; Academic Challenge 3.94; Belonging 3.60."|Based on the above-referenced responses, as well as anecdotal and observational information, we see that, although Pathways offers a non-classroom-based program, many students and families are seeking more classes, instruction, support offerings, and peer engagement. As discussed previously (in Parent and Family Engagement), the types of students and families drawn to our program have changed over time, which necessitates improved outreach and support by the school for how best to partner Based on the responses referenced above, as well as anecdotal and observational information, we see that while Pathways offers a non-classroom-based program, many students and families are seeking additional classes, instructional support, and peer engagement. As discussed previously (in Parent and Family Engagement), the types of students and families attracted to our program have changed over time, making it necessary for the school to enhance outreach and support in order to effectively partner with and thrive in an independent study, home-based program. Furthermore, we recognize the need to increase and improve opportunities for feedback and engagement. Specifically, parents and guardians have indicated that to make their experience more successful, we should offer more in-person classes, improve communication and consistency, and increase social opportunities. Additionally, potential areas for growth mentioned by students include academic challenges, a sense of belonging, and relationships.|Continuing and updated goals include attention to some of the needs mentioned above, improved math support and outcomes, and improved support for and engagement with new students and families.|Met||2025-06-17|2025
49707630000000|Horicon Elementary|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance for our small learning community.   Student School Climate Survey, given annually, showed that 36 surveys were returned (13 more than last year).   School Connectedness -57% of students responded with ""strongly agree"" or ""agree"" to the question ""I enjoy school most of the time."" (compared to 64% in 2023-2024 and 39% for typical Sonoma County School during the 2024-2025 school year). -55% of students responded with ""strongly agree"" or ""agree"" to the question ""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (compared to 67% in 2023-2024 and 42% for typical Sonoma County School during the 2024-2025 school year). -80% of students responded with ""strongly agree"" or ""agree"" to the question ""Most students are friendly to me."" (compared to 70% in 2023-2024 and 48% for typical Sonoma County School during the 2024-2025 school year).  School Safety -88% of students responded with ""strongly agree"" or ""agree"" to the question ""I feel safe during school"" (compared to 88% in 2023-2024 and 57% for typical Sonoma County School during the 2024-2025 school year). -89% of families responded with ""strongly agree"" or ""agree"" to the question ""The school is safe"" (compared to 89% in 2023-2024 and 83% for typical Sonoma County School during the 2024-2025 school year). -91% of staff responded with ""strongly agree"" or ""agree"" to the question ""The school is safe"" (compared to 93% in 2023-2024 and 83% for typical Sonoma County School during the 2024-2025 school year)."|Identified Needs -Ensuring students feel safe and connected is essential for their academic success and overall well-being. A secure and inclusive environment allows students to focus on their studies, participate actively in classroom activities, and develop positive relationships with peers and educators. When students feel safe, they are more likely to engage in learning, express their thoughts, and take intellectual risks. Fostering a sense of connection within the school community promotes emotional resilience, reduces anxiety, and helps students build essential social skills. By prioritizing safety and connection, we create a foundation for a supportive educational experience that nurtures the growth and development of every student.  Areas of Strength -We are scoring above Sonoma County in all areas  -Our small learning community naturally provides individualized learning experiences and the ability for staff to connect with students.|We will implement, evaluation and revise LCAP Goal 2: Culture, Climate, and Community: Students will have a safe, nurturing and welcoming learning environment. We have enhanced and added additional items within the five actions of this goal: 2.1 Family and Community Engagement; 2.2 Safety and Connectedness; 2.3 Health and Wellness; 2.4 Counseling; 2.5 Family and Community Engagement, and 2.6 Attendance.|Met||2025-06-09|2025
49707890000000|Kenwood|6|89% of the students surveyed state that they feel like they belong at Kenwood Elementary School. The local survey encompassed a variety of important issues including the relationship between students and staff. Overall, our students feel safe and valued by their teachers. Students feel that teachers and students respect each other and that their teachers listen and value their opinions. Overwhelmingly, students feel that their teachers encourage them to take on new challenges.|Based on the results of our local climate survey, we have learned that our students feel that their peers and teachers care about them. All student groups show similar data regarding the areas involving teacher/student relationships. Unfortunately, we received disappointing feedback regarding the question, about receiving help from the teacher. As a staff we realize the importance of a productive struggle and thought students may feel that the teachers do not answer questions that the student is struggling with, our staff has actually been trained to guide the student to find the answer for themsleves.|Based on our analysis of the student groups we feel that we need to work harder with some of our student groups to help them with SEL strategies. We have focused our energy to support this need through our English Language Coordinator in addition with our school counselor and hope to see positive results in the next couple years. We will work with families to show the importance of SEL and help families to practice research based strategies with their students. We will also provide meaningful professional development to staff in order to enhance our staff's skills in SEL.|Met||2025-06-12|2025
49707970000000|Liberty Elementary|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices.|Met||2025-06-19|2025
49707970107284|California Virtual Academy @ Sonoma|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-26|2025
49707970139568|Heartwood Charter|6|The school climate improved significantly again this past year with more in person activities and a return to regularity of school events. Selected enrichment activities were expanded, including music, crafting, cooking, dance and outdoor education. School events were expanded to a full calendar of in-person school plays and events. A lively calendar of field trips drew parent engagement. Group instruction programs returned to in-person learning where available, which aided attendance. Parent conferences continued with an in-person format, which continued to improve parent engagement. Planned staff additions for literacy and math specialists to enhance specific learning were implemented as planned and expanded as qualified candidates became available. Tutoring and small group instruction via video conference were largely attended to capacity.|The school climate improved significantly again this past year with more in person activities and a return to regularity of school events. Selected enrichment activities were expanded, including music, crafting, cooking, dance and outdoor education. School events were expanded to a full calendar of in-person school plays and events. A lively calendar of field trips drew parent engagement. Group instruction programs returned to in-person learning where available, which aided attendance. Parent conferences continued with an in-person format, which continued to improve parent engagement. Planned staff additions for literacy and math specialists to enhance specific learning were implemented as planned and expanded as qualified candidates became available. Tutoring and small group instruction via video conference were largely attended to capacity.|The school climate improved significantly again this past year with more in person activities and a return to regularity of school events. Selected enrichment activities were expanded, including music, crafting, cooking, dance and outdoor education. School events were expanded to a full calendar of in-person school plays and events. A lively calendar of field trips drew parent engagement. Group instruction programs returned to in-person learning where available, which aided attendance. Parent conferences continued with an in-person format, which continued to improve parent engagement. Planned staff additions for literacy and math specialists to enhance specific learning were implemented as planned and expanded as qualified candidates became available. Tutoring and small group instruction via video conference were largely attended to capacity.|Met||2025-06-24|2025
49707970140228|Liberty Independent Study|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices.|Met||2025-06-19|2025
49707976051833|Liberty Elementary|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices.|Met||2025-06-19|2025
49708050000000|Mark West Union Elementary|6|"The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY  Of the District parents surveyed, 88% of District parents feel their child’s learning environment is safe compared to 64% of District students that feel safe at school.  Overall, 89% of District staff report feeling safe from harm at school.  Fifth graders (65%)  reported lower rates of feeling safe at school compared to third (70%) and fourth (66%).  Seventh graders (64%) report the highest rates of feeling safe at school compared to eighth (60%) and sixth (57%) graders. Students safety as measured by response to  either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level:  3rd grade=70% 4th grade=66% 5th grade=65% 6th grade=57% 7th grade=64% 8th grade=60%  School safety (by student groups): 3rd-6th grade students White=66% Hispanic or Latina/o/x=68%	 Two or More Races	=71% Others=55%	 Asian or Asian American=56%	 American Indian or Alaska Native=64% Black or African American=67%  7th and 8th grade students White =67%		 Hispanic or Latina/o/x=55% Other race/ethnicity=60% Asian or Asian American=70%  SCHOOL CONNECTEDNESS  Of the District parents surveyed, 75% feel engaged with their school. Eighty-eight percent of District staff report that they believe their school is cooperative and team-oriented.  Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 29% of elementary school students surveyed feel like an important part of their school community.  Thirty-seven percent of middle school students really feel like a part of their school community.   Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=41% 4th grade=26% 5th grade=24% 6th grade=21% 7th grade=38% 8th grade=32%  School connectedness (by student groups): 3rd-6th grade students White=34% Hispanic or Latina/o/x=21%	 Two or More Races	=25% Others=19%	 Asian or Asian American=36%	 American Indian or Alaska Native=27% Black or African American=11%  7th and 8th grade students White =33%		 Hispanic or Latina/o/x=33% Other race/ethnicity=33% Asian or Asian American=40%"|Key learnings related to school safety include: -A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 88% of parents and 89% of staff report feeling that schools are safe places for learning and work.  -Among students, third graders report the highest levels of safety (70%) among the 3rd–6th grade group, and seventh graders report the highest level (64%) among middle schoolers. Disaggregated data shows relatively higher safety perceptions among students identifying as Two or More Races (71%), Hispanic or Latina/o/x (68%), and Black or African American (67%) within grades 3–6, and among Asian or Asian American students (70%) in grades 7–8. -A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same.  -Safety perceptions decrease as students progress through the grades, with sixth graders (57%) and eighth graders (60%) reporting the lowest sense of safety.  Key learnings related to school connectedness include: -Eighty-eight percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. -Similarly, 75% of parents feel engaged with their child’s school, indicating strong family-school partnerships. -Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school. Grade-level data reveals a sharp decline from 41% in third grade to just 21% in sixth grade. -A significant equity gap is evident in school connectedness by student group. Among elementary students, only 11% of Black or African American students and 19% of students in the “Other” race/ethnicity category report feeling connected, compared to 36% of Asian or Asian American and 34% of White students. In middle school, while connectedness is slightly more balanced, Hispanic or Latina/o/x and White students report lower connectedness (33%) than their Asian American peers (40%).|Address Safety Concerns:  This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience. Enhance safety-related interventions and supports particularly at the upper elementary and middle school levels. Provide additional support and resources to demographic groups that report lower levels of safety.  Foster School Connectedness:  Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Involve students in school decision-making through councils, surveys, and classroom leadership roles. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Track school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2025-06-10|2025
49708050105890|Mark West Charter|6|"The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY  Of the District parents surveyed, 88% of District parents feel their child’s learning environment is safe compared to 64% of District students that feel safe at school.  Overall, 89% of District staff report feeling safe from harm at school.  Fifth graders (65%)  reported lower rates of feeling safe at school compared to third (70%) and fourth (66%).  Seventh graders (64%) report the highest rates of feeling safe at school compared to eighth (60%) and sixth (57%) graders. Students safety as measured by response to  either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level:  3rd grade=70% 4th grade=66% 5th grade=65% 6th grade=57% 7th grade=64% 8th grade=60%  School safety (by student groups): 3rd-6th grade students White=66% Hispanic or Latina/o/x=68%	 Two or More Races	=71% Others=55%	 Asian or Asian American=56%	 American Indian or Alaska Native=64% Black or African American=67%  7th and 8th grade students White =67%		 Hispanic or Latina/o/x=55% Other race/ethnicity=60% Asian or Asian American=70%  SCHOOL CONNECTEDNESS  Of the District parents surveyed, 75% feel engaged with their school. Eighty-eight percent of District staff report that they believe their school is cooperative and team-oriented.  Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 29% of elementary school students surveyed feel like an important part of their school community.  Thirty-seven percent of middle school students really feel like a part of their school community.   Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=41% 4th grade=26% 5th grade=24% 6th grade=21% 7th grade=38% 8th grade=32%  School connectedness (by student groups): 3rd-6th grade students White=34% Hispanic or Latina/o/x=21%	 Two or More Races	=25% Others=19%	 Asian or Asian American=36%	 American Indian or Alaska Native=27% Black or African American=11%  7th and 8th grade students White =33%		 Hispanic or Latina/o/x=33% Other race/ethnicity=33% Asian or Asian American=40%"|Key learnings related to school safety include: -A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 88% of parents and 89% of staff report feeling that schools are safe places for learning and work.  -Among students, third graders report the highest levels of safety (70%) among the 3rd–6th grade group, and seventh graders report the highest level (64%) among middle schoolers. Disaggregated data shows relatively higher safety perceptions among students identifying as Two or More Races (71%), Hispanic or Latina/o/x (68%), and Black or African American (67%) within grades 3–6, and among Asian or Asian American students (70%) in grades 7–8. -A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same.  -Safety perceptions decrease as students progress through the grades, with sixth graders (57%) and eighth graders (60%) reporting the lowest sense of safety.  Key learnings related to school connectedness include: -Eighty-eight percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. -Similarly, 75% of parents feel engaged with their child’s school, indicating strong family-school partnerships. -Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school. Grade-level data reveals a sharp decline from 41% in third grade to just 21% in sixth grade. -A significant equity gap is evident in school connectedness by student group. Among elementary students, only 11% of Black or African American students and 19% of students in the “Other” race/ethnicity category report feeling connected, compared to 36% of Asian or Asian American and 34% of White students. In middle school, while connectedness is slightly more balanced, Hispanic or Latina/o/x and White students report lower connectedness (33%) than their Asian American peers (40%).|Address Safety Concerns:  This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience. Enhance safety-related interventions and supports particularly at the upper elementary and middle school levels. Provide additional support and resources to demographic groups that report lower levels of safety.  Foster School Connectedness:  Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Involve students in school decision-making through councils, surveys, and classroom leadership roles. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Track school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2025-06-10|2025
49708056051858|San Miguel Elementary|6|"The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY  Of the District parents surveyed, 88% of District parents feel their child’s learning environment is safe compared to 64% of District students that feel safe at school.  Overall, 89% of District staff report feeling safe from harm at school.  Fifth graders (65%)  reported lower rates of feeling safe at school compared to third (70%) and fourth (66%).  Seventh graders (64%) report the highest rates of feeling safe at school compared to eighth (60%) and sixth (57%) graders. Students safety as measured by response to  either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level:  3rd grade=70% 4th grade=66% 5th grade=65% 6th grade=57% 7th grade=64% 8th grade=60%  School safety (by student groups): 3rd-6th grade students White=66% Hispanic or Latina/o/x=68%	 Two or More Races	=71% Others=55%	 Asian or Asian American=56%	 American Indian or Alaska Native=64% Black or African American=67%  7th and 8th grade students White =67%		 Hispanic or Latina/o/x=55% Other race/ethnicity=60% Asian or Asian American=70%  SCHOOL CONNECTEDNESS  Of the District parents surveyed, 75% feel engaged with their school. Eighty-eight percent of District staff report that they believe their school is cooperative and team-oriented.  Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 29% of elementary school students surveyed feel like an important part of their school community.  Thirty-seven percent of middle school students really feel like a part of their school community.   Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=41% 4th grade=26% 5th grade=24% 6th grade=21% 7th grade=38% 8th grade=32%  School connectedness (by student groups): 3rd-6th grade students White=34% Hispanic or Latina/o/x=21%	 Two or More Races	=25% Others=19%	 Asian or Asian American=36%	 American Indian or Alaska Native=27% Black or African American=11%  7th and 8th grade students White =33%		 Hispanic or Latina/o/x=33% Other race/ethnicity=33% Asian or Asian American=40%"|Key learnings related to school safety include: -A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 88% of parents and 89% of staff report feeling that schools are safe places for learning and work.  -Among students, third graders report the highest levels of safety (70%) among the 3rd–6th grade group, and seventh graders report the highest level (64%) among middle schoolers. Disaggregated data shows relatively higher safety perceptions among students identifying as Two or More Races (71%), Hispanic or Latina/o/x (68%), and Black or African American (67%) within grades 3–6, and among Asian or Asian American students (70%) in grades 7–8. -A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same.  -Safety perceptions decrease as students progress through the grades, with sixth graders (57%) and eighth graders (60%) reporting the lowest sense of safety.  Key learnings related to school connectedness include: -Eighty-eight percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. -Similarly, 75% of parents feel engaged with their child’s school, indicating strong family-school partnerships. -Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school. Grade-level data reveals a sharp decline from 41% in third grade to just 21% in sixth grade. -A significant equity gap is evident in school connectedness by student group. Among elementary students, only 11% of Black or African American students and 19% of students in the “Other” race/ethnicity category report feeling connected, compared to 36% of Asian or Asian American and 34% of White students. In middle school, while connectedness is slightly more balanced, Hispanic or Latina/o/x and White students report lower connectedness (33%) than their Asian American peers (40%).|Address Safety Concerns:  This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience. Enhance safety-related interventions and supports particularly at the upper elementary and middle school levels. Provide additional support and resources to demographic groups that report lower levels of safety.  Foster School Connectedness:  Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Involve students in school decision-making through councils, surveys, and classroom leadership roles. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Track school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2025-06-10|2025
49708056111066|John B. Riebli Elementary|6|"The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY  Of the District parents surveyed, 88% of District parents feel their child’s learning environment is safe compared to 64% of District students that feel safe at school.  Overall, 89% of District staff report feeling safe from harm at school.  Fifth graders (65%)  reported lower rates of feeling safe at school compared to third (70%) and fourth (66%).  Seventh graders (64%) report the highest rates of feeling safe at school compared to eighth (60%) and sixth (57%) graders. Students safety as measured by response to  either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level:  3rd grade=70% 4th grade=66% 5th grade=65% 6th grade=57% 7th grade=64% 8th grade=60%  School safety (by student groups): 3rd-6th grade students White=66% Hispanic or Latina/o/x=68%	 Two or More Races	=71% Others=55%	 Asian or Asian American=56%	 American Indian or Alaska Native=64% Black or African American=67%  7th and 8th grade students White =67%		 Hispanic or Latina/o/x=55% Other race/ethnicity=60% Asian or Asian American=70%  SCHOOL CONNECTEDNESS  Of the District parents surveyed, 75% feel engaged with their school. Eighty-eight percent of District staff report that they believe their school is cooperative and team-oriented.  Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 29% of elementary school students surveyed feel like an important part of their school community.  Thirty-seven percent of middle school students really feel like a part of their school community.   Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=41% 4th grade=26% 5th grade=24% 6th grade=21% 7th grade=38% 8th grade=32%  School connectedness (by student groups): 3rd-6th grade students White=34% Hispanic or Latina/o/x=21%	 Two or More Races	=25% Others=19%	 Asian or Asian American=36%	 American Indian or Alaska Native=27% Black or African American=11%  7th and 8th grade students White =33%		 Hispanic or Latina/o/x=33% Other race/ethnicity=33% Asian or Asian American=40%"|Key learnings related to school safety include: -A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 88% of parents and 89% of staff report feeling that schools are safe places for learning and work.  -Among students, third graders report the highest levels of safety (70%) among the 3rd–6th grade group, and seventh graders report the highest level (64%) among middle schoolers. Disaggregated data shows relatively higher safety perceptions among students identifying as Two or More Races (71%), Hispanic or Latina/o/x (68%), and Black or African American (67%) within grades 3–6, and among Asian or Asian American students (70%) in grades 7–8. -A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same.  -Safety perceptions decrease as students progress through the grades, with sixth graders (57%) and eighth graders (60%) reporting the lowest sense of safety.  Key learnings related to school connectedness include: -Eighty-eight percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. -Similarly, 75% of parents feel engaged with their child’s school, indicating strong family-school partnerships. -Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school. Grade-level data reveals a sharp decline from 41% in third grade to just 21% in sixth grade. -A significant equity gap is evident in school connectedness by student group. Among elementary students, only 11% of Black or African American students and 19% of students in the “Other” race/ethnicity category report feeling connected, compared to 36% of Asian or Asian American and 34% of White students. In middle school, while connectedness is slightly more balanced, Hispanic or Latina/o/x and White students report lower connectedness (33%) than their Asian American peers (40%).|Address Safety Concerns:  This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience. Enhance safety-related interventions and supports particularly at the upper elementary and middle school levels. Provide additional support and resources to demographic groups that report lower levels of safety.  Foster School Connectedness:  Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Involve students in school decision-making through councils, surveys, and classroom leadership roles. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Track school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2025-06-10|2025
49708130000000|Monte Rio Union Elementary|6|Youth Truth Survey Data documents the safe positive school culture and climate. 98% of parents rate the school very safe. In grades 3-5 students reported 96% positive culture and 83% positive belonging and 68% strong relationships. In grades 6-8 98% reported strong belonging and 94% positive relationships.|Monte Rio School staff work diligently to provide a safe and nurturing environment. There is a strong climate of safety and positive culture. There is some work to do in Grades 3 and 4 to improve the rating in relationships.|The school will continue Tiger Teams and multi age program of social and emotional wellness with teams of students Tk/K-8 completing collaborative tasks with a teacher or counselor. Tiger team meets weekly and grows cross age relationships. The counselor visits classrooms to support age appropriate social development and friendships.|Met||2025-06-17|2025
49708210000000|Montgomery Elementary|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.     As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families."|"Student Safety Survey Data -Students: “I feel safe during school” 92% agree or strongly agree with that statement (an increase of 2% from January 2024 and 31% above the county average).   -Parents: “My child's learning environment is safe” 100% agree or strongly agree with that statement (an increase of 10% from January 2024 and 17% above the county average).   -Staff: “I feel safe from harm while at my school.” 100% agree or strongly agree with that statement (maintained from January 2024 and 17% above the county average).    School Connectedness Survey Data -Students: ""I enjoy school most of the time"" 75% agree or strongly agree with that statement decreased by 15% from January 2024 and 36% above the county average).    Areas of strength from students and staff: The school provides social-emotional support for students and staff The school provides tutoring support for students The school provides workshops and mentoring supports for staff There is an adult whom I trust and can go to for help  Areas of growth from students and staff: The school should work to increase parent involvement The school should effectively address attendance and absenteeism The school should use more student and parent input to improve instruction  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|We will continue our LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, respectful, inclusive and supportive environment for all students, teachers, staff, parents and guests.   We have enhanced and added additional items within the five actions of this goal: 2.1 Student Engagement and Safety; 2.2 Health and Wellness; 2.3 Attendance; 2.4 Physical Environment; 2.5 Family and Community Engagement.|Met||2025-06-11|2025
49708390000000|Oak Grove Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:  44% (an increase of 12% from January 2024 and 10% better than the county average).  -6th-8th:  41% (maintained 41% from January 2024 and 6% lower than the county average).   Relationships Summary Data:  -3rd-5th: 82% (an increase of 11% from January 2024 and 5% better than the county average).  -6th-8th: 37% (maintained 37% from January 2024 and 2% below the county average).   ""I enjoy school most of the time"" or ""Do you like going to school?"" -3rd-5th:  48% (an increase of 13% from January 2024 and 15% higher than the county average).  -6th-8th:  33% (an increase of 4% from January 2024 and 6% below the county average);   ""Are students friendly to you""  -3rd-5th:  52% (an increase of 4% from January 2024 and 4% higher than the county average).  -6th-8th:  54% (a decrease of 1% from January 2024 and 7% below the county average).   School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th:  65% (a increase of 4% from January 2024 and 4% higher than the county average).  - 6th-8th:  55% (an increase of 2% from January 2024 and 2% below the county average)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area.  Identified Needs -Belonging  6th-8th (maintained, did not improve, lower than the county) -Relationships 6th-8th (maintained, did not improve, lower than the county) -""Are students friendly to you""  6th-8th  Areas of Strength -Belonging 3rd-5th -Relationships 3rd-5th -""I enjoy school most of the time"" 3rd-5th, 6th-8th -""Are students friendly to you""  3rd-5th -""Do you feel safe during school?""3rd-5th, 6th-8th  Many of the monitored areas improved from January 2024 to January 2025.  Significant improvement (10% or more improvement) was seen on the following questions in grade 3-5: - Do you learn interesting things in school? - Does what you learn in class help you in your life? - Do you feel like an important part of your school? - Does your teacher give you extra help if you need it? - Do you like how your teacher treats you when you need help?  Good Improvement (5% or more improvement) was seen on the following questions in grade 6-8: - I feel like I will be ready for high school classes when I finish middle school. - Students from my school treat adults with respect. - I really feel like a part of my school's community. - How often do you work with other students for your classes even when your teacher doesn't ask or tell you to? - How many of your teachers are willing to give extra help on school work if you need it? - How many of your teachers try to understand what your life is like outside of school?"|We will continue our LCAP GOAL 3: Culture, Climate and Community Engagement.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Social-Emotional Wellness Our school provides multi-tiered instruction and support based on functions of behavior and social-emotional learning with fidelity (SWIFT 4.2) - Trauma Informed: Utilize a trauma informed approach to help address the social and emotional needs of students and provide school-wide social-emotional curriculum to students with opportunities to learn life skills and develop socially appropriate behaviors.	 - SEL Curriculum: Toolbox (Oak Grove) and Character Strong (Willowside) are implemented with fidelity at each site as described in the MTSS Action Plan - Counseling: Provide counseling support and education to all students through in-class presentations and intervention services to identify students in need of social-emotional support through individual and small group programs (School based counselors, Keystone or other contracted services).  3.2 School Safety - Supervision: Provide before/after school and recess supervision to ensure a safe playground and school environment.	 - Training: Provide training for all IA's and Office staff (such as, Crisis Prevention Institute (CPI), welcoming schools, restorative practice, translation/IEP support for EL). - MTSS Behavior Supports: Implement behavior components of MTSS (see Action 2.2)  - Facilities: Provide and maintain clean and safe school facilities that support student engagement and positive school culture.|Met||2025-06-11|2025
49708390138065|Pivot Charter School - North Bay|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 66.9% of students indicating they felt connected and included at Pivot, 57.1% of students indicating that their teachers and other adults at Pivot know and understand them, and 73.6% of students indicated that they feel successful at Pivot.    Unduplicated students 67.5% indicated that they feel connected and included at Pivot  56.1% indicated that their teachers or other adults at Pivot know/understand them  72.4% indicated that they feel successful at Pivot    Special education students  70.2% indicated that they feel connected and included at Pivot  71.9% indicated that their teachers or other adults at Pivot know/understand them  66.9% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 70.5% indicated that they feel connected and included at Pivot  66.7% indicated that their teachers or other adults at Pivot know/understand them  70.5% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the  special education subgroups: 64.5% indicated that they feel connected and included at Pivot  56.5% indicated that their teachers or other adults at Pivot know/understand them  76.8% indicated that they feel successful at Pivot    Parents and guardians were also surveyed, with 98.7% indicating that they were satisfied with Pivot Charter School and 98.7% indicating that they were satisfied with the curriculum.    Parents and guardians of unduplicated students: 97.2% indicated that they were satisfied with Pivot Charter School 97.2% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum|Overall, the data shows that families and students are satisfied with their experience at Pivot Charter School. One area of need is for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. Another area of need is overall participation in the survey. This year, we moved the form to ParentSquare and saw improvement over previous surveys. We hope to send the survey a few months earlier to collect more input. We also hope to see increased participation in our Family Homerooms next year, which started for the first year.|The 23-24 school year was the first year of implementation of  Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events.|Met||2025-06-16|2025
49708396051890|Oak Grove Elementary/Willowside Middle|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:  44% (an increase of 12% from January 2024 and 10% better than the county average).  -6th-8th:  41% (maintained 41% from January 2024 and 6% lower than the county average).   Relationships Summary Data:  -3rd-5th: 82% (an increase of 11% from January 2024 and 5% better than the county average).  -6th-8th: 37% (maintained 37% from January 2024 and 2% below the county average).   ""I enjoy school most of the time"" or ""Do you like going to school?"" -3rd-5th:  48% (an increase of 13% from January 2024 and 15% higher than the county average).  -6th-8th:  33% (an increase of 4% from January 2024 and 6% below the county average);   ""Are students friendly to you""  -3rd-5th:  52% (an increase of 4% from January 2024 and 4% higher than the county average).  -6th-8th:  54% (a decrease of 1% from January 2024 and 7% below the county average).   School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th:  65% (a increase of 4% from January 2024 and 4% higher than the county average).  - 6th-8th:  55% (an increase of 2% from January 2024 and 2% below the county average)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area.  Identified Needs -Belonging  6th-8th (maintained, did not improve, lower than the county) -Relationships 6th-8th (maintained, did not improve, lower than the county) -""Are students friendly to you""  6th-8th  Areas of Strength -Belonging 3rd-5th -Relationships 3rd-5th -""I enjoy school most of the time"" 3rd-5th, 6th-8th -""Are students friendly to you""  3rd-5th -""Do you feel safe during school?""3rd-5th, 6th-8th  Many of the monitored areas improved from January 2024 to January 2025.  Significant improvement (10% or more improvement) was seen on the following questions in grade 3-5: - Do you learn interesting things in school? - Does what you learn in class help you in your life? - Do you feel like an important part of your school? - Does your teacher give you extra help if you need it? - Do you like how your teacher treats you when you need help?  Good Improvement (5% or more improvement) was seen on the following questions in grade 6-8: - I feel like I will be ready for high school classes when I finish middle school. - Students from my school treat adults with respect. - I really feel like a part of my school's community. - How often do you work with other students for your classes even when your teacher doesn't ask or tell you to? - How many of your teachers are willing to give extra help on school work if you need it? - How many of your teachers try to understand what your life is like outside of school?"|We will continue our LCAP GOAL 3: Culture, Climate and Community Engagement.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Social-Emotional Wellness Our school provides multi-tiered instruction and support based on functions of behavior and social-emotional learning with fidelity (SWIFT 4.2) - Trauma Informed: Utilize a trauma informed approach to help address the social and emotional needs of students and provide school-wide social-emotional curriculum to students with opportunities to learn life skills and develop socially appropriate behaviors.	 - SEL Curriculum: Toolbox (Oak Grove) and Character Strong (Willowside) are implemented with fidelity at each site as described in the MTSS Action Plan - Counseling: Provide counseling support and education to all students through in-class presentations and intervention services to identify students in need of social-emotional support through individual and small group programs (School based counselors, Keystone or other contracted services).  3.2 School Safety - Supervision: Provide before/after school and recess supervision to ensure a safe playground and school environment.	 - Training: Provide training for all IA's and Office staff (such as, Crisis Prevention Institute (CPI), welcoming schools, restorative practice, translation/IEP support for EL). - MTSS Behavior Supports: Implement behavior components of MTSS (see Action 2.2)  - Facilities: Provide and maintain clean and safe school facilities that support student engagement and positive school culture.|Met||2025-06-11|2025
49708470000000|Old Adobe Union|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   La Tercera Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  32% - all students  3rd Grade- 61% 4th Grade - 28% 5th Grade- 28% 6th Grade - 23%  Belonging - Do you feel safe at school?  61% positive - all students 3rd Grade- 72% 4th Grade - 56% 5th Grade- 53% 6th Grade - 63%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services.  We will also continue to focus on a follow up survey for our students to gain a better understanding of where students do not feel safe.   It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2025-06-25|2025
49708470119750|River Montessori Elementary Charter|6|Feedback from the annual student survey indicates that 96% of students are happy at RMCS and 95% believe RMCS is a peaceful or very peaceful school. 96% think that most students are kind and 95% indicate that their teacher is kind. 100% of students report that their teacher expects them to do their best work. 95% of students report that they feel safe at school. Teachers and support staff utilize results from student surveys to further understand student perspective and to support students in how they think and feel about school, their learning, assignments, work and studies, the classroom, teacher, social experience, safety, specifics regarding where they would like help, and suggested improvements for what the school needs or could do better. Revisions, decisions, and actions in response to the annual survey include continued individualized tailoring of instruction and partnership with students, increased activities and opportunities for social development, both inter- and intra-personally, a support program for the integration of mind and body for increased self-awareness, personal-regulation, confidence, social skills to develop increased skills in academic pursuit, persistence, and success, strategies for individual class academics enhancement, individualized tutoring, supports, and family partnership for students in need academically or personally, and action plans for cultivating relationships among teachers and individual students.|Through student feedback and surveys, RMCS students report and know that RMCS is a safe place for them as children, learners, and as leaders. Relationships lead in successful social emotional development and cognitive and academic success follows. RMCS endeavors to continue to strengthen our students with focus on executive function, personal development, and mental wellbeing to fortify each and all students in their individuality and academic success.|"Student feedback indicates that most students indicated ""nothing"" for improvements but a few mention they would like more pets in the classrooms, swings and a slide on the playground, longer recess and weekends; these will be researched and presented to students for feedback and decision-making."|Met||2025-06-18|2025
49708470127555|Loma Vista Immersion Academy|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  28% - all students  (+3 increase from previous year) 3rd Grade- 32% 4th Grade - 28% 5th Grade- 26% 6th Grade - 21%  Belonging - Do you feel safe at school?  58% positive - all students (+3 increase from precious year) 3rd Grade- 71% 4th Grade - 57% 5th Grade- 57% 6th Grade - 37%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward through the use of action plans to address specific areas for focus.|Met||2025-06-25|2025
49708476051924|Old Adobe Elementary Charter|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  38% - all students  3rd Grade- 50% 4th Grade - 37% 5th Grade- 26% 6th Grade - 47%  Belonging - Do you feel safe at school?  64% positive - all students 3rd Grade- 55% 4th Grade - 72% 5th Grade- 59% 6th Grade - 62%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, increasing student leadership opportunities and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2025-06-25|2025
49708476072136|Miwok Valley Elementary Charter|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  41% - all students  3rd Grade- 51% 4th Grade - 19% 5th Grade- 63% 6th Grade - 14%  Belonging - Do you feel safe at school?  11% positive - all students 3rd Grade- 40% 4th Grade - 12% 5th Grade- 23% 6th Grade - 2%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS), utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2025-06-25|2025
49708476114755|Sonoma Mountain Elementary|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  33% - all students  3rd Grade- 32% 4th Grade - 48% 5th Grade- 31% 6th Grade - 25%  Belonging - Do you feel safe at school?   68% positive - all students 3rd Grade- 71% 4th Grade - 81% 5th Grade- 70% 6th Grade - 49%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2025-06-25|2025
49708700000000|Piner-Olivet Union Elementary|6|POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 80% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment.  Connectedness:  POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 83% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 52% of students felt belonging in their school community. Specifically, 52% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 60% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 87% of staff felt engaged in the school community and were proud of their school. Our goal is to increase the percentage of staff that feel engaged in the school community by 3% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices as well as Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|Met||2025-06-16|2025
49708700106344|Northwest Prep Charter|6|NWP uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  NWP used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 91% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment.  Connectedness:  NWP used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 96% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 2% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  NWP used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 45% of 7th and 8th grade students and 62% of 9th-12th grade students felt belonging in their school community. Specifically, 45% of 7th and 8th grade students and 62% of 9th-12th grade students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 70% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  NWP used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 100% of staff felt engaged in the school community and were proud of their school. Our goal is to maintain 100% of staff that feel engaged in the school community each year. In order to do this, we will provide more community circles during staff meetings, student of concern meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices as well as Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, Student of Concern meetings and Instructional Leadership Teams at school sites for decision making.|Met||2025-06-16|2025
49708706066344|Olivet Elementary Charter|6|Olivet uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  Olivet used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 86% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment.  Connectedness:  Olivet used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 90% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  Olivet used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 43% of students felt belonging in their school community. Specifically, 43% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 50% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  Olivet used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 87% of staff felt engaged in the school community and were proud of their school. Our goal is to increase the percentage of staff that feel engaged in the school community by 3% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices as well as Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|Met||2025-06-16|2025
49708706109144|Morrice Schaefer Charter|6|Schaefer uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  Schaefer used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 86% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment.  Connectedness:  Schaefer used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 83% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  Schaefer used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 48% of students felt belonging in their school community. Specifically, 48% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 60% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  Schaefer used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 96% of staff felt engaged in the school community and were proud of their school. Our goal is to increase the percentage of staff that feel engaged in the school community by 3% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices as well as Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|Met||2025-06-16|2025
49708706113492|Piner-Olivet Charter|6|POCS uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  POCS used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 78% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment.  Connectedness:  POCS used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 87% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  POCS used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 38% of students felt belonging in their school community. Specifically, 38% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 50% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  POCS used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 100% of staff felt engaged in the school community and were proud of their school. Our goal is to maintain 100% each year. In order to do this, we will continue to provide community circles during staff meetings, Student of Concern meetings and the Executive Committee for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices as well as Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, Student of Concern meetings and the Executive Committee for decision making.|Met||2025-06-16|2025
49708880000000|Kashia Elementary|6|The California Healthy Kids Survey was administered in person during April 2025 to three fifth graders and two eighth graders.  All students are Native American and fall into the socio-economically disadvantaged  subgroup. Four were male and one was female.|"Key learnings from the survey taken by the five students show that all students feel that they are close to the people at school with scores of ""most of the time to all the time"".  Students also state that teachers notice when they are not there and that they are part of the school.  This represents a strength that students are connected to school.   Another strength is that all the students state that they have never used any drugs and/or alcohol including vaping. Students also state that they feel safe at this school.  A couple of areas of need is that students feel that they have been teased or bullied at school ""some of the time to most of the time"" which shows that our inconsistency of teaching SEL and PBIS strategies is noticeable and absolutely needs to be a priority every day at school.  The second area of need that came out of the survey is that students are bored at school and that they do not feel that they have a say in what is taught to them which relates to student engagement."|The 2025-2026 LCAP has a goal specifically addressing socio-emotional learning (SEL) and classroom  management.  The goal is solid but the consistency in utilizing the curriculum and having sound classroom  management have been an issue for Kashia this school year due to inexperienced teaching staff.  Having one  classroom with multiple grades and various student needs was beyond the expertise of the new teaching staff this school year.  New staff will be hired for the 2025-2026 school year.  In addition, a strong focus will be on setting up classroom rules with student input at the very beginning of the school year.  In addition, new curriculums have been purchased online to allow for more personalized learning and greater variety is how content is taught to increase the level of student engagement.|Met||2025-06-11|2025
49708960000000|Rincon Valley Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 35% (increase of 2% from January 2024 and 2% better than the county average in Jan 2025).  -Austin Creek: 36% (Increased 4%); Binkley: 38% (Increased 5%); Madrone: 38% (increased 10%) ; Manzanita: 40% (Increased 1%); Sequoia: 29% (increased 3%); Village: 40% (increased 2%); Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%)  School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 2% from January 2024 and 2% lower than the county average in Jan 2025).  -Austin Creek: 70% (Increased 5%); Binkley: 72% (Increased 2%); Madrone: 57% (increased 11%); Manzanita: 61% (Increased 2%); Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); Whited: 57% (increased 11%); SLMS: 58%  (decreased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need for RVUSD.  Our data indicates that many of the areas improved from 2024 to 2025.  Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58%  (decreased 2%)  Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025.  We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area:  LCAP Action 3.1 Positive Behavior Intervention and Supports  Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. - Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off-task and disruptive behaviors.  - Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity.  - Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps.  - Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. - Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment  (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness  Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following.  Social Emotional Learning (SEL)  - Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) - Explore, pilot, and select a research based SEL curriculum for grades 3-8  School Safety Plans - Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. - Increase communication with families regarding safety measures.  School Culture and Climate - Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community.   Mental Health Supports Counselors, Psychologists and the District Behavior Team works with site teams to provide the following  - Counseling: Provide mental health/school counseling services - Trauma Informed Practices: Provide training and support for teachers and staff - Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocol|Met||2025-06-17|2025
49708960102525|Spring Lake Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 35% (increase of 2% from January 2024 and 2% better than the county average in Jan 2025).  -Austin Creek: 36% (Increased 4%); Binkley: 38% (Increased 5%); Madrone: 38% (increased 10%) ; Manzanita: 40% (Increased 1%); Sequoia: 29% (increased 3%); Village: 40% (increased 2%); Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%)  School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 2% from January 2024 and 2% lower than the county average in Jan 2025).  -Austin Creek: 70% (Increased 5%); Binkley: 72% (Increased 2%); Madrone: 57% (increased 11%); Manzanita: 61% (Increased 2%); Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); Whited: 57% (increased 11%); SLMS: 58%  (decreased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need for RVUSD.  Our data indicates that many of the areas improved from 2024 to 2025.  Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58%  (decreased 2%)  Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025.  We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area:  LCAP Action 3.1 Positive Behavior Intervention and Supports  Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. - Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off-task and disruptive behaviors.  - Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity.  - Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps.  - Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. - Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment  (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness  Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following.  Social Emotional Learning (SEL)  - Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) - Explore, pilot, and select a research based SEL curriculum for grades 3-8  School Safety Plans - Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. - Increase communication with families regarding safety measures.  School Culture and Climate - Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community.   Mental Health Supports Counselors, Psychologists and the District Behavior Team works with site teams to provide the following  - Counseling: Provide mental health/school counseling services - Trauma Informed Practices: Provide training and support for teachers and staff - Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocol|Met||2025-06-17|2025
49708966052039|Manzanita Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 35% (increase of 2% from January 2024 and 2% better than the county average in Jan 2025).  -Austin Creek: 36% (Increased 4%); Binkley: 38% (Increased 5%); Madrone: 38% (increased 10%) ; Manzanita: 40% (Increased 1%); Sequoia: 29% (increased 3%); Village: 40% (increased 2%); Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%)  School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 2% from January 2024 and 2% lower than the county average in Jan 2025).  -Austin Creek: 70% (Increased 5%); Binkley: 72% (Increased 2%); Madrone: 57% (increased 11%); Manzanita: 61% (Increased 2%); Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); Whited: 57% (increased 11%); SLMS: 58%  (decreased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need for RVUSD.  Our data indicates that many of the areas improved from 2024 to 2025.  Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58%  (decreased 2%)  Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025.  We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area:  LCAP Action 3.1 Positive Behavior Intervention and Supports  Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. - Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off-task and disruptive behaviors.  - Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity.  - Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps.  - Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. - Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment  (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness  Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following.  Social Emotional Learning (SEL)  - Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) - Explore, pilot, and select a research based SEL curriculum for grades 3-8  School Safety Plans - Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. - Increase communication with families regarding safety measures.  School Culture and Climate - Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community.   Mental Health Supports Counselors, Psychologists and the District Behavior Team works with site teams to provide the following  - Counseling: Provide mental health services/school counseling services  - Trauma Informed Practices: Provide training and support for teachers and staff - Crisis Management & Risk Assessment Teams: Meet regularly to debrief incidents, review and update|Met||2025-06-17|2025
49708966052047|Whited Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 35% (increase of 2% from January 2024 and 2% better than the county average in Jan 2025).  -Austin Creek: 36% (Increased 4%); Binkley: 38% (Increased 5%); Madrone: 38% (increased 10%) ; Manzanita: 40% (Increased 1%); Sequoia: 29% (increased 3%); Village: 40% (increased 2%); Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%)  School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 2% from January 2024 and 2% lower than the county average in Jan 2025).  -Austin Creek: 70% (Increased 5%); Binkley: 72% (Increased 2%); Madrone: 57% (increased 11%); Manzanita: 61% (Increased 2%); Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); Whited: 57% (increased 11%); SLMS: 58%  (decreased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need for RVUSD.  Our data indicates that many of the areas improved from 2024 to 2025.  Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58%  (decreased 2%)  Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025.  We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area:  LCAP Action 3.1 Positive Behavior Intervention and Supports  Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. - Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off-task and disruptive behaviors.  - Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity.  - Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps.  - Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. - Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment  (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness  Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following.  Social Emotional Learning (SEL)  - Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) - Explore, pilot, and select a research based SEL curriculum for grades 3-8  School Safety Plans - Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. - Increase communication with families regarding safety measures.  School Culture and Climate - Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community.   Mental Health Supports Counselors, Psychologists and the District Behavior Team works with site teams to provide the following  - Counseling: Provide mental health/school counseling services - Trauma Informed Practices: Provide training and support for teachers and staff - Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols|Met||2025-06-17|2025
49708966052070|Village Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 35% (increase of 2% from January 2024 and 2% better than the county average in Jan 2025).  -Austin Creek: 36% (Increased 4%); Binkley: 38% (Increased 5%); Madrone: 38% (increased 10%) ; Manzanita: 40% (Increased 1%); Sequoia: 29% (increased 3%); Village: 40% (increased 2%); Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%)  School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 2% from January 2024 and 2% lower than the county average in Jan 2025).  -Austin Creek: 70% (Increased 5%); Binkley: 72% (Increased 2%); Madrone: 57% (increased 11%); Manzanita: 61% (Increased 2%); Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); Whited: 57% (increased 11%); SLMS: 58%  (decreased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need for RVUSD.  Our data indicates that many of the areas improved from 2024 to 2025.  Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58%  (decreased 2%)  Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025.  We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area:  LCAP Action 3.1 Positive Behavior Intervention and Supports  Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. - Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off-task and disruptive behaviors.  - Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity.  - Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps.  - Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. - Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment  (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness  Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following.  Social Emotional Learning (SEL)  - Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) - Explore, pilot, and select a research based SEL curriculum for grades 3-8  School Safety Plans - Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. - Increase communication with families regarding safety measures.  School Culture and Climate - Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community.   Mental Health Supports Counselors, Psychologists and the District Behavior Team works with site teams to provide the following  - Counseling: Provide mental health/school counseling services - Trauma Informed Practices: Provide training and support for teachers and staff - Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols|Met||2025-06-17|2025
49708966085229|Binkley Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 35% (increase of 2% from January 2024 and 2% better than the county average in Jan 2025).  -Austin Creek: 36% (Increased 4%); Binkley: 38% (Increased 5%); Madrone: 38% (increased 10%) ; Manzanita: 40% (Increased 1%); Sequoia: 29% (increased 3%); Village: 40% (increased 2%); Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%)  School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 2% from January 2024 and 2% lower than the county average in Jan 2025).  -Austin Creek: 70% (Increased 5%); Binkley: 72% (Increased 2%); Madrone: 57% (increased 11%); Manzanita: 61% (Increased 2%); Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); Whited: 57% (increased 11%); SLMS: 58%  (decreased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need for RVUSD.  Our data indicates that many of the areas improved from 2024 to 2025.  Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58%  (decreased 2%)  Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025.  We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area:  LCAP Action 3.1 Positive Behavior Intervention and Supports  Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. - Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off-task and disruptive behaviors.  - Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity.  - Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps.  - Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. - Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment  (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness  Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following.  Social Emotional Learning (SEL)  - Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) - Explore, pilot, and select a research based SEL curriculum for grades 3-8  School Safety Plans - Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. - Increase communication with families regarding safety measures.  School Culture and Climate - Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community.   Mental Health Supports Counselors, Psychologists and the District Behavior Team works with site teams to provide the following  - Counseling: Provide mental health services/school counseling services  - Trauma Informed Practices: Provide training and support for teachers and staff - Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update|Met||2025-06-17|2025
49709040000000|Roseland|6|"To measure our progress in promoting a positive, healthy school climate, the district conducts the CA Healthy Kids Survey every other year to fifth grade students as well as the YouthTruth survey annually. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP.   Youth Truth Student Survey January 2025 School connectedness related student survey data:  Belonging Summary Data:  All Students (3rd-5th):  34% (the same as the county average for Jan 2025) Hispanic/Latinx: 35%  Relationships Summary Data:  All Students (3rd-5th):   81% (4% higher than the county average for Jan 2025) Hispanic/Latinx: 84%  ""Do you like going to school?""  All Students (3rd-5th):  33% (the same as the county average for Jan 2025) Hispanic/Latinx: 29%  ""Are students friendly to you""  All Students (3rd-5th):   50% (2% higher than the county average for Jan 2025) Hispanic/Latinx: 53%  School Safety related student survey data was the question ""Do you feel safe during school?"" All Students (3rd-5th):  65% (4% higher than the county average for Jan 2025). Hispanic/Latinx: 64%"|"Based on our data collection in the area of school climate, the district has found that students continue to have a high level of school connectedness. Strong relationships between students, families, and school staff are evident.    ""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some grade levels improved and some grade levels did not improve:  Identified Needs (lower than county average) - My school creates a friendly environment. - Families and teachers care about each other. - Teachers and students care about each other. - Can you talk to students from your school about your background? - Do you think your teacher cares about you? - Do students stay busy in class?  Areas of Strength (Overall Indicators higher than county average) -  Engagement - Culture - School Safety - Communication and Feedback - Resources -  Engagement - Academic Challenge - Instructional Methods - Relationships  Youth Truth Questions that showed improvement: - My child is getting a high quality education at this school. - I would recommend my school to parents seeking a school for their child. - My school runs smoothly. - My child's learning environment is safe. - Does your teacher want you to do your best? - Does your teacher ask you to keep trying when the work gets hard? - Does what you learn in class help your life? - Does the work you do for class make you really think? - Does your teacher let you explain your ideas? - Does your teacher ask if you understand what you are learning? - Does your teacher ask you to show your work? - Is your teacher fair to you? - Does your teacher treat you with respect? - Does your teacher ask you about your life outside of school? - Do you feel safe at school?"|We will continue our LCAP Goal #2: Academic and Social/Emotional Support and LCAP Goal #3 Goal #3:  Climate, Culture, Operations  2.2 Social-Emotional Wellness Support Staff and Services - Fund student service managers, who provide behavior support and facilitate schoolwide activities that promote student motivation and school connectedness. - Provide counseling services for students to provide conflict management and social emotional support, as well as to build college and career awareness. - Implement a plan to improve student social-emotional wellness, which includes Social-Emotional Learning in the classroom as well as a Multi-Tiered System of Support. - Provide additional Student Support Services as prioritized by staff, students and families  2.7 School Climate, Student Engagement and Attendance - Each school site will implement a plan to maintain low Chronic Absenteeism rates, including: Monitoring attendance of students who are in danger of being chronically absent or are chronically absent; Monitoring attendance of all homeless students in order to intervene early and provide necessary support; Providing additional guidance and support to chronically absent students and their families. - Designated staff will receive SARB truancy training to ensure Chronic Absenteeism is being properly monitored and addressed - Additional monitoring and support will be provided for students with disabilities who are at risk of being Chronically Absent - The district and school sites will work collaboratively to develop an attendance campaign to work towards increasing attendance back towards pre-pandemic numbers. (costs for this action item are included in previous actions/services) - Each school site will implement positive discipline practices and develop a plan to implement alternative measures to suspension - Decrease Chronic Absenteeism through increased student engagement opportunities and positive school climate  3.1 Welcoming and Equitable School Culture - Continue to provide services and actions that promote welcoming, equitable, and safe school cultures that include respect for and acceptance of all abilities, ethnicities, cultures, racial identities, religions, sexual-orientations, gender-identities and gender expressions.    3.3 Safety - Ensure students are safe on campus (yard duties/instructional assistant supervision/crossing guards). - Implement school safety plans, including preparedness for emergency situations (training on procedures, drills, etc.). - Continue to fund a Safety Coordinator.|Met||2025-06-25|2025
49709040101923|Roseland Charter|6|"To measure our progress in promoting a positive, healthy school climate, the district conducts the CA Healthy Kids Survey every other year to fifth grade students as well as the YouthTruth survey annually. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP.   Youth Truth Middle School Student Survey January 2025 School connectedness related student survey data:  Belonging & Peer Collaboration Summary Data:  All Students:  52% (5% higher than the county average for Jan 2025) Hispanic/Latinx:  52%  Relationships Summary Data:  All Students:   52% (13% higher than the county average for Jan 2025) Hispanic/Latinx:  53%  ""I enjoy school most of the time.""  All Students:  37% (2% lower than the county average for Jan 2025 but improved 1%) Hispanic/Latinx:  38%  ""Are students friendly to you""  All Students:   64% (3% higher than the county average for Jan 2025) Hispanic/Latinx:  64%  School Safety related student survey data was the question ""Do you feel safe during school?"" All Students:  58% (1% higher than the county average for Jan 2025). Hispanic/Latinx:  60%    Youth Truth High School Student Survey January 2025 School connectedness related student survey data:  Belonging & Peer Collaboration Summary Data:  All Students:  47% (1% higher than the county average for Jan 2025) Hispanic/Latinx:  48%  Relationships Summary Data:  All Students:   38% (8% lower than the county average for Jan 2025 but improved 5%) Hispanic/Latinx:  40%  ""I enjoy school most of the time.""  All Students:  39% (6% lower the county average for Jan 2025 but improved 5%) Hispanic/Latinx:  42%  ""Are students friendly to you""  All Students:   59% (4% higher than the county average for Jan 2025) Hispanic/Latinx:  61%  School Safety related student survey data was the question ""Do you feel safe during school?"" All Students:   56% (9% lower than the county average for Jan 2025 but improved 7%). Hispanic/Latinx:  58%"|"Based on our data collection in the area of school climate, the district has found that students continue to have a high level of school connectedness. Strong relationships between students, families, and school staff are evident.    ""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some grade levels improved and some grade levels did not improve:  Identified Needs (lower than county average) - MS:  -- How often do you work with other students for your classes because your teachers ask or tell you to? -- I feel safe from harm on the school bus? -- Students are safe from violence at my school. - HS: -- Engagement -- Academic Challenge -- Relationships -- What I learn in class helps me outside of school. -- I try to do my best in school. -- I enjoy school most of the time. -- I am able to motivate myself to do schoolwork. -- I am able to focus on my schoolwork. -- I am able to create goals for my own learning (e.g. which skills to improve). -- My teachers explain things in a way that I understand. -- My teachers give me assignments that help me to better understand the subject. -- In most of my classes, I learn a lot almost every day. -- Most of my teachers don't let people give up when the work gets hard. -- In most of my classes, I learn to correct my mistakes. -- Most of my teachers want me to explain my answers - why I think what I think. -- Most of my teachers want me to use my thinking skills, not just memorize things. -- My classmates want to do well in school. -- I feel safe during school. -- How many of your teachers make an effort to understand what your life is like outside of school? -- How many of your teachers are not just satisfied if you pass, they care if you’re really learning? -- How many of your teachers connect what you’re learning in class with your life outside of school? -- How many of your teachers try to be fair? -- How many of your teachers believe that you can get a good grade if you try? -- How many of your teachers are willing to give extra help on school work if you need it? -- I feel safe during school. -- I feel safe from harm during my classes -- I feel safe from harm in the hallways at my school -- I feel safe from harm in the bathrooms at my school -- I feel safe from harm on school property outside my school building -- Students are safe from violence at my school. -- The work that I do for my classes gives me the opportunity to solve real-world problems. -- I care more about wh"|We will continue our LCAP Goal #2: Academic and Social/Emotional Support and LCAP Goal #3 Goal #3:  Climate, Culture, Operations  2.2 Social-Emotional Wellness Support Staff and Services - Fund student service managers, who provide behavior support and facilitate schoolwide activities that promote student motivation and school connectedness. - Provide counseling services for students to provide conflict management and social emotional support, as well as to build college and career awareness. - Implement a plan to improve student social-emotional wellness, which includes Social-Emotional Learning in the classroom as well as a Multi-Tiered System of Support. - Provide additional Student Support Services as prioritized by staff, students and families  2.7 School Climate, Student Engagement and Attendance - Each school site will implement a plan to maintain low Chronic Absenteeism rates, including: Monitoring attendance of students who are in danger of being chronically absent or are chronically absent; Monitoring attendance of all homeless students in order to intervene early and provide necessary support; Providing additional guidance and support to chronically absent students and their families. - Designated staff will receive SARB truancy training to ensure Chronic Absenteeism is being properly monitored and addressed - Additional monitoring and support will be provided for students with disabilities who are at risk of being Chronically Absent - The district and school sites will work collaboratively to develop an attendance campaign to work towards increasing attendance back towards pre-pandemic numbers. (costs for this action item are included in previous actions/services) - Each school site will implement positive discipline practices and develop a plan to implement alternative measures to suspension - Decrease Chronic Absenteeism through increased student engagement opportunities and positive school climate  3.1 Welcoming and Equitable School Culture - Continue to provide services and actions that promote welcoming, equitable, and safe school cultures that include respect for and acceptance of all abilities, ethnicities, cultures, racial identities, religions, sexual-orientations, gender-identities and gender expressions.    3.3 Safety - Ensure students are safe on campus (yard duties/instructional assistant supervision/crossing guards). - Implement school safety plans, including preparedness for emergency situations (training on procedures, drills, etc.). - Continue to fund a Safety Coordinator.|Met||2025-06-24|2025
49709380000000|Sebastopol Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 400 students, subgroup analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  - 3rd-4th:  38%, increased 7% compared to 2024 and was 4% higher than the county - 5th Grade: 29% decreased 12% compared to 2024 and was 5% lower than the county - 6th-8th:  45% decreased 9% compared to 2024 and was 2% lower than the county  Relationships Summary Data:  - 3rd-4th:  85%, increased 6% compared to 2024, and was 8% higher than the county - 5th Grade: 86%, decreased 8% compared to 2024, and was 9% higher than the county - 6th-8th:  47% decreased 2% compared to 2024, and was 8% higher than the county  ""I enjoy school most of the time"" / Do you like going to school?"" - 3rd-4th:  37% increased 1% compared to 2024, and was 4% higher than the county - 5th Grade: 38% decreased 3% compared to 2024 and was 5% higher than the county - 6th-8th:  46% stayed the same compared to 2024 and was 7% better than the county  School Safety related student survey data was the question ""Do you feel safe during school?"" - 74% (3rd-4th) 2% decrease compared to 2024 and was 13% higher than the county - 67% (5th) 9% decrease compared to 2024 and was  6% higher than the county - 69% (6th-8th)  stayed the same compared to 2024 and was 12% higher than the county"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of importance for our students.  Identified Needs -Belonging   (5th, 6th-8th) -Relationships   (5th, 6th-8th) -""Do you like going to school"" (5th)  Areas of Strength -Belonging   (3rd-4th) -Relationships   (3rd-4th) - ""I enjoy school most of the time""   (3rd-4th, 6th-8th) -""Do you feel safe during school?"" (3rd-4th, 5th, 6th-8th) -""Do you like going to school"" (3rd-4th, 6th-8th)  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|"We will continue our LCAP goal 2: Culture, Climate and Community Engagement: ""All students will have access to a safe, positive school culture with equitable opportunities to learn in a culturally responsive, physically and emotionally healthy environment.""  We have enhanced and added additional items related to the following actions: - 2.1 Family and Community Engagement - 2.2 Student Engagement - 2.3 Safety and Connectedness - 2.4 Health and Wellness - 2.5 Facility  - 2.6 Attendance"|Met||2025-06-12|2025
49709386113039|Sebastopol Independent Charter|6|Our LEA-specific survey gathered information that helps our school leadership to determine priorities and plans that will serve all students, including subgroups.|Our surveys indicated approval for where we are investing our focus and resources.|We were pleased to find that our survey results indicated that we are on track with our current plans.|Met|We have made significant efforts to instill a healthy, positive school climate. These efforts have included creating communication guidelines that are published and used by various subgroups of the school community in various settings, locations, and meet|2025-06-23|2025
49709530000000|Sonoma Valley Unified|6|Sonoma Valley Unified School District engages students annually in the Youth Truth Student Survey. Each year, students in grades 3-12 provide anonymous voice and feedback through this local climate survey in areas that include, but are not limited to, Belonging & Peer Collaboration and Culture. In collaboration with Sonoma County Schools and the Sonoma County Office of Education, SVUSD administered this online survey during the month of January in the 24-25 school year. In looking at the data, SVUSD identified the following key learnings: High School students who marked “agree” or “strongly agree” to the statement I feel safe during school increased by 10% overall from the previous year. The highest was in 11th grade with 59% percent positive (marking a 4 or 5 for agree or strongly agree) and lowest in 9th grade with 45% marking a 4 or 5 for agree or strongly agree. High school students who marked “agree” or “strongly agree” to the statement I really feel like part of my school’s community were 33%. In comparison, the results of the survey from the average of Sonoma County schools was 46%. High school surveys demonstrated a growth in the culture theme from 16% in the 23-24 school year to 22% in the 24-25 school year. Students who identified themselves as English Learners showed a 38% percent positive in the culture theme, which was significantly higher than all student groups. Elementary students in grades 3-5 answered the question, Do you feel safe at school?. 68% answered “yes, very safe” compared with the average of Sonoma County Schools (61%) and the average of YouthTruth Schools (62%). Middle School students marking “agree” or “strongly agree” to the statement I really feel like a part of my school’s community grew from a baseline of 36% (marking a 4 or 5 for agree or strongly agree) in March 2019 (when this was first administered) to 38% percent positive (marking a 4 or 5 for agree or strongly agree) in January of 2025. Students self-identifying as English Language Learners responded at 46% percent positive, which is 10% over all student responders. Middle School students who marked “agree” or “strongly agree” to the statement I feel safe during school were highest in 6th grade with 53% percent positive (marking a 4 or 5 for agree or strongly agree) and lowest in 7th grade with 42% marking a 4 or 5 for agree or strongly agree.|This data supports Sonoma Valley Unified School District with identifying that students feeling part of a school community (belonging) and feeling safe at school (culture) are areas of prioritization. In looking at this data from the survey administration in January 2025, it is evident that we need to continue to prioritize increasing feelings of school safety in middle school. As we are transitioning our two middle schools to become one larger middle school, some immediate next steps will be to focus on Positive Behavior Interventions and Supports, aligning on school policies, practices, and procedures, and ensuring common understanding among the school community on these elements that contribute to increased feelings of safety on campus. In addition to school safety, it is clear that an intentional focus needs to be placed on student belonging. Our schools will prioritize listening circles and empathy interviews with our students to learn more about feeling part of a school community and, through that work, identifying further next steps.|All actions are being implemented with the aim to support positive culture and a sense of belonging for all K-12 students in Sonoma Valley Unified School District. Combining our middle schools will result in the need for additional planning and support in Positive Behavior Intervention and Supports (PBIS). Additionally, we will be focusing on some elements from our Safety Committee Action Plan including Bullying Prevention.|Met||2025-06-17|2025
49709530105866|Woodland Star Charter|6|Every year we conduct student surveys in 5th and 8th grade. Questions ask mirror those in our annual surveys for parents and staff. Students are asked to rate their confidence in academic subjects, if they know how to get help with academics if needed, how to get help with social issues if needed and overall comfort at school. Students are given an opportunity to leave questions, comments, or concerns as part of their responses.|Most students feel confident in their social and academic progress. 5th grade students showed confidence in most academic areas and 77.27% feel that they have gained the academic skills necessary to be successful in high school. 8th grade showed less confidence in writing than math but 88.89% feel confident that they gained the academic skills necessary to be successful in high school.|Responses regarding tutoring helped guide decisions in the LCAP development and the need to alter how tutoring is offered to students.|Met||2025-06-18|2025
49709536111678|Sonoma Charter|6|Sonoma Charter School uses the Youth Truth survey to get this type of data. The data shows that all student groups feel safe and a majority feel connected. The data is not disaggregated by student group, but by grade. It shows that students are feeling less connected as they progress through the grades.|Youth Truth survey data found that the majority students in K-5th grades enjoy coming to school every day, however, a smaller amount of students in 6th-8th grades enjoyed coming to school every day.  In other measures, the great majority of students felt their teachers respected them and reported having friends at school.|Sonoma Charter School has increased counseling services from two days per week to three days per week to support students' sense of belonging and connection to school. Staff participates in the Multilingual Learner Collaborative ongoing professional development through the county office of education to ensure continuous improvement takes place.|Met||2025-06-30|2025
49709610000000|Twin Hills Union Elementary|6|"According to the YouthTruth Survey,  School Safety 92% of students feel safe on campus (compared to 97% in 2023-2024, and compared to 61% for the county in 2024-2025)  Student Connectedness 24% responded positively to the question ""Do you like going to school?"" (compared to 29% in 2023-2024, and compared to 33% for the county in 2024-2025) 82% responded positively to the overall category of ""Engagement"" (compared to 87% in 2023-2024, and compared to 84% for the county in 2024-2025)"|The biggest area with the lowest score from the YouthTruth Data was the Academic Challenge Section.  Most students are not seeing a connection between what they are learning and how it helps them in their everyday life. They also question if the work they complete really makes them think.  Our strengths are in student safety, engagement and relationships.  We will continue to build on these.|We are continuing to build on ways to make students feel more connected and seen on campus by finding ways to acknowledge and honor students for their hard work and doing the right thing.  We are also working on more whole school events to bring our campus community together.|Met||2025-06-26|2025
49709614930319|Orchard View|6|Grades 6-8  School Safety: Overall: 92% of students feel safe during school.  Disaggregated by Student Groups: 6th Grade: 79% feel safe at school. 7th Grade: 85% feel safe at school. 8th Grade: 85% feel safe at school.  By Ethnicity: 33% of Other race/ethnicity students feel safe at school. 95% of White students feel safe at school.  By Gender: 79% of female students feel safe at school. 91% of male students feel safe at school.  Belonging and Peer Collaboration: Overall: 91% of students feel a sense of belonging.  Disaggregated by Student Groups: 6th Grade: 93% feel a sense of belonging. 7th Grade: 92% feel a sense of belonging. 8th Grade: 92% feel a sense of belonging.  By Ethnicity: 67% of Other race/ethnicity students feel a sense of belonging. 95% of White students feel a sense of belonging.  By Gender: 96% of female students feel a sense of belonging. 91% of male students feel a sense of belonging.  Grades 9-12  School Safety: Overall: 85% of students feel safe during school.  Disaggregated by Student Groups: 9th Grade: 91% feel safe at school. 10th Grade: 91% feel safe at school. 11th Grade: 77% feel safe at school. 12th Grade: 80% feel safe at school.  By Ethnicity: 95% of White students feel safe at school. 88% of Hispanic or Latina/o/x students feel safe at school. 90% of Multiracial and/or multi-ethnic feel safe at school.  By Gender: 82% of female students feel safe at school. 89% of male students feel safe at school.  Belonging and Peer Collaboration: Overall: 55% of students feel a sense of belonging.  Disaggregated by Student Groups: 9th Grade: 50% of students feel a sense of belonging. 10th Grade: 55% of students feel a sense of belonging. 11th Grade: 55% of students feel a sense of belonging. 12th Grade: 53% of students feel a sense of belonging.  By Ethnicity: 53% of White students feel a sense of belonging. 88% of Hispanic or Latina/o/x students feel a sense of belonging. 50% of Multiracial and/or multi-ethnic feel a sense of belonging.  By Gender: 49% of female students feel a sense of belonging. 67% of male students feel a sense of belonging.|Summary of Key Learnings and Needs: Analysis of YouthTruth survey data revealed key strengths and needs related to school safety and student belonging. Overall, students in Grades 6–8 report high levels of school safety (92%) and belonging (91%), with consistently strong results across grade levels and particularly high belonging reported by female students (96%) and White students (95%). In Grades 9–12, school safety remains a strength (85% overall), with the highest ratings among 9th and 10th graders (91%) and White students (95%). However, significant equity gaps are evident. In Grades 6–8, only 33% of students identifying as “Other race/ethnicity” feel safe at school, and only 67% feel a sense of belonging. Female students in middle school report lower safety (79%) compared to males (91%). The most notable need emerges in Grades 9–12, where belonging drops sharply to 55% overall, with 9th graders reporting the lowest level (50%). Gender and ethnic gaps in high school belonging are also pronounced: only 49% of female students and 50% of Multiracial students report a sense of belonging, compared to 67% of males and 88% of Hispanic/Latina/o/x students. These findings highlight the importance of targeted supports to foster inclusion, strengthen belonging, and close equity gaps—particularly as students transition to and progress through high school.|"Planned Changes and Actions to Address Identified Needs  1. Strengthen Targeted SEL Supports Integrate focused SEL interventions to foster belonging for students of color, Multiracial students, and female students. Implement more structured opportunities for peer connection and student voice, especially in Grades 9–12.  2.Enhance MTSS Practices to Address Safety and Belonging Gaps. Conduct regular disaggregated data reviews to identify and monitor students reporting lower safety and belonging. Provide targeted outreach and support to these students through small-group and one-on-one interventions.  3. Improve Transition Supports for Incoming High School Students Revise orientation and transition programming to include activities and supports that promote early connection and belonging for incoming 9th graders. Embed explicit belonging-building practices in early high school experiences.  4. Strengthen Culturally Responsive Practices Conduct a review of current equity and inclusion practices. Provide professional development on culturally responsive teaching and relationship-building to support a more inclusive climate, particularly for ""Other race/ethnicity"" and Multiracial students.  5. Align and Document Improvements in Planning Documents Update the WASC Action Plan and site-based SEL/climate practices to reflect these priorities. Incorporate new action steps into the SPSA and internal MTSS documentation for 2025–26 implementation and ongoing monitoring."|Met||2025-06-26|2025
49709614930350|Sunridge Charter|6|Overall Scores from Youth Truth Engagement: The score is 3.56 Academic Challenge: The score is 3.65 Culture: The score is 3.48 Belonging & Peer Collaboration: The score is 3.73 Relationships: The score is 3.51|Belonging & Peer Collaboration: Scoring 3.41, this is in the 66th percentile, indicating a stronger sense of belonging and collaboration among students.  The Culture score is the lowest, with the lowest-rated question being about adults from my school treat students with respect Actions and Revisions: Professional Development: Implement regular professional development sessions for teachers focused on building strong, supportive relationships with students and connecting curriculum content to real-life situations. Feedback Mechanisms: Create regular opportunities for students to provide feedback on their experiences and interactions with teachers, using this feedback to improve teaching practices.|The culture score is low, with the lowest-rated question being about adults from my school treat students with respect. Identified Needs: The lower score in culture suggests a need for improving the quality of culture between students and teachers, as well as among students. Building stronger, more supportive relationships could be a focus area.  Actions and Revisions: Professional Development: Implement regular professional development sessions for teachers focused on building strong, supportive relationships with students and connecting curriculum content to real-life situations. Feedback Mechanisms: Create regular opportunities for students to provide feedback on their experiences and interactions with teachers, using this feedback to improve teaching practices.  Areas of Strength: The relatively high score in Belonging and Peer Collaboration suggests that the students feel a sense of belonging with their peers, which is positive. This strength can be leveraged to further deepening relationships.The high score in peer relationships and belonging indicates that many students feel connected and work well with their peers. This positive peer collaboration can be built upon to further strengthen the sense of community.|Met||2025-06-26|2025
49709616052302|Twin Hills Charter Middle|6|"According to the 2025 Youth Truth and local LCAP surveys the LEA students feel safe at school. This raised 9% from the previous year. The sense of connectedness is monitored by the YT question of ""Do students enjoy school?"" 31% of the students answered positively."|According to the Youth Truth and local LCAP surveys many students feel safe both inside their classes and around campus. The percentage dipped slightly in the bathroom. This appears to be steady across all ethnicities and the LGBTQ population.|Professional development in rigorous and engagement practices will be implemented to provide different learning avenues for all students.|Met||2025-06-26|2025
49709790000000|Two Rock Union|6|Based on the survey results and given the current transition with a new Superintendent, there appears to be additional progress to be made in improving the school climate and culture.|The District has learned that greater transparency is needed in order to improve trust and communication to key stakeholders.|A new Superintendent/Principal will be starting July 1st 2025 and will need to conduct listening sessions and other means of gather input to identify steps to move the school/district forward.|Met||2025-06-26|2025
49709950000000|Waugh Elementary|6|In 2025, the District achieved full student participation in grades 3–6 on the YouthTruth Survey and outperformed county averages in five of six key categories. Notable strengths included “Culture,” ranked in the 92nd percentile, and “Belonging,” which landed in the 86th percentile. One area identified for continued growth is “Academic Challenge,” which came in at the 30th percentile—an improvement of four points over the previous year. The YouthTruth platform allows for disaggregated analysis by student group, offering valuable insight into student experience. One focal question, “Do you feel like an important part of your school?” received a 31% affirmative response rate—1% below the county average and 3% below the national average, yet reflecting an 8% improvement from the prior year. When viewed by race/ethnicity, responses were generally consistent, with a significant gain among Hispanic or Latina/o/x students, 29% of whom answered affirmatively—up 17 percentage points from the previous year.|Fostering a sense of belonging remains a key priority for the District. As noted in Prompt 1, the question “Do you feel like an important part of your school?” was one of the few areas on the YouthTruth Survey where Waugh scored below both county and national averages, despite showing improvement over the previous year. In response, administrators have closely reviewed anonymous student feedback, and site principals are actively engaging with student leadership groups to better understand the issue and explore meaningful solutions. Every student in Waugh is a valued member of the school community, and the District is committed to ensuring that all students have opportunities to feel connected, supported, and meaningfully involved.|The District remains committed to monitoring school climate data and maintaining ongoing dialogue with students throughout the year. Student councils at both school sites have provided a valuable forum for collaboration between students and staff, and we will continue exploring additional ways to strengthen student connection and involvement within their school communities.|Met||2025-06-12|2025
49710010000000|West Side Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-5th were surveyed.  School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:   50% (an increase of 10% from January 2024 and 16% above the county average).   Relationships Summary Data:  -3rd-5th:   87% (an increase of 7% from January 2024 and  10% above the county average).   ""I enjoy school most of the time""  -3rd-5th:   54% (an increase of 15% from January 2024 and 19% above the county average).   ""Are students friendly to you""  -3rd-5th:  51% (a decrease of 11% from January 2024 and 3% above the county average).   School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th:   85% (an increase of 11% from January 2024 and 24% above the county average)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance  Identified Needs - ""Are students friendly to you"" - Still above the county average but we saw a decline - ""When you are upset, is there an adult from school you can talk to?""  Areas of Strength - Belonging - Relationships - Culture - ""I enjoy school most of the time""   - ""Do you feel safe during school?""  Overall, our Youth Truth data for some areas decreased and is an identified need to work on in our LCAP.  However, the following questions saw increases from 2024 to 2025: - ""Do you feel like an important part of your school?* - ""Can you be yourself with other students?"" - Does your teacher treat you with respect?"|We will continue our Goal 2: Culture.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.1 School Safety - PBIS: Implement Positive Behavioral Interventions and Supports - Tier I, II, and III strategies.   - Restorative Practices: Utilize restorative practices and other alternatives rather than punitive, exclusionary discipline techniques. - Supervision: Provide supervision during each recess period.  2.2 Health and Wellness - Social-Emotional Learning Programs: Continue to implement Second Step, a Social Emotional Learning (SEL) Program in Grades K-6 - Counseling: Provide mental health services/school counseling services up to 12 hours a week - Psychologists: Utilize the school psychologist to provide resources to staff, students and families - Partnerships: Partner with local health organizations - Website: Communicate mental health resources on school website - Mindfulness:  Implement Mindfulness curriculum school-wide, Provide time within the schedule for mindfulness practices - Physical Education: Provide PE to students|Met||2025-06-17|2025
49710190000000|Wilmar Union Elementary|6|In 2024–25, Wilmar Union School District administered the YouthTruth Student Survey to gather insights into student perceptions of school climate, relationships, safety, and social-emotional well-being. The survey was completed by students in grades 3–6 and provides a standardized scale from 1 to 3, with higher scores indicating more positive perceptions.  Key Results (All Students): Relationships: 2.4 / 3 This score reflects positive student perceptions of the quality of their relationships with peers and adults on campus. Students reported feeling known and respected by their teachers and connected to others in the school community.  Social-Emotional Well-Being: 2.35 / 3 This measures how students perceive their emotional health and ability to manage challenges. The score indicates that most students feel generally positive about their well-being and have strategies for managing emotions.  Safety: 2.42 / 3 This score suggests that students feel safe both physically and emotionally at school. Compared to prior years, this marks continued progress, likely due to consistent implementation of schoolwide behavior systems, SEL integration, and clear expectations.  Disaggregated Data (Student Groups): YouthTruth disaggregates data by race/ethnicity, English Learner (EL) status, and other student subgroups. Analysis of the 2024–25 data shows:  English Learners (EL): EL students reported slightly lower scores in Social-Emotional Well-Being (2.21) and Relationships (2.26) compared to the overall student population. This highlights the importance of continued support for multilingual learners, including access to trusted adults and inclusive practices that affirm identity.  Students with Disabilities: Students receiving special education services also reported lower scores in belonging and emotional safety, indicating the need for continued attention to inclusive classroom practices, peer relationships, and individualized supports.  Additional Tools & Input: The district also reviewed qualitative data from:  Student Focus Groups (held quarterly)  Behavior referrals and climate logs  Staff and family YouthTruth surveys for triangulation of safety and belonging perceptions  This multi-source approach allows the district to build a more complete picture of school conditions and student experience.  Summary: The 2024–25 YouthTruth results show overall positive student experiences in key climate domains, with scores above 2.3/3 in Relationships, Social-Emotional Well-Being, and Safety. However, gaps persist for English Learners and students with disabilities, particularly in areas of emotional safety and connectedness. These findings are being used to inform Wilson School’s ongoing efforts to strengthen belonging, equity, and culturally responsive supports for all students.|The analysis of student climate data from the 2024–25 YouthTruth survey provided valuable insights into both strengths and areas for growth at Wilson School. The survey, which included disaggregated responses by English Learner (EL) status and students with disabilities, revealed patterns that are guiding the district’s improvement efforts.  Areas of Strength: Positive School Relationships (2.4/3): The majority of students reported feeling respected by teachers and supported by peers. This suggests a strong foundation of trust and connection between students and adults on campus, which supports positive behavior and engagement.  School Safety (2.42/3): Students reported feeling safe both physically and emotionally. This is a significant strength and reflects the success of consistent schoolwide expectations, SEL curriculum, and proactive behavior management systems.  Social-Emotional Well-Being (2.35/3): Most students expressed confidence in managing their emotions and getting support when needed. This suggests that current efforts in SEL and trauma-informed practices are having a positive impact on overall student wellness.  Identified Needs: Sense of Belonging and Connection for English Learners: Disaggregated data shows that EL students scored lower than average on Social-Emotional Well-Being (2.21) and Relationships (2.26), indicating a need for increased language-accessible supports, cultural responsiveness, and intentional efforts to build belonging.  Emotional Safety and Inclusion for Students with Disabilities: Students with disabilities also reported lower perceptions of emotional safety and connection compared to their peers. This suggests a need for continued focus on inclusive practices, staff professional development, and peer relationship-building strategies.  Equitable Participation in School Decision-Making: While climate scores were overall positive, input from underrepresented families indicates that students from historically underserved groups may not see their experiences reflected in school climate conversations. Strengthening student voice—particularly from ELs and students with IEPs—is a priority moving forward.  Conclusion: The climate data demonstrates that Wilson School has a caring and safe learning environment for most students. However, targeted strategies are needed to ensure that all students—especially English Learners and students with disabilities—feel connected, seen, and supported. These learnings are driving ongoing adjustments in instructional practices, SEL implementation, and stakeholder engagement.|Based on the analysis of the 2024–25 YouthTruth student survey and related data, Wilmar Union School District has identified key areas of need—particularly around increasing student belonging and improving supports for English Learners (ELs) and students with disabilities. In response, the district is making several adjustments to existing practices and implementing targeted actions as part of its continuous improvement efforts.  Planned and Ongoing Changes: 1. Revision of SEL and Belonging Practices The district is integrating more culturally responsive SEL strategies into daily instruction, with a focus on identity, empathy, and inclusive classroom practices.  Community Time lessons will be revised to include more student-led activities and opportunities for student voice, especially from underrepresented groups.  2. Expanded Use of Disaggregated Data in Decision-Making Teachers and leadership teams will review climate and academic data by student group more regularly to guide instruction, intervention, and classroom environment strategies.  Equity-focused professional development will continue, emphasizing how to analyze and respond to student group data.  3. Strengthening Student Voice Structures A new process is being implemented to ensure English Learners and students with IEPs are intentionally represented in student focus groups and advisory councils.  Feedback from these students will be integrated into LCAP goal setting and program decisions.  4. Translation and Interpretation Protocol Enhancements With the expanded use of Language Line, the district is formalizing a standard protocol to ensure translation and interpretation are available at all family-facing meetings and events.  This ensures greater access for EL families and increases equitable participation in school-related decision-making.  5. Family and Staff Orientation Supports To build engagement and comfort with participation, the district is developing brief orientation materials for parents serving on School Site Council and other committees—available in multiple languages.  Teachers and classified staff will receive updated guidance on how to support student inclusion and cultural responsiveness, especially for students with disabilities and language needs.  Conclusion: These changes reflect a shift toward more equitable, inclusive, and data-informed practices at Wilson School. The district is committed to continuous improvement by adjusting systems, engaging diverse voices, and aligning policies to better support every student’s sense of belonging, safety, and academic success.|Met||2025-06-23|2025
49710350000000|Wright Elementary|6|2025 Youth Truth Survey- 56% (+ 8 percentage points) of students agreed that they feel safe at school and 31% (+9 percentage points) of students agreed that they feel like an important part of their school.|There was improvement in both areas and improvement continues to be needed.|The actions currently being implemented are yielding positive results. We will continue them while we continue to see positive gains.|Met||2025-06-26|2025
49710356052377|Wright Charter|6|2025 Youth Truth Survey- 56% (+8% points) of students agreed that they feel safe at school and 31% (+9 percentage points) of students agreed that they feel like an important part of their school.|There was improvement in both areas and improvement continues to be needed.|The actions currently being implemented are yielding positive results. We will continue them while we continue to see positive gains.|Not Met|||2025
49738820000000|Cotati-Rohnert Park Unified|6|The local climate survey data, Youth Truth, provides valuable insights into school conditions and student experiences. The 2024-2025 Youth Truth Student Survey highlights key areas related to school safety and student connectedness. Survey results indicate that 60% of elementary students, 50% of middle school students, and 63% of high school students feel safe at school. Additionally, students' sense of connection to their school varies across grade spans, with 31% of elementary students, 38% of middle school students, and 37% of high school students reporting feeling connected.  Further, previous findings on student engagement reveal that 31% of elementary students, 34% of middle school students, and 41% of high school students like going to school. Perceptions of teacher efforts to understand students’ lives outside of school also show variability, with 9% of elementary students, 22% of middle school students, and 19% of high school students affirming this belief.  These findings were shared with the Board of Trustees and the public, reinforcing the district’s commitment to transparency and communication. The presentation facilitated discussions on enhancing student safety and fostering stronger school connections across all grade levels. The district’s proactive approach to addressing these concerns demonstrates its dedication to creating a positive and supportive school environment for all students.|The comprehensive analysis of recent Youth Truth survey data has provided valuable insights into students' experiences and perceptions across grade levels. This analysis highlights both areas of strength and opportunities for improvement, allowing the district to make data-informed decisions to enhance the educational environment and student well-being.  Key Learnings and Strengths: A significant majority of students recognize that their teachers believe in their abilities, with 81% of elementary students, 73% of middle school students, and 77% of high school students sharing this sentiment. Additionally, high expectations remain a consistent strength, with 89% of elementary students, 79% of middle school students, and 79% of high school students reporting that their teachers hold them to high academic standards.  Elementary students also report a strong sense of teacher care, with 83% feeling that their teachers care about them. Furthermore, student enjoyment of school increases with grade level, as 31% of elementary students, 37% of middle school students, and 42% of high school students report that they like going to school.  Identified Needs and Areas for Growth: Despite these strengths, student connectedness remains an area for growth. Only 31% of elementary students, 38% of middle school students, and 37% of high school students report feeling connected to their school community. Additionally, few students feel that teachers understand their lives outside of school, with 20% of middle school students and 17% of high school students reporting this perception.  Student safety also presents an opportunity for continued improvement. While 60% of elementary students, 50% of middle school students, and 63% of high school students report feeling safe at school, efforts must continue to ensure all students experience a secure and supportive learning environment.  Ongoing Engagement and Commitment: The district remains committed to gathering and analyzing student feedback through multiple avenues. In early 2023, youth panels and focus groups at individual school sites provided students with opportunities to share their voices and actively engage in shaping their educational experience. Additionally, in April 2024, the district hosted an informational work session for the Board of Trustees, sharing Youth Truth survey results with the public and educational partners. This transparent and collaborative approach ensures that student voices remain central to district decision-making, reinforcing a commitment to fostering a positive and inclusive school climate.|Following a thorough analysis of local data and key learnings, CRPUSD has identified essential updates to existing plans, policies, and procedures to drive continuous improvement. These adjustments are designed to address student concerns, enhance the learning environment, and create a more supportive school experience.  Strategic Revisions and Decisions: CRPUSD has undertaken a comprehensive review of the 2024-2027 Local Control Accountability Plan (LCAP), ensuring that district goals are aligned with the needs of students and educational partners. This process has led to a focused approach to strengthening social-emotional learning initiatives and enhancing student safety, with strategic resource allocation to support these priorities.  Strengthening Student Engagement: To improve student-staff connections, the district will implement targeted professional development for educators on relationship-building strategies through the use of community circles. Additionally, structured check-ins with students will provide opportunities for meaningful interactions, fostering a stronger sense of belonging and community at the school.  Enhancing School Safety: Recognizing the importance of a secure learning environment, CRPUSD will expand safety measures, including bolstered campus security, continued strengthening in mental health resources, and routine emergency preparedness training. These efforts aim to provide students with a greater sense of safety and well-being at school.  Optimizing Data-Driven Instruction: Teachers will receive specialized training on leveraging data effectively to inform instruction, ensuring that students receive rigorous and personalized academic support. This approach will help maintain high expectations for student achievement across all grade levels and will meet students where they are academically to build and grow their knowledge and skills.  Establishing Ongoing Feedback Systems: To remain responsive to student needs, the district will implement continuous feedback loops through regular surveys and student focus groups. These mechanisms will allow for real-time assessment of school climate and the effectiveness of implemented strategies.  Promoting Collaboration and Inclusion: CRPUSD is committed to strengthening partnerships between teachers, students, and families. By hosting ongoing meetings and workshops, the district aims to create an inclusive school community where all voices are valued and solutions are developed collectively.  Through these initiatives, CRPUSD remains dedicated to addressing student needs and ensuring a dynamic and evolving educational environment that prioritizes student success and well-being.|Met||2025-06-17|2025
49738820123786|Credo High|6|Credo High School administers the YouthTruth survey annually to assess students’ perceptions of physical and emotional safety on campus. The January 2025 results show that while most students feel safe at school, there are notable disparities across student groups—especially in communal or unstructured spaces.  Overall, Asian and White students reported the highest levels of safety, with 100% of Asian students and over 80% of White students feeling safe during school and in classrooms. Multiracial students reported similarly high rates. However, Hispanic/Latinx students reported lower feelings of safety, particularly in bathrooms and outdoor areas, with scores ranging from 71–81%. Most concerning, Black students reported significantly lower levels of safety across all areas, with only 40% feeling safe in classrooms and just 20% feeling safe in hallways, bathrooms, and outdoor spaces.  These findings indicate that while Credo’s overall school climate supports a strong sense of safety for many, targeted work is needed to address the experiences of Black and Hispanic/Latinx students, particularly in non-classroom settings. The school is using this data to guide equity-focused improvements in supervision, communication, and student support.|Analysis of the January 2025 YouthTruth survey data reveals both encouraging strengths and critical areas for growth in Credo High School’s school climate.  A key strength is that the majority of students feel physically and emotionally safe during the school day, particularly in classroom settings. Students across several groups—including Asian, White, and Multiracial students—reported high levels of safety, with 89–100% indicating they feel safe in classrooms, hallways, and outdoor areas. These results suggest that Credo has built a generally supportive environment that promotes trust and security for a large portion of the student body.  However, the disaggregated data points to important disparities. Hispanic/Latinx students consistently reported lower levels of safety in bathrooms and unstructured areas, while Black students reported significantly lower levels of safety across all campus locations, including classrooms. For example, only 40% of Black students reported feeling safe during school or in class, and just 20% reported feeling safe in shared spaces like hallways, bathrooms, and outdoor areas. These differences reveal a need to more deeply understand and respond to the experiences of students from underrepresented groups, particularly in relation to racial identity and belonging.  The school has also identified a broader need to address the safety and supervision of communal spaces, where disparities are most pronounced. These findings are informing Credo’s priorities for more equitable climate practices, including improving adult visibility in high-traffic areas, increasing student voice in schoolwide discussions of safety, and strengthening culturally responsive supports that affirm all students’ identities.  Overall, the data show that while Credo has built a strong climate for many students, targeted, equity-driven action is needed to ensure all students feel safe and connected at school.|In response to key findings from the January 2025 YouthTruth survey, Credo High School is making targeted adjustments to its policies and practices to address disparities in student safety and belonging, particularly for Black and Hispanic/Latinx students.  Survey data revealed that while most students feel safe on campus, Black and Hispanic/Latinx students report significantly lower levels of safety in communal areas such as hallways, bathrooms, and outdoor spaces. To address this, Credo is updating its campus supervision plan to ensure more consistent adult presence during passing periods and unstructured times, with a focus on visibility and relationship-building.  Credo faculty have already engaged in professional development on implicit bias and trauma-informed practices. The next phase of this work will focus on applying these practices consistently across classrooms and shared spaces, with coaching and collaboration to support implementation. This includes reviewing discipline and referral procedures to ensure they are equitable and aligned with restorative values.  Additionally, Credo is strengthening student feedback mechanisms, including the launch of quarterly climate check-ins and student-led focus groups. These tools will provide timely insights into students’ experiences and help staff respond proactively throughout the school year—not just in response to annual survey results.|Met||2025-06-16|2025
49753580000000|Windsor Unified|6|The YouthTruth Survey data provides comprehensive insights into the local school climate at Windsor Unified School District. The survey covers various aspects of student experiences, including engagement, relationships, and overall school culture. The overall score for all students indicates a positive school climate, with an average Engagement rating of 2.71 for elementary, 3.11 for middle, and 3.43 for high school out of 5. Further analysis of specific survey items reveals that students overall feeling of belonging at school, with scores averaging 2.32 indicated that there is room for growth. Additionally, items related to relationships and feelings of belonging showed lower scores among certain groups. ELL students and those from low-income families reported lower levels of connection with teachers and peers, with scores averaging 2.14. The analysis of the YouthTruth survey data has highlighted key learnings regarding the strengths and needs of our school climate. One significant area of strength is the overall sense of engagement reported by students, which is a crucial component of a positive learning environment. The high engagement scores indicate that our schools are perceived as supportive spaces for learning.|However, the data also identifies areas needing improvement. The lower scores from ELL students, students from low-income families, and those receiving special education services indicate a need for targeted support to enhance their school experience. These groups reported feeling less connected to their teachers and peers, suggesting that relationship-building and a sense of belonging require focused attention. Additionally, the data underscores the importance of equitable engagement across all student groups. While White students reported a very positive school climate, the disparity in scores between these students and other groups highlights the need to ensure that all students, regardless of their background or academic track, feel equally supported and valued. In response to the key learnings from the YouthTruth survey, Windsor Unified School District is implementing several changes to address the identified needs and enhance overall school climate. To improve the sense of connection and belonging among ELL students and those from low-income families, we will launch targeted mentorship programs that pair these students with teachers and older peers who can provide guidance and support. We will also enhance staff professional development to include training on cultural competence and strategies for building strong, supportive relationships with all students.|We will also introduce more inclusive extracurricular activities and clubs catering to diverse interests and backgrounds, ensuring all students have opportunities to engage in school life outside the classroom. These initiatives aim to create a more inclusive environment where every student feels they belong. To address the disparities in engagement, we will increase outreach to families of underrepresented groups to understand their needs and perspectives better. This will include regular town hall meetings and focus groups to gather ongoing feedback and ensure our actions respond to the community’s needs. Lastly, we will regularly monitor and evaluate the effectiveness of these initiatives through follow-up surveys and data analysis. Adjustments will be made to ensure continuous improvement and equitable support for all student groups.|Met||2025-06-10|2025
49753580114934|Village Charter|6|VCS did not do a formal local climate survey in the 24-25 school year. VCS will be offering a local climate survey to students, staff, and parents 2 times during the 25-26 school year. A team of teachers, students, admin and board members will develop the survey based on the Health Kids Survey format. We do regular in-person check-ins with students and families and it is reported the students feel well supported by their teachers and feel both physically and emotionally safe at the school. The students indicated that they know where to find help when needed and that they will get the help they need. Our handbook has been updated and  rules and expectations have been clarified.|see #1|See #1|Met|We have a strong social inclusion curriculum and conflict resolution and SEL is a key component of every classroom. Older students grow into the role of mentor and leader and take that role very seriously. Students are taught to monitor and intervene in s|2025-06-04|2025
49753586052369|Cali Calmecac Language Academy|6|The YouthTruth Survey data provides comprehensive insights into the local school climate at Windsor Unified School District. The survey covers various aspects of student experiences, including engagement, relationships, and overall school culture. The overall score for all students indicates a positive school climate, with an average Engagement rating of 2.7 out of 3. Disaggregated data reveals notable variations among different student groups. For instance, students from Hispanic/Lantina/o/x backgrounds also reported an average score of 2.75, indicating a consistent positive perception of school engagement compared to their peers. Non-binary students had an average score of 2.62, while students who identify as female reported a score of 2.73 and students who identified as male reported a score of 2.7. Conversely, students who identify as White reported a higher average score of 2.77, reflecting a more favorable school climate experience. Further analysis of specific survey items reveals that students overall feeling of belonging at school, with scores averaging 2.32 indicated that there is room for growth. Additionally, items related to relationships and feelings of belonging showed lower scores among certain groups. ELL students and those from low-income families reported lower levels of connection with teachers and peers, with scores averaging 2.14. The analysis of the YouthTruth survey data has highlighted key learnings regarding the strengths and needs of our school climate. One significant area of strength is the overall sense of engagement reported by students, which is a crucial component of a positive learning environment. The high engagement scores indicate that our schools are perceived as supportive spaces for learning. However, the data also identifies areas needing improvement. The lower scores from ELL students, students from low-income families, and those receiving special education services indicate a need for targeted support to enhance their school experience. These groups reported feeling less connected to their teachers and peers, suggesting that relationship-building and a sense of belonging require focused attention. Additionally, the data underscores the importance of equitable engagement across all student groups. While White students reported a very positive school climate, the disparity in scores between these students and other groups highlights the need to ensure that all students, regardless of their background or academic track, feel equally supported and valued.In response to the key learnings from the YouthTruth survey, Cali Calmecac is implementing several changes to address the identified needs and enhance overall school climate. To improve the sense of connection and belonging among ELL students and those from low-income families, we will launch targeted mentorship programs that pair these students with teachers and older peers who can provide guidance and support. We will also enhance staff PD.|The YouthTruth Survey data provides comprehensive insights into the local school climate at Windsor Unified School District. The survey covers various aspects of student experiences, including engagement, relationships, and overall school culture. The overall score for all students indicates a positive school climate, with an average Engagement rating of 2.7 out of 3. Disaggregated data reveals notable variations among different student groups. For instance, students from Hispanic/Lantina/o/x backgrounds also reported an average score of 2.75, indicating a consistent positive perception of school engagement compared to their peers. Non-binary students had an average score of 2.62, while students who identify as female reported a score of 2.73 and students who identified as male reported a score of 2.7. Conversely, students who identify as White reported a higher average score of 2.77, reflecting a more favorable school climate experience. Further analysis of specific survey items reveals that students overall feeling of belonging at school, with scores averaging 2.32 indicated that there is room for growth. Additionally, items related to relationships and feelings of belonging showed lower scores among certain groups. ELL students and those from low-income families reported lower levels of connection with teachers and peers, with scores averaging 2.14. The analysis of the YouthTruth survey data has highlighted key learnings regarding the strengths and needs of our school climate. One significant area of strength is the overall sense of engagement reported by students, which is a crucial component of a positive learning environment. The high engagement scores indicate that our schools are perceived as supportive spaces for learning. However, the data also identifies areas needing improvement. The lower scores from ELL students, students from low-income families, and those receiving special education services indicate a need for targeted support to enhance their school experience. These groups reported feeling less connected to their teachers and peers, suggesting that relationship-building and a sense of belonging require focused attention. Additionally, the data underscores the importance of equitable engagement across all student groups. While White students reported a very positive school climate, the disparity in scores between these students and other groups highlights the need to ensure that all students, regardless of their background or academic track, feel equally supported and valuedIn response to the key learnings from the YouthTruth survey, Cali Calmecac is implementing several changes to address the identified needs and enhance overall school climate. To improve the sense of connection and belonging among ELL students and those from low-income families, we will launch targeted mentorship programs that pair these students with teachers and older peers who can provide guidance and support. We will also enhance staff professional PD.|The YouthTruth Survey data provides comprehensive insights into the local school climate at Windsor Unified School District. The survey covers various aspects of student experiences, including engagement, relationships, and overall school culture. The overall score for all students indicates a positive school climate, with an average Engagement rating of 2.7 out of 3. Disaggregated data reveals notable variations among different student groups. For instance, students from Hispanic/Lantina/o/x backgrounds also reported an average score of 2.75, indicating a consistent positive perception of school engagement compared to their peers. Non-binary students had an average score of 2.62, while students who identify as female reported a score of 2.73 and students who identified as male reported a score of 2.7. Conversely, students who identify as White reported a higher average score of 2.77, reflecting a more favorable school climate experience. Further analysis of specific survey items reveals that students overall feeling of belonging at school, with scores averaging 2.32 indicated that there is room for growth. Additionally, items related to relationships and feelings of belonging showed lower scores among certain groups. ELL students and those from low-income families reported lower levels of connection with teachers and peers, with scores averaging 2.14. The analysis of the YouthTruth survey data has highlighted key learnings regarding the strengths and needs of our school climate. One significant area of strength is the overall sense of engagement reported by students, which is a crucial component of a positive learning environment. The high engagement scores indicate that our schools are perceived as supportive spaces for learning. However, the data also identifies areas needing improvement. The lower scores from ELL students, students from low-income families, and those receiving special education services indicate a need for targeted support to enhance their school experience. These groups reported feeling less connected to their teachers and peers, suggesting that relationship-building and a sense of belonging require focused attention. Additionally, the data underscores the importance of equitable engagement across all student groups. While White students reported a very positive school climate, the disparity in scores between these students and other groups highlights the need to ensure that all students, regardless of their background or academic track, feel equally supported and valuedIn response to the key learnings from the YouthTruth survey, Cali Calmecac is implementing several changes to address the identified needs and enhance overall school climate. To improve the sense of connection and belonging among ELL students and those from low-income families, we will launch targeted mentorship programs that pair these students with teachers and older peers who can provide guidance and support. We will also enhance staff PD.|Met||2025-06-19|2025
49753900000000|Healdsburg Unified|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2025 as part of a countywide pilot program. Students in grades 3rd-12th were surveyed. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 40% (an increase of 9% from January 2024 and 6% higher than the county average). -6th-8th: 52% (an increase of 7% from January 2024 and 5% higher than the county average). -9th-12th: 56% (an increase of 4% from January 2024 and 10% higher than the county average for Jan 2025). Relationships Summary Data: -3rd-5th: 74% (a decrease of 6% January 2024 and 3% below the county average). -6th-8th: 36% (a decrease of 1% from January 2024 and 3% below the county average). -9th-12th: 36% (an increase of 1% from January 2024 and 10% below the county average for Jan 2025). ""I enjoy school most of the time"" -3rd-5th: 42% (an increase of 8% from January 2024 and 9% higher than the county average). -6th-8th: 41% (an increase of 6% from January 2024 and 2% higher than the county average); -9th-12th: 42% (an increase 3% from January 2024 and 3% below the county average for Jan 2025); School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 71% (an increase of 4% from January 2024 and 10% higher than the county average). - 6th-8th: 60% (an increase of 8% from January 2024 and 3% higher than the county average for Jan 2025). - 9th-12th: 63% (a decrease of 3% from January 2024 and 2% below the county average for Jan 2025)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that some grade levels improved and some grade levels did not improve: Identified Needs -Relationships 3rd-5th, 6th-8th, 9th-12th -""I enjoy school most of the time"" 9th-12th -""Are students friendly to you"" 6th-8th, 9th-12th -""Do you feel safe during school?"" 9th-12th Areas of Strength -Belonging 3rd-5th, 6th-8th, 9th-12th -""I enjoy school most of the time"" 3rd-5th, 6th-8th -""Are students friendly to you"" 3rd-5th -""Do you feel safe during school?"" 3rd-5th, 6th-8th Youth Truth Questions that showed improvement: HES -""When I'm feeling upset, I know some ways to make myself feel better."" (Increased 1%) -Are students friendly to you? (Increased 8%) -Do you feel like an important part of your school? (Increased 8%) -Overall Belonging category increased by 9% HJH -""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (Increased 1%) -I feel safe during school (Increased 8%) -""I really feel like a part of my school's community."" (Increased 8%) -Overall Culture category increased by 6% HHS ""I really feel like a part of my school's community."" (Increased by 9%) -""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (Increased 5%) -Overall Engagement category increased by 1%"|We will continue our LCAP goal 3: Relationships. We have enhanced and added additional items related to our actions related to school safety and school climate based on this data and educational partner engagement: 3.2 School Climate Ensure students feel safe and connected at school. Comprehensive program of Social-Emotional Learning throughout the District • Evaluation: Continue to refine and use the SEL Report Card through the use of Youth Truth Survey Data, as well as other research-based survey instruments. • Curriculum: Support and training for staff, including Professional Development in adopted SEL curriculum (RULER for K-5 and Panorama Playbook for all grades). • Support Staff: Staff responding to social-emotional needs include School Psychologists, Therapists, Counseling Interns, School Counselors, and outside providers as necessary. • Trauma-Informed Restorative Practices: all staff utilize trauma-informed practices to support students • 5-Star @ HJH and HHS to support PBIS • PBIS (Positive Behavior Intervention and Supports): Provide professional development and support to reinvigorate all staff in utilizing PBIS strategies to foster a positive school environment. • MTSS: Tier I and Tier II social-emotional support -California Principal Support Network (PLC training for site teams) School Safety • Trainings: AVERT, CPR & First Aid • Train-the-trainer: PREPaRE (from NASP); CPI (Non-Violent Crisis Prevention and Intervention; Verbal De- escalation). • Cybersecurity: Software for cybersecurity and to monitor student Chromebooks (Securly and Hapara) • Supervision: Campus Supervisors & Yard Duty • Restorative Practices and other alternatives rather than punitive, exclusionary discipline that detaches students from school and from needed supports.|Met||2025-06-18|2025
50105040000000|Stanislaus County Office of Education|6|Local Climate data for SCOE is measured through annual administration of the California Healthy Kids survey.  The most recent results ( 2022-23)  are as follows:  Students completing survey = 100 Male = 67 Female = 31 Nonbinary =1 Other =1  Ethnicity : Am Indian or Alaska Native, non Hispanic = 0% Asian or Asian American, non Hispanic =2% Black or African American, non-Hispanic =3% Hispanic or Latinx=70% White. non-Hispanic =16% Multiracial or non-Hispanic =4% Something else, non-Hispanic =3%  Living Situation: A home with one or more parent/guardian = 87% Other relative's home = 4% A home with more than one family = 4% Friend's home = 1% Foster home, group care or awaiting placement =1% Shelter, car, campground, or other transitional or temporary housing = 0% Other living arrangement = 3%  Parent Education level Did not finish high school = 17% Graduated from high school = 29% Attended college but did not complete 4 year degree = 7% Graduated from college = 21% Don't know = 27%  Language spoken at home English = 76% Spanish = 20% Vietnamese = 1% Arabic = 1% Other = 2%  The CHKS survey reports that 62% of the students surveys feel they have caring adults at school; 71% report high expectation adults in their school and an overall school connectedness rating of 59%. 53% report being happy at their school, and 48% report they feel like they are part of the school.  The CHKS also reports that 77% of the students responding feel safe or very safe on campus.  22% reported neither safe or unsafe and 1% felt unsafe or vey unsafe.  2024 - 2025 Current year data as reported on local Stan Stats Dashboard   Suspension rate = 4.49% Attendance rate = 94.63% Chronic Absenteeism rate = 18.91% Drop out rate - <1%   DASS grad rate =57.13%|The climate data reflects a small student cohort.  An area of strength is an increase is perceived safety. 1% of students reported feeling unsafe or very unsafe, with 77% reporting safe or very safe. Areas of concern and include current use of drugs or alcohol - 25%, tobacco - 15%, drunk or on drugs at school - 17%, social/emotional distress - 19%, chronic sadness - 24%, considered suicide - 9%.   Perceived School Safety Percent of students who perceive their school as very safe or safe: Hispanic/Latino: 79% White: 74% Black/African American: 71% Asian: 78% Multiracial: 74%   Areas of Concern Current Alcohol or Drug Use Hispanic/Latino: 25% White: 35% Black/African American: 22% Asian: 13% Multiracial: 38%   Current Tobacco Use Hispanic/Latino: 15% White: 23% Black/African American: 10% Asian: 8% Multiracial: 24%   Social/Emotional Distress Hispanic/Latino: 19% White: 21% Black/African American: 15% Asian: 9% Multiracial: 24%   Chronic Sadness/Hopelessness Hispanic/Latino: 27% White: 26% Black/African American: 17% Asian: 13% Multiracial: 33%|The LEA maintains a network of support staff—including a Behavior Specialist, Mental Health Clinicians, Student Support Advocates, Counselors, and Career Navigators—to foster student connectedness, emotional resilience, and goal orientation. Based on the CHKS data, the LEA will work to strengthen the effectiveness of these existing systems by: Enhancing prevention education related to substance use and emotional well-being. Expanding targeted social skills instruction to address emotional regulation and peer relationships. Increasing the reach and depth of mental health services, particularly for student groups reporting elevated emotional distress. Reinforcing career readiness supports to promote student purpose, engagement, and long-term planning. These improvements aim to ensure that all students—especially those from subgroups with elevated needs—are better supported in their overall well-being and academic success.|Met||2025-06-10|2025
50105040117457|Great Valley Academy|6|GVA's 2024-25 annual student survey indicated that 94% of 3rd - 5th grade students and 92% of 6th - 8th grade students 'feel respected by their teachers'.  Student comments included, 'They always get the most open-minded teachers that the student will remember for years. They also have very nice staff.' and 'They're good at teaching and resolving problems.'  An area for growth and improvement is around supporting positive student behavior.  The survey showed that 29% of 3rd - 5th grade students and 24% of 6th - 8th grade students responded that, 'At school, other students' behavior  hurts my learning?'|"One year into our new LCAP, we can start to see the impact(s) of strategically addressing issues identified through educational partner input, data and statistics, as well as local, state and national trends.  GVA's mission is to create and enhance SAFE, LOVED, LEARNING environments for students and families.  GVA community feedback events and planning efforts revealed that overwhelmingly, SAFE was identified as the priority area.  Student behavior, positive discipline plans and clear access to necessary supports (social-emotional, behavioral, academic and other) have been recognized as necessary growth areas for GVA and the 2024-25(27) LCAP reflected work in those areas.  Students, staff and parents, GVA's three biggest educational partner groups, have all indicated a belief that a focus on and growth in this areas is essential to enhance LOVED and LEARNING tenets at GVA. While there is still work to be done, much progress was made in Year 1 of GVA's NEXT3 / LCAP.  Feelings around student behavior and the support(s) for it, are much more positive than a year ago at this time.  Classroom management support from GVA's full-time Instructional Coaches and targeted behavior intervention by GVA's new Character Coach have been received with very favorable feedback.  An example of a parent comment from the recent GVA Spring 24-25 School Climate Survey is as follows, “I feel this year has been a lot better. Students are being held accountable."""|GVA has committed programmatically, financially and ideologically to a deep and comprehensive implementation of Conscious Discipline as its primary social-emotional/behavioral support program.  A long time use of Conscious Discipline (C.D.), GVA has not committed time, effort and resources to C.D. in many years, well before the pandemic.  Consensus is that by investing heavily into C.D., both in professional learning and whole-site focus, that GVA will benefit from this program as it aligns with the foundational elements, mission and vision of the school.  All professional development in 2024-25 will have a primary lense of SAFE (positive behavior, restorative practices, scaffolded supports and ensuring students receive what they need to feel physically, emotionally and intellectually SAFE at school).   GVA added the new position of Character Coach as a targeted Tier 2 intervention for students in need of additional training, mentorship and social skills support.|Met||2025-06-27|2025
50105040129023|Stanislaus Alternative Charter|6|"The Stanislaus Alternative Charter School (CBK) administered the California Healthy Kids Survey (CHKS) in the 2024-25 school year. There were 196 student responses, 64% were female, 34% were male 1% nonbinary, and 1% identified as ""something else"". The ethnic breakdown of respondees is as follows: American Indian/Alaska Native, non-Hispanic 1%, Asian or Asian American, non-Hispanic 2%, Black or African American, non-Hispanic 5%, Hispanic or Latino/a 68%, Native Hawaiian or Pacific Islander, non-Hispanic 0%, White, non-Hispanic 20% Multiracial, non-Hispanic 3% Something else, non-Hispanic 2%. School Support Data results indicate that: 75% of the students report they feel connected to the school, 84% report academic motivation, 97 to 99% report that they have never felt harassed due to Race, Religion, sexual orientation, or physical or mental disability."|Based on this data and in the interest of continuous improvement the program will continue to maintain the goals and actions included in the LCAP to support School Climate.|Stanislaus Alternative Charter will continue to offer a rigorous education program in a place where all students may continue to feel safe and secure. No changes to existing plans are needed at this time.|Met|N/A|2025-06-10|2025
50710430000000|Ceres Unified|6|The California Healthy Kids Survey (CHKS) is an anonymous, voluntary survey of school climate, safety, and overall student wellness. It is administered annually to students in grades 4, 6, 7, 9, and 11. It provides CUSD schools and community with key data on school climate, safety, student engagement, barriers and supports associated with academic performance, and overall student well-being. The CHKS is the largest statewide student survey of resiliency, protective factors, risk behaviors, and school climate in the nation. It is focused on the most important areas for guiding school and student improvement: The 2024-25 Ceres Unified School District School Climate Survey (CHKS) was taken by 3,219 students, representing 21 school sites. The survey was comprised of questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree). The year-over-year changes in the CHKS (California Healthy Kids Survey) data for 2023–24 to 2024–25 reflect mostly modest improvements across key student experience metrics for secondary students. Here's a brief summary: * Caring Adults in School: Increased across most groups (e.g., EL from 52% to 54%, Hispanic from 52% to 60%), with high scores maintained in elementary (70%) but lower overall in secondary levels. * High Expectations: Slight increase in overall perception, especially among Hispanic students (64% to 73%). However, Long-Term English Learners (LTEL) saw a drop (68% to 58%). * Meaningful Participation: Generally low, but small improvements (e.g., Hispanic from 22% to 27%, White from 28% to 35%). * School Connectedness: Modest increases, especially among Hispanic students (54% to 63%) and English Learners (53% to 58%). * Academic Motivation: Mostly stable or slightly improved (e.g., Hispanic from 64% to 72%, White from 59% to 65%). * School Safety: Noticeable improvement overall (e.g., EL from 53% to 62%, Hispanic from 64% to 69%), though some subgroups like LTEL remained static or declined slightly. Overall, the data suggest progress toward the district's goal of a 3% annual improvement, particularly in school connectedness and caring adult relationships. However, engagement (meaningful participation) remains a challenge. See the CHKS Attachment for detailed data tables. https://bit.ly/CUSDCHKSdatatable|Strengths: * School Connectedness and Caring Adults improved year-over-year for many student groups, indicating progress toward creating supportive school environments. * High Expectations remain strong, especially among SWD (76%) and Foster Youth (77%) in 2023–24. * Academic Motivation is generally consistent and high across groups, with some gains among historically underserved populations. Identified Needs: * Meaningful Participation remains an area of concern, with less than 30% of most student groups reporting consistent engagement in school activities or decision-making. * Homeless and LTEL Students consistently report lower levels across nearly all indicators, indicating the need for targeted supports. * Data Gaps: Some groups, such as African American and Foster Youth students, lack complete data in 2024–25, which limits full analysis and planning. These insights emphasize the importance of continuing efforts to foster inclusive, engaging environments with an intentional focus on equity and voice for all student groups.|Data related to each of the CHKS metrics is reported in the Local Control Accountability Plan. Strategies to improve CHKS metrics are embedded in Goal 2 and Goal 3 of the LCAP. An identified area for improvement in Ceres Unified School District is the systematic disaggregation and analysis of student survey data by student group to better understand the diverse experiences within our schools. Current participation rates remain low, limiting the representativeness of the data. To address this, the district recognizes the need for a strategic and sustained effort to increase student survey participation, thereby enhancing the validity of the data used to inform decision-making and support equity-focused initiatives.|Met||2025-06-19|2025
50710430107128|Whitmore Charter School of Art & Technology|6|The California Healthy Kids Survey is given every year to students in grades 4, 6, and 7. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter School of Arts and Technology is increased participation in CHKS and disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: 67%; Hispanic N/A; White N/A * High expectations: 80%; Hispanic N/A; White N/A * Meaningful participation in school: 43%; Hispanic N/A; White N/A * School Connectedness: 76%; Hispanic N/A; White N/A * Academic motivation: 84%; Hispanic N/A; White N/A * School Safety: 85%;Hispanic N/A; White N/A All metrics but School Safety declined. Meaningful participation in school was very low, and the school will continue to use its educational partners, as well as students themselves to look for ways to help students feel their time in school is meaningful. The CalSCHLS Dashboard will provide results only if the sample size is at least 25. Not enough data was reported to receive student group data on the Key Indicators listed above.|Whitmore Charter School of Arts and Technology conducts an annual review of the master schedule, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study. Annual LCAP surveys and other feedback are analyzed in order to identify additional needs.|In addition to enrollment in core academic courses, TK-8 students have access to additional visual and performing arts curriculum through the technology, visual, and performing arts programs at the site. At theTK-5 level, master schedules have been developed that ensure that all students have access to academic intervention and extension that does not conflict with core academic subjects. At the 6-8 level, master schedules include elective offerings beyond the core academic subjects. A 7-period day allows for students to enroll in elective course offerings to increase engagement in school. Spanish is offered as a modern language course offering for students in grade 8.|Met||2025-06-19|2025
50710430107136|Whitmore Charter High|6|The California Healthy Kids Survey is given every year to students in grades 9 and 11. Data related to each of these metrics are reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter High School is increased participation in CHKS as well as disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: * High expectations: * Meaningful participation in school: * School Connectedness: * Academic motivation: * School Safety: The CalSCHLS Dashboard will provide results only if the sample size is at least 25. Not enough data was reported to receive data on the Key Indicators listed above.|We are unable to reply to the prompt due to the lack of data.|WCHS students will be surveyed and met with in grade level cohorts, to discuss the importance of taking the survey, what this metric means, and create possible solutions or activities to help address this need.|Met||2025-06-19|2025
50710430112292|Aspire Summit Charter Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
50710500000000|Chatom Union|6|A local climate survey that captures a valid measure of student perception of school safety is given annually to all students in grades 3rd-8th.  The survey is also sent to parents in their primary language, representing all student groups.  The survey was completed in January 2025. The safety survey results were presented at a public Board Meeting and reviewed by the safety committee to increase safety at each site.  The summary of survey results include: ~District-wide, 97.1% of students feel the rules and expectations of the school are clear and well-known, and 94.8% of students feel the school has a way to recognize and reinforce positive behavior among students.  ~The percent who agree that school is safe is 94% at Chatom and 95.6% at Mountain View. ~The percent who agree that they are connected to school is 97.3% at Chatom and 95% at Mountain View. ~Students were also asked about the areas of greatest concern and least concern at school.  The greatest concerns were the dress code and bullying.  The least concerns were weapons, gangs, and graffiti.|Based on the data and input received through the safety survey and data on the California State Dashboard in the area of suspensions both sites will be reviewing the Positive Behavioral Interventions and Supports (PBIS) systems to create positive reinforcement and incentives to decrease the number of referrals and suspensions.|The data indicates that students feel safe and connected at each site.  Positive incentives will remain in place to encourage positive behavior and regular attendance.|Met||2025-06-24|2025
50710680000000|Denair Unified|6|In Spring 2025, we conducted a parent survey in which 48% of respondents indicated that they staff develop positive relationships with students and families, 47% said their child is able to show their learning in a variety of ways, and 44% said students generally are respectful at school.  Also in Spring 2025, we conducted student surveys in which respondents said: DHS: 71.2% of students said they were mostly/very involved in extra curricular activities; 74% said they were learning academic skills that prepare them for college or career success; 82.9% said they were gaining life skills that will help them become successful, independent adults; 76.8% said their social emotional needs were supported.  DMS: 95% of respondents said they are academically prepared, 93% said they've learned life skills , 91% said their social emotional needs were supported, 74% said they developed technology skills.  In addition, students in DUSD take the California Healthy Kids Survey (CHKS) every other year. Below are the results from Fall 2024.  *62% of respondents perceive Denair schools as safe or very safe. *28% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that most of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe.  Additionally, 71% of respondents think the adults at school have high expectations of them and 59% said there are caring adults at school. Both of these are slight decreases from the 2022 administration of CHKS, which we attribute to the increased academic demand on students since the COVID-19 pandemic.  The results of the CHKS also confirm some things we know about the struggles of students in our district and community: * 2% of middle school students and 9% of high school students admit to current drug or alcohol use (both decreased from the 2022 administration of CHKS). * 13% of high school students said they have considered suicide (maintained from the 2022 administration of CHKS). * 23% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months (a slight decrease since the 2022 administration of CHKS).|As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. This is reflected in the data. Since 2022, we have seen a significant decrease in alcohol, tobacco and substance use. Students generally feel safe at school. Our educational partners however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a continued concern.|We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. This includes a Student Assistance Specialist who focuses on alcohol, tobacco and substance use. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.|Met||2025-06-12|2025
50710680132662|Denair Elementary Charter Academy|6|In Spring 2025, we conducted a district-wide parent survey in which 41% of respondents indicated that they staff develop positive relationships with students and families, 37% said their child is able to show their learning in a variety of ways, and 32% said students generally are respectful at school. While this is a decrease from last year in all categories, only 43 families participated in the survey (also down from 86 families participating last year). In Spring 2025 we added a more interactive feedback platform, in which participants can provide feedback via text, audio or video. We had a total of 35 submissions, with a 71% favorability rate. Parents told us that they appreciated teachers who are engaging and innovative and that communication has been a key factor for student success. They also told us that campus security continues to be an area of improvement.  Also in Spring 2025, we conducted student surveys in which 94% of respondents said that this year they learned skills such as reading more confidently, being creative (drama, dance), about other cultures, and social skills.  Fifth grade students at DECA participate in the California Healthy Kids Survey (CHKS) every other year. In the 2024 administration of CHKS: *86% of respondents perceive DECA as safe or very safe. *79% of respondents report that the school has an anti-bullying climate and 88% say that adults make it clear that bullying is not allowed. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe.  Additionally, 88% of respondents think the adults at school have high expectations of them and 69% said there are caring adults at school.  The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 21% of respondents admit to having tried alcohol, 0% report having tried vaping and 0% report having tried marijuana. * 24% of respondents said they felt sad most or all of the time.|As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. This is reflected in the data. However, since the pandemic, we have noticed lingering social-emotional and mental wellbeing issues. We also recognize a need for education about alcohol abstinence. Based on the responses about student disposition, there is work to be done to foster relationship building and regular check-ins to identify student needs.  Students generally feel safe at school. Our educational partners, however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a concern.|We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.  We have taken measures to improve safety and security on all campuses and will continue the work for the next few years.|Met||2025-06-12|2025
50710685030267|Denair Charter Academy|6|In Spring 2025, we conducted a parent survey in which 86% of parents are extremely satisfied with the communication between the home and school.  80% of Parents are confident that their child is receiving rigorous, relevant and standards-based curriculum.     Also in Spring 2025, we conducted student surveys in which 95% of students are satisfied with DCA. 77% of students feel that DCA is preparing them for their future goals. 73% of students feel that the courses are preparing the students for college.  In addition, students at DCA take the California Healthy Kids Survey (CHKS) every other year. Below are the results from 2024.  *33% of respondents perceive school as safe or very safe. *94% of respondents report that they have been bullied or harassed in the last 12 months. Note: Students often choose DCA, an independent study and home school charter, due to their experiences at their prior school. We believe that the above responses are not reflective of students' experiences at DCA since they are only on campus for a short period of time each week.  Additionally, 96% of respondents think the adults at school have high expectations of them and 96% said there are caring adults at school.  The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 94% of our middle and high school students admit to current drug or alcohol use. * 94% of students said they have considered suicide. * 94% of students said they have experienced chronic sadness/hopelessness in the last 12 months.|Students and parents often choose DCA because they are not finding success in a comprehensive school setting. Many report that they have experienced bullying, harassment, and unsafe conditions at their previous school. When talking with DCA students, they report that they feel safe, have made friends, and are happy at DCA. However, we recognize that there are lingering social-emotional and mental wellbeing issues from the pandemic. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.|We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. This includes a Student Assistance Specialist who focuses on alcohol, tobacco and substance use. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.  We have taken measures to improve safety and security on all campuses and will continue the work for the next few years.|Met||2025-06-12|2025
50710760000000|Empire Union Elementary|6|Results are taken from the 2024-2025 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd.  73% of elementary students feel connected to school-(67% Hispanic or Latinx; 80% White; 77% Something Else) 53% of secondary students feel connected to school- (51% Asian or Asian American; 66% Black or African American; 52% Hispanic or Latinx; 58% White; 37% Multiracial; 65% Something Else)  83% of elementary students feel academically motivated-(86% Hispanic or Latinx; 88% White; 77% Something Else) 69% of secondary students feel academically motivated- (61% Asian or Asian American; 77% Black or African American; 69% Hispanic or Latinx; 61% White; 59% Multiracial; 84% Something Else)  71% of elementary students have relationships with caring adults-(65% Hispanic or Latinx; 76% White; 76% Something Else) 51% secondary students have relationships with caring adults-(38% Asian or Asian American; 72% Black or African American; 50% Hispanic or Latinx; 61% White; 41% Multiracial; 54% Something Else)  84% of elementary students feel adults in school have high expectations-(83% Hispanic or Latinx; 88% White; 82% Something Else) 69% of secondary students feel adults in school have high expectations- (56% Asian or Asian American; 91% Black or African American; 70% Hispanic or Latinx; 69% White; 51% Multiracial; 75% Something Else)  43% of elementary students have meaningful participation in school-(41% Hispanic or Latinx; 41% White; 47% Something Else 22% of secondary students have meaningful participation in school-(31% Asian or Asian American; 26% Black or African American; 18% Hispanic or Latinx; 23% White; 23% Multiracial; 38% Something Else)  80% of elementary students feel safe at school-(77% Hispanic or Latinx; 83% White; 81% Something Else) 56% of secondary students perceive school to be safe or very safe-(60% Asian or Asian American; 80% Black or African American; 52% Hispanic or Latinx; 60% White; 44% Multiracial; 68% Something Else)|Analysis of the 2024–2025 California Healthy Kids Survey reveals key insights into student experiences with connectedness, motivation, relationships, expectations, participation, and safety, highlighting strengths and critical needs across grade levels and student groups. Areas of Strength 1.	Elementary Students Report Strong Overall School Climate High Levels of Motivation and Expectations: 83% of elementary students report feeling academically motivated, with especially high rates among Hispanic or Latinx (86%) and White students (88%). 84% report that adults have high expectations of them, indicating a culture that supports achievement. Positive Student-Adult Relationships: 71% of elementary students report having relationships with caring adults, with White and “Something Else” groups reporting the highest levels (76%). 2.	Strong Perception of Safety in Elementary Grades 80% of elementary students feel safe at school, with consistent perceptions across groups (77–83%). 3.	High Expectations for Secondary Black or African American Students A notable strength is that 91% of Black or African American secondary students feel adults have high expectations of them—the highest of any group across grade levels.  Identified Needs 1.	Declining Connectedness and Motivation in Secondary Grades School connectedness drops from 73% in elementary to 53% in secondary students. Only 37% of multiracial and 51% of Asian or Asian American secondary students report feeling connected. Academic motivation also decreases in secondary grades, particularly for Asian or Asian American (61%), White (61%), and multiracial students (59%). 2.	Low Levels of Caring Adult Relationships in Secondary Schools Just 51% of secondary students report having caring adult relationships—compared to 71% in elementary. The lowest reported rates are among Asian or Asian American (38%) and multiracial students (41%), highlighting a critical area for targeted support. 3.	Limited Meaningful Participation, Especially in Secondary Grades Only 22% of secondary students feel they have meaningful participation at school, compared to 43% of elementary students. Among secondary students, participation is especially low for Hispanic or Latinx (18%), multiracial (23%), and Asian or Asian American (31%). 4.	Safety Concerns Increase in Secondary Grades Perceptions of safety drop to 56% in secondary, with multiracial students (44%) reporting the lowest levels. This represents a significant shift from the 80% of elementary students who feel safe.  Conclusion and Implications These findings highlight the need for targeted support in secondary schools to strengthen relationships, belonging, engagement, and safety—especially for multiracial, Asian or Asian American, and Hispanic or Latinx students. While elementary schools show a strong foundation, secondary sites must focus more on inclusion, student voice, and culturally responsive connections to boost outcomes.|Based on the analysis of CHKS data, the EUSD recognizes a clear need to strengthen student connection, engagement, and safety—especially at the secondary level and among multiracial, Asian or Asian American, and Hispanic or Latinx students. In response, EUSD will implement the following changes to plans and procedures for continuous improvement:  1.	Strengthen Student-Adult Relationships at Secondary Sites To address the drop from 71% to 51% in students reporting caring adult relationships, Glick will strengthen the PBIS program, increase meaningful opportunities, and provide staff training in relationship-building and cultural responsiveness—prioritizing support for the student groups with the lowest reported connections. 2.	Increase Opportunities for Meaningful Participation With only 22% of secondary students feeling meaningfully engaged, the Glick will revise plan to expand leadership, voice, and student involvement—particularly targeting Hispanic or Latinx, multiracial, and Asian or Asian American students. 3.	Improve School Safety Perceptions To address the decline from 80% to 56% in students feeling safe, especially among multiracial students (44%), each campus will review supervision, implement restorative practices, and gather student feedback through regular school climate check-ins. 4.	Promote Equity in Academic Motivation and Expectations Each EUSD school site will provide targeted counseling and family outreach to support motivation and high expectations for underrepresented groups, and expand recognition systems that celebrate effort and growth, not just achievement. 5.	Enhance Data Monitoring and Continuous Feedback As part of ongoing improvement, the EUSD will integrate school climate data into site-level planning, monitor disaggregated trends annually, and adjust site-based actions in response to student voice and outcome data.  These changes will be reflected in EUSD plans to ensure a more inclusive, supportive, and engaging environment for all students.|Met||2025-06-26|2025
50710840000000|Gratton Elementary|6|Gratton School administered a local climate survey for the 2024–25 school year to students in grades five through eight. The survey included questions addressing school safety, sense of belonging, comfort with self-expression, clarity of instruction, support from teachers, fairness of staff, engagement in school activities, and overall satisfaction with the school experience. Responses were scored on a 1–5 scale, with 5 being the most positive.  Data was disaggregated by grade level. Across all grades, the majority of students rated their experiences positively. Eighth grade students consistently reported high scores in areas like safety (average ~4.6), inclusion (~4.5), and teacher support (~4.3). Fifth and sixth graders also showed strong agreement on feeling safe and supported, though sixth grade responses were more varied, particularly regarding fairness and staff care. Seventh grade data indicated high engagement and support, though a few responses highlighted areas for improvement in lesson clarity and peer support.  This data provides a valuable snapshot of the school’s learning environment and student perceptions, identifying both universal trends and group-specific insights.|The analysis of survey responses revealed several strengths. Students generally feel safe at school and believe their teachers are supportive and approachable. The sense of belonging and the ability to be oneself scored well across all grades, particularly among eighth graders.  Key areas for growth include improving the perception of fairness among staff (notably among sixth graders) and ensuring that students understand lesson content clearly, especially in seventh grade. Additionally, while lunch and extracurricular activities received positive feedback, some students indicated a desire for more engaging options.  Disaggregated data highlighted that while younger students (fifth grade) feel strongly supported, some sixth and seventh graders expressed mixed feelings about peer relationships and fairness from staff, indicating a developmental or transitional period that may require targeted support.|In response to identified areas of need, Gratton School has identified several strategic actions to consider in future planning:  Instructional Clarity: Provide professional development focused on delivering clear, accessible instruction, with an emphasis on checking for understanding regularly, especially in grades six and seven.  Equity and Fairness Training: Continue to implement Capturing Kids' Hearts principles of relationship building sitewide.  Peer Support Programs: Implement social emotional curriculum in grades 6 and 7.   Student Voice in School Culture: Student feedback will be share with Student Council to consider lunch and extracurricular options, giving students more ownership and enhancing engagement.  These changes aim to create a more inclusive, responsive environment and will be reviewed throughout the year for effectiveness as part of our continuous improvement process.|Met||2025-06-09|2025
50710840120089|Gratton Charter|6|Gratton School administered a local climate survey for the 2024–25 school year to students in grades five through eight. The survey included questions addressing school safety, sense of belonging, comfort with self-expression, clarity of instruction, support from teachers, fairness of staff, engagement in school activities, and overall satisfaction with the school experience. Responses were scored on a 1–5 scale, with 5 being the most positive.  Data was disaggregated by grade level. Across all grades, the majority of students rated their experiences positively. Eighth grade students consistently reported high scores in areas like safety (average ~4.6), inclusion (~4.5), and teacher support (~4.3). Fifth and sixth graders also showed strong agreement on feeling safe and supported, though sixth grade responses were more varied, particularly regarding fairness and staff care. Seventh grade data indicated high engagement and support, though a few responses highlighted areas for improvement in lesson clarity and peer support.  This data provides a valuable snapshot of the school’s learning environment and student perceptions, identifying both universal trends and group-specific insights.|The analysis of survey responses revealed several strengths. Students generally feel safe at school and believe their teachers are supportive and approachable. The sense of belonging and the ability to be oneself scored well across all grades, particularly among eighth graders.  Key areas for growth include improving the perception of fairness among staff (notably among sixth graders) and ensuring that students understand lesson content clearly, especially in seventh grade. Additionally, while lunch and extracurricular activities received positive feedback, some students indicated a desire for more engaging options.  Disaggregated data highlighted that while younger students (fifth grade) feel strongly supported, some sixth and seventh graders expressed mixed feelings about peer relationships and fairness from staff, indicating a developmental or transitional period that may require targeted support.|In response to identified areas of need, Gratton School has identified several strategic actions to consider in future planning:  Instructional Clarity: Provide professional development focused on delivering clear, accessible instruction, with an emphasis on checking for understanding regularly, especially in grades six and seven.  Equity and Fairness Training: Continue to implement Capturing Kids' Hearts principles of relationship building sitewide.  Peer Support Programs: Implement social emotional curriculum in grades 6 and 7.   Student Voice in School Culture: Student feedback will be share with Student Council to consider lunch and extracurricular options, giving students more ownership and enhancing engagement.  These changes aim to create a more inclusive, responsive environment and will be reviewed throughout the year for effectiveness as part of our continuous improvement process.|Met||2025-06-09|2025
50710920000000|Hart-Ransom Union Elementary|6|We used a district wide survey with our 3rd through 8th grade and 83% of the student found conditions to be safe and clean.|Survey conveyed that the area of need for safety and cleanliness was the bathrooms.|In order to address the areas of concern, we have posted yard supervision at the restrooms and monitor for safety and cleanliness.|Met||2025-06-12|2025
50710926112965|Hart-Ransom Charter|6|We had a 55% response rate on surveys from parents and students. Overall, students and parents report as feeling safe and that the school climate is welcoming and supportive. We have zero reports of students feeling unsafe or unwelcomed at school.|As we are a non-classrooom based charter, a few families reported that they would welcome an increase in community vendor options or community building opportunities near their home (as some participating families may like an hour away.)|The LEA is exploring the addition of more vendor options for families that live approximately an hour away and ways to provide options for local school community.|Met||2025-06-12|2025
50711000000000|Hickman Community Charter|6|HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 96% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 27% of the students are considering postsecondary education. 98% of the students believe their teachers have high expectations for them to succeed and 91% of our students are proud of their school (7% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups.|The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 76% of our students feel safe at school. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development.|We are working with University of Pacific on a grant project That allows us to use interns to work with our students. We are partening with Center for Human Services for counselors and clinicians this coming year. This will allow more students to be supported in areas of SEL. We will also work to build more of a college going atmosphere on campus.|Met||2025-06-16|2025
50711006052559|Hickman Elementary|6|HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 96% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 27% of the students are considering postsecondary education. 98% of the students believe their teachers have high expectations for them to succeed and 91% of our students are proud of their school (7% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups.|The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 76% of our students feel safe at school. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development.|We are working with University of Pacific on a grant project That allows us to use interns to work with our students. We are partening with Center for Human Services for counselors and clinicians this coming year. This will allow more students to be supported in areas of SEL. We will also work to build more of a college going atmosphere on campus.|Met||2025-06-16|2025
50711006112627|Hickman Charter|6|HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 96% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 27% of the students are considering postsecondary education. 98% of the students believe their teachers have high expectations for them to succeed and 91% of our students are proud of their school (7% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups.|The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 76% of our students feel safe at school. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all hav|We are working with University of Pacific on a grant project That allows us to use interns to work with our students. We are partening with Center for Human Services for counselors and clinicians this coming year. This will allow more students to be supported in areas of SEL. We will also work to build more of a college going atmosphere on campus.|Met||2025-06-16|2025
50711006116388|Hickman Middle|6|HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 96% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 27% of the students are considering postsecondary education. 98% of the students believe their teachers have high expectations for them to succeed and 91% of our students are proud of their school (7% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups.|The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 76% of our students feel safe at school. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development.|We are working with University of Pacific on a grant project That allows us to use interns to work with our students. We are partening with Center for Human Services for counselors and clinicians this coming year. This will allow more students to be supported in areas of SEL. We will also work to build more of a college going atmosphere on campus.|Met||2025-06-16|2025
50711340000000|Keyes Union|6|Areas of Strength: Overall Positive Climate: Across all grade spans, the survey data indicates a generally positive perception of the school climate among students. This suggests that Keyes School District has fostered an environment conducive to learning and student well-being. Teacher Support: The survey reveals high levels of perceived teacher support among students across various demographic groups. This indicates that educators within the district effectively engage with students and provide necessary support, contributing to a positive school experience. Access to Resources: Students report adequate access to resources such as mental health support services and academic assistance. This indicates that Keyes School District is effectively addressing the diverse needs of its student population and providing necessary resources to promote student success. Inclusivity: Data disaggregated by student demographics shows a consistent perception of inclusivity within the school environment. This suggests that efforts to promote diversity, equity, and inclusion are resonating with students across different backgrounds within the district. Identified Needs: Addressing Bullying: Despite overall positive perceptions of school climate, data analysis reveals pockets of concern related to bullying experiences, particularly among certain student groups. This highlights the need for targeted interventions and anti-bullying initiatives to ensure a safe and supportive school environment for all students. Support for Special Populations: Disaggregated data highlights disparities in experiences among special student populations, including students with disabilities and foster youth. Keyes School District recognizes the importance of providing tailored support to address the unique needs of these students. It is committed to implementing strategies to enhance its academic and social-emotional well-being. Equity in Access: While overall access to resources is reported positively, there are indications of disparities in resource access among certain student groups. Keyes School District acknowledges the importance of equity in resource allocation and is committed to addressing any gaps to ensure equitable opportunities for all students. Enhancing Family Engagement: Data analysis underscores the importance of strengthening family engagement efforts, particularly among underserved communities. Keyes School District recognizes the vital role of parents and caregivers in supporting student success and is committed to fostering meaningful partnerships with families to promote student achievement and well-being. Conclusion: The analysis of local climate survey data for Keyes School District has provided valuable insights into the strengths and areas of improvement within the school environment. By addressing identified needs and building upon areas of strength, the district is committed to fostering a safe, inclusive, and supportive learning environment for all students.|Addressing Bullying: Despite overall positive perceptions of school climate, data analysis reveals pockets of concern related to bullying experiences, particularly among certain student groups. This highlights the need for targeted interventions and anti-bullying initiatives to ensure a safe and supportive school environment for all students. Support for Special Populations: Disaggregated data highlights disparities in experiences among special student populations, including students with disabilities and foster youth. Keyes School District recognizes the importance of providing tailored support to address the unique needs of these students and is committed to implementing strategies to enhance their academic and social-emotional well-being. Equity in Access: While overall access to resources is reported positively, there are indications of disparities in resource access among specific student groups. Keyes School District acknowledges the importance of equity in resource allocation and is committed to addressing any gaps to ensure equitable opportunities for all students.|Support for Special Populations: Disaggregated data highlights disparities in experiences among special student populations, including students with disabilities and foster youth. Keyes School District recognizes the importance of providing tailored support to address the unique needs of these students and is committed to implementing strategies to enhance their academic and social-emotional well-being. Equity in Access: While overall access to resources is reported positively, there are indications of disparities in resource access among certain student groups. Keyes School District acknowledges the importance of equity in resource allocation and is committed to addressing any gaps to ensure equitable opportunities for all students. Enhancing Family Engagement: Data analysis underscores the importance of strengthening family engagement efforts, particularly among underserved communities. Keyes School District recognizes the vital role of parents and caregivers in supporting student success and is committed to fostering meaningful partnerships with families to promote student achievement and well-being. Conclusion: The analysis of local climate survey data for Keyes School District has provided valuable insights into the strengths and areas of improvement within the school environment. By addressing identified needs and building upon areas of strength, the district is committed to fostering a safe, inclusive, and supportive learning environment where all students can thrive academically and socially.|Met|Enhancing Family Engagement: Data analysis underscores the importance of strengthening family engagement efforts, particularly among underserved communities. Keyes School District recognizes the vital role of parents and caregivers in supporting student s|2025-06-10|2025
50711346113286|Keyes to Learning Charter|6|Parent, staff, and student surveys on the local climate and school progress are administered each year. The number of parent responses increased by 6 this year. The survey is administered through Google Forms and delivered to homes via Parent Square communication and to students through class accounts. The CHKS is administered to grade 7 only, which is a snapshot of how students are perceiving their school environment.|"Overall, the local survey findings identified KTL as a safe environment, encouraging learning and student wellness. 85% of students, 100% of staff, and 84% of Parents said the school is ""safe,"" and 80% of students, 93% of staff, and 93% of parents feel connected to the school. Baseline data was established in 2024.25 with an average of 90% of students, staff, and parents feeling safe and 89% of students, staff, and parents feeling connected."|No significant changes are determined necessary. Staff will continue to engage students and families through after-school activities and community building.|Met||2025-06-10|2025
50711420000000|Knights Ferry Elementary|6|New surveys for students and parents were used this year to measure school climate. The student survey measured student perceptions in grades 5-8.  Student group pupil counts were too low to disaggregate in many areas. 26 of 28 students surveyed stated that they felt safe at school with 20 of the students or 71.4% rating their feelings either a 4 or a 5 (always safe at school). Two students indicated that they did not usually feel safe at school.  The data was still on the high side for measuring student connectedness though there was more spread in the scores. 15 students or 53.6% of respondents rated connectedness or feeling part of the school as either a 4 or a 5. 8 students or 28.6% rated connectedness a 3 and 5 students rated this area a 2 (4 students) or a 1(1 student).|A safe , welcoming and supportive climate is a strength of Knights Ferry School and has been both emperically and informally supported in data for many years. Both formal and informal data support these areas of strength. This area has improved in terms of percentage of students feeling connected to school, but it is important to recognize that of 28 respondents 5 did not feel particularly connected to the school. Our goal is that all students feel connected, not just most. The different student groups are too small to disaggregate for purposes of these surveys.|While the feelings of connectedness and safety have increased, KFESD will continue to work with Student Council and use direct student contact and surveys to measure and increase the number of students who feel connected  and safe while at school.|Met|While the feelings of connectedness and safety have increased, KFESD will continue to work with Student Council and use direct student contact and surveys to measure and increase the number of students who feel connected  and safe while at school.|2025-06-26|2025
50711670000000|Modesto City Elementary|6|Modesto City Schools administered the Student Climate Survey to students in grades 3-6 to assess perceptions of school safety, connectedness, and overall environment.  The survey revealed the following key insights:  Safety  The majority of students reported feeling safe at school (63%), traveling to and from school (70%), and attending afterschool events (60%).  This was an increase from the previous year in all areas. Cleanliness Two-thirds of the students reported that the campus and bathrooms are clean.  Students pointed to peers who do not help the bathroom stay clean as the main reason for lower scores.  Overall, the campus is clean in the common areas. Teacher Support Seventy-eight percent (78%) of the students responded that their teachers believe they can do good work, and 76% reported that teachers acknowledge their good work.  Over two-thirds of the students responded that their teacher provides extra assistance when needed. Motivation and Preparedness Less than 50% of students responded that their peers are motivated to learn (42%) and that students come to class prepared to learn (47%).  This is an area of opportunity to explore. Peer Relationships Fifty percent of students reported that students help each other learn regularly.  But, only 40% agreed that students treat each other nicely.|The disaggregated data reveals both strengths and areas for growth: Strengths Teacher Engagement: High levels of agreement on teacher support, feedback, and belief in student potential indicate a strong instructional climate. Perceived Safety: Most students feel safe in and around school, reflecting effective safety protocols and supervision. Rule Enforcement: 75% of students believe adults ensure rules are followed, contributing to a structured environment. Areas for Growth Cleanliness: The most significant concern is the cleanliness of school bathrooms, with two-thirds of students expressing dissatisfaction. Peer Dynamics: Low ratings on peer kindness and collaboration suggest a need for improved social-emotional learning and peer interaction strategies. Student Engagement: Less than half of students perceive their peers as motivated or prepared, indicating a need for strategies to boost academic engagement.|In response to the survey findings, MCS has implemented or plans to implement the following actions: Improving Cleanliness Action: Focus custodial staffing during school hours and launch a student-led cleanliness awareness campaign. Purpose: To address student concerns and promote a healthier, more respectful environment.   Enhancing Peer Relationships Action: Expand social-emotional learning (SEL) programs and introduce peer mentoring. Purpose: To foster empathy, kindness, and collaboration among students.   Boosting Student Motivation Action: Implement classroom-based goal-setting, recognition programs, and student-led learning initiatives. Provide targeted PD for teachers to increase their support for delivering engaging lessons.  Purpose: To increase student ownership of learning and improve preparedness.   Ongoing Monitoring and Feedback Action: Continue annual climate surveys and conduct student focus groups. Purpose: To ensure continuous improvement and responsiveness to student needs.|Met||2025-06-23|2025
50711670137265|Aspire University Charter|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
50711670138057|Connecting Waters Charter School - Central Valley|6|Connecting Waters asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in grades 5, 8 and 11. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: Student Rating of School Environment, Engagement, Connectedness, Safety and Support, including If students feel they have a problem, they know who they can ask for help.|After careful analysis of the data overall students agree or strongly agree with positive outlooks of the school. Areas to concentrate on based on negative student outcomes included: Less than 2% of students feel they know who they can ask at CWCS for help if they need support with something impacting their life. Less than 2% of students feel the discipline policy is not fair and clear. Less than 7% of the students feel that CWCS bully and put each other down. Disaggregated student data will not be shared due to small group size.|At this time, no major policy changes have been made as a result of the data analysis.|Met||2025-06-10|2025
50711750000000|Modesto City High|6|Modesto City Schools administered a School Climate Survey to students in grades 7-12 to assess perceptions of school pride, safety, cleanliness, teacher support, rule enforcement, motivation, and career preparation.  The survey revealed the following key insights: School Pride and Belonging The majority of respondents (52%) to questions regarding school pride and belonging chose either “I Don’t Know” or “Neither Agree nor Disagree.”  Only 28% responded positively about being proud to attend the school.  Forty-four percent again chose the same two answers when prompted about feeling welcome at school. Safety and Environment When asked about feeling safe at school, only 11% indicated they did not feel safe at their school, and only 9% indicated the school does not provide a safe learning space.  The majority of students reported feeling safe and having a safe learning space at school. Cleanliness and Maintenance Cleanliness of bathrooms was divided in the responses, with 33% reporting positively, 42% reporting negatively, and 25% expressing no opinion.  Overall, school maintenance had 45% with positive impressions and 18% with negative responses to the school being well maintained. Teacher Support and Instructional Feedback Seventy-six percent of students reported that their teachers want students to succeed, compared to only 5% who disagreed.  For teachers providing helpful comments on schoolwork, 53% of respondents provided positive responses compared to 14% who provided negative responses. Rules Enforcement and Care From Adults Fifty-two percent of students feel that adults respect students at school, while 13% do not feel respected by adults.  Overall, most students expressed that the adults care about the students at school. Motivation and Preparedness Student responses were mixed concerning students being motivated to learn.  Forty-six percent of students were not sure, while 33% said students are motivated to learn. Students had a similar response to students coming to class prepared to learn, with 39% unsure and 37% responding positively. Career and Technology Preparation When asked if the school prepares students for a career, 56% responded that the school does provide the preparation needed, compared to only 11% who felt it does not.  Similar results were reported by students when asked if they were prepared with the computer and technology skills they need to be successful.|The disaggregated data reveals both strengths and areas for growth: Strengths Teacher Engagement: High levels of agreement on teacher support, feedback, and belief in student potential indicate a strong instructional climate. Perceived Safety: Most students feel safe in and around school, reflecting effective safety protocols and supervision. Rule Enforcement: 75% of students believe adults ensure rules are followed, contributing to a structured environment. Areas for Growth Cleanliness: The most significant concern is the cleanliness of school bathrooms, with two-thirds of students expressing dissatisfaction. Peer Dynamics: Low ratings on peer kindness and collaboration suggest a need for improved social-emotional learning and peer interaction strategies. Student Engagement: Less than half of students perceive their peers as motivated or prepared, indicating a need for strategies to boost academic engagement.|In response to the survey findings, MCS has implemented or plans to implement the following actions: Improving Cleanliness Action: Focus custodial staffing during school hours and launch a student-led cleanliness awareness campaign. Purpose: To address student concerns and promote a healthier, more respectful environment.   Enhancing Peer Relationships Action: Expand social-emotional learning (SEL) programs and introduce peer mentoring. Purpose: To foster empathy, kindness, and collaboration among students.   Boosting Student Motivation Action: Implement classroom-based goal-setting, recognition programs, and student-led learning initiatives. Provide targeted PD for teachers to increase their support for delivering engaging lessons.  Purpose: To increase student ownership of learning and improve preparedness.   Ongoing Monitoring and Feedback Action: Continue annual climate surveys and conduct student focus groups. Purpose: To ensure continuous improvement and responsiveness to student needs.|Met||2025-06-23|2025
50711750120212|Aspire Vanguard College Preparatory Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2025-06-18|2025
50712090000000|Paradise Elementary|6|We currently administer the California Healthy Kids Survey every other year, the 2023-24 school year was a non administration year for Paradise Elementary. We are currently developing a local climate survey to administer to students in grades 5-8 that would serve as a consistent measure of school climate to be administered every year in addition to the California Healthy Kids Survey. Therefore, baselines for climate data will be established in the 2024-25 school year.|We will work to identify key learnings from the data in the commin year, particularly once we have established multiple years of consistent data to identify trends of successes and needs.|The main change to plans and policies is that we will administer a consistent student climate survey annually to better assist us in identifying successes and needs.|Met||2025-06-18|2025
50712090112383|Paradise Charter|6|We currently administer the California Healthy Kids Survey every other year, the 2023-24 school year was a nonadministration year for Paradise Elementary. We are currently developing a local climate survey to administer to students in grades 5-8 that would serve as a consistent measure of school climate to be administered every year in addition to the California Healthy Kids Survey. Therefore, baselines for climate data will be established in the 2024- 25 school year|We will work to identify key learnings from the data in the commin year, particularly once we have established multiple years of consistent data to identify trends of successes and needs.|The main change to plans and policies is that we will administer a consistent student climate survey annually to better assist us in identifying successes and needs.|Met||2025-06-18|2025
50712170000000|Patterson Joint Unified|6|"PJUSD administers the California Healthy Kids Survey (CHKS) annually to all students in grades 3-12. The results provide data meant to improve school climate, student engagement, parent involvement and academic achievement. The findings below are from the 2024/25 survey for students in 5th, 8th, and 11th grades. School Connectedness The rates below are based on the percentage of students, overall and by student subgroups reported by the CHKS, that selected ""Yes, most of the time"" or ""Yes, all of the time"" that they feel connected to school: • 5th Grade: Overall- 70%, African American- 68%, Hispanic/Latino- 72%, White- 70% • 8th Grade: Overall- 50%, African American- 61%, Hispanic/Latino- 49%, White- 58%, Two or More Races- 40%, English Learner- 49%, Long-Term English Learner- 51%, Students with Disabilities- 54% • 11th Grade: Overall- 42%, African American-45%, Hispanic/Latino- 41%, White: 57%, Two or More Races- 42%, English Learner- 41%, Long-Term English Learner- 40%, Students with Disabilities- 42% School Safety The rates below are based on the percentage of students, overall and by student subgroups reported by the CHKS, that selected ""Yes, most of the time"" or ""Yes, all of the time"" that they feel safe at school: • 5th Grade: Overall- 74%, African American- 83%, Hispanic/Latino- 75%, White- 65% • 8th Grade: Overall- 46%, African American- No data, Hispanic/Latino- 45%, White- 50%, Two or More Races- 27%, English Learner- 42%, Long-Term English Learner- 35%, Students with Disabilities- 56% • 11th Grade: Overall- 39%, African American- 35%, Hispanic/Latino- 36%, White- 63%, Two or More Races- 42%, English Learner- 48%, Long-Term English Learner- 36%, Students with Disabilities- 40% Additionally, Patterson High School and Creekside Middle School implemented the Peer Leaders Uniting Students (PLUS) program during the 2024/25 school year and administered a PLUS survey to students. The results for each school are listed below: Patterson High School: • School Connectedness (I feel included in this school): 82% • Staff/Student Relationships (I feel valued as an individual at my school): 82% • School Safety (I feel safe on my campus): 88% Creekside Middle School: • School Connectedness (I feel included in this school): 78% • Staff/Student Relationships (I feel valued as an individual at my school): 74% • School Safety (I feel safe on my campus): 76%"|Data from the CHKS indicates school connectedness decreases from 70% at the 5th grade to 50% for 8th grade students and 42% for 11th grade students. The same trend is also observed for school safety with 74% of 5th grade students reporting they feel safe at school and 46% of 8th grade students and 39% of 11th grade students, respectively, indicating they feel safe at school. Interestingly, the PLUS survey administered to all students at Creekside Middle School and Patterson High School shows results that are different than those reported for 8th and 11th grade students on the CHKS. 78% of 8th grade students and 82% of PHS students reported feeling connected to the school on the PLUS survey compared to 50% of 8th grade students and 42% of 11th grade students on the CHKS. Additionally, higher rates of students feeling safe on campus are observed on the PLUS survey compared to the CHKS survey. Variances between both surveys needs to be explored further.  Prioritizing school connectedness and school safety at Creekside Middle School and Patterson High School will remain a focus for PJUSD.|Improving school safety and climate remains a priority in PJUSD. Goal #2 of the 2025/26 LCAP- Student and Staff Safety and Wellness- speak to five actions to improve school connectedness and school safety: • Action 2.1- Site Safety • Action 2.2- PBIS with Social Emotional Support • Action 2.3- Staff and Student Wellness • Action 2.4- Multi- Tiered System of Support: Behavior, Social-Emotional Learning, Attendance • Action 2.5- Alcohol and Drug Prevention and Intervention|Met||2025-06-16|2025
50712330000000|Roberts Ferry Union Elementary|6|Roberts Ferry School administered its 2024–25 local climate survey to students in grades five through eight. The survey measured areas including school safety, sense of belonging, comfort in being oneself, instructional clarity, teacher support, ability to focus, fairness, engagement, and overall satisfaction, using a 1–5 rating scale.  Overall, eighth grade students reported strong school experiences, with nearly all respondents rating “feeling safe at school” and “staff care” as a 5. For example, 10 out of 13 eighth grade students gave the highest rating (5) for both safety and staff support. Additionally, 12 of these students rated their overall school experience at 4 or 5.  In fifth grade, the feedback was also highly positive. Most students rated their experiences with scores of 4 or 5 in nearly all categories. For example, over 85% of fifth grade responses indicated high satisfaction (scores of 4 or 5) with classroom engagement and teacher support.  In contrast, sixth grade responses were more varied. While several students gave top scores, others rated “focus without distractions” and “peer support” as low as 1 or 2. For instance, only about half of sixth grade students rated their ability to focus without distractions as a 4 or 5, with several marking 1 or 2, suggesting challenges with classroom environment or student dynamics.  Seventh grade responses were mixed. While some students provided perfect scores across most categories, others rated key areas such as “staff fairness” and “peer support” as low as 1 or 2, indicating inconsistencies in student experience.|Key findings from the analysis indicate strong school culture and staff-student relationships. Most students feel safe, cared for, and supported by their teachers. Eighth graders in particular demonstrated high levels of satisfaction, suggesting a positive capstone experience in their final year.  A notable strength across all grades is the consistent perception that teachers are approachable and genuinely care about students. For example, over 90% of fifth and eighth grade students rated staff caring as a 4 or 5.  However, challenges were also identified. Sixth grade students expressed varying levels of satisfaction regarding classroom focus and helpfulness of homework. The ability to work without distractions had several ratings of 1 or 2, highlighting a potential need for improved classroom management or support structures.  Seventh grade feedback revealed a small but significant subset of students who felt less supported by classmates or uncertain about the fairness of staff interactions. These patterns point to developmental and social-emotional areas that may require more targeted intervention.|In response to the survey findings, Roberts Ferry School will consider the following actions to support continuous improvement:  Enhanced Classroom Environment: Teachers will receive supports on how to reduce distractions and increase focus in the classroom, includes seating strategies, classroom routines, and mindfulness practices.  Peer Support and Social-Emotional Learning: Programs aimed at fostering stronger peer relationships will be evaluated, such as peer mentorship, structured cooperative learning, and SEL lessons focused on empathy and teamwork.  Equity and Fairness Training: Continue to provide training to ensure equitable treatment and responses to student behavior, such as Capturing Kids Hearts.  Student-Driven Enrichment: Based on student feedback, additional enrichment opportunities, including engaging field trips and on-site presenters, will be sough to align with student interests, particularly for seventh and eighth grade students.  These efforts will be evaluated throughout the year using follow-up surveys and regular feedback from students and educational partners.|Met||2025-06-10|2025
50712330121525|Roberts Ferry Charter School Academy|6|Roberts Ferry School administered its 2024–25 local climate survey to students in grades five through eight. The survey measured areas including school safety, sense of belonging, comfort in being oneself, instructional clarity, teacher support, ability to focus, fairness, engagement, and overall satisfaction, using a 1–5 rating scale.  Overall, eighth grade students reported strong school experiences, with nearly all respondents rating “feeling safe at school” and “staff care” as a 5. For example, 10 out of 13 eighth grade students gave the highest rating (5) for both safety and staff support. Additionally, 12 of these students rated their overall school experience at 4 or 5.  In fifth grade, the feedback was also highly positive. Most students rated their experiences with scores of 4 or 5 in nearly all categories. For example, over 85% of fifth grade responses indicated high satisfaction (scores of 4 or 5) with classroom engagement and teacher support.  In contrast, sixth grade responses were more varied. While several students gave top scores, others rated “focus without distractions” and “peer support” as low as 1 or 2. For instance, only about half of sixth grade students rated their ability to focus without distractions as a 4 or 5, with several marking 1 or 2, suggesting challenges with classroom environment or student dynamics.  Seventh grade responses were mixed. While some students provided perfect scores across most categories, others rated key areas such as “staff fairness” and “peer support” as low as 1 or 2, indicating inconsistencies in student experience.|Key findings from the analysis indicate strong school culture and staff-student relationships. Most students feel safe, cared for, and supported by their teachers. Eighth graders in particular demonstrated high levels of satisfaction, suggesting a positive capstone experience in their final year.  A notable strength across all grades is the consistent perception that teachers are approachable and genuinely care about students. For example, over 90% of fifth and eighth grade students rated staff caring as a 4 or 5.  However, challenges were also identified. Sixth grade students expressed varying levels of satisfaction regarding classroom focus and helpfulness of homework. The ability to work without distractions had several ratings of 1 or 2, highlighting a potential need for improved classroom management or support structures.  Seventh grade feedback revealed a small but significant subset of students who felt less supported by classmates or uncertain about the fairness of staff interactions. These patterns point to developmental and social-emotional areas that may require more targeted intervention.|In response to the survey findings, Roberts Ferry School will consider the following actions to support continuous improvement:  Enhanced Classroom Environment: Teachers will receive supports on how to reduce distractions and increase focus in the classroom, includes seating strategies, classroom routines, and mindfulness practices.  Peer Support and Social-Emotional Learning: Programs aimed at fostering stronger peer relationships will be evaluated, such as peer mentorship, structured cooperative learning, and SEL lessons focused on empathy and teamwork.  Equity and Fairness Training: Continue to provide training to ensure equitable treatment and responses to student behavior, such as Capturing Kids Hearts.  Student-Driven Enrichment: Based on student feedback, additional enrichment opportunities, including engaging field trips and on-site presenters, will be sough to align with student interests, particularly for seventh and eighth grade students.  These efforts will be evaluated throughout the year using follow-up surveys and regular feedback from students and educational partners.|Met||2025-06-10|2025
50712660000000|Salida Union Elementary|6|The district utilizes multiple tools to monitor and support a favorable school climate and conditions. The California Healthy Kids Survey (CHKS) is administered every other year to 5th, 6th, and 7th-grade students. Three key indicators from the CHKS—School Connectedness, Caring Adult Relationships, and School Perceived as Very Safe or Safe—have been identified for ongoing monitoring and improvement.  A comparison of CHKS results from Spring 2023 to Spring 2025 reveals the following changes by grade level: 5th Grade: •	School Connectedness — 5% decrease •	Caring Adult Relationships — 8% decrease •	Feel Safe at School — 7% decrease  6th Grade: •	School Connectedness — 21% decrease •	Caring Adult Relationships — 4% increase •	School Perceived as Very Safe or Safe — 7% increase  7th Grade: •	School Connectedness — 5% decrease •	Caring Adult Relationships — 2% decrease •	School Perceived as Very Safe or Safe — 4% increase  Results reveal a mixed picture: while perceptions of safety and adult connection improved in 6th and 7th grades, school connectedness declined across all three grades. These trends inform site-level action plans and targeted strategies—such as building positive relationships, promoting student agency and choice, and celebrating growth—to strengthen students' sense of belonging, especially in the middle grades.   The district conducts annual local surveys focused on School Climate and Connectedness to supplement the CHKS. In the Fall 2024 Parent Survey, 97.5% of parents agreed that their child feels safe at school and affirmed that Salida schools foster a sense of care and trust, ensuring each student can connect with at least one adult on campus.  Additionally, the district began using the Leader in Me® Measurable Results Assessment (MRA) in Spring 2024, establishing a districtwide baseline. The Spring 2025 administration provides the first year with comparison data to monitor growth. Participation included 1,182 students (Grades 3–8), 144 staff members, and 466 families.   Key MRA results show promising gains in several areas:     School Climate: 83.4% (+4%)     Student Empowerment: 77.8% (+3.2%)     School Belonging: 75.2% (+2%)     Trusted Relationships: 76.6% (+0.6%)  These increases reflect early progress in fostering positive school environments.|The district’s local climate survey data analysis has surfaced both areas of strength and areas needing targeted attention.  A key strength is the high level of parent confidence in school safety and connection, with 97.5% of families affirming that their child feels safe at school and is connected to at least one trusted adult, as indicated in the Fall 2024 Parent Survey. Additionally, the Spring 2025 Leader in Me® MRA results demonstrated districtwide growth in several important areas: School Climate (83.4%, +4%), Student Empowerment (77.8%, +3.2%), and School Belonging (75.2%, +2%). These results indicate positive momentum in fostering inclusive and supportive environments.  However, CHKS data across grade levels reveals declines in students' sense of connectedness, particularly in the 6th grade (a 21 percentage point drop in School Connectedness from Spring 2023 to 2025). While Caring Adult Relationships and perceptions of safety improved slightly in 6th and 7th grades, the consistent decline in School Connectedness across all grades—especially during the transition into middle school—indicates a need for improved Tier 1 supports and a stronger sense of belonging in the upper grades.  Emerging strengths include improved perceptions of safety among older students and early signs of progress in adult-student relationships, particularly in 6th grade. These gains suggest that recent efforts are beginning to make an impact.  Although the MRA is a newer survey tool, its initial findings provide valuable direction for building a culture of empowerment, trust, and connection. It will serve as a meaningful complement to CHKS and local survey data as the district continues to monitor progress.  In summary, the key learning is that while the overall climate is trending positively, there is a clear need to deepen students’ sense of connectedness—particularly in middle grades—and to ensure that improvements are equitably experienced across all student groups.|The district is committed to fostering safe, caring, and inclusive environments that support academic engagement and social-emotional development, as outlined in LCAP Action 2.2. Data analysis highlights a need to strengthen students' sense of connectedness.  To address this, the district will continue implementing multi-tiered supports, including counselors, a mental health clinician, and Postive Behavior Interventions Supports (PBIS) to create a supportive and safe learning environment. Alongside PBIS, the Leader in Me® social-emotional learning curriculum is being implemented to foster leadership skills, trust, and a stronger sense of belonging among students.  Opportunities for student engagement will also expand through enrichment programs such as music, art, S.T.E.A.M. activities, and middle school electives. These programs are designed to build connections, encourage collaboration, reduce absenteeism, and ensure students feel valued and supported. The district remains dedicated to creating an environment where every student can thrive both academically and personally.|Met||2025-06-17|2025
50712660124768|Great Valley Academy - Salida|6|GVA's 2024-25 annual student survey indicated that 94% of 3rd - 5th grade students and 92% of 6th - 8th grade students 'feel respected by their teachers'. Student comments included, 'They always get the most open-minded teachers that the student will remember for years. They also have very nice staff.' and 'They're good at teaching and resolving problems.'  An area for growth and improvement is around supporting positive student behavior. The survey showed that 29% of 3rd - 5th grade students and 24% of 6th - 8th grade students responded that, 'At school, other students' behavior hurts my learning?'|"One year into our new LCAP, we can start to see the impact(s) of strategically addressing issues identified through educational partner input, data and statistics, as well as local, state and national trends. GVA's mission is to create and enhance SAFE, LOVED, LEARNING environments for students and families. GVA community feedback events and planning efforts revealed that overwhelmingly, SAFE was identified as the priority area. Student behavior, positive discipline plans and clear access to necessary supports (social-emotional, behavioral, academic and other) have been recognized as necessary growth areas for GVA and the 2024-25(27) LCAP reflected work in those areas. Students, staff and parents, GVA's three biggest educational partner groups, have all indicated a belief that a focus on and growth in this areas is essential to enhance LOVED and LEARNING tenets at GVA. While there is still work to be done, much progress was made in Year 1 of GVA's NEXT3 / LCAP. Feelings around student behavior and the support(s) for it, are much more positive than a year ago at this time. Classroom management support from GVA's full-time Instructional coaches and targeted behavior intervention by GVA's new Character Coach have been received with very favorable feedback. An example of a parent comment from the recent GVA Spring 24-25 School Climate Survey is as follows, “I feel this year has been a lot better. Students are being held accountable."""|GVA has committed programmatically, financially and ideologically to an deep and comprehensive implementation of Conscious Discipline as its primary social-emotional/behavioral support program. A long time use of Conscious Discipline (C.D.), GVA has not committed time, effort and resources to C.D. in many years, well before the pandemic. Consensus is that by investing heavily into C.D., both in professional learning and whole-site focus, that GVA will benefit from this program as it aligns with the foundational elements, mission and vision of the school. All professional development in 2024-25 will have a primary lense of SAFE (positive behavior, restorative practices, scaffolded supports and ensuring students receive what they need to feel physically, emotionally and intellectually SAFE at school). GVA added the new position of Character Coach as a targeted Tier 2 intervention for students in need of additional training, mentorship and social skills support.|Met||2025-06-27|2025
50712740000000|Shiloh Elementary|6|As a member of the Tobacco Use and Prevention (TUPE)  Consortium through the Stanislaus County Office of Education (SCOE). For the 2024-2025 School year, the 6th and 7th grade teachers administered the survey. 61% of the students in 6th and 7th grade participated in the survey. But even with that, it is still considered to be an extremely small sample size and is too small for valid results. Generally speaking, a summative description on the perceptions of students regarding school safety and connectedness can be summarized being reflective of most any student body nationwide.  Some students feel more connected, some students feel less connected.  In terms of safety, most students feel safe when they have friends and adults in their lives who are supportive and engaged in their lives while those who do to a lesser degree are increasingly less likely to feel safe at school, especially in times when the national media or social media are sensationalizing tragic events occurring in or schools. The average scale of students who feel safe at school is 77% and the students that feel connected to the school is 81%.|Without conclusive data, but based on specific knowledge of performance, when comparing results, data would indicate that students who feel positive about going to school do better in school.  Conversely, students who do not feel positive about going to school tend to perform more poorly.  As far as determining how to positively impact students in a manner which motivates them to apply themselves more in school to improve achievement and experience success in their pursuit of education, the district strives to build relationships with parents and students that create a partnership aimed at having open communication, identifying any non-academic issues that could be hindering a student from fully applying focus and effort towards academic achievement and improvement of overall well-being.|During the 2024-2025 school year, the TUPE staff supported our teachers in administering the survey. The teachers completed a confidential statement and were given the link to administer the survey. The students that received their parent’s permission to take the survey, did complete the survey in their classroom with the teacher.|Met||2025-06-10|2025
50712740121558|Shiloh Charter|6|As a member of the Tobacco Use and Prevention (TUPE)  Consortium through the Stanislaus County Office of Education (SCOE). For the 2024-2025 School year, the 6th and 7th grade teachers administered the survey. 61% of the students in 6th and 7th grade participated in the survey. But even with that, it is still considered to be an extremely small sample size and is too small for valid results. Generally speaking, a summative description on the perceptions of students regarding school safety and connectedness can be summarized being reflective of most any student body nationwide.  Some students feel more connected, some students feel less connected.  In terms of safety, most students feel safe when they have friends and adults in their lives who are supportive and engaged in their lives while those who do to a lesser degree are increasingly less likely to feel safe at school, especially in times when the national media or social media are sensationalizing tragic events occurring in or schools. The average scale of students who feel safe at school is 77% and the students that feel connected to the school is 81%.|Without conclusive data, but based on specific knowledge of performance, when comparing results, data would indicate that students who feel positive about going to school do better in school.  Conversely, students who do not feel positive about going to school tend to perform more poorly.  As far as determining how to positively impact students in a manner which motivates them to apply themselves more in school to improve achievement and experience success in their pursuit of education, the district strives to build relationships with parents and students that create a partnership aimed at having open communication, identifying any non-academic issues that could be hindering a student from fully applying focus and effort towards academic achievement and improvement of overall well-being.|During the 2024-2025 school year, the TUPE staff supported our teachers in administering the survey. The teachers completed a confidential statement and were given the link to administer the survey. The students that received their parent’s permission to take the survey, did complete the survey in their classroom with the teacher.|Met||2025-06-10|2025
50712820000000|Stanislaus Union Elementary|6|Stanislaus Union 5th and 7th grade students participated in the California Healthy Kids Survey in 2024-2025.  Stanislaus Union encourages participation in the surveys.  Response rates continue to remain low because 5th grade students ( 43% response rate) must have parent permission.  This was a decrease of 12 students from 23-24 to 24-25 school years.  We did utilize paper copies of the permissions for elementary school families.  This was given in November for 5th grade students.  This was done electronically for 7th grade students ( 73% response rate) when the survey was administered in May of the 24-25 school year.  All students completed the survey electronically.  The sample size was small, but the results are similar to previous years survey data.    Staff, Students and families participated in the MRA (Achieve Measurable Results) through Leader in Me.  Staff utilized data to set goals in the area of Student Leadership and Culture.  Overall as a district our district average for Leadership is 76.83% and 79.83% for Culture (These 2 areas are relevant to school conditions and climate).  The rating goal for each area is 80% of above.  Leadership includes data on our Positive Behavioral Interventions System (PBIS).  In 24-25 all elementary sites have met requirements to apply for Platinum status, which is the highest level of recognition for schools that are implementing the PBIS framework.  It indicates that a school has consistently and successfully implemented PBIS practices with fidelity across all three tiers of intervention, demonstrating a positive school climate and culture.  Prescott Jr. High School is eligible to apply for Gold, which is a growth area in the 24-25 school year.|The 5th Grade data remained similar to the 2023-2024 survey results with increases/decreases in all areas. The 7th Grade data remained similar to the 2023-2024 survey results with increases/decreases in all areas.  School sites continue to utilize data to make improvements at the site level.    The MRA data indicates growth for all sites in Leadership and Culture.  School Climate increased 59% points from 23-24 to 24-25 across the district.  School Belonging increased 15% points from 23-24 to 24-25 across the district. Prescott Jr. High School showed huge growth in all areas reported in Leadership and Culture. Students share they feel cared about and understood by people at school.  Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence.  Students regularly engage in activities that promote their well-being, including actions that benefit their heart, mind and body contributing to a holistic approach to their overall development.|Stanislaus Union will continue to provide Positive Behavior Interventions and Supports (PBIS) support and training for staff in partnership with the Stanislaus County Office of Education.  Currently Stanislaus Union is in Year 2 of California Integrated Supports Project.   This project is a statewide initiative designed to enhance our MTSS systems.  It provides professional development and support, focusing on social-emotional learning, trauma-informed practices and culturally relevant and sustaining practices.  The CA-ISP aligns the MISS and PBIS systems.  Each elementary site completed six modules in the 24-25 school year and will complete an additional 6 models in the 25-26 school year.    We currently staff 1 Mental Health Clinician and Two Intern Clinicians for the 24-25 school year.  We plan to continue the services in the 25-26 school year.  We have employed 2 Behavior Analyst positions which increased support at all sites. Two Wellness Coaches have been hired to support School Based Social Skills.  We will hire an additional Wellness Coach for the 25-26 school year.   We currently use Second Step and Leader in Me as the Social Emotional Learning Curriculum districtwide.  In 25-26 we plan to transition to Leader in Me as the Social Emotional Learning Curriculum.|Met||2025-06-05|2025
50712900000000|Sylvan Union Elementary|6|In the 2024–2025 school year, SUSD administered Family, Student, and Staff Climate Surveys, as well as a Staff Collective Efficacy Survey, to gather data on perceptions of school safety, orderliness, and student connectedness. Results are based on a Likert scale (1–5 for climate surveys, 1–6 for staff efficacy), with growth or decline from the 2023–2024 school year indicated in green (increase) or red (decrease).  In the area of safe and orderly school environments, student responses reflected a generally positive perception:  “My school is a safe place” received a score of 3.45,  “I know what to do in an emergency” was rated 4.22, and  “I know the rules and procedures at my school” scored 4.11.  Staff reported feeling the school environment was safe and orderly with a score of 3.9, and that success is appropriately acknowledged at 3.97. Family perceptions aligned closely, with 4.07 indicating schools are safe and 4.11 indicating awareness of school rules.  In terms of student connectedness, the survey identified an area of need. Students reported low levels of perceived inclusion in decision-making and celebration of achievements:  “My school’s leaders ask for my opinion about how the school should function” scored 2.14, and  “When I achieve a goal, my school celebrates it” scored 2.57.  Staff perceptions of efficacy were more positive, with teachers reporting confidence in their ability to motivate students (4.47) and belief in all students' ability to learn (5.01).  While disaggregated student group data is not yet available, survey findings—along with student interviews, voice sessions, and Superintendent Listening Tours—highlight the need to strengthen student voice and recognition. These insights are guiding ongoing improvements in SEL, student engagement, and school climate initiatives across the district.|Through data analysis, we've learned that students thrive when they feel a strong connection to school, sensing care from adults and experiencing high academic expectations within a supportive, emotionally safe environment. Key strengths lie in fostering positive adult-student relationships and maintaining rigorous academic standards. Addressing individual needs and creating a conducive school environment are crucial for cultivating these connections and ensuring student success.|Based on an analysis of local data and key learnings, SUSD has identified the need to more visibly celebrate student success and strengthen school connectedness. In response, the district has revised its professional learning plans to include focused pathways on Social and Emotional Learning (SEL), Morning Meetings, and Restorative Practices (RP), with future expansions to include behavioral interventions and supports across grade levels. Additionally, the district has adopted a districtwide SEL curriculum to ensure consistent language and practices among staff, students, and families. Efforts such as WEB programs, schoolwide assemblies, and staff training in trauma-informed practices are being implemented to enhance student engagement and support a positive, inclusive school climate.|Met||2025-06-17|2025
50713240000000|Valley Home Joint Elementary|6|Valley Home School conducted its 2024–25 student climate survey across grades five through eight, gathering input on students’ experiences with safety, belonging, academic support, fairness, and overall school satisfaction. Responses were rated on a 1 to 5 scale, with 5 being the most positive.  The majority of students reported feeling safe and cared for at school. In sixth grade, nearly all students rated school safety, staff care, and overall experience as 4 or 5. Eighth grade students also gave consistently high marks in these areas, with most scoring these items at the top of the scale. Additionally, across all grades, many students reported feeling that staff treat students fairly and provide engaging activities, with most responses falling between 4 and 5.  However, two areas stood out with lower average ratings: the helpfulness of homework and lunch offerings. Across all grade levels, especially in fifth and seventh, homework was often rated between 1 and 3, with very few students giving it a 5. Lunch offerings followed a similar pattern, with a wide range of responses but a noticeable concentration of low scores, particularly in the 1 to 2 range.  In seventh grade, the data showed more variability across nearly all items. While some students rated their experience very positively, others marked several key areas such as feeling supported by classmates or being able to focus in class at the lower end of the scale.|The data points to a generally positive climate at Valley Home School, with most students feeling safe, supported by staff, and satisfied with their school experience. This is especially consistent among sixth and eighth grade respondents, where ratings for safety, staff care, and student engagement were overwhelmingly in the 4 to 5 range.  The responses also highlight some clear areas for improvement. Homework was frequently rated lower, suggesting students may not find it consistently meaningful or aligned with classroom learning. Similarly, the lower scores for lunch indicate that students may be dissatisfied with the food quality or variety offered.  Additionally, a pattern of less consistent responses in seventh grade, particularly around focus, peer support, and feeling like part of the school, suggests that students in this transitional year may require more targeted social-emotional and academic support. These lower scores were not isolated but appeared multiple times across responses, indicating a broader trend within this group.|In response to the survey findings, Valley Home School will consuder the following areas to address student needs and support continuous improvement.  Homework alignment will be prioritized as the school reviews current practices to ensure assignments are meaningful, manageable, and clearly support classroom instruction.  The administration will collaborate with the contracted nutrition team to explore new menu options or enhancements that better meet student preferences and nutritional needs, while still meeting the lunch program offerings.  Additional social-emotional learning instruction and structured opportunities for peer interaction will be explored, with a focus on grade levels where lower support and engagement scores were observed, particularly in seventh grade.|Met||2025-06-10|2025
50736010000000|Newman-Crows Landing Unified|6|2024-2025 Healthy Kids Survey: 162 parents responded 221 staff members responded 1762 5-12th graders responded  Percent who agree that the school is safe:           77 % Elementary students     40 % Secondary students   (35% nuetral)    95 %  Staff    89  % Parents        Percent who agree that they are connected to the school:           73% Elementary students    45 % Secondary students    (30% nuetral)    91 % Staff    84 % Parents|The California Healthy Kids Survey has provided sites with disaggregated results for all areas and subgroups. Our focus has been school connectedness and there has been an improvement in this area. As we continue to focus on relationships with students to improve social-emotional wellness, a strong focus on school safety and school connectedness will remain a focus goal at NCLUSD.|Provide all staff and students access to SEL resources and curriculum.  Identify opportunities for all students to feel connected to school and provide inclusion opportunities for all.|Met||2025-06-16|2025
50755490000000|Hughson Unified|6|Hughson Unified School District administered the California Healthy Kids Survey (CHKS) in 2023–24 and 2024–25 to all students in grades 7, 9, and 11. The survey included the Core Module and supplemental Behavioral Health and Social Emotional Health Modules. These surveys gathered extensive data on school climate, student engagement, social-emotional well-being, safety, and risk behaviors.  Data were disaggregated by student groups, including race/ethnicity, gender, English learner (EL) status, long-term EL (LTEL), special education (IEP) status, living situation, and parental education. This allowed for analysis of disparities among key student populations.  Overall Key Indicators (2024–25): School Connectedness: 47% of students reported high levels of connectedness. Caring Adult Relationships: 55% of students identified caring adult relationships at school. Perceived Safety: 57% of students felt safe at school, down from 62% in 2023–24. Meaningful Participation: Only 14% of students felt they had meaningful opportunities to participate at school. Chronic Sadness: 33% of students reported persistent feelings of sadness or hopelessness.  Disaggregated Findings: Gender: Female students reported lower safety and emotional well-being compared to male peers. Race/Ethnicity: Latino students had lower connectedness and optimism scores and reported higher harassment rates. EL & LTEL Students: Reported lower access to supports and higher rates of emotional distress. IEP Students: Scored lower on engagement, safety, and well-being indicators. Foster and Homeless Youth: Reported the highest levels of disengagement, chronic sadness, and perceived unsafety.  All reports by school/grade level can be found at https://hughsonschools.org|Areas of Strength: -Adult Relationships & High Expectations: Over half of students reported positive relationships with adults and perceived high expectations, creating a strong foundation for support. -Mental Health Resource Awareness: Student awareness of school-based mental health services increased slightly between years, suggesting effective outreach efforts.  Identified Needs: -Emotional Distress & Suicide Ideation: The percentage of students experiencing chronic sadness (33%) and seriously considering suicide (18%) remains unacceptably high and shows no improvement. Rates are disproportionately higher among female students, LGBTQ+ students, and youth in unstable housing. -Decline in Perceived Safety: Across both years, students reported decreasing feelings of safety on campus, particularly students of color and those in special education. -Engagement Gaps: Opportunities for student voice and meaningful participation remain limited. Only 13–14% of students reported engaging learning environments or opportunities to contribute meaningfully to school life.|In response to the findings, Hughson Unified School District is implementing or expanding the following actions and strategies:  School-Based Mental Health Services & Infrastructure:   1. Expand On-Site Mental Health Supports 2. Tiered Intervention Framework: Continue to improve and build upon the foundations of the Multi-Tiered System of Supports (MTSS):  Safe and Inclusive Campus Culture: 1. Require staff training on LGBTQ+ youth mental health and trauma-informed care (Beginning 2026 it is a state law) 2. Trauma-Informed Practices -Train all school staff (not just mental health providers) in ACES awareness and trauma-responsive pedagogy. -Reduce re-traumatization by using restorative, non-punitive discipline models.  3. Monitoring for Continuous Improvement -Routinely disaggregate data by student subgroup to identify and address disparities in real time. -Use CHKS trend data to evaluate program effectiveness and inform LCAP and SPSA updates annually.|Met||2025-06-10|2025
50755560000000|Riverbank Unified|6|Riverbank Unified School District uses both the California Healthy Kids Survey (CHKS) and the newly implemented Measurable Results Assessment (MRA) as its primary tools to measure school climate. CHKS data from Fall 2024, disaggregated by grade level, showed significant improvement in school connectedness, academic motivation, and meaningful participation in grade 5. Grade 7 students reported lower levels of perceived safety and caring adult relationships compared to other groups, with facilities upkeep also noted as an area of concern. High school data showed improvement in perceived safety and connectedness, though still slightly below the state average in areas such as caring adult relationships. MRA data supports these findings, with student ratings in interpersonal development and self-advocacy averaging in the mid-70s, indicating generally positive perceptions of engagement and peer relationships. These surveys collectively inform district planning and site-level reflection, especially regarding students' sense of safety, inclusion, and support across all grade spans.|The combined analysis of CHKS and MRA survey results reveals clear areas of strength and opportunities for improvement. Strengths include improved school connectedness in elementary and high school grades, along with increased academic motivation and meaningful participation. Data show that students feel more engaged and supported by peers, especially at the elementary level. However, areas needing focused attention include perceived safety in grade 7, caring adult relationships, and overall school climate at the middle school level. MRA results highlight student voice and leadership as emerging needs, particularly among underrepresented students. These insights underscore the importance of maintaining strong climate-based systems, such as proactive mental health supports and campus safety personnel, and expanding student leadership and peer mentoring efforts to foster deeper relationships and belonging.|Based on CHKS and MRA findings, Riverbank Unified is implementing targeted strategies to improve school safety, connection, and climate. Schools are leveraging survey results to refine intervention time structures like Bruin Time at RHS, Eagle Time at CMS, and elementary MTSS blocks, ensuring that both academic and emotional supports are accessible. Mental health services remain a district priority, with referrals monitored to match students to needed supports. The continued presence of a School Resource Officer (SRO) plays a proactive role in promoting safety and building student trust. To strengthen early prevention efforts, the district will implement a universal reading screener in grades K–2 and will implement a revised MTSS-referral process to better align student needs with available resources. These adjustments reflect the district’s commitment to creating supportive and inclusive school environments grounded in student voice, data-informed planning, and continuous improvement.|Met||2025-06-24|2025
50755560113852|Riverbank Language Academy|6|Based on the data from the California Healthy Kids Survey, local student data on school discipline, local survey data for students and parents, RLA is meeting standard in the area of school safety and school connectedness. RLA had a 63% student satisfaction in the area of school connectedness and 73% under student motivation. RLA will continue to target these areas through LCAP goal #2 that focuses on school climate and school connectedenss.|The school will take the following step for continuous improvement and sustainability maintaining a great school climate: continue with the MTSS process by ensuring that school systems, structures and supports address the academic ,social-emotional, and behavioral needs.|There are no changes. This will be a continued focus under LCAP Goal #2.|Met|The school added a Dean of Students Services position to support LCAP goal #2 and has seen positive growth under the areas of school climate, school connectedness, and student discipline.|2025-06-24|2025
50755640000000|Oakdale Joint Unified|6|OJUSD students took the California Healthy Kids Survey in January of 2025. At 5th grade, 71.1% of students agreed or strongly agreed that they feel connected to their school. This drops to 40% for 7th grade, climbs to 48% for 9th grade, and is at 47% for 11th grade. Though the numbers are lower for 9th and 11th grade than the previous year's data indicated, they are much lower for 7th and very similar for 5th. Academic motivation is at 81.2% for 5th grade, 69% for 7th grade, 68% for 9th grade and 72% for 11th grade. That's an increase from the previous year in all grades but 5th, which had a slight decrease. Most students agree or strongly agree that there are caring adults at school with 79.7% of 5th graders, 70% of 7th graders, 70% of 9th graders, and 73% of 11th graders reporting. This measure showed growth at all grade levels with particular growth for 9th and 11th graders. Overall, the first annual local school climate survey was positive though there is room for growth. 5.2% of 5th graders reported being cyberbullied in the last 30 days, with 6.6% of 7th graders, 3% of 9th graders, and 4% of 11th graders also reporting cyberbullying. These numbers are down significantly from last year. Students also shared if they agreed or strongly agreed that school is a safe place. 72.8% of 5th graders, 52% of 7th graders, 67% of 9th graders, and 61% of 11th graders shared that they agree or strongly agree that school is a safe place. While this shows a decrease for 5th grade, all the other grades showed significant increases. Students reported a general satisfaction or sense of wellness in their lives as well. 71% of 5th graders reported a sense of wellness, and 69% of 7th graders, 70% of 9th graders, and 64% of 11th graders reported general satisfaction with their lives. These are similar numbers to last year on the CHKS. The percentages reported regarding the use of banned substances is a little more worrisome though, not increases, but because the numbers reported this year are very different from the past years. Though we are reporting the numbers here, we do not believe these numbers to be valid or reliable, especiallly for grades 9 and 11. Asked if they had used alchohol in the past 30 days, 92.9% of 5th graders, 95% of 7th graders, 97% of 9th graders, and 92% of 11th graders said no. While we would be thrilled to believe these numbers, they do not fit with past information or with anecdotal evidence. The percentages of students reporting vaping also follows this pattern, with 0% of 5th graders, 5% of 7th graders, 0% of 9th graders, and 3% of 11th reporting having vaped in the last 30 days. We feel that the 9th and 11th grade percentages especially are underreported. Overall, while concerned about the validity of some of the data, much of it is similar too and improves upon previous data, so we are hopeful that our efforts are seeing some success.|The clearest learning we received from the administration of the Local School Climate Survey is that students did not take it seriously and/or did not feel like it was safe to give true answers to the questions. We suspect that they might have felt this way even though the survey was not collecting any data that would make individual students identifiable. Students might have felt that district staff might somehow be able to tell who they were and get students in trouble for answering questions particularly about the use of alcohol, drugs, cigarettes, and vaping. For this reason, we are considering the data for these questions to be both unreliable and invalid. However, for the more subjective questions, the answers are relatively similar to those from last year’s California Healthy Kids Survey, so we believe these were answered more truthfully and are therefore reliable and valid data.  In all grades, Hispanic students report feeling significantly less connected to school than their white peers. They also answered that they have fewer caring adults at school and that they feel less safe at school. 5th and 7th grade Hispanic students reported more cyberbullying than white students, but 9th and 11th grade students reported less cyberbullying than their white peers. As for gender breakdowns, boys in 7th, 9th, and 11th grades feel safer in school than girls, with 7th grade showing the largest gap. 5th grade boys reported feeling slightly less safe than female peers. In terms of school connectedness, 5th, 9th, and 11th grade boys and girls reported similar percentages, with 7th being an outlier with girls reporting significantly lower connectedness than boys. All grades reported similar percentages of having a caring adult at school, and only 9th grade boys reported more cyberbullying than 9th grade girls. In terms of overall wellness or satisfaction with their lives, boys reported more wellness or satisfaction than girls in all but 11th grade where this had evened out quite a bit and matches what students reported in the previous year. It should be noted that large numbers of students chose the neutral value on many of the questions, especially school connectedness, which indicates that they likely don’t feel strongly connected to school.  All in all, more outreach to Hispanic students, in particular, needs to happen to help them feel more connected to school and to increase the sense that there is at least one adult who cares about them on campus. 5th and 7th graders both had a significant drop from last year in feelings of school being safe as well (9% and 11% respectively), so investigating this to find out more and how this can be addressed and rectified would be useful.   If the cyberbullying data can be taken at face value, there is less cyberbullying than in the past, so efforts at promoting digital citizenship and safety are being somewhat successful.|Until this year, we did not have an annual survey, but relied on the CHKS to give us bi-annual information on school climate and student sensibilities. This year, we created a local school climate survey that would continue to gather the data we look at most closely on the CHKS, but as noted above, it was not seen as a survey to be taken seriously by students. Therefore, we'll need to regroup and consider how this survey may be formatted and administered in a way that will ease student concerns and allow them to give honest answers that will help us to continually improve. We were also not able to analyze the data as quickly as we would have liked, so that is an area for improvement in the coming year. We will continue to emphasize awareness and action to support the mental health of all students, and we'll work to establish more connection between students and their school so that fewer students feel compelled to any with the neutral value and more are able to at the very least agree that they are connected to their school.|Met||2025-06-09|2025
50755645030176|Oakdale Charter|6|Oakdale Charter uses a local climate survey to assess the feelings and needs of our educational partners. This survey closed in April 2025. Overall the respondents feel that Oakdale Charter (OC) does an excellent job in a variety of areas including developing trusting and respectful relationships with families (100% Excellent/good); OC's ability to learn about each families strengths, cultures, languages, and goals (95% Excellent/good); OC's ability to provide a safe environment for all students and their families (95% excellent/good); OC's ability to provide communication about academic progress (100% excellent/good); OC's ability to provide additional academic support for students when necessary (100% excellent/good); OC's progress in helping family members to effectively engage in advisory committees or help in decision making (70% excellent/good). The survey results in percentages represent the percentage of respondents who felt that category was either excellent or good.|In reviewing the data form our local survey, it is apparent that Oakdale Charter is doing an excellent job in making students and families feel safe at school by building relationships and getting to know each students strengths, culture, and goals. Oakdale Charter is also committed to providing students with both mental health and academic resources that each student needs. The one area that needs to be addressed is the educational partners thoughts on being included in advisory committees and school decisions. Moving forward this will be are area of focus. We will reach out to these partners to see how we can change this perception of our school.|There will not be any changes to our existing plans or policies at this time. We may change our procedures for inviting and welcoming our educational partners to our advisory committee meetings in the future in order to receive more feedback and make all families feel welcome to attend.|Met||2025-06-09|2025
50755720000000|Waterford Unified|6|The California Healthy Kids Survey 2024-25 provides strong evidence of student connectedness at the elementary level that declines over the middle and high school years. Similarly, academic motivation, caring adult relationships, and perception of safety are highest in the elementary and lower but stable across the higher grades. Secondary data show high and increasing rates over the grade span of students expressing they feel safe physically and do not see substance use at school. While still over 30%, the secondary reports of experiencing chronic sadness or hopelessness declined across the 7-12 span. Of concern is the percent of students across all grade levels reporting school boredom.|Overall, we see huge needs in the area of wellness for our students and for our staff. While we benefit from the strength of our small connected community, more must be done. Focus Area 2 of the Strategic Plan address this learning with commitments including increasing access to information and resources across all grade levels to equip teachers with strategies to foster students' emotional intelligence and resilience, enhancing student and family access to health and wellness resources, cultivating a school culture that emphasizes well-being and positive relationships through restorative practices, conflict resolution, and the celebration of diversity and achievements, and providing staff with access to wellness-focused services and team-building opportunities to ensure a healthy and supportive work environment. Reported boredom illuminates an opportunity to increase engagement and rigor in teaching and learning.|The Strategic Plan will continue to drive our efforts in the area of School Climate. Actions anticipated include annual administration of the CHKS rather than alternate years, Socio Emotional Learning check-ins provided within the structure of the school day for students, standardized protocols for district-wide conflict resolution, and focusing on problem-solving skills, empathy, and mediation techniques, and integration of Social Emotional Learning (SEL) content into educational curriculum. All sites will be moving forward with Professional Learning Community development to address the teaching cycle and use of data to build student achievement and success.|Met||2025-06-12|2025
50755725030317|Connecting Waters Charter|6|Connecting Waters asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in grades 5, 8 and 11. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: Student Rating of School Environment, Engagement, Connectedness, Safety and Support, including If students feel they have a problem, they know who they can ask for help.|After careful analysis of the data overall students agree or strongly agree with positive outlooks of the school. Areas to concentrate on based on negative student outcomes included: Less than 2% of students feel they know who they can ask at CWCS for help if they need support with something impacting their life. Less than 2% of students feel the discipline policy is not fair and clear. Less than 7% of the students feel that CWCS bully and put each other down. Disaggregated student data will not be shared due to small group size.|At this time, no major policy changes have been made as a result of the data analysis.|Met||2025-06-10|2025
50757390000000|Turlock Unified|6|CHKS was administered in November 2024 to grades 5, 7, 9, and 11.  A total of 3,407 students took the survey.  441 5th graders took the survey, a response rate of 50%.  2,966 7, 9, and 11 graders took the survey, 93% response rate, an increase of +6% from last year.  Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  At the secondary level, experienced chronic sadness/hopelessness decreased by 4% from last year.|CHKS was administered in November 2024 to grades 5, 7, 9, and 11.  A total of 3,407 students took the survey.    Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%   All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  At the secondary level, experienced chronic sadness/hopelessness decreased by 4% from last year.|Secondary Supports:  School Engagement:  Community Liaisons, Attendance Specialists, PIQE, PEP, extra-curricular activities, sports, CSU Mentors, Link Crew & Pride Ambassadors. Social and Emotional:  Counselors, PBIS, No Bully, C.A.R.E referrals, Mental Health Clinicians, NAMI. Substance Use:  Red Ribbon Week, TUPE, Canine Contraband Smelling Dogs, Prodigal & Sons, PHAST, Vape Sensors. Safety:  Campus Supervisors, STOPit app, School Resource Officer, Restorative Plans Family Resource Center|Met||2025-06-17|2025
50757390124669|eCademy Charter at Crane|6|Student LCAP Survey 2024 - 2025 According to the results, 71% of students responded.  48% of students were new to our school and 52% had been with us between 1 - 4 years. 99% reported eCademy is a welcoming environment. 99% of students feel safe on campus. 97% enjoy attending eCademy. 97% felt school offers them support to be academically successful. 79% of students reported seeking help from the school counselor.|It is clear students at eCademy feel supported mentally and academically. We continue to listen to their suggestions and ideas through our LCAP process to cater to their needs.   Areas of Strength:   1.Caring adults on campus. 2. Students feel safe on campus. 3. Academic support.  Areas of Need:  1. 83% of students felt well prepared for the next school year or college.  2. 14% of students have attended an in-person class on campus. 3. 8% of students have attended a college study trip. 4. Increase parent response rate in surveys. 5. Increase parent and student  engagement in school events.|Identified Areas of Growth & Change:  1. Increase in-person courses such as writing strategies, math I and math 7/8 strategies support. 2. Add virtual CTE courses to our course offerings. 3. Continue to communicate extensively with student and family regarding school activities, events and school functions, to increase engagement and participation.|Met||2025-06-17|2025
50757390131185|Fusion Charter|6|In Spring 2024 Fusion students participated in the Healthy Kids Survey of perceptions of school safety and overall feelings of connection to school within the past 12 months. Our students also participated in  an additional survey through the Seity Health program. 73 students answered in the Seity Health survey. Grade 9 was the only grade with a sample size large enough to produce data in the California Healthy Kids Survey. In the Seity Survey 94% of students responded “No” when asked if they had been bullied in the last two weeks.  97% of students responded “Yes” when asked if they feel welcome when they enter school.  76% of students reported that they felt there were high expectations from the adults at school and 58% felt there were caring adults at school.  Not enough students answered questions regarding safety. We also surveyed our parents at the end of the semester and when asked how safe they felt their student was on our campus, 61% of the parents surveyed felt their student was safer at Fusion than their last school.  27% of parents felt their student was as safe as their last school. When asked in an anonymous survey, 91% of the parents surveyed responded that they agreed or strongly agreed with the statement “My student feels safe at school”. When asked if they feel welcome, 95% of parents surveyed felt welcome in our school.|Overall, students report a positive climate at Fusion. They feel safe, connected to caring adults at the school and feel their teachers are fair and have high expectations for them. Small school size and high staff to student ratio provides help for students struggling with health and safety issues. A campus supervisor and full time school counselor are available daily, with a therapy dog on campus a couple of days a week.|We will be conducting the California Healthy Kids Survey again next spring and focus on increasing student participation. Fusion staff will continue to engage in  professional development in social-emotional approaches, with a focus on building rapport individually and in group circles.|Met||2025-06-20|2025
51105120000000|Sutter County Office of Education|6|Summary of the key findings in the data 23 students completed the Panorama Survey.  61% of students felt a Sense of School Safety 27% of Students Felt a Sense of Belonging  14 parents responded to the Panorama Survey  50% of parents felt a Sense of School Safety 57% of Parents felt a Sense of Belonging  12 staff members responded to the Panorama Survey  91.5% of Staff felt a Sense of School Safety 77% of Staff felt a Sense of School Belonging  The Panorama Survey results highlight an apparent disparity in perceptions of school climate among students, parents, and staff. While staff report a strong sense of safety and belonging on campus, students and parents express more mixed feelings, with students in particular indicating low levels of connection to the school community. These findings suggest that although the school provides an environment where staff feel secure and supported, more intentional efforts are needed to build stronger relationships with students and families, especially to foster a greater sense of belonging and inclusion among the student body.|The disaggregated results from the Panorama Survey reveal essential insights into the school’s climate and stakeholder experiences. The staff’s overwhelmingly positive perception of safety and belonging is a key strength, suggesting a supportive and stable work environment. However, the data also highlight significant areas for growth, particularly in student and parent perceptions. Students report a notably low sense of belonging, and both students and parents express lower perceived safety levels than staff. These discrepancies suggest challenges in fostering inclusive and trusting relationships between the school and its student and parent communities.  Barriers may include students’ past school experiences, behavioral or disciplinary histories, or limited family engagement due to external factors. These findings point to the need for targeted efforts to strengthen communication with families and build meaningful student connections to ensure all stakeholders feel safe and welcomed|In 2024/2025, FRA has continued to build on its PBIS framework, expanding from Tier I implementation toward developing Tier II supports. This ongoing work, supported by SCSOS and SSO, reflects the school’s commitment to creating a positive and structured environment where students can academically and socially thrive.  Data from previous years indicate that students who demonstrated consistent attendance, engagement, and academic progress were also those who effectively accessed PBIS supports, highlighting the value of this system in promoting student success. In addition, a revamped student orientation process from the administration, the school counselor, and a probation officer has strengthened the connection between families and the school by clearly outlining available resources and services. Reviewing ILPs with the counselor helps students stay informed and focused on their graduation goals.   Drawing from related Panorama Survey data at FRA, the school has also recognized that a key growth area is improving students’ overall sense of safety, including physical, emotional, and health-related concerns. To address this, FRA is increasing counseling efforts to ensure that all students engage with a counselor, providing a consistent opportunity to voice concerns and access necessary support. These proactive measures foster a safer, more connected, supportive school environment for all students.|Met||2025-06-18|2025
51105120138040|AeroSTEM Academy|6||||Not Met|||2025
51105120140152|Pathways Charter Academy|6|Summary of the key findings in the Spring Data Survey 17 students completed the Panorama Survey.  70% of students felt a Sense of School Safety 37% of Students Felt a Sense of School Connectedness 68% of Students felt a Sense of Positive Relationship with a Caring Adult   14 parents responded to the Panorama Survey  55% of Parents felt a Sense of School Safety 55% of Parents felt a Sense of School Connectedness 100% of Parents felt a Positive Relationship with a Caring Adult  12 staff members responded to the Panorama Survey  91.5% of Staff felt a Sense of School Safety 77% of Staff felt a Sense of School Belonging  The Panorama Survey results provided valuable insights into the experiences and perceptions of students, parents, and staff at Pathways Charter Academy. The data revealed that while most students felt safe and supported by caring adults on campus, a significantly smaller portion reported feeling connected to the school.  Similarly, parents appreciated the positive relationships between staff and students but indicated moderate school safety and connectedness.  Staff perceptions were generally more positive, highlighting a strong sense of safety and belonging among educators|The disaggregated results from the Panorama Survey and other data collection methods at Pathways Charter Academy highlight strengths and areas for growth within the school community. One key strength is the presence of positive relationships between students and caring adults, which was consistently acknowledged across stakeholder groups.  The data also reveals a disconnect in how students and parents perceive their connection to the school compared to staff. While staff generally feel a sense of belonging and safety, students and parents are less likely to report similar experiences.  Barriers may include limited opportunities for meaningful engagement, communication gaps, or challenges related to student transitions and behavioral or academic needs.|Pathways Charter Academy has identified the need to strengthen school connectedness and improve perceptions of safety and belonging among students and families. As part of its continuous improvement efforts, the LEA is expanding restorative practices, increasing opportunities for student voice, and enhancing family engagement initiatives. These actions aim to build stronger relationships and foster a more inclusive school climate. The school is also exploring strategies to improve communication and collaboration between staff and families to ensure all stakeholders feel valued and informed.|Met||2025-06-18|2025
51713570000000|Brittan Elementary|6|Surveys were given to students, TK-8th grade, January 2025 and the results indicated that 74% of our students feel our school is safe, clean and a positive place to be. The decrease in this score from our previous years was due to two unrelated safety concerns that occurred weeks apart from one another. The district is making plans to increase school security, as well looking into outside resources to add to our on campus security.  92% of the students enjoy coming to school, being a part of their class and feel that their teacher wants them to be successful and is willing to help whenever they need it.  Some of the recommendations were longer recess, PE classes in the lower grades, more shade areas and different menu items in the cafeteria offered each month.|The data collected from the surveys indicate that Brittan is still meeting the needs of our students and we will continue to use the information gathered to improve in areas.  Our strengths can be summed up as students feel safe, healthy and valued across grade levels.  They enjoy coming to school and know that their teachers are there for them when they need assistance.  Challenges for the 2025-2026 school year will be trying to add a PE schedule to the lower grades, more shade structures around campus and more food options to the school menu.  It is the goal of the District to try to meet those needs during the 2025-2026 school year.|The LEA is currently looking into options for improvements around campus. We will be looking at PE programs at blocking out designated time for each grade as PE. Through vertical grade level collaboration time between 3rd-6th grade, we will hopefully be able to begin offering a set PE program for the students in those grades. The cafeteria will also administer a survey at the beginning of the 2025-2026 school year, to get a list of menu items to add to the current popular requests.  As a result, we will be able to achieve some of our goals we have made due to the results from the student surveys.|Met||2025-06-24|2025
51713650000000|Browns Elementary|6|In January 2025 a survey was given to students in grades four through eight. Findings indicate that 96.8% (77.6% 2024; 73.1% 2023) of students usually feel safe at school and 3.2% (22.4% 2024; 23.1% 2023) sometimes feel safe at school; for our SED student group, 97% usually and 6% sometimes feel safe at school.  For all students, 100% (98.5% 2024; 94.3% 2023) say they get the support they need from staff to be successful at school.  A small number of students, 3.2% All and 0% SED (6% All and 3% SED 2024) never feel connected to school.  In the All student group, fewer students identified bullying as a problem Usually 0%, sometimes 3.2%, Never 96.8%  compared to Usually 3%, sometimes 32.8%, Never 64.2% in 2024.  In the SED student group, 0% said bullying is usually a problem, 6% said it is sometimes a problem, and 94% said it is never a problem.|Survey results show improvement in feelings of safety, bullying, and school connectedness and indicate the school has created an engaging, supportive, safe environment.  There is a strong connection between the students and the staff/school.  The suspension rate for all student groups has been reduced to 0%.  Each year, more students say there are activities at school they enjoy participating in (88.2% in 2021, 94.7% in 2022, 96.2% in 2023, 100% in 2024, 100% in 2025).  Students receive encouragement from adults at the school to do their best and they say they get the support they need to be successful.  We have been faced with the challenge of a decrease in “student” behavior and have worked to return to the structure of school with established, consistent rules and consequences.|LCAP Goal 2 is designed to address our students’ need for a safe, engaging school environment and support to address their well-being.  Action 2.2 guides our work to improve our school climate.  Our Parent Advisory Committee (PAC) partnered with us to develop school-wide behavior expectations.  We implemented kindness curriculum, we held monthly assemblies on Character Traits, the county office presented an evening workshop about the importance of attendance, internet usage, and other parenting topics.  We sent a letter about the importance of regular school attendance; the monthly newsletter shared attendance information including make-up days.  We celebrated good attendance through a drawing each month and increased our attendance make-up opportunities for students to twice per month.  We saw some improvement in the day-to-day behaviors of students so we will continue this action in the 2025/26 school year.  We will also continue Goal 2, Action 2.3 of supporting the well-being of students by funding a part-time school counselor.  Expected outcomes are to maintain the percentage of students usually feeling safe at school to =97% and maintain bullying is usually a problem to less than 2%.|Met||2025-06-12|2025
51713730000000|East Nicolaus Joint Union High|6|ENHS administers the Panorama Social-Emotional Learning: Student Competency & Well-Being Measures surveys in the fall and spring each year. ENHS has focused on creating a positive climate and culture. All of our school educational partners have committed to making sure that our climate and culture continues to improve. In a survey given to students in the 2024/25 school year, 53% of students say they feel safe at school (74% 2023/24) and 62% say they feel a sense of connectedness to the school (30% 2023/24). Fall 2024 & Fall 2023  Panorama Social-Emotional Learning:  Student Competency & Well-Being Measures: Emotion Regulation: 2024 50%; 2023 47%  Grit: 2024 61%; 2023 59%  Growth Mindset: 2024 48%; 2023 52%   Self-Efficacy: 2024 45%; 2023 43%   Self-Management: 2024 69%; 2023 69%   Social Awareness: 2024 55%; 2023 54%|Growth is seen in several areas. More students regulate their emotions (Emotion Regulation); they see themselves as able to persevere through setbacks to achieve important long-term goals (Grit); more students believe they can succeed in achieving academic outcomes (Self-Efficacy); and more students think they manage their emotions, thoughts, and behaviors in different situations; and they do not think they consider the perspectives of others and empathize with them (Social Awareness). An area of growth is  that fewer students  believe they have the potential to change those factors that are central to their performance in school (Growth Mindset). Additional areas of growth include school safety and connectedness.|ENHS continues to work to improve school culture and climate so that we may increase student engagement and improve student behavior.  We will address this by  setting in motion multiple mental health and social emotional programs to meet the needs of our students, staff and families in our ENHS community.  ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school.|Met||2025-06-12|2025
51713810000000|Franklin Elementary|6|In March 2025, students in grades K-8th responded to a survey. The results of this survey were shared with Site Council and our LCAP Advisory group and used in developing the 2025/26 LCAP. Results include: •	I feel safe while I am at school: 87.07; 85.29% in 2024 •	There are caring adults on campus that I know I can talk to: 88.66%; 90.40% in 2024 •	Overall, I like coming to our school: 82.27; 84.54% in 2024|Students view Franklin School as welcoming, supportive, and safe. There is a strong connection between the students and the staff/school. Like many schools, we are faced with the challenge of supporting our students’ social-emotional health and well-being.|At the suggestion of educational partners, well-being is part of our LCAP Goal 2, FESD will maintain a safe, healthy learning environment that welcomes and engages students and families to promote student success and well-being.  In addition to rewarding attendance, we will also reward citizenship and good behavior. Our SEL committee has developed the PAWS (Practice respect, Act responsibly, Work together, Show kindness) initiative that focuses on character education and character traits. Our school counselor will continue to be full-time and we are purchasing and implementing an SEL curriculum. In the 2025/26 LCAP we have the action, Student Support. In this action, a Problem Solving Committee – ProSolve will meet every three weeks. The team is comprised of our administrator, 3 teachers, the resource teacher, the school psychologist, and the RSP teacher is committed to supporting struggling students, staff, and families. The purpose of this team is to provide additional strategies and resources to help all students be successful in the school setting.|Met||2025-06-18|2025
51713990000000|Live Oak Unified|6|The classrooms at my school are clean and well maintained. Luther 90% LOMS 92% Encinal 93% LOHS 96% VOHS 100%  I feel safe at my school. Luther 88% LOMS 90% Encinal 92% LOHS 94% VOHS 94%  Staff addresses my concerns Luther 94% LOMS 95% Encinal 92% LOHS 94% VOHS 94%  I look forward to coming to school. Luther 71% LOMS 71% Encinal 88% LOHS 73% VOHS 80%  I try hard in school. Luther 98% LOMS 94% Encinal 100% LOHS 92% VOHS 100%  Adults at my school care about me. Luther 93% LOMS 94% Encinal 96% LOHS 96% VOHS 94%  I feel that the rules are communicated to me. Luther 89% LOMS 97% Encinal 100% LOHS 95% VOHS 100%  Discipline for breaking rules is consistent. Luther 93% LOMS 88% Encinal 91% LOHS 93% VOHS 100%  I feel that I am respected by teachers and staff. Luther 93% LOMS 93% Encinal 94% LOHS 95% VOHS 100%  A counselor is available to help me with my problems Luther 95% LOMS 92% Encinal 98% LOHS 98% VOHS 100%|School climate survey results show that students feel safe, cared about, and engaged. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose.|The survey confirms LOUSD efforts with staff and counselors in creating environments that are safe and foster student connectedness. It continues to be a District Focus and Goal 3 of the LCAP that ALL students feel safe, cared about, and connected.|Met||2025-06-12|2025
51714070000000|Marcum-Illinois Union Elementary|6|A local climate survey was given to students in grades three through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Marcum-Illinois EUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that only 1% of students never feel safe at Marcum-Illinois School compared to 3.5% in 2024. In addition, 5.8% (13.3% 2024) of students feel that bullying is usually a problem at the school. One percent of students say the school is not clean. Still almost 94% of students say there are activities at school they enjoy participating in.|Spring 2025 local student survey results indicate that the school has created a safe environment, it is clean and in good condition, and there are engaging activities students enjoy. Fewer students say bullying is a problem (5.8% in 2025 compared to 13. 3% in 2024).|LCAP Goal 2 is to “Ensure the school is a safe, engaging, and inclusive environment for students and their families so that all students achieve academic excellence, and families will be actively involved in the educational process.” Expected outcomes are to increase the percentage of students usually feeling safe at school to 95% and maintain the progress we have made in regard to bullying. To achieve this goal, we will continue our actions and services that promote student and parent engagement by regularly communicating, offering family events, and opportunities for parent input. (Action 2.1) We will continue to support the social-emotional needs of students by funding a part-time school counselor and implementing a weekly SEL curriculum in each classroom. We will also continue to provide instruction to students on what bullying is and is not and how to report bullying. We will ensure that all staff are able to respond appropriately to reports of bullying promptly.|Met||2025-06-09|2025
51714070109793|South Sutter Charter|6|In the Spring of 2025, all South Sutter students in grades 5, 8, and 12 were given an opportunity to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety.  Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Consistently high across all grade levels is support from students’ teachers, with 95% of students in each grade level reporting that their teacher encourages them to do their best. Similarly, 100% of students report feeling safe at school-sponsored activities and events. Survey data also supports positive peer relationships, especially at the 5th grade level.|Grade level specific findings include: 5th Grade: 94% feel school rules are fair. 94% rate school as a positive experience. 94% say their ES encourages them to do their best. There is also a strong sense of belonging and adult care is also reported. 66% report participating in school-sponsored activities.  8th Grade: 99% feel supported academically by their teacher, and 89% feel school is a positive experience. Emotional connection and fairness perceptions decline slightly though still remain high at 89%. Participation in school-sponsored activities was reported by only 39% of students.  12th Grade: 89% feel encouraged by their ES, and 84% rate school as a positive experience. Engagement and adult-student connection declines slightly at this grade level, with positive responses in the 78% range. There is a continued low rate of participation in school activities, at 39%.|As noted above, the area with the lowest outcomes is related to school-sponsored activities. To address this need, we continue to increase the number of field trips and school clubs offered. We also implemented regular park days in strategic locations throughout our service area, which will continue through summer. We can further address this by developing more activities geared toward our higher grade levels.|Met||2025-06-10|2025
51714150000000|Meridian Elementary|6|We conducted a survey in February 2025 for students.  ?	There are activities at school that I enjoy participating in: 90% 2025; 86.89% 2024 ?	I feel safe at school: Usually 64.7% 2025, 65.45% 2024; Sometimes 25.5% 2025, 21.82% 2024; Never 9.8% 2025, 12.73% 2024 ?	Bullying is a problem at school: Usually 17.6% 2025 44.64% 2024; Sometimes 33.3% 2025 30.36% 2024; Never 49% 2025, 25%  2024 ?	I feel connected to the school: Usually 26% 2025, 52.73% 2024; Sometimes 58% 2025, 32.73% 2024; Never 16% 2025, 14.55% 2024 ?	The school is safe, clean, and in good condition: Usually 27.5% 2025, 57.41% 2024; Sometimes 60.8% 2025, 38.89% 2024: Never 11.8% 2025, 3.70% 2024|We are hoping that based on the data, we will be able to raise the percentage of students who usually feel safe at school from 64.7% to 80-90%.  This year, Meridian Elementary school was involved in a continuous improvement project with which we will be using the data collected and strategies that were developed to find more consistent and stable expectations for discipline as well as student behavior. In the 2025/26 school year we will begin work to become a PBIS school.|We will fund a counselor to provide students support for social and emotional needs. We will work on the perception of “bullying”, both in defining that to students in contract to other behaviors, and in responding to it.  In our 2025/26 LCAP we have added a PBIS action that will become the foundation of our discipline plan. The changes we have made to improve student behavior have resulted in all student groups being in the Very Low (Blue) performance level on the 2024 Dashboard.|Met||2025-06-26|2025
51714150129007|California Virtual Academy at Sutter|6|Criteria - Met Parents and students are annually surveyed in the following areas: •Student-Staff Caring Relationship, School Safety, School Connectedness, Student Peer Relationships, Physical and Emotional Safety, Perceived Safety (MS/HS), Harassment and Bullying, Substance Use (MS/HS), Self-management The survey gauges how safe and connected students feel in the virtual school environment. Students and parents in grades 2, 5, 7, 9, and 11 were invited to participate in the survey during the spring of the 2024-2025 school year.  Scoring Scale:  All questions on the parent and student (grades 7, 9, 11) surveys use a 5-point scale: •Frequency scale: Never, Sometimes, Often, Almost Always, Always •Likert scale: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree In contrast, the student (grades 2 & 5) survey uses a 4-point scale: •Frequency: Never, Sometimes, Almost Always, Always •Likert: Strongly Disagree, Disagree, Agree, Strongly Agree  STUDENT SURVEY GRADES 2 and 5  Domain Student Staff Caring Relationship Domain average score on a 4 point scale 3.6 Domain School Safety Domain average score on a 4 point scale 3.6 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.4 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.4 GRADES 7,9,11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.3 PARENT SURVEY – Grades 2,5, 7, 9, 11  Domain Student Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Physical and Emotional Safety Domain average score on a 5 point scale 4.7 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.8 Domain Substance Use Domain average score on a 5 point scale 4.1|Strengths: Students and parents feel that safety, caring relationships, and emotional security are strong. Challenges: School connectedness and peer relationships could be improved, especially for younger students. TRENDS for Grade 2 and 5 Highest scoring areas -My teacher thinks that I can do well in school -My teacher treats me with respect -Teachers make it clear that bullying is not OK -I feel safe at school -Adults treat students fairly Lower scoring areas (relative to others): -My teacher asks me about what I want to learn in school -I get a chance to help other students at school -Students follow school rules Overall, students feel safe, respected, and supported by teachers, but there is less student voice in learning choice, and peer collaboration/helping opportunities could be strengthened. Grade-Specific Trends Grade 2 students tended to score slightly higher than Grade 5 students in: -Enjoyment of learning -Enjoyment working with other students Grade 5 students gave higher scores in: -Feeling teachers are responsive to bullying -Feeling respected by teachers *Both grades are positive overall, but Grade 5 students may be slightly more critical of engagement and learning enjoyment compared to Grade 2 students. Key Strengths •Students feel teachers are supportive •Students feel respected by teachers -Clear anti-bullying messaging -Students feel safe are treated fairly Areas for Improvement •Less student choice in learning -Limited peer helping opportunities TRENDS for Grades 7, 9, 11 Highest scoring areas: -Adults want students to do their best -School is welcoming to parents and families -School encourages respect for others -Students feel safe at school -Adults believe every student can be successful Lower scoring areas: -Learning ways to manage stress -Students enjoying working together -Student input on class activities and school events -Opportunities for peer collaboration Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. Grade-Specific Trends -Grade 7 students gave slightly higher ratings for collaboration and stress management. -Grade 9 students rated school safety and fairness highest. -Grade 11 students showed slightly more critical responses, especially around collaboration. As students get older, their perceptions of collaboration and emotional support tend to decline slightly. Stress management support appears consistently lower across all grades.  Key Strengths •Students feel supported by adults •Students feel the school is safe and respectful •Adults encourage high expectations and cultural respect Areas for Improvement •Increase instruction/support around managing stress •Provide more opportunities for peer collaboration •Enhance authentic student voice and leadership|Grades 2 and 5 Students in grades 2 and 5 feel safe, respected, and supported by teachers, but student voice in learning choice and peer collaboration/helping opportunities could be strengthened. Here are the next steps for grades 2 and 5 based on trends identified: 1. Continue to Strengthen Student Voice and Choice •Action: Incorporate more opportunities for students to select topics, projects, or activities within lessons, allowing students to have a greater role in shaping their learning. 2. Continue to Increase Peer Collaboration and Helping Opportunities •Action: Integrate structured partner or small group activities during live sessions (e.g., breakout rooms, team projects). 3. Continue to Reinforce Positive Behavior Expectations •Action: Regularly review BEAR expectations in a positive, proactive way at the start of sessions. 4. Continue to Maintain and Celebrate Strengths •Action: Continue to emphasize teacher support, respect, safety, and anti-bullying messaging and share positive survey feedback with staff and students. 5. Continued Focus Areas for Professional Development -Building virtual community and collaboration -Three signature practices to boost belonging and engagement Grades 7, 9, and 11 Overall, students feel safe, supported, and respected, but stress management support and peer collaboration could be strengthened further. As students get older, their perceptions of collaboration and emotional support slightly decline. Stress management support appears consistently lower across all grades. Here are the next steps for grades 7, 9, and 11 based on identified trends: 1. Continue to Offer SEL Supports •Action: Integrate stress management techniques (mindfulness, time management, coping strategies) into advisory sessions or live classes. 2. Additional Student Collaboration Opportunities •Action: Plan more interactive projects, breakout room discussions, and peer-led learning activities. 3. Continue to Strengthen Student Leadership and Voice •Action: Offer additional forums (e.g., student panels, surveys, leadership clubs) for students to provide feedback on school activities and initiatives. 4. Continue to Maintain and Celebrate School Strengths •Action: Continue practices that promote a supportive, respectful, and welcoming school culture. Recognize staff efforts through newsletters, staff meetings, and awards.|Met||2025-06-23|2025
51714230000000|Nuestro Elementary|6|Nuestro Elementary surveys every grade level we serve each year to determine students’ perceptions of school safety and connectedness. We report the results to our local governing board, educational partners, and the public. Furthermore, the results are considered when determining the goals and actions for our LCAP.  Results of the spring 2025 student survey: •	I feel safe while at school:  All: 93%, SED: 87% •	I like coming to our school: All: 81%, SED 75% •	My school is clean: All: 65%; SED 65% •	I am bullied at school:  All 21%, SED: 21% •	I feel connected to this school: All: 80%; SED 70% •	There are activities at school that I enjoy participating in: All: 86%, SED 78%|Spring 2025 local student survey results indicate there are engaging activities students enjoy and students feel safe at school.  Students say they like coming to school.  In many areas of the survey there is a gap between our All student group and our SED student group’s responses.  The 2024 Dashboard reports that 0% of all students were suspended, a decline of 2% and the Chronic Absenteeism Rate declined for all student groups.|Our LCAP Goal 2, Nuestro Elementary School District will promote engagement for all educational partners and a school culture conducive to learning will support the safety, engagement, and involvement of all educational partners.  In order to improve student behavior and decrease bullying and suspensions, Nuestro will implement Action 2.2 Care Team in the 2025/26 LCAP.  Working with SCSOS staff this team, made up of school staff and our administrator, will meet once per month to discuss students who are struggling with attendance, behavior, and/or academics.  The team will develop an action plan for this student.  In addition, SCSOS will continue to teach Character Counts to each class one day per week.  In our LCAP Goal 2, Action 2.3 Counseling we will provide support for our students.|Met||2025-06-12|2025
51714230132977|Sutter Peak Charter Academy|6|In spring 2025, Sutter Peak Charter Academy conducted a student survey among grades 3–12 to evaluate perceptions of school connectedness and safety. Overall, 79% of students reported feeling happy at school, with socioeconomically disadvantaged (SED) students reporting a slightly lower rate at 78%. Notably, 92% of Black students and 82% of Hispanic students indicated they were happy at Sutter Peak. When asked about their overall satisfaction with being enrolled at the school, 83% of students responded positively, reflecting a strong sense of belonging and engagement across the student body.|Sutter Peak has done well during the 2024-2025 school year in increasing school connectedness by increasing the number of enrichment and non-academic activities, as well as increasing communication with all stakeholders. It is encouraging that positive feedback was given across all subgroups.|Sutter Peak will administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. The current LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1.|Met||2025-06-16|2025
51714310000000|Pleasant Grove Joint Union|6|A local climate survey was given to students in grades four through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Pleasant Grove JUSD School Board, and also the Parent Advisory Committee. Findings from this 2025 survey indicate that 71.3% of students felt safe at Pleasant Grove School, 24.1% sometimes felt safe, and 4.6% do not feel at school. This is a decrease from last year when 1.2% of students did not feel safe at school.  Fewer students feel that bullying is a problem at school (12.5% in 2025; 15.1% in 2024; 16% in 2023).  Students feel connected to the school (82.8%) and 93.1% of students say there are activities they enjoy participating in at school.|Winter 2025 local student survey results indicate students feel connected to the school and have activities they enjoy.  There has been a slight decrease in the number of students who feel the school is a safe place to learn, and there has been a decrease in the number of students who say bullying is a problem. About 3% more students say they enjoy being at school.|LCAP Goal 2 is to,” Enhance student engagement by providing enrichment activities, a positive and safe school climate, effective character education, and meaningful parent participation opportunities.” Expected outcomes are to decrease the percentage of students who don’t feel safe at school to less than 1% and decrease bullying to 5% or less.  To achieve this goal, actions and services include promoting parent and student engagement, supporting the social-emotional health of students by funding a part-time school counselor and implementing a character education curriculum, and maintaining a safe, welcoming school environment.  In the 2025/26 school year we will implement PBIS, a framework to improve student behavior and create a positive school climate.|Met||2025-06-12|2025
51714490000000|Sutter Union High|6|Creating a positive, safe and clean learning environment has always been a top priority for the SUHSD. The district and its educational partners continue to report that this goal is important and it continues to be one of the district's ongoing successes. Staff, students and families continue to rate the district's campus as clean and safe and that there is a high level of connectedness to the school and its activities. With the implementation of the Capturing Kid's Hearts program, and the addition of bilingual positions to provide families with increased support, the district hopes to add to its strengths and make the culture of the school even stronger. Based on a 2024/25 school year survey, students say: ? SUHS is clean and well-maintained: 2025: 76.2%; 2024: 97.2% ? I feel safe on campus: 2025: 76.2%; 2024: 83.3% ? Students are adequately monitored and supervised on campus: 2025: 80.9%; 2024: 66.6% ? Discipline is administered in an effective and consistent manner: 2025: 57.1%; 2024: 50% ? There is at least one adult on campus I can go to if I have a problem or concern: 2025: 90.5%; 2024: 83.3%|We had a very poor response to the student survey so we are reluctant to make sweeping changes without more information. Fewer students report that the schools are clean and well-maintained and fewer feel safe on campus. Most students believe there are caring adults on campus that they can go to if they have a problem. Areas of growth are: ? Improve communication regarding student expectations and consequences so that parents and students understand and feel that discipline is administered effectively and consistently ? Review of student expectations to ensure student conduct expectations are clear and that they meet district policies.|The district identified high suspension rate and chronic absenteeism as two areas that need revision to current interventions to improve both areas. 2024/25 LCAP Goal 2, Actions 2.1 and 2.3 provided additional staffing (SEL counseling, assistant principal) as well as interventions which included increases in proactive strategies, online courses regarding positive choices, and Saturday school.. Goal 3, Action 3.1 focused work on decreasing the suspension rate of our students who attend Butte View and was successful so is being eliminated in the 2025/26 LCAP. As a result of changes to practices we are seeing improvement and will maintain Actions 2.1 and 2.3 and add Action 2.4 Attendance in the 2025/26 school year.|Met||2025-06-18|2025
51714560000000|Winship-Robbins|6|During the spring of 2025, students completed a local climate survey. The following are key findings from the student survey that impacted the development of the W-RESD 2025/26 LCAP: •	7.8%; 5.5% (2024) say they are absent from school because of social issues with their classmates. •	50.8%; 66.1% (2024) feel happy at school. •	73.4%; 80.4% (2024) feel emotionally supported by at least one adult at the school. •	75.4%; 74.1% (2024) feel comfortable at school. •	79.4; 80.4% (2024) feel the school is a safe and supportive place for all students. •	80%; 74.5% (2024) feel supported in class. •	72.6%; 63.6% (2024) feel like they can talk to their teacher if they have a problem in class.|Most students feel safe at school both physically and emotionally. There are activities at school they enjoy and they feel supported at school. Students say the school is clean, safe, and in good condition. Areas that we need to improve are student engagement so that students want to come to school, bully prevention, and teacher communication with students.|Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students has guided our work to improve our school climate. Our school counselor provide counseling services to students and monitor the social-emotional needs of all students. In the 2025/26 LCAP we will continue to fund a school counselor to provide counseling services to students and monitor the social-emotional needs of all students.  Anti-vaping education and training for students and staff provided by SCSOS.|Met||2025-06-18|2025
51714560133934|Feather River Charter|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed that the students looked forward to school each day and their teacher was engaging, connected with the family, and provided academic support to the student.|Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc.|To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|Met||2025-06-02|2025
51714640000000|Yuba City Unified|6|Yuba City Unified School District (YCUSD) uses the California Healthy Kids Survey (CHKS) as its primary local climate survey tool to gather data on school connectedness, safety, student engagement, and well-being. In addition, our district uses the Panorama Survey to provide additional feedback in regards to school conditions and school climate.  In the most recent Panorama administration, here is what was indicated from students feelings about feeling safe at school:  All: 63% EL: 58% SED: 58%  Elementary Schools 63% of elementary students  agreed or strongly agreed that they feel safe at school.   Middle School 54% of middle school students agreed or strongly agreed that they feel safe at school.   High Schools 58% of high school students agreed or strongly agreed that they feel safe at their high school.  Compared to the previous years scores, students perceptions of feeling safe at school did increase by at least 10% for All, EL and SED students. And, other than elementary, for both middle and high school, students perception of feeling safe increased overall. This indicates that the PBIS and other program implementation is working to improve overall students feelings of safety and connectedness.|Analysis of local climate data reveals important insights about students’ perceptions of safety across grade spans in Yuba City Unified School District. At the elementary level, 63% of students agree or strongly agree that they feel safe at school, indicating a majority but also room for growth in creating a consistently secure environment.  In middle schools, the perception of safety drops, with only 54% of students expressing that they feel safe, highlighting a significant decline as students transition to higher grades. This suggests a critical need for targeted supports and interventions to improve safety and well-being during this vulnerable stage.  High school students report a slightly higher safety perception than middle schoolers, with 58% agreeing or strongly agreeing that they feel safe at their school. While this shows some improvement, nearly half of high school students still do not feel fully safe, underscoring ongoing concerns around school climate and student support.  These data reflect a clear trend of decreasing perceived safety from elementary through middle school, with only partial rebound in high school. This highlights a districtwide need to strengthen strategies that promote safety, belonging, and positive school culture, especially in middle and high schools. Addressing these needs will be critical to supporting student engagement and academic success across all grade levels.|In response to identified needs regarding student perceptions of safety, Yuba City Unified School District (YCUSD) is implementing several targeted changes to plans, policies, and procedures aimed at improving school climate and ensuring all students feel safe and supported.  First, YCUSD is strengthening its Multi-Tiered System of Supports (MTSS) by expanding social-emotional learning (SEL) programs districtwide, with an emphasis on middle and high schools where safety perceptions are lowest. These efforts include trauma-informed practices and restorative justice approaches to address behavior proactively and build positive relationships. Family and student engagement policies are being updated to include more opportunities for students and families to provide input on safety concerns, fostering transparent communication and trust.  Finally, YCUSD is instituting regular data review cycles, using climate surveys and discipline data. to monitor progress and adjust strategies as needed, ensuring continuous improvement in creating safe and inclusive learning environments.|Met|The district uses Panorama as a school climate and culture survey tool to help measure the student, staff and parents feelings of connectedness, safety and other environmental factors. This data is used in our LCAP and at the site levels to improve the sc|2025-06-24|2025
51714640107318|Twin Rivers Charter|6|62% of students provided favorable responses to school climate. Strengths included clear rules and expectations (88%) and a campus that is clean and in good repair (85%). Areas for improvement included having fair rules (43%), students following the rules (44%), enjoying going to school (48%), and a sense of belonging (62%).|The results described in prompt 1 suggest that while TRCS has clear rules and expectations, improvement is needed in ensuring students understand the purpose for those rules and that they are administered in a fair manner. Data suggests the need to improve a sense of belonging.|TRCS has trained a certificated middle school teacher and the school counselor in the WEB (Where Everybody Belongs) program. WEB will be implemented in grades 6-8 through identifying and training 8th grade WEB leaders who will serve as peer mentor 6th grade middle school students. Through WEB, TRCS will provide an enhanced full-day 6th grade orientation to students. TRCS will publish a new Student Citizenship Handbook to include an updated discipline guide with clear expecations and consequences. The Student Citizenship Handbook will provide students and families with inforation about proactive student supports in place, including PBIS, SEL, Restorative Practices, and Capturing Kids Hearts. TRCS will teach students key SEL skills aligned with the student vision to be safe, be responsible, be respectful, and build community.|Met||2025-06-11|2025
51714645130125|Yuba City Charter|6|YCCS surveys families at each event and once per year.  Survey results find that families have a positive reflection on the school climate.  91% of families feel that their students are safe on the campus and 68% of students feel safe on campus.  91% of families feel comfortable in speaking with school leadership and sharing ideas or asking questions.  Students have indicated that they feel welcome on the campus.  Students continue to indicate that they feel the campus could be more appealing.  The administration is working with the landlord to improve the exterior siding of the buildings to improve the appearance of the campus.|All student groups indicated that the campus could be more appealing.  The administration will continue to work with the landlord to make improvements to the exterior of the buildings.  All student groups had a majority of students that felt the campus is welcoming.  Administration will continue to promote Capturing Kids' Hearts to all staff and incorporating CKH in every classroom through Social Contracts and other aspects of the CKH program.|YCCS will complete full training on Capturing Kids' Hearts program prior to the 2025-26 school year with all staff, the Board, and students to continue to grow healthy relationships with administration, staff, students, parents and the community.|Met||2025-06-04|2025
52105200000000|Tehama County Department of Education|6|Tehama Oaks administers a local climate survey each year to measure student perceptions of safety and connectedness. In the most recent cycle, 69% of students reported feeling safe at school, and 82% reported feeling connected to the school community. When disaggregated by gender, 88% of female students and 82% of male students reported feeling safe. Similarly, 83% of female students and 78% of male students reported a sense of connectedness. Students from underserved backgrounds reported slightly lower levels of connection, highlighting the need for continued focus on relationship-building and targeted engagement strategies. In 2024–25, we expanded our data collection to include input from parents, probation staff, and members of the school-based mental health and wellness (SBMHW) team. Parent feedback, gathered through our family liaison, reflected appreciation for regular updates and a desire for greater involvement in reentry planning. Probation staff noted strong collaboration with school personnel and highlighted structured routines as a key contributor to student success. The SBMHW team emphasized the importance of embedded supports and their role in helping students re-engage with learning. Because of the small, highly mobile student population, disaggregation by ethnicity, foster status, or other subgroup categories remains limited. However, we continue to track student needs through individualized plans and regular team communication. Feedback from all educational partners plays a direct role in shaping our LCAP priorities and ensures our climate-related goals remain focused on building a safe and supportive environment for every student.|Survey data at Tehama Oaks confirmed that students generally feel supported by staff, but also revealed gaps in perceived safety and connection, particularly among students from underserved backgrounds. This led to a deeper examination of how relationships and daily structures influence the school environment. In response, staff reviewed how SEL lessons, check-ins, and routines are delivered to ensure they are accessible to all students, including those with short stays. The feedback also reinforced the importance of maintaining consistent adult-student relationships, which became a focus in both staff training and scheduling decisions. Stakeholder input led to tangible shifts. For example, requests for more input opportunities from families and probation staff resulted in a renewed commitment to outreach through our parent liaison and inclusion of reentry planning in LCAP actions. Feedback from mental health staff highlighted the need to ensure every student, regardless of length of stay, receives at least one wellness check-in; this has now been built into our local protocols. Rather than interpreting climate data in isolation, our team used it as a lens to evaluate daily practices and staff roles. This reflective process is helping us better align school climate efforts with the lived experiences of our students and the goals of our reentry-focused setting.|Based on our most recent climate data and feedback from stakeholders, Tehama Oaks is making a stronger effort to build a school climate where students feel more connected and supported. While most students feel safe, we noticed that students from underserved backgrounds report lower levels of connection. This led us to focus more on daily routines and classroom practices that help build trust and consistency. This work is reflected in our LCAP, especially under Goal 4, which focuses on school climate and reducing recidivism. We’ve committed to improving how staff respond to student needs in real time. Our mental health and wellness team continues to support students through one-on-one and classroom services, and we’re working to improve communication between wellness staff and teachers so students don’t fall through the cracks. We’re also strengthening family engagement. Our parent liaison now gathers input during regular check-in calls and shares that information with school leadership. This helps us make changes that better support students and their families. We're also starting to track family feedback over time so we can look at trends during planning meetings. Staff development continues to focus on trauma-informed practices and strategies to create safe, respectful classrooms. These trainings support our goals of making sure students feel supported and ready to take the next step when they leave our program.|Met||2025-06-25|2025
52105206119606|Lincoln Street|6|Lincoln Street School administered a student climate survey in May 2025 to measure perceptions of safety, support, relationships, and learning conditions in the context of its personalized, non-classroom-based model. The survey included both scaled-response and open-ended questions and was offered to a range of students in grades TK–8. The purpose was to evaluate how well students feel connected to their learning environment and identify areas for improvement in student engagement and well-being. Summary of Results(parents/families/studnts): Responses indicate a strong sense of belonging, emotional safety, and trust in staff, with several areas of success and opportunity noted. Nearly all gave the school a 5 out of 5 rating when asked how they feel about attending Lincoln Street. A large majority responded “Yes” when asked whether they feel safe, respected, and supported by staff and their families. Cited positive relationships with teachers and noted that they feel staff “always help” and “go above and beyond.” Most students shared that they feel comfortable asking for help, either from teachers or parents. Support and access needs: A few expressed that while they feel supported, they’d like more help with assignments, better understanding of their individual needs, and more direct academic assistance. On average, students rated emotional support and motivation from teachers between 4 and 5, with many stating their teachers “always help”, encourage them when school feels hard, and make learning fun or more understandable. Most students gave ratings of 4 or 5 in area of understanding background needs, although one student felt that staff didn’t fully understand their background yet due to limited time at the school. Open-Ended Feedback Themes (students): More Social and Academic Support: Students expressed a desire to be on campus more. A few students requested more direct academic support, especially for assignments or help staying on track. Expanded Enrichment Opportunities: Some students requested activities like sports, more hands-on learning, and additional in-person options that promote peer interaction and real-world connections.|Areas of Strength:  Positive School Climate and Strong Relationships: Survey data from both students and families show that Lincoln Street School fosters a welcoming, emotionally safe environment. Students consistently reported feeling accepted, supported, and connected to trusted adults—especially their teachers. Parent feedback also highlighted consistent communication, positive staff relationships, and a strong sense of inclusion, with several families describing the school as “life changing” or “a pillar” in their lives.  Staff Responsiveness and Personalized Support: Students and families expressed confidence in the individualized support provided by teachers, citing weekly check-ins and tailored resources as key contributors to success. Teachers were praised for their approachability, responsiveness, and for creating a learning environment that respects each student’s needs.  Growth in Math Achievement and Engagement Participation: CAASPP results for 2024 showed a 12.5-point increase in Math performance, indicating early gains from focused math intervention efforts. Additionally, engagement data showed a 20% increase in participation at school-hosted family events, particularly among families of unduplicated students, reflecting progress in building trust and access.  Identified Needs and Gaps:  Academic Gaps in ELA and Subgroup Performance: Despite math progress, ELA performance declined slightly, with students scoring 60.9 points below standard and a 2.2-point drop from the prior year. Disaggregated data revealed that unduplicated pupils—particularly low-income and English Learner students—remain the most at risk, facing persistent challenges in foundational literacy, reading comprehension, and writing fluency.  Need for Structured Curriculum and Academic Support for Families: Parent survey feedback emphasized a need for more structured support around teaching curriculum at home, particularly in math and early reading. Families expressed a desire for clearer guidance, more hands-on activities, and better understanding of how state standards align with independent study expectations.  Deeper SEL and Mental Health Supports for Targeted Subgroups: Although school climate is positive overall, students newer to the school or from trauma-impacted backgrounds reported that they sometimes feel less known or supported. Families also requested more group-based SEL, counseling referrals, and emotional regulation resources, particularly for students struggling with motivation or isolation in the homeschool model.  Continued Gaps in Participation from High-Need Families: While overall family participation increased, unduplicated student families—especially English learners—remained underrepresented at school events and in feedback loops early in the year. This highlighted the need for more culturally responsive outreach, translated communications, and flexible engagement formats.|Based on an analysis of local and state data—including CAASPP results, local surveys, and engagement trends—Lincoln Street School has identified several necessary changes to its current plans and practices to better meet the needs of unduplicated pupils, students with disabilities, and other at-risk groups. 1. Strengthen Academic Supports with a Focus on Foundational Skills Change: Revise academic support delivery by integrating a tiered intervention calendar and increasing access to in-person instructional blocks for students performing below standard, with a priority on ELA and Math. Why: ELA CAASPP scores declined slightly (60.9 points below standard), and parent feedback revealed confusion around home instruction in early reading and math. Action Steps: Launch targeted ELA and Math “Boost” grouped by skill needs. Provide family-facing toolkits and pacing guides aligned to standards. Build out progress monitoring cycles using benchmark tools and teacher-student check-ins. 2. Improve Family Engagement Outreach and Access Change: Update family engagement procedures to include multi-language, multi-format communication tools and more proactive invitation timelines. Why: Although participation grew, unduplicated and EL families were underrepresented early in the year. Feedback also indicated families sometimes didn't understand event purpose or relevance. Action Steps: Develop and share a quarterly family event calendar with clear purpose statements and translated formats. Implement family design teams to help shape topics, activities, and timing for events. Increase use of text/app-based updates for accessibility.|Met||2025-06-12|2025
52105206119671|Tehama eLearning Academy|6|The Healthy Kids Survey was administered to all students during the 2023/2024 school year. Here is the link to the report. https://drive.google.com/file/d/1lcYJJQZIlmFus_RCm-ljdmMU6pRioyA_/view?usp=sharing. Staff met to review this data together and identified areas that are especially concerning around drug, alcohol and vape use, especially among younger students. Additionally older students, particularly 11th graders, (61%) report feelings of chronic sadness/hopelessness and 22% have considered suicide in the last 12 months. Due to these heightened concerns, we are increasing education and resources for vaping, alcohol and drugs for our younger students (middle school). We have added a universal screener to our program to identify students struggling with mental health concerns. We have contracted with a local Mental Health and Wellness program to provide social and emotional support opportunities and referrals to counseling to all students in need of this support.    For School Connectedness, 82%of 12th graders, 77% of 11th graders, feel connected to our school. This year we are utilizing Panorama surveys to identify feelings of school connectedness. Our School Climate survey identified that 57% of students report feeling like they belong at our school. We will work to improve this number over the coming years with our belonging initiative. Also, 70% of students report that they have a friend at school. We feel this is a very high percentage for a hybrid online school. One area that we will monitor and strategize to improve is only 68% of students feel that our school has rigorous expectations.|Due to these heightened concerns identified in the Health Kids Survey, we have increased education and resources for vaping, alcohol and drugs for our younger students (middle school). Additionally, we have added to our program a universal screener to identify students struggling with mental health concerns. We have contracted with our countywide Mental Health and Wellness program to provide social and emotional support opportunities and referrals to counseling to all students in need of this extra support. We will continue to work on building relationships with our students. We have increased the number and variety of field trips in response to requests from students and families as a way for students to build relationships with staff and other students. We have installed vape detectors in our restrooms and have identified several students vaping at school. These students are referred to a countywide intervention program with our Mental Health and Wellness Team. This brief intervention often leads to ongoing support with a wellness technician|PowerHour, has been increased to everyday 10-noon. This drop in tutoring time will allow for students to come to school without an appointment and interact with staff and other students and to get additional support in their coursework. Intervention groups will be held in-person on campus to allow for social support as well as academic support and relationship building with students.|Met||2025-06-12|2025
52714720000000|Antelope Elementary|6|"Local Climate Survey data indicates that in terms of school safety, 3rd grade students report a 93% agreement with the statement that ""I feel safe at school."" Unduplicated third grade students had the same result at 93% agreement. Also, 6th grade students report 820% agreement with the same statement. Unduplicated 6th grade students also agreed at 82%. In terms of school connectedness, 3rd grade reported 94%, with unduplicated at 91%. 6th grade agreed at 91% with unduplicated at 86%."|The AESD will continue to foster a safe and connected learning environment for all students.|The AESD is engaged in Multi Tiered Systems of Support training, and will be implementing procedures at all sites to better serve our students and ensure that they feel connected and safe at school.|Met||2025-06-03|2025
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|6|1: Data - a)Results reflect over 95% of students district wide feel safe at school. b) Results reflect over 95% of students know an adult at school that they feel cares about them. c) Results reflect that less than 5% students report having been bullied at school.|2. Meaning - Students feel safe at our district schools.|3. Use - Continued implementation of safety plans, SEL instruction, and trauma informed instruction. Continued partnership with local law enforcement agencies and other community support organizations.|Met||2025-06-03|2025
52714980000000|Corning Union Elementary|6|The LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the LEA serves (e.g., K-5, 6-8, 9-12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. The LEA also uses Thought Exchange to solicit feedback .|The feedback from all partners provided the district with direction that includes a need for increased focus, awareness and education around bullying, increased need for outdoor play in our Community Day program, We learned that student discipline is a concern from all perspectives and something the district plans will continue to focus on.|The District did adopt a new SEL curriculum to address the needs of students and families including specifically addressing bullying from an awareness and preventative approach. The District launched an anti-bullying campaign. Individual schools created teams to do MTSS work.|Met||2025-06-18|2025
52715060000000|Corning Union High|6|The information below is from the last CHKS 2023-2024.   Survey Overview Participation Rates: High for 9th grade (100%), moderate for 10th grade (42%), and high for 11th grade (83%). Instructional Models: Predominantly in-school learning with minimal remote learning participation. Key Indicators School Climate and Engagement  School Connectedness: 9th grade: 55% 10th grade: 44% 11th grade: 51% Academic Motivation: Consistently around 60% across grades. School Boredom: 41-43% find school boring. Perception of School Value: 7-15% see school as worthless. Social and Emotional Health  Emotional Distress: 9th grade: 24% 10th grade: 22% 11th grade: 21% Chronic Sadness/Hopelessness: 24-26% across grades. Suicidal Thoughts: 16% of 9th graders, 13% of 10th graders, and 10% of 11th graders. Optimism: Ranges from 38-43%. Life Satisfaction: 9th grade: 63% 10th grade: 57% 11th grade: 67%. Substance Use  Current Use (past 30 days): Alcohol/Drugs: 13-14% Tobacco: 5-9% Marijuana: 7-8% Binge Drinking: 6-8% Lifetime Use: Very drunk/high 7+ times: 6-7% Drunk/high at school: 6-8%. Safety and Violence  Perceived Safety: 9th grade: 56% 10th grade: 47% 11th grade: 50%. Bullying/Harassment: Experienced: 19-29%. Physical Fights: 5-11%.|The 2023–2024 California Healthy Kids Survey (CHKS) data for Corning Union High School District (CUHSD) reveals a mixed picture of student well-being and engagement. Across grade levels, academic motivation remains relatively strong (approximately 60%), and school connectedness is highest among 9th graders at 55%, suggesting that initial transition programs and freshman supports are making a positive impact. However, connectedness drops significantly for 10th graders (44%), indicating a need to better sustain engagement beyond 9th grade. Despite these strengths, the data highlights several areas of concern. Emotional distress and chronic sadness or hopelessness affect roughly one in four students, and suicidal thoughts are reported by 10–16% of students, with the highest rates among 9th graders. Life satisfaction declines slightly in 10th grade before recovering in 11th, potentially correlating with dips in connectedness and perceived school value. Substance use continues to be a risk factor, with 13–14% of students reporting current use of alcohol or drugs, and 6–8% reporting being drunk or high on school grounds. Tobacco and marijuana use, as well as binge drinking, are reported by up to 9% of students, warranting further prevention efforts. Concerns regarding school safety are also evident, with only about 50% of students feeling safe at school, and bullying or harassment reported by up to 29%. These figures indicate a need for continued efforts in creating a physically and emotionally safe school climate. Though disaggregated data by student group was limited in the CHKS overview, historically underserved student groups such as English learners and students with disabilities are often more vulnerable to these stressors and may require targeted supports. The key learnings indicate a need for sustained and expanded efforts in mental health services, substance abuse prevention, student engagement beyond 9th grade, and campus-wide efforts to improve safety and reduce harassment.|In response to the CHKS findings, Corning Union High School District has identified several areas for targeted intervention and continuous improvement. The District plans to revise and enhance its existing supports through the following strategic actions:  Strengthening Mental Health Services: Building on the current school-based counseling model, CUHSD will increase access to mental health services by continuing to partner with community agencies (e.g., Youth for Change) and prioritizing the recruitment of bilingual mental health professionals. The District is also exploring peer-support models and wellness rooms as preventive and early-intervention strategies.  Increasing School Connectedness, Particularly in 10th Grade: Based on the drop in connectedness between 9th and 10th grade, the District will expand efforts to sustain student engagement beyond freshman year, including new advisory models, leadership opportunities, and student voice forums. A review of course relevance, extracurricular access, and relationship-building strategies for 10th graders will be incorporated into site-level planning.  Expanding Substance Use Prevention Education: CUHSD will evaluate and update its health curriculum and explore peer-led substance prevention programs, while integrating family education nights and bilingual informational materials. These efforts aim to reduce substance use both on and off campus, with a particular focus on alcohol, marijuana, and vaping.  Improving Campus Safety and Anti-Bullying Initiatives: The District will continue to implement and refine PBIS and restorative practices to strengthen school culture. Staff will receive additional training on bullying prevention, trauma-informed responses, and de-escalation techniques. Student-reported data will be used at the site level to identify problem areas and adjust supervision or policy as needed.  Targeted Support for Underrepresented Student Groups: CUHSD will embed equity-focused analysis into its LCAP monitoring and site planning processes to ensure that English learners, students with disabilities, and socioeconomically disadvantaged students receive targeted outreach and support. This includes expanding access to mentoring, tutoring, and family engagement initiatives led by bilingual staff.  These changes reflect CUHSD’s commitment to continuous improvement and its belief that a safe, inclusive, and supportive school environment is essential to academic and personal success for every student.|Met||2025-06-19|2025
52715220000000|Evergreen Union|6|The California Healthy Kids Survey was administered in May of 2025 at Evergreen Middle School and Bend Elementary School.  The administration of these modules ensures that we have captured a valid measure of student perceptions of school safety and connectedness in grade spans TK-5 and 6-8.  We are still awaiting the final reports at the time of submitting this report. Evergreen Middle School 7th graders took the following: Core, Social Emotional Health, Resilience and Youth Development, and Physical Health and Nutrition.  Bend 6th-8th graders took the same modules. Evergreen Middle School 5th graders took the Core Module; the Bend 5th graders took this, as well.  These reports will be analyzed in detail by the administration and MTSS teams at the onset of the 25-26 school year.   The information below is based on the May 2024 results and will be updated when the 2025 results are available.|(2024) The key areas of strength are: A perception of connectedness and caring adults in the younger grades. A perception of students being treated with respect in the younger grades. A perception of feeling safe at school in the older grades. A perception of consistent levels of expectations and rule clarity.  A perception of life satisfaction improving.   The key areas of need are: A perception of not feeling safe at school in the younger grades as well as students not being treated fairly.  A perception of lack of connectedness and caring adults in the older grades. A perception for the need for greater parent involvement and SEL supports.|For the 2025-2026 LCAP, greater emphasis will be placed on Behavior, Safety and Connectedness, and Mental Health Supports for students.  All of these actions can be found in detail in the 25-26 LCAP.|Met||2025-06-17|2025
52715220132597|Evergreen Institute of Excellence|6|Evergreen Institute of Excellence (EIE) is a Personalized Learning, flexed based public charter school. The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular vendors and/or through attendance at our local community college. In our 2024-2025 school year, EIE was able to maintain the quantity of in-person learning opportunities. EIE operates under the Evergreen Middle School Safe School Plan, which is the campus we reside on, to ensure student and staff safety. EIE developed surveys for parents of students in grades TK-12, specifically given to 4th-5th grade students, middle school and high school students (6th-12th). Included were questions designed and tailored to the uniqueness of our school programs and student population.|"The most recent School Climate Survey given Spring 2024 revealed in regards to safety: The 4th-5th Grades School Climate survey results indicated the majority of the students feel safe while on campus and a grown-up at school care about them. 100% responding they are happy to be at this charter. The 6th-12th Grade School Climate survey results indicated 96.6% feel safe on campus with 93.3% expressing grown ups at school care about them. Interestingly this year, we received feedback that students don't have a say in deciding what activities or projects they do (30%) , along with almost 17% report completing activities that are of interest to them. This is a much larger number than previously ever reported. Spring 2024 revealed in regards to standards aligned curriculum and ability to ensure students meet/exceed academic performance and expectations- 100% of the respondents agreed/strongly agreed they are supported, have the necessary resources and understand the state standards and expectations. An area of need pointed out was a request for annual curriculum fair for parents to make informed decisions to ensure the best fit for their students. Additionally, there is a request for more elective or ""non-typical"" electives. Interestingly, the elective list in extensive and truly wide open. I believe this is a communication issue that can be cleared up. Areas of strengths EIE will continue offering and supporting are in-person offerings, field trips, project based learning and community gatherings to encourage developing a network among parents."|EIE will continue to provide interventions, parental support and training to increase student achievement.|Met||2025-06-17|2025
52715300000000|Flournoy Union Elementary|6|Due to our small school size, these results are not based on per grade level in order to prevent identifying individual students.  We our examining our entire student population responses for Flournoy School.  19 students agree that they feel as though they belong at the school, 7 somewhat agree, and 1 disagrees.  16 students agree that they feel safe at school and 11 somewhat agree.|The results seem positive at Flournoy with almost all students agreeing or somewhat agreeing that they feel as though they belong and feel safe at school.  The belonging at this school did have 1 student disagree with this statement.  This would be an area of need and feel we will continue to do check-in surveys throughout the year and doing Character Strong lessons to help support this need.|We will continue to do Character Strong lessons, weekly student check-in surveys, communicating with students and parents in-person about any questions, concerns, or areas of need.|Met||2025-06-18|2025
52715480000000|Gerber Union Elementary|6|SSC/PAC/Parent Feedback: Impressed with focus on DI and multilingual learner supports appreciate prioritizing PE, music and art Wants continued supports for students that are struggling (MTSS) Seeks more field trip opportunities and assemblies Highlight that the district provides home to school transportation for all students More enrichment opportunities for SERRF  Staff (Admin/classified/certificated/union representation) Feedback: Continue to prioritize student achievement with appropriate supports (MTSS) for goal 1 Continue to prioritize goal 2: engagement, positive behavior supports include PE, music and art into plan (survey's prioritized this) Include professional development opportunities and stipends for both certificated and classified. High priority on literacy and SEL (Character Strong) Build our DI program and supports for multilingual learners More enrichment opportunities for field trips  Student Feedback (Middle Level Students): School engagement and supports show a significant positive response. According to the CHKS, school connectedness increased by 19%, caring relationships increased by 14% and perceived school safety increased by 10%. Bullying is a notable issue, experienced by over half of the students. Substance use is minimal, but there are significant emotional distress concerns, where 24% report chronic sadness or hopelessness. These results suggest areas where the school could focus improvement efforts, especially in enhancing safety perceptions and supporting mental health.|Parents highly appreciate the district’s focus on Differentiated Instruction (DI) and supports for multilingual learners, showing a positive reception towards inclusive practices. They value the inclusion of physical education, music, and art, reflecting the importance of a well-rounded education. Continued support for struggling students through MTSS is desired, along with more field trip opportunities and assemblies, indicating a preference for experiential learning. The district’s provision of home-to-school transportation is noted positively, and there is a demand for more enrichment opportunities in the SERRF program, highlighting the need for additional after-school activities.  Staff members emphasize the importance of continuing to prioritize student achievement with appropriate MTSS supports. They also stress the need to maintain engagement and positive behavior supports. Inclusion of physical education, music, and art into the educational plan is highly prioritized. Professional development opportunities and stipends for both certificated and classified staff are essential, with a focus on literacy and social-emotional learning (SEL), particularly through Character Strong. There is also a need to build and support the DI program and multilingual learners, along with more enrichment opportunities through field trips. Student feedback indicates significant concerns regarding mental health and bullying, with 57% reporting these as moderate to severe issues, highlighting the need for mental health support and bullying prevention. Only 7% feel motivated to complete schoolwork, indicating a lack of engagement. Parental involvement and student participation are also low, at 21% respectively, indicating a need for more inclusive activities.|We will continue to focus on MTSS structures and SEL structures that support addressing the mental health needs of our students. Engagement activities will be continued and enhanced. Professional development will focus on Tier 1 and Tier 2 systems with leadership teams assigned to each of these tiers. Through this PD, we will focus on improvement safety as we enhance conditions for learning and work on parental involvement.|Met||2025-06-17|2025
52715550000000|Kirkwood Elementary|6|Data Sources:  2024–25 Parent Satisfaction Survey (Kirkwood School)  March 25 CalHope Student Survey  Overview: Parent and student surveys reveal a mixed picture of Kirkwood’s school climate. While parents largely express high satisfaction with safety, communication, and staff relationships, students report significant declines in emotional well-being, inclusivity, and support. Addressing these divergences is critical for improving overall school climate.  Parent Survey Highlights:  Strengths:  97.5% of parents feel welcome; 95.2% believe their child is safe.  100% report clean, well-maintained facilities.  97.6% feel well-informed; 100% find office staff welcoming.  Areas of Concern:  Only 52.5% believe teachers have high expectations.  Just 67.5% feel their child is reaching full learning potential.  65.9% cite lack of clarity in learning expectations and inconsistent student recognition.  Parents raised concerns about discipline strategies and campus security.  Student Survey Highlights:  Declines in Climate Metrics:  “Safe and welcoming” perception dropped from 80% to 61%.  Respect among students of different backgrounds fell from 63% to 46%.  Belief that adults take action on mean behavior dropped from 58% to 40%.  Only 26% believe their survey input leads to change.  Well-being and Support:  Positive feelings like pride, joy, and determination declined significantly (e.g., “proud” fell from 83% to 57%).  Reports of feeling sad or hopeless rose to 60%.  Perceived leadership opportunities dropped from 80% to 52%.  Summary and Implications: Both surveys show strong foundations in parent trust and staff relationships. However, student perceptions highlight a need to rebuild trust in adult support, ensure equitable treatment, and improve recognition and leadership opportunities. The divergence between adult and student perceptions underscores the importance of acting on student voice.  Next Steps:  Increase academic clarity and rigor through stronger parent-teacher communication.  Implement targeted behavior supports that don’t penalize entire classrooms.  Develop consistent recognition systems and inclusive curricula.  Review and enhance campus safety protocols.  Most critically, visibly respond to student input to reestablish trust and empowerment.|Survey data from the 2024–25 school year provide meaningful insight into the perceptions of both students and families about Kirkwood School’s climate. These findings are essential for identifying strengths and prioritizing improvements aligned with LCFF Priority 6.  Parent feedback was largely positive, with an overall satisfaction rate of 82.9%. Nearly all parents (97.5%) feel welcome on campus, and 95.2% report that their children feel safe. The school’s facilities and communication systems also received high marks—100% said the campus is clean and well-maintained, and 97.6% felt well-informed. These results indicate that Kirkwood maintains a strong foundation of family-school relationships and a positive reputation among caregivers.  However, parents also pointed out key areas for improvement. Only 52.5% of parents believe teachers maintain high academic expectations, and 67.5% feel their child is learning to their full potential. Concerns were raised about inconsistent classroom behavior management, a lack of clarity in academic expectations (only 65.9% agreed expectations are communicated clearly), and limited student recognition systems. Safety concerns regarding campus access were also highlighted in qualitative comments.  The student survey results signal more serious concerns. Students reported major declines in perceptions of safety, inclusion, adult responsiveness, and emotional well-being compared to prior survey periods. Only 61% of students agreed that the school is a safe and welcoming place (down from 80%), and the feeling of being respected by peers from different backgrounds dropped from 63% to 46%. Trust in adult intervention fell from 58% to 40%.  Emotional wellness also declined: feelings of pride dropped from 83% to 57%, and joy from 74% to 58%. Reports of sadness or hopelessness rose slightly to 60%. Leadership opportunities and student voice indicators fell significantly: only 26% of students believe their survey responses will lead to school changes—indicating a lack of trust in the system’s responsiveness.  Together, the family and student data highlight both opportunities and challenges. Parents see a welcoming and communicative school environment, while students experience a disconnect in support, safety, and empowerment. This divergence is meaningful for the LEA’s planning process. It reveals the importance of maintaining strong family engagement while also prioritizing student-centered changes that address the emotional, social, and academic conditions of learning.  The LEA will use this data to inform action planning by:  Increasing academic rigor and transparency in classroom expectations.  Implementing targeted behavior support strategies that protect instructional time.  Enhancing student recognition programs and opportunities for leadership.  Strengthening campus safety protocols and communication.  Responding visibly to student feedback to restore trust and ensure voice is valued.  By addressing the concerns s|The LEA used results from both the CalHope Student Survey (March 25) and the 2024–25 Kirkwood Parent Satisfaction Survey to guide the development of specific goals and actions within the LCAP related to improving school climate.  Key data trends informed multiple focus areas. Student survey results revealed significant declines in perceived safety, inclusivity, recognition, and emotional well-being. In particular, students reported feeling less pride, joy, and determination, and more sadness and hopelessness. These findings directly influenced the development of a goal focused on increasing student engagement, trust, and voice. Specific actions under this goal include implementing peer-led leadership opportunities, expanding inclusive curriculum materials, and adopting trauma-informed behavior supports.  Parent survey feedback highlighted strengths in school cleanliness, welcoming culture, and communication, which the LEA aims to maintain. However, concerns about academic rigor, clarity of expectations, inconsistent recognition, and safety protocols were elevated. As a result, the LEA integrated new actions under existing goals to increase teacher professional development in high-expectation strategies and to establish a more consistent system for recognizing student achievements in academics and behavior.  Both surveys influenced a review and update of existing school safety procedures. Parent comments about campus access and student feedback on adult intervention in bullying situations prompted an audit of current safety protocols and a planned revision of entry-point supervision and adult response procedures.  Finally, the low percentage of students (26%) who believe their feedback leads to change directly informed the inclusion of annual student feedback loops and a public response process to student surveys, ensuring that students can see how their input shapes school decisions.  Through these adjustments, the LEA has aligned its LCAP strategies to address the specific concerns surfaced by students and families, advancing progress toward a safer, more inclusive, and responsive school climate.      The LEA used results from both the 2024–25 Kirkwood Parent Satisfaction Survey and the March 25 CalHope Student Survey to identify areas of strength and concern in school climate, and to inform related LCAP goals, metrics, and actions.  Student feedback revealed a notable decline in perceptions of safety, inclusion, and emotional well-being. Only 61% of students agreed the school is safe and welcoming (down from 80%), and respect among students from different backgrounds dropped to 46%. Feelings of pride, joy, and determination fell sharply, and only 26% of students believed their survey feedback would lead to change. These results informed a new LCAP goal focused on building student agency, trust, and emotional health. Related actions include the expansion of student leadership opportunities, culturally inclusive instructional materials, and soc|Met||2025-06-10|2025
52715630000000|Lassen View Union Elementary|6|Students feel recognized and included by the staff, which contributes to a positive school experience. Parents and community members appreciate the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.|There are areas for improvement, such as providing more consistent feedback to students and organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement. There is also room for improvement in ensuring that all children feel emotionally safe and included. There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education. Some staff members have also noted the variability in feedback mechanisms and expressed a desire for improvements in this area. There are common areas for improvement, such as the need for more consistent feedback, increased engagement activities, and better support for special education. Strengthening team collaboration and ensuring emotional safety and inclusion for all students are also highlighted as important areas to address.|Parents involvement on School Site Council and feedback received for decision-making will continue to be an emphasis for the school through the established formal and information practices in place.|Met||2025-06-24|2025
52715710000000|Los Molinos Unified|6|Based on the State Healthy Kids Survey results, the following data is reported; in grades 9 and 11, over 55% of the  students felt connected to the school, in grades 6 and 7; over 65% felt connected to their school. Grades 9 and 11- over 55% felt very safe or safe while at school, grades 6 and 7-over 66% felt very safe or safe while at school. In  grades 9 and 11, 22% experienced cyberbullying at some point, and in grades 6 and 7, 23%.|Based on the State Healthy Kids Survey, in grades 9 and 11, 25% of students have experienced social emotional  distress and 26% has experienced chronic sadness. In grades 6 and 7, 24% have experienced social emotional  distress and 32% have experienced chronic sadness. This is an area of need for LMUSD. Areas of strength include;  grades 9 and 11-over 55% felt there are caring adult relationships and 60% feel adults of high expectations of  students. In grades 6 and 7, 65% of students feel caring adult relationships exists, and over 80% feel adults have  high expectations of students.|Based on the data above, LMUSD will continue to implement the PBIS program and add more restorative justice  opportunities within the school day to increase school connections amongst students. In order to address the social  emotional well being of students, LMUSD will implement a school social worker position for the 2024-2025 school  year. This position will add more group and individual counseling as well case management.|Met||2025-06-19|2025
52716210000000|Red Bluff Union Elementary|6|In October of 2024 the district administered the Thought Exchange Survey to over 1,000 students in grades 3-8 on a variety of themes including culture, climate, safety, and belonging.   The student survey results indicate that while there are positive aspects of the school climate, such as teacher support and respect from adults, there are significant areas that need attention, particularly in terms of safety and peer relationships. Addressing these concerns will be crucial in creating a more inclusive and supportive environment for all students. The data suggests that while many students feel connected to their school and teachers, there are still areas where connectedness can be strengthened. Enhancing the sense of belonging and increasing opportunities for student involvement can further improve the overall school climate.  The family survey results indicate that our school community generally feels positive about the school climate, with high levels of agreement on cultural inclusivity, social and emotional support, program quality, safety, and communication. However, there are areas for improvement, particularly in addressing issues related to bullying, physical fighting, and ensuring that all students feel safe and supported. We are committed to using this feedback to make necessary improvements and continue fostering a positive and inclusive environment for all students and families.  The feedback from the school staff climate survey provides valuable insights into the strengths and areas for improvement within our school environment. By addressing the core topics of safety, sense of belonging, and engagement, we can work towards creating a safer, more inclusive, and engaging environment for all members of the school community.  We continue to address the social-emotional and mental health needs. We have focused our efforts on the MTSS process and professional development around the implementation guided by frameworks and evidence-based practice as part of positive behaviors and supports, and intervention and social-emotional learning guided by the principles of CASEL (Collaborative for Academic, Social, and Emotional Learning). Counseling teams are made up of counselors, psychologists, and mental health clinicians. We have also introduced wellness teams this year that include additional mental health clinicians, behaviorists, and social workers.|While the school demonstrates strength in cultural inclusivity, parental engagement, and a sense of belonging, there are crucial areas, such as safety, support for special needs, and student engagement, that require targeted efforts. By addressing these identified needs, the school can continue to enhance its supportive and inclusive environment.|Data was shared with the administration, site teams, and the board. Action plans and goals were made to improve results and bridge the gap of key findings and areas of discrepancy.|Met||2025-06-19|2025
52716390000000|Red Bluff Joint Union High|6|Local climate survey data including the Panaroma Survey shows that though improvments have been made in the area of student self-belonging, it is still low.  Only 33% of the students surveying have a favorable opinion of their own self-belonging.  The California Healthy Kids Survey taken  by 9th and 11th graders indicated that 47% of students feel a connection with school.  The data also reveals that one out of three have experienced or witnessed bullying at school, and that though the suicidal ideation has been lower than in the past, 15% of 9th and 11th graders taking the survey have experienced it.  School, staff, and student connectiveness continues to be a priority for the district.  The addition and improvements to advisory, the development of the Superintendent Student Advisory Committee, and the addition of the SEL Coordinator is an attempt to improve the Social and Emotional Learning for our staff and students.|Some key learnings indicated in surveys find that staff would like to continue with events that support staff wellness and morale.  Teachers would also like to see more prep time along with a stronger and more consistent student discipline.  Training in Universal Design for Learning as well as inclusion is seen as a strength in our district , and more training would be beneficial.  Results show a strong relationship among co-workers as well as with students.|Staff will be engaged in a year long UDL walk-throughs, feedback, and training.  Data from these as well as six-week assessments will be reviewed regularly by the administration with immediate feedback provided to the departments.|Met||2025-06-19|2025
52716470000000|Reeds Creek Elementary|6|Reeds Creek ESD experienced a loss of the Superintendent/Principal early in the 2024-25 school year.  A temporary administrator was hired, however, the disruption caused by the resignation of the former district/school administrator created a crisis in the school climate.  The usual school and district surveys were not administered (parent, student, staff, community partners).  Administrators (Superintendent and Principal) hired in late June of 2025 have spend July gathering qualitative data addressing school culture/climate/needs through one-on-one conversations with staff, parents, and employee unions.  This work has been coupled with investigation of district budget and systems, to identify mis-alignments and immediate need.|Analysis of the qualitative data gathered in July 2025, district/school strengths include strong support from parents and those staff members remaining from 2024-2025.  Immediate needs include frequent and honest communication, consistent and fair expectations of staff and students, and creating a strong and consistent student behavior system.|The new administrative team at Reeds Creek has begun designing communication processes and tools for the 2025-2026 school year.  District and school systems are slowly being re-designed (i.e., budget processes, personnel record keeping and notifications, instruction monitoring and support, professional development for all school staff).  The Tehama County Department of Education is providing assistance and support.|Met||2025-06-19|2025
52716540000000|Richfield Elementary|6|"RESD administered the California Healthy Kids Survey and found an decrease in the % of student respondents that answered ""yes"" to the ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" prompt for 7th/8th Grade students. Regardless, additional counselors have been hired as a result and we're training our teachers and paraprofessionals to identify and work with students in social-emotional distress and also using programs such as Character Strong to empower students to self regulate and self advocate."|English Learners recorded lower scores for coping and resiliency.|We plan on incorporating the key learnings into the EL Master Plan. Our MTSS Tier 1 and Tier 2 teams regularly reviews student self assessment scores and also has created a new referral form for teachers to refer a student for extra social and or emotional help as needed creating consistent and common practices across the school to reduce equity gaps between student groups.|Met||2025-06-18|2025
53105380000000|Trinity County Office of Education|6|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|Met|Due to student confidentiality, less than 30 students total and less than 11 students per grade level. This data is monitored internally for input and decision-making.|2025-06-18|2025
53105380125633|California Heritage Youthbuild Academy II|6|"California Heritage YouthBuild Academy (CHYBA) administered a comprehensive local School Climate Survey to students in grades 9–12 during the 2024–2025 school year. The survey gathered feedback on key school climate indicators including school safety, peer and staff relationships, student-staff connectedness, and access to mental health and academic supports. This data was used to assess perceptions and identify opportunities for improvement in school climate.  Results from the survey show encouraging trends in multiple areas. Notably, over 61.9% of students reported feeling safe at school, with nearly half agreeing or strongly agreeing that they feel secure on campus. This indicates progress in schoolwide efforts to provide a safe and supportive environment.  In terms of student connectedness, 100% of students reported that they feel at least a little cared for by adults at school, with 57.1% stating this is “pretty much” or “very much” true. These results validate the success of CHYBA’s student-centered approach, open-door communication policy, and the consistent presence of supportive staff across our campuses.  The survey also highlighted that 33.3% of students were aware of the availability of free mental health services on campus, which reflects a growing awareness of our expanded wellness supports. Although two-thirds of students were not yet aware, this data point provides a strong opportunity for targeted outreach and communication to maximize impact.  While only 23.8% of students reported feeling strongly connected to others at school, the majority (57.1%) selected ""neutral,"" indicating a largely non-negative sentiment. This suggests that current efforts to foster relationships are helping to maintain a respectful and calm learning environment, while also revealing space to grow more meaningful peer and community connections.  Disaggregated data by student group—such as Foster Youth, Homeless Youth, and students with disabilities—is collected and reviewed internally, though group sizes are often small due to our school’s specialized and focused enrollment population. Where statistically meaningful, CHYBA monitors trends for these groups to ensure equity of experience and tailor interventions where necessary.  In addition to the student survey, CHYBA conducted a Fall 2024 Educational Partner Survey that captured family and stakeholder perceptions of school climate and engagement. Responses emphasized the strength of our partnerships, respect for staff, and trust in leadership—corroborating the positive trends seen in student feedback.  Together, these surveys serve as valuable tools that inform schoolwide improvement strategies, guide resource allocation, and strengthen the culture of trust, safety, and support that CHYBA strives to provide for every student."|The analysis of CHYBA’s 2024–2025 School Climate Survey and Educational Partner Survey revealed multiple strengths and several valuable insights that will drive future improvement efforts.  Areas of Strength:  A strong foundation of student-staff relationships is evident, with 100% of students reporting that adults at CHYBA care about them to some degree. This aligns with CHYBA’s open-door communication policy, trauma-informed staff training, and small learning communities, which allow for personalized support and relationship-building.  The survey shows that over 61.9% of students feel safe at school, a notable improvement over previous years. This reflects the school’s continued focus on restorative practices, conflict prevention strategies, and clear expectations for behavior and support.  Student access to supports is improving. While only 33.3% of students reported knowledge of free mental health resources, this still marks progress as CHYBA has recently expanded these services and is working on improving visibility and access. Staff also continue to build partnerships with agencies such as Open Line, Children First, and Shasta Community Health to increase wraparound services.  The family and stakeholder survey reinforced that trust in staff and leadership is high, and stakeholders report feeling respected and informed through multiple communication methods, including ParentSquare, phone, email, and in-person meetings.  Identified Needs and Learning:  One of the most actionable insights is the need for improved student connectedness. While there were no strongly negative responses, only 23.8% of students reported feeling closely connected to others at school. This suggests that while the school is providing a safe and respectful environment, there is room to increase opportunities for peer collaboration, extracurricular activities, and student-led events to build deeper connections.  The awareness gap around existing supports, particularly mental health resources, indicates a need for more effective communication strategies. While resources are in place, many students are not yet fully informed of their availability. Efforts will be made to raise awareness through orientation, signage, class visits, and peer ambassador programs.  Disaggregated subgroup data (where sufficient numbers exist) shows that homeless and foster youth students, while receiving substantial wraparound services, continue to struggle with attendance and engagement. These findings reinforce the need to continue CHYBA’s layered approach to outreach and the implementation of specialized initiatives such as the Workforce Recovery Program, additional transportation supports, and one-on-one family engagement.  Overall, CHYBA is encouraged by the upward trends in student safety and adult connection, and is committed to using these insights to ensure all students—particularly those facing the greatest barriers—are seen, heard, and supported every day.|Planned Changes and Actions:  Strengthening Student Connectedness:  CHYBA is increasing efforts to foster peer interaction through structured activities such as community circles, student-led clubs, campus beautification projects, and incentive-based attendance campaigns.  Teachers and staff will be encouraged to incorporate more collaborative and hands-on projects in core classes and CTE programs to build camaraderie among students.  New elective offerings will be designed to emphasize student interests and interaction.  Increasing Awareness of Support Services:  CHYBA will complete the implementation of a brand new updated website that will enhance the awareness and accessibility of offered support services. Further, CHYBA will add a new segment to Mental Toughness that educates students on all of the support services that CHYBA has to offer.  The school website and ParentSquare communications will include updated information on accessing supports.  Expanding the CHYBA Workforce Recovery Program:  Set to fully launch in August 2025, this county-wide initiative will increase CHYBA’s capacity to serve students and families by offering employment support, adult education opportunities, job readiness workshops, and direct access to community-based services.  This program will support overall school climate by reducing family stressors and increasing student engagement and stability.  Improving Attendance and Outreach:  Based on subgroup data, particularly related to foster and homeless youth, CHYBA will continue to build upon its successful morning call and bolstered transportation system, as well as its specialized homeless and foster youth support liaison programs.  Policy and Practice Adjustments:  The Orientation/Mental Toughness process will be revised to include detailed guidance on mental health, academic supports, and the range of adult services available to students and their families.  Staff training during the next professional development cycle will include trauma-informed communication refreshers and strategies for increasing student engagement across all learning environments.  By integrating these changes, CHYBA is not only responding to the feedback and data provided but also reinforcing a culture of care, connection, and continuous improvement across the entire school community.|Met|CHYBA’s holistic approach to improving school climate goes beyond academics and discipline to focus on creating a safe, welcoming, and empowering environment for all students. The school’s emphasis on restorative practices, trauma-informed care, and perso|2025-06-26|2025
53716620000000|Burnt Ranch Elementary|6|"Burnt Ranch School used the California Healthy Kids Survey in grades 5-8, a Parent LCAP/School Climate Survey and an SEL student survey to assess school climate.   The key indicators from the California Healthy Kids Survey (CHKS) for Burnt Ranch Elementary School in 2024-25 data is organized into three main categories: School Climate Indicators covering engagement, safety, and environmental factors with 15 metrics ranging from connectedness to facilities upkeep. Health and Behavioral Indicators including 10 substance use measures, and 2 health routine indicators.  Student Well-Being Indicators featuring 5 social-emotional health measures plus a standardized California Student Wellness Index score. The data represents percentages of student responses across various timeframes (past 30 days, past 12 months, or current day) with systematic suppression of data when fewer than 10 students respond to protect privacy.  The key indicators from the Parent LCAP/School Climate Survey in 2024-2025 data is organized into three main categories as well: LCAP Input, School Climate and Visioning  Some important data points:  93% of parents feel welcomed at the school (74% ""Very Welcomed"") 94% report positive experiences with staff availability when they have questions 78% of parents receive regular updates about their child's progress Almost unanimous support (97-100%) for LCAP actions related to parent communication and participation  16% of parents report being ""Rarely"" or ""Never"" informed about participation opportunities Significant concerns (35% of parents) regarding attendance policies, particularly around illness-related absences Mixed satisfaction with the after-school program  Need for better connection between parent vision for student skills and specific engagement opportunities  The key indicators from the Student SEL survey in 2024-2025 data is organized so that analysis of competencies can be readily available. Strengths: Students show high levels of empathy (74.6% help others often/always) and respect (65.6% very/extremely respectful) Areas for Growth: Belonging (21% feel they belong only a little bit or not at all) and persistence (22.4% only slightly/not likely to try different approaches) Positive Indicators: 68.7% feel grateful regularly and 56.7% can identify emotions often/almost always"|Key Learnings from the California Healthy Kids Survey Mental Health: Despite an above-average wellness index score (103.4), more than one-third of students (37%) experienced chronic sadness or hopelessness, indicating significant emotional distress within the student population. Engagement Paradox: Students show mixed feelings about school - while 52% demonstrate academic motivation and school connectedness, over one-third find school boring (36%) and more than one-quarter consider it worthless (27%).  Safety Concerns vs. Bullying Reality: Although 80% perceive school as safe, 58% experienced harassment or bullying in the past year, with 29% involved in physical fights.  Excellent Health Behaviors: Zero current substance use across all categories and healthy daily routines (77% eat breakfast, 0% have late bedtimes) demonstrate strong prevention efforts and health education effectiveness.  Identified Needs:  Mental Health Support Services: With over one-third experiencing chronic sadness and 5% considering suicide, enhanced counseling, mental health programming, and crisis intervention protocols are essential. Student Engagement Enhancement: The high rates of students finding school boring or worthless, combined with 36% current absenteeism, require curriculum reform, teaching methodology improvements, and relevance-building initiatives. Anti-Bullying and Conflict Resolution: The 58% harassment rate and 29% physical fight involvement demand comprehensive bullying prevention programs, peer mediation training, and restorative justice practices. Meaningful Student Voice: Only 40% report meaningful participation opportunities, indicating need for expanded student leadership, decision-making involvement, and authentic engagement opportunities.  Areas of Strength: Adult Support Systems: Strong caring adult relationships (74%) and high expectations (86%) provide crucial protective factors and suggest effective mentoring relationships. Physical Environment: Excellent facilities upkeep (82%) and parental involvement promotion (62%) demonstrate institutional commitment to creating supportive learning environments. Health and Safety Foundation: Zero substance use rates and healthy daily routines establish a solid foundation for overall student development and learning readiness.  Overall Wellness: The California Student Wellness Index score of 103.4 (above the standardized mean of 100) indicates that despite specific challenges, students demonstrate resilience and overall positive well-being compared to state averages.  Key Learnings from the Parent LCAP Survey:  Areas of Strength: High parent participation in LCAP goal-setting (97% support for parent engagement actions) 94% of parents find staff accessible for questions and concerns Comprehensive vision input collection from parents on future priorities  Welcoming school environment (93% positive rating) Effective progress communication systems (78% satisfaction) Strong parent support for extended learning|Burnt Ranch School will continue to research and develop restorative practices, which is the science of relationships and community. We will look to the Compassionate Systems Framework to access tools for navigating systems and relationships. These practices and intention for collaborative leadership and decision making will be included at each level, staff relations as well as teacher student and peer to peer. Leadership opportunities and engagement with compassionate systems work will include students.    Both areas of improvement are included with actions in our 2025 LCAP.  BRESD will seek funding opportunities to implement restorative practices and compassionate systems training for the leadership team, employee groups and students.|Met|*Prompt 2 continued* Good awareness of mental health services (90%) Transparent facilities communication (97%)  Areas for Improvement:  16% of parents rarely or never informed about participation opportunities 35% dissatisfaction with attendance policy ap|2025-06-10|2025
53716700000000|Coffee Creek Elementary|6|Our student population is too small to have the local climate survey data disaggregated by student groups. Overall, the students and parents feel safe at the school, the teachers are kind/fair, school is fun overall, and they like the lunch. The students would like to continue the increased opportunities through the school schedule to have more art, music, and PE classes.|The location of our school provides an obstacle to hire a music teacher. The students and parents showed a strong desire to be provided musical instrument instruction. The school will be looking at hiring an instructor to provide weekly instruction in guitar and/or recorders.|The district will continue giving a voice to students and including them in decisions and discussions surrounding CCESD improvement.|Met|NA|2025-06-12|2025
53716960000000|Douglas City Elementary|6|Our school administers a local climate survey to students and their families. Due to our small population size, we do not publish disaggregated data by student groups and instead report only overall results. According to the 2024–25 Survey, 100% of students feel safe at our school, and 96% of families believe there is sufficient supervision on campus. Additionally, 82% of students report a strong sense of belonging and connectedness, and 94% indicate positive relationships with adults on campus.|Our 2025 School Survey data reflects a positive school climate. We believe that maintaining a safe, welcoming, inclusive, and supportive environment for all students, their families, and our entire school community is essential to fostering student success and well-being.|We believe it is important to maintain these positive survey outcomes and continue striving for the highest possible levels of success. Therefore, we do not plan to change our existing plans, policies, or procedures at this time; rather, we intend to continue strengthening and refining them.|Met||2025-06-24|2025
53717380000000|Junction City Elementary|6|Our school gives a local survey to all students and their families. Our school population is too small to publish disaggregated data by student groups, and therefore we can only provide an overall score for our local climate survey data. According to our 2025 School Survey, 100% of students feel safe at our school. 98% of students and their families feel there is enough supervision, and 100% think that the campus is clean and provides a safe environment. 100% of students and their families feel welcome at school. 100% of students feel a sense of belonging and connectedness at school, and 98% of students have positive relationships with adults at school.|Our 2025 School Survey data indicates that we have a positive school climate. We believe that maintaining a safe, welcoming, inclusive, and supportive climate for all students, their families, and our school community is vital for the success and well-being of our students.|We feel that it is important to maintain these survey outcomes and continue to strive for the highest desired outcomes as possible. Therefore, we don't plan to change any of our existing plans, policies, or procedures. Instead, we intend to continue to strengthen them.|Met||2025-06-25|2025
53717460000000|Lewiston Elementary|6|Lewiston Elementary conducts student and family surveys yearly. For the California Healthy Kids Survey and our local student survey results showed 75% school connectedness, 85% academic motivation, 80% of students feel they have a positive relationship with adults on campus, and only 70% feel safe at school.|The survey data shows that academic motivation is a key strength, with 85% of students feeling motivated. However, only 75% feel connected to the school and just 70% feel safe, indicating areas that need improvement. To better support all students, especially those in specific groups who may feel less connected or safe, the school will focus on increasing both school connectedness and safety. Addressing these needs will help foster a more inclusive, safe, and engaging school environment. Students have responded with having more support in the school due to anxiety. Due to this information, we have been provided a liaison from the Trinity County Office of Education who is on campus five days a week. TCOE also supplies our school with a counselor one day a week due to the more intense needs of some of the students which are outside of the liaison's scope of education.|We believe it is important to uphold these survey results and remain committed to achieving the highest possible outcomes. Moving forward, our focus will be on preserving these positive results and continuously striving for improvement. Rather than altering our current plans, policies, or procedures, we will work to further reinforce and enhance them. The administration will continue to support students in meeting classroom and schoolwide expectations, helping them stay on track and remain with their peers.|Met||2025-06-23|2025
53717610000000|Trinity Center Elementary|6|Students at our school participated in the California Healthy Kids Survey but data cannot be shared due to the identifiable nature of such a small amount of student responses.|We have learned that our discipline procedures could use some improvement. We have also learned that the surveyed students feel safe and connected to our school.|After meeting with students and staff, modifications and improvements have been developed for our discipline procedures.|Met||2025-06-28|2025
53738330000000|Southern Trinity Joint Unified|6|In the Spring of 2025 a community dinner was provided and well attended. Over half of the district families responded to the survey. The survey categories were Safety & School Climate, Academics, After School Program, Parent/Community Involvement, and Services and Programs. In almost every category 70% of respondents strongly agreed or agreed that STJUSD is providing a safe environment, maintaining strong academic programs, offering a quality after school program providing quality services and programs and communicating well with the parents and the community.|In addition to the survey, we held a discussion about matriculation from Hoaglin-Zenia and Van Duzen Elementary School to Southern Trinity High School. After the eighth grade students have been transferring to larger out of district high schools for more opportunities in athletics and academic programs. STJUSD has been holding planning meetings to address this and shared their ideas at the community dinner. Attendees provided verbal and written feedback. The consensus was that maintaining our high school is very important to our families. They shared additional ideas on programs/classes to incorporate that would make staying in the district more appealing.|Over the summer of 2025, the planning team will meet to create a master schedule for the high school implementing ideas from the planning team process and the community dinner. This will be an ongoing process to develop programs that target the areas of interest of the students.|Met|na|2025-06-24|2025
53750280000000|Mountain Valley Unified|6|"In an effort to address the on-going challenge of creating and maintaining a safe and supportive culture and climate, the data collected from the 2025 California Healthy Kids Survey (CHKS) indicated that students do feel connected at school and supported by adults. The results compiled under the “Perceived Safety at School Questions” show that in grade 7- 92%, grade 9-88%, and grade 11-90% of the students feel safe at school. ""School Connectedness Scale Questions"" show an average reporting of ""agree"" or ""strongly ""agree"" in grade 7- 60%, grade 9-47%, grade 11 58%. The data collected in the area of student connectedness were high overall, as were the results for the ""High Expectations-adults in school"" which reflected the following: ""pretty much true"" of ""very much true"" in grade 7-80%, grade 9- 62%, grade 11- 79%, and the other category of ""Caring adults in school"" results also used the verbiage of ""pretty much true"" or ""very true"" in grade 7- 66%, grade 9-75%, grade 11-69%."|An area of need is that of mental health support for Tier 3 students, we are addressing these challenges through implementation of Multi-Tiered Systems of Support, an increase in counseling for students at all levels from district counseling technicians to a county ERMS II counselor to Behavioral Health counseling in the schools. These are all written into our LCAP and we are looking forward to seeing if there is a positive change reflected in the results of next year’s administration of the California Healthy Kids Survey.|Mental health support district-wide will continue to be a priority for MVUSD. Maintaining the delivery of SEL (Social-emotional learning) programs at HES and HHS will ensure that all students (Tier 1) have access to curriculum which provides the tools for self-regulation, positive peer interactions and other coping strategies. The two counseling technicians will also continue to provide intensive support to the Tier 2 students and the Trinity County Office of Education ERMS II clinician and counselors from Behavioral Health will address the needs of students identified as Tier 3.|Met||2025-06-27|2025
53765130000000|Trinity Alps Unified|6|As an LEA, we know that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment and should feel respected and cared for to learn successfully. Students participate in the California Healthy Kids Survey and in school surveys, these surveys give us a good indicator of our students perceptions of school climate and safety. At WES 79% of students completed the survey. 70% report a strong feeling of school connectedness, 58% have a strong caring adult relationship and 86% perceive school as safe. At TPA 78% of 7th grade students completed the survey. 51% report a strong feeling of school connectedness, 44% have a strong caring adult relationship and 54% perceive school as safe. At THS 62% of 9th grade students completed the survey. 36% report a strong feeling of school connectedness, 49% have a strong caring adult relationship and 43% perceive school as safe. At THS 58% of 11th grade students completed the survey. 38% report a strong feeling of school connectedness, 61% have a strong caring adult relationship and 42% perceive school as safe. Students also participate in weekly check-ins through Sown To Grow. Weekly averages range from 3.5 to 4.5 indicating that students rate themselves as feeling overall Good, (WES 3.9 - TPA 3.5 - THS 3.7)|The District was pleased to find that students found the staff at both sites to be friendly and helpful.|The District has added resources and supports to help students that are struggling emotionally. Wellness Centers are available at both schools, and counseling services have increased thanks to TCOE.|Met|NA|2025-06-18|2025
54105460000000|Tulare County Office of Education|6|Our local survey indicated 70.4% of surveyed students reported having positive relationships with adults in school which they could count on for support when they had questions. 57.4% of students reported they feel safe at school. 83.3% of students feel they have a positive behavior support tool at their disposal which assists them with student achievement. Considering the short time that students spend in a juvenile detention facility, 79.6% of students reported despite being in Juvenile Hall under their circumstances, they believe they can have a successful future.|As noted in prompt 1, 57.4% of students felt safe at our community and court schools. As noted 83.3% of students felt they had a tool at their disposal which assisted them with student achievement. Considering these two factors, the school will continue to explore avenues which provide student support with supplies, programs, or staff resources which will help increase a safe climate.|TCOE schools will continue to monitor outcomes generated by the additional support staff hired for academic and behavioral support for possible future addition of materials or staffing to maintain or increase student achievement and positive behaviors.|Met||2025-06-04|2025
54105460119602|University Preparatory High|6|All educational partners completed the UPHS Annual Needs Assessment Survey. In the spring of 2025, 97 parents/guardians and 70% of students completed this survey. 93% of students believe UPHS to be a safe place. 87% of parents and 81% of students stated that UPHS is welcoming and inclusive. When looking at school activities, 88% of parents and 81% of students think UPHS offers multiple extracurricular activities. 88% of parents and 81% of students think UPHS promotes academic success. 70% of parents and 72% of students think UPHS adequately trains teachers to support students' social-emotional learning needs. 94% of parents and 73% of students think UPHS promotes consistent school attendance. 93% of parents and 83% of students think UPHS provides adequate information about school events and activities. Overall, the needs assessment demonstrated that UPHS is moving in the direction of providing the type of support students and parents want in a school site, and the survey demonstrates UPHS is creating an environment where families and students feel welcomed, respected, and that they are in a place where they can learn.|The data gathered demonstrated many strengths at UPHS. Specifically, students are safe, well cared for, and educated in ways that show both parents and students believe they are successful in acquiring a high school education. In the areas of need, the data provided UPHS with a few areas to work on for the upcoming year. Overall, UPHS faculty and staff think their work on school culture and climate throughout the 2023-2024 school year has made a difference, as the statistics stated above demonstrate, but there is still more work to do.|When thinking about how UPHS can work with its continual improvement model, faculty and staff think these are the two areas of focus for the upcoming school year. 1) 68% of parents and 58% of students think UPHS offers enough educational workshop opportunities. 2) 68% of parents and 69% of students think UPHS provides enough opportunities to practice work-related skills. These are the two areas UPHS has determined can be improved for the upcoming school year by developing a regular calendar of parent education classes to help parents understand the early college model to how to help students manage both the expectations of their high school and college classes. Additionally, UPHS plans to add regular activities through Homeroom to better educate students about the wide range of jobs and careers available in the 21st century, including the use of inventory surveys, development of resumes, and interview skills, etc...|Met||2025-06-04|2025
54105460124057|Valley Life Charter|6|"The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. The MRA is given to staff, students, and parents in the spring. Scores reflect ""not effective, needs improvement, satisfactory, effective, or highly effective.""  VLCS also used an LCAP Survey to assess whether or not the goals implemented were effective. LCAP Goal 1 Metric 1.1 VLCS has made progress towards the goal of teacher equity - Metric 1.3 Professional Learning - 68.4% agreed we are making progress, 24.2% didn't know, 7.4% disagreed Goal 2: Student access to standards-aligned instructional materials Action 2.1 New curriculum - 89.6% agreed, 7.3% didn't know Action 2.2 NWEA Growth Language - 93.6% agreed NWEA Growth Math - 86.5% agreed, 11.6% didn't know NWEA Growth Reading - 86.3% agreed, 9.5% didn't know Goal 3: Parent participation Metric 3.3 - Attendance and parent engagement  86% agree that parent engagement impacts attendance, 8.8% disagreed:  VLCS improved chronic absenteeism by 3.6%- 60% of parents felt they were engaged, 34% felt they were somewhat engaged, and 6% did not feel engaged.  Only 36.5% have attended our Parent Lighthouse Meetings. 80% of the parents feel valued as an educational partner. 84% are very satisfied with the school's communication on the student's progress and events. 82.7% agree that the school provides inclusive opportunities for families."|"The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. The MRA is given to staff, students, and parents in the spring. Scores reflect ""not effective, needs improvement, satisfactory, effective, or highly effective.""  VLCS also used an LCAP Survey to assess whether or not the goals implemented were effective. LCAP Goal 1 Metric 1.1 VLCS has made progress towards the goal of teacher equity - Metric 1.3 Professional Learning - 68.4% agreed we are making progress, 24.2% didn't know, 7.4% disagreed Goal 2: Student access to standards-aligned instructional materials Action 2.1 New curriculum - 89.6% agreed, 7.3% didn't know Action 2.2 NWEA Growth Language - 93.6% agreed NWEA Growth Math - 86.5% agreed, 11.6% didn't know NWEA Growth Reading - 86.3% agreed, 9.5% didn't know Goal 3: Parent participation Metric 3.3 - Attendance and parent engagement  86% agree that parent engagement impacts attendance, 8.8% disagreed:  VLCS improved chronic absenteeism by 3.6%- 60% of parents felt they were engaged, 34% felt they were somewhat engaged, and 6% did not feel engaged.  Only 36.5% have attended our Parent Lighthouse Meetings. 80% of the parents feel valued as an educational partner. 84% are very satisfied with the school's communication on the student's progress and events. 82.7% agree that the school provides inclusive opportunities for families."|The three top priorities for 25-26 will remain the same-  Supporting the Basics, Pupil Achievement, Parental Engagement, and Supporting students with disabilities.|Met||2025-06-09|2025
54105460125542|Sycamore Valley Academy|6|All students in grades 3-8 are provided the opportunity to provide their insight into school culture and climate throughout the administration of a local climate survey. The survey is administered to students during the month of January followed by desegregation of data to better understand student perceptions of school safety and connectedness.  259 students in grades 3-8 participated in the 2025 local climate survey data and responses are as follows.|Areas of Growth Students feel they receive quality instruction at both schools. Feedback from teachers is recognized and valued. Many students are happy and satisfied with their school experience. Core and enrichment subject offerings are appreciated across both campuses. Character and moral development are acknowledged alongside academics.  Areas of Decline Concerns about hiring and retaining highly qualified staff Instructional support for gifted learners and English Language Learners needs improvement Opportunities for enrichment and extracurriculars are seen as limited. Encouraging parent involvement isn’t as strong a perception among staff Instruction for students with disabilities is viewed less favorably than general instruction.|Based on the analysis of local data and student input, several areas of concern have been identified that require changes to existing plans and procedures to support continuous improvement. One key concern among students is the perceived lack of enrichment and extracurricular opportunities. In response, the LEA will prioritize expanding access to clubs and enrichment activities aligned with student interests.  Students also expressed concerns about the level of instructional support provided to both gifted learners and English Language Learners. To address this, the school will revise instructional planning and professional development efforts to better meet the needs of these student groups. This includes integrating differentiated strategies, enhancing scaffolds for language acquisition, and providing more opportunities for advanced learners to engage in rigorous and meaningful academic challenges during the regular school day.  Additionally, students noted a disparity in the quality of instruction received by students with disabilities compared to general education peers. As a result, the LEA will increase collaboration between general education and special education staff to ensure inclusive practices are embedded in every classroom. This includes training for teachers on accommodations, co-teaching strategies, and ensuring that IEP goals are effectively supported. These targeted adjustments reflect a commitment to equity and to improving the educational experience and outcomes for all students.|Met||2025-06-16|2025
54105460135459|Blue Oak Academy|6|All students in grades 3-8 are provided the opportunity to provide their insight into school culture and climate throughout the administration of a local climate survey.  The survey is administered to students during the month of January followed by desegregation of data to better understand student perceptions of school safety and connectedness.   263 students in grades 3-8 participated in the 2025 local climate survey data and responses are as follows.|Areas of Growth Students feel they receive quality instruction at both schools. Feedback from teachers is recognized and valued. Many students are happy and satisfied with their school experience. Core and enrichment subject offerings are appreciated across both campuses. Character and moral development are acknowledged alongside academics.  Areas of Decline Concerns about hiring and retaining highly qualified staff Instructional support for gifted learners and English Language Learners needs improvement Opportunities for enrichment and extracurriculars are seen as limited. Encouraging parent involvement isn’t as strong a perception among staff Instruction for students with disabilities is viewed less favorably than general instruction.|Based on the analysis of local data and student input, several areas of concern have been identified that require changes to existing plans and procedures to support continuous improvement. One key concern among students is the perceived lack of enrichment and extracurricular opportunities. In response, the LEA will prioritize expanding access to clubs and enrichment activities aligned with student interests.  Students also expressed concerns about the level of instructional support provided to both gifted learners and English Language Learners. To address this, the school will revise instructional planning and professional development efforts to better meet the needs of these student groups. This includes integrating differentiated strategies, enhancing scaffolds for language acquisition, and providing more opportunities for advanced learners to engage in rigorous and meaningful academic challenges during the regular school day.  Additionally, students noted a disparity in the quality of instruction received by students with disabilities compared to general education peers. As a result, the LEA will increase collaboration between general education and special education staff to ensure inclusive practices are embedded in every classroom. This includes training for teachers on accommodations, co-teaching strategies, and ensuring that IEP goals are effectively supported. These targeted adjustments reflect a commitment to equity and to improving the educational experience and outcomes for all students.|Met||2025-06-16|2025
54105465430327|La Sierra High|6|La Sierra administered a school wide climate survey across all 7-12 grade level spans during the Spring Semester of 2025. The school wide survey asked for student feedback regarding areas related to academics, school safety, college and career initiatives and ways to improve school extracurricular activities. Removed from this, La Sierra also utilized the advent of the Compassionate Systems frameworks to address socio-emotional issues as it pertains towards helping students make proactive choices as it relates to making professional goals and having healthy relationships.|One of the pertinent findings from our local school climate survey was that 95% of students school wide at La Sierra indicated that they felt supported by school staff with regards to their education and development as students. Another key finding from the local school climate survey was that 97% of students school wide at La Sierra felt safe and protected at the school site. We utilized the data from our local school climate survey to further discuss ways amongst our school staff how we can further improve our tiered systems of support at La Sierra for ongoing school improvement measures.|La Sierra utilized the data from its local school climate survey to review student needs for the continuous improvement of its academic and social systems for student capacity building efforts. One of the goals based on the student feedback that La Sierra seeks to expand in the coming years, is the adding of a flag football season to the growth of its athletic programs for student extracurricular activity building.|Met|La Sierra is committed to the continuous improvement of its tiered systems to ensure that every student attending the military academy has their respective academic and social needs met with equity and respect. La Sierra continues to engage in ongoing pro|2025-06-04|2025
54105466119291|Eleanor Roosevelt Community Learning Center|6|"Based on the responses from the Student Survey 2024-2025, here’s a detailed analysis of the local climate data, focusing on the perspectives of homeschool students at ERCLC:  Demographics and Survey Overview Total Responses: 66 Survey Participants: Students across various grade levels and years at ERCLC. Tenure at ERCLC: 1-2 years: 16.7% 3-4 years: 16.7% 5-7 years: 31.8% 8+ years: 34.8% Key Survey Questions and Responses Assessment Performance:  Question: ""Taking assessments like IReady for the school are extremely important for our school to stay open. Do you feel you did your best on the last test?"" Responses: Yes: 13.6% No: 86.4% Analysis: A significant majority of students feel they did not perform their best on the assessments, suggesting a potential need for support in test preparation and motivation. Support Systems:  Question: ""Do you have at least one staff member you can go to when you need help with school work or personal needs?"" Responses: Yes: 90.9% No: 9.1% Analysis: The high percentage of students who feel they have supportive staff members indicates strong relationships and trust with the faculty. Learning Preferences:  Question: ""Do you feel you learn best in our enrichment classes or independently, on your own?"" Responses: Enrichment Classes: 24.2% Independently: 75.8% Analysis: A majority of students prefer learning independently, highlighting the need for tailored learning approaches and resources that support self-directed learning. Friendship and Community:  Question: ""Do you feel like you have made a healthy friendship with at least one other ERCLC student?"" Responses: Yes: 95.5% No: 4.5% Analysis: The overwhelming majority of students have established friendships, indicating a strong sense of community at ERCLC. Additional Comments and Suggestions Positive Feedback:  Many students expressed high satisfaction with the school, highlighting aspects such as: Supportive staff and community. Enjoyable and engaging enrichment classes. Appreciation for the open-minded environment and activities like GSA.  Numerous students advocated for more retreats, camping trips, and extracurricular activities during school days. The desire for hands-on, real-world learning experiences and more opportunities to bond with peers was frequently mentioned. Conclusion and Next Steps Strengths: Strong sense of community and support among students. High levels of student satisfaction with personal relationships and staff support. Areas for Improvement: Increase engagement through more diverse and interactive class offerings. Address specific student concerns regarding staff interactions and inclusivity to ensure all students feel valued and supported. Action Plan: Community Building: Organize additional retreats, activities, and sports programs to foster peer connections. Staff Training: Implement ongoing training on inclusivity, conflict resolution, and effective communication to improve student-staff relationships."|Key Learnings and Identified Needs Assessment Performance and Motivation:  Findings: A significant majority (86.4%) of students felt they did not do their best on the last assessment. Need: There is a critical need to enhance test preparation strategies, boost student motivation, and provide additional support to help students perform better on assessments. Support Systems:  Findings: 90.9% of students reported having at least one staff member they can turn to for help. Need: While support is generally available, there is a need to ensure that all students feel equally supported, particularly those who may be struggling or feeling isolated. Learning Preferences:  Findings: The majority of students (75.8%) prefer learning independently over attending enrichment classes. Need: There is a need to offer more resources and support for independent learning while also exploring ways to make enrichment classes more engaging and relevant to student interests. Friendship and Community:  Findings: 95.5% of students reported having made healthy friendships with at least one other student. Strength: This high level of social connection underscores a strong sense of community and belonging within the school. Areas of Strength Community and Support:  Findings: High levels of satisfaction with the school environment, supportive staff, and community inclusivity. Strength: The school’s supportive atmosphere and community engagement are significant strengths. Many students highlighted the positive interactions with staff and the welcoming environment. Student Engagement:  Findings: Many students expressed love for the school, the variety of enrichment activities, and the opportunities to engage in different subjects and projects. Strength: The school’s diverse enrichment programs and activities effectively engage students and foster a strong sense of belonging.  Socio-Economically Disadvantaged Students: Findings: Expressed a strong need for additional academic support, technology access, and tutoring. Need: Increased access to resources, tutoring services, and technology support is crucial.   Students expressed frustration with current math resources, indicating a need for better textbooks and supplementary materials. Some students suggested adding more practical, real-world activities and projects to the curriculum.  Strengths: Strong sense of community and student support. High levels of student engagement and satisfaction with the school environment.  Needs:  Enhance support for assessment preparation and student motivation.   Expand resources for independent learning while enriching the class offerings to increase engagement. Improve support for socio-economically disadvantaged students, students with disabilities, and ELL students.|1. Enhancing Assessment Support and Motivation Changes and Actions:  Implement Targeted Test Preparation Programs and incentives: Develop and offer workshops and tutoring sessions specifically aimed at improving students’ assessment skills and test-taking strategies. Boost Motivation Initiatives: Introduce motivational programs and incentives for students to encourage better performance on assessments, such as study groups, peer mentoring, and recognition for improvement.  2. Strengthening Support Systems Changes and Actions:  Expand Staff Training on Supportive Practices: Increase training for staff on identifying and addressing student needs, enhancing their ability to provide effective support both academically and personally. Enhance Accessibility of Support Services: Ensure that all students, especially those who feel isolated, have easy access to staff members who can assist with academic and personal challenges. This includes setting up regular check-ins and support sessions.  3. Supporting Diverse Learning Preferences Changes and Actions:  Revise Curriculum to include more Independent Learning Resources: Integrate online resources, self-paced modules, and project-based learning opportunities to support students who prefer independent study. Revitalize Enrichment Classes: Revamp enrichment classes to include more interactive, hands-on projects and real-world applications of the subjects to increase student engagement.  4. Enhancing Friendship and Community Building Changes and Actions:  Increase Social and Recreational Activities: Plan and execute more school retreats, outdoor activities, and team-building events to foster friendships and strengthen community bonds among students. Expand Peer Support Programs: Develop and promote peer mentoring and buddy systems to help students build connections and support each other.  5. Addressing Facilities and Amenities Changes and Actions:  Enhance School Facilities: Explore options for improving the parking situation and enhancing the school’s physical environment to better accommodate student needs. Introduce Affordable Snack and Food Options: Set up a snack shack or similar facility with affordable items to provide students with convenient and budget-friendly food options.  6. Supporting Specific Student Groups Changes and Actions:  Implement Ongoing Staff Training on Inclusivity and Conflict Resolution: Conduct regular workshops and training sessions focused on fostering an inclusive environment, handling conflicts, and promoting positive interactions among students and staff.   7. Enhancing Community Engagement   Changes and Actions:  Strengthen School Advisory Committees (SAC) and Boosters’ Roles: Empower the SAC and Boosters to play a more active role in community processes. Increase their involvement in planning and implementing school programs and initiatives. Find unique ways to gather feedback from the community to continue to play an active role in decision making and community input.|Met||2025-06-17|2025
54717950000000|Allensworth Elementary|6|Based on the data, the majority of students reported that they feel very comfortable being on campus because they feel safe and cared for.  School attendance has improved as a direct result of their sense of safety and connectedness to the school and their peers.|Key learnings are that the district has made positive strides to addressing the social-emotional and safety needs of students.  Additional security fencing has allowed for expansion of enrichment opportunities within safe surroundings.  Student focus on learning has increased in part due to a welcoming and nurturing environment which provides a strong sense of belonging.|Through analysis of the data and feedback from students and the school community, there are no planned changes at this time, but any identified needs moving forward will be addressed.|Met||2025-06-13|2025
54718030000000|Alpaugh Unified|6|A student survey was conducted across grades 5–12 to gather input on school climate and support. The results indicated that 86% of students agreed or strongly agreed that they feel safe at school, while 83.2% reported having access to support from their teachers. Additionally, 88% of students felt they had opportunities for their voice to be heard, and 91% agreed they have access to appropriate technology to complete schoolwork. When asked about staff care, 86% of students felt that school staff show genuine concern for them. The student population at Alpaugh Unified School District is composed of over 90% Hispanic students, more than 90% socioeconomically disadvantaged students, and over 60% English learners. Survey responses were not disaggregated by specific student groups.|One clear area of strength is student access to technology to support completion of schoolwork. We also saw positive growth in students reporting they have opportunities for their voices to be heard—a reflection of our district-wide commitment to elevating student voice, with continued efforts expected to increase this percentage further. While 83% of students indicated they feel safe at school, this also highlights a critical area for improvement, as nearly one in five students do not share that sense of safety, which remains a significant concern for the district.|As part of our goal to enhance students' sense of safety at school, we are dedicated to implementing anti-bullying training for both staff and students in grades 5–12. In addition, we are committed to exploring the underlying factors contributing to these survey results. To gain deeper insight, we will regularly administer surveys to students in these grade levels, gathering qualitative feedback to better inform our actions and support strategies.|Met||2025-06-12|2025
54718030112458|California Online Public Schools Central Valley|6|For the 24-25 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students, as well as available student group scores, are as follows: High School: Engagement: 92% Challenging coursework: 87% Culture of respect: 94% Relationships: 79% College and career readiness: 78% Middle School: Engagement: 89% Challenging coursework: 81% Culture of respect: 97% Relationships: 96% Elementary School: Engagement: 91% Challenging coursework: 74% Culture of respect: 99% Relationships: 70% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2024-2025 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen. Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in elementary (99%) and middle school (97%), showing a consistently positive school culture. Challenging Coursework High school students (87%) and middle school students (81%) feel challenged by their coursework, which reflects strong academic expectations and curriculum design. Student Engagement Engagement was high across the board—92% in high school, 91% in elementary, and 89% in middle school— indicating students are generally involved and interested in their learning. Growth Areas: College and Career Readiness While 78% of high school students feel prepared, there is room to grow. Expanding career exploration, college planning, and dual enrollment opportunities will help better prepare students for life after high school. Relationships (Elementary and High School) Relationship scores were very strong in middle school (96%), but lower in elementary (70%) and high school (79%). There’s a need to focus on building stronger connections between students and staff, especially at those levels. Needs: Academic Challenge in Elementary Only 74% of elementary students reported that their coursework feels challenging. This shows a need to raise expectations and increase engagement with more rigorous, age-appropriate tasks. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction. Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 24-25 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction at all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2025-06-10|2025
54718110000000|Alta Vista Elementary|6|Data from the 2025 climate survey were skewed heavily toward the presence of bullying. It is the largest problem facing our students today. Parents, teachers, and student all pointed to bullying as the largest issue creating a barrier to learning. The students have had preventative training and take part in Character Counts and our local WINGS program. Many of the surveyed groups stated that their feeling is that Character Counts and WINGS are not working based on various anecdotal observation data. The District was also suggested to incorporate more of the guest speakers that focus on creating a feeling of empowerment and togetherness as a more consistent effort to prevent bullying and the escalated behavior that is the result of bullying.|The largest group of students struggling with bullying are middle school students. However, there is a rise in bullying in intermediate grades. The unexpected data received by the District was the amount of staff that have missed or overlooked the incident due to various factors. The District has recognized these areas addressing them individually.|The key area that will be addressed is staff training. There has been many supervision issues that have led to bigger incidents than necessary. Therefore the District is preemtively training all staff for various supervision and bullying situations so that the immediate response is consistent and implemented fairly. The District is also going to increase the bullying speakers and events. This will make the message more consistent and the assemblies are often very exciting for students, so it will serve two purposes: getting them necessary information, and providing them with an activity that excites them.|Met|The culture of social media drives many of the conflicts on our school campus. From media content that promotes negative interactions to messaging sites that provide the vehicle for confrontation or belittling. These issues that occur away from school ten|2025-06-25|2025
54718110139477|Monarch River Academy|6|Monarch River Academy conducted a local climate survey to evaluate school conditions and stakeholder perceptions related to safety, engagement, and support. Input was gathered from students, staff, and families, with a focused effort to include voices of English Learner (EL) families to guide program planning and improvement. [English Learner (EL) Program-Specific Feedback] Engagement and Motivation: 100% of families agreed EL students are supported with engaging curriculum and receive consistent encouragement from ISTs and EL Coordinators. Understanding of ELPAC Scores: 66.6% said they understand their child’s performance and ELPAC scores; 33.3% were neutral, suggesting a need to enhance communication. Support Strategies: 100% felt clear on how to support learning at home. However, only 66.6% knew which staff monitor EL progress—highlighting a need for improved clarity on staff roles. Use of Technology: All families reported using technology for EL support, including accessing digital resources, completing homework, and joining live online classes. Tech Support Satisfaction: 66.6% expressed satisfaction; 33.3% were neutral—indicating a need to strengthen family tech support. Parent Involvement & Communication: 100% agreed the school involves EL families through ELAC/DELAC meetings and ELD Data Chats, reinforcing a strong foundation for engagement. Overall Satisfaction: Families rated EL support 4 out of 5, showing high satisfaction with room to improve communication and family understanding. [Overall Student Feedback Summary] Academic Support & School Climate: 97% have the materials they need 100% say teachers make learning interesting 93% understand expectations 100% feel motivated to do well 96% engage in hands-on learning 93% feel connected to teachers 82% say communication about events is clear Learning Environment & Flexibility: 100% feel safe 100% say staff and peers are respectful 100% know how to report bullying 100% say learning is personalized 96% are motivated to complete work 89% say teachers explain clearly 100% have needed technology and resources 96% value learning flexibility College & Career Readiness (6 students): 100% feel prepared 100% know graduation/course requirements 100% have support with future planning 100% use exploration tools Social-Emotional Well-Being: 86% feel connected to school 93% have a trusted adult 83% feel connected to peers 93% feel supported with wellness resources Engagement:  97% feel encouraged to join events and virtual activities [Conclusion]  Survey results indicate that Monarch River Academy provides a safe, respectful, and academically supportive environment. Students reported strong connections to teachers, high motivation, and access to engaging instruction. EL families expressed high satisfaction with program supports and involvement. Opportunities remain to improve communication about EL progress and enhance tech support. These findings will inform future planning and program development.|Based on the analysis of Monarch River Academy’s 2025 Local Climate Survey, several key learnings emerged that highlight both areas of strength and opportunities for growth. Overall, students reported a strong sense of safety and inclusion, with 100% stating they feel safe at school and that staff respect students of all backgrounds. Instructional quality and engagement are also notable strengths, as 100% of students agreed their teachers make learning interesting and help them stay motivated. Most students indicated that their learning is personalized (100%), they have access to necessary materials and technology (100%), and they appreciate the flexibility provided by the independent study model (96%). College and career readiness feedback, although from a small group, was overwhelmingly positive, with 100% of respondents indicating they feel prepared and supported in planning for their futures. Social-emotional support and adult-student relationships also showed strength, with 93% of students reporting they have an adult they can turn to and feel supported in managing stress and emotional wellness.  Disaggregated data from English Learner (EL) families revealed similarly positive trends. All EL families agreed their students are engaged and motivated through support from staff, and 100% use technology at home as an instructional tool. Families also felt meaningfully involved through ELAC/DELAC meetings and data chats, and the average satisfaction rating with EL support was 4 out of 5. However, some areas of need were identified. One-third of EL families were neutral about understanding their child’s ELPAC scores and were unsure who specifically monitors their child’s language development—indicating a need for clearer communication and support tools. Additionally, 33.3% were neutral on their satisfaction with technology support, suggesting that further assistance or training may be beneficial.  Across all student groups, opportunities remain to strengthen peer connection and schoolwide belonging, with 83% of students reporting feeling connected to peers and 86% feeling connected to the school overall. These findings emphasize the importance of continuing to prioritize social-emotional learning, peer engagement, and clear family communication—particularly for English Learner families—to ensure all students feel supported and set up for success.|Based on the analysis of local data and stakeholder feedback gathered through the 2025 Local Climate Survey, Monarch River Academy will implement several changes to existing practices to address identified areas of need and support continuous improvement. To enhance peer connectedness and foster a stronger sense of school community, the school plans to expand virtual and in-person student engagement opportunities. In response to the need for greater support around emotional well-being, the school will increase visibility and access to mental health resources, provide additional professional development for staff on trauma-informed practices, and strengthen the referral process for students needing individualized support. To address the needs of English Learner (EL) families, Monarch River Academy will refine its communication strategies around ELPAC performance by creating simplified guides and hosting live informational sessions to help families better understand scores and implications. The school will also clarify the roles of EL staff by developing a visual support guide that identifies who monitors EL progress and how families can connect with them. In addition, the school will evaluate and enhance technology support for families by offering more targeted assistance and walkthroughs in multiple languages. These planned revisions to policies and supports reflect Monarch River Academy’s commitment to using stakeholder input to drive meaningful improvements and ensure all students and families feel informed, supported, and connected.|Met||2025-06-10|2025
54718290000000|Buena Vista Elementary|6|LOCAL DATA: Buena Vista administered surveys to students (grades 3-8), staff and parents. All surveys included questions related to the feelings of safety and connectedness at Buena Vista. We also asked questions related to academic and social challenges. 86.6% of students agreeing that school is a safe place 81.8% of teachers agreeing that school is a safe place 0% of students were expelled 0% of student were drop-outs CA DASHBOARD DATA RELATED TO CULTURE School Culture indicators include: Chronic Absenteeism overall rate of 18.5%; The higher subgroups for chronic absenteeism were the White and Hispanic student groups (18.4%) and the Socioeconomically Disadvantaged student group (17.8%) Overall Attendance rate of 92% Suspension rate of 1.6% overall with all subgroups at 2% or less 0% expulsion and dropout rates for our students  2021-2022 CHKS survey data (most recent report released) Students feeling: Connected to school - 75% Academically motivated- 75% Caring adults are present at school- 79% Adults at school have high expectations of them- 92% There is parent involvement in their schooling- 77% There are social and emotional learning supports- 73% There is an anti-bullying climate- 72% Rules are clear at school- 92% Students are treated with respect- 92% Students are treated fairly when rules are broken- 62%|Buena Vista recognizes the need to increase awareness of social-emotional support offerings and programs. Supporting an asset based approach to unduplicated student interventions may assist in the feeling of caring adults and academic motivation. There is also a continuing need to clarify and align classroom discipline policies for staff, students, and parents to provide as much transparency as possible, without violating confidentiality laws for individual student outcomes.|We provide mental health services and SEL skill lessons to promote several of these areas, and parent engagement opportunities to help everyone partner together, creating better understanding and appreciation between educational partners, including students.|Met||2025-06-18|2025
54718370000000|Burton Elementary|6|The Burton School District administers an annual Student Local Climate Survey to students in grades 3–12 to assess school conditions and guide decisions that foster a positive and inclusive learning environment. The survey, based on a 5-point rating scale, provides both overall and item-specific insights. Results are analyzed to inform district policies and practices aimed at enhancing student experiences and outcomes. In the 2023–24 school year, the aggregate survey score from the May 2 administration was 3.75 out of 5. For 2024–25, the overall score slightly increased to 3.79, reflecting continued positive student perceptions of school climate. Disaggregated data and student group comparisons are reviewed internally to identify trends and address any disparities. Survey results reveal notable strengths across the district, with several items scoring 4.0 or higher. Students reported that learning is important, their teachers care about them, their principals are effective leaders, and their teachers challenge them to think critically. Students also indicated that they feel they have opportunities to succeed, that their families are treated respectfully, and that they enjoy participating in electives. These consistently high scores demonstrate strong engagement and support for students across multiple dimensions of the school experience.|The Burton School District’s 2024–25 Student Experience Survey provides valuable insights into school climate and areas for continued focus and growth. The overall mean score increased slightly from 3.75 in 2023–24 to 3.79 in 2024–25, indicating a modest but positive trend in student perceptions across the district.  Students continue to feel that learning is important (4.21), that their teachers challenge them to think (4.10), and that their principals are strong leaders (4.28). High scores were also noted in students’ belief that they have opportunities to be successful (4.19), enjoy their electives (4.12), and that their families are treated respectfully at school (4.15). These findings affirm that students generally experience supportive, respectful, and academically challenging environments. While some areas remain opportunities for continued growth, the data also reflects encouraging progress compared to previous years. Notably, school connectedness (e.g., feeling like they belong) improved to a score of 3.52, and student perceptions of overall safety rose to 3.72, both reflecting upward trends. Although student-to-student respect (3.00) and perceptions of school cleanliness (3.12) remain among the lower scoring areas, they have also shown improvement over time. These gains indicate that the district's targeted efforts to enhance campus culture, safety, and relationships are having a positive impact. Continued focus on fostering respectful peer interactions, enhancing campus cleanliness, and promoting a stronger sense of belonging will further support student engagement and well-being.|Based on the analysis of local data and the key learnings identified through the 2024–25 Student Experience Survey, the Burton School District has determined the need to refine and strengthen several plans, policies, and procedures to better support student success. While overall student engagement remains high, the data highlights areas for continued improvement, including fostering stronger peer relationships, enhancing campus cleanliness, and increasing student connectedness. To address these areas, the district will continue to invest in student safety by allocating resources to maintain clean and secure learning environments. Additionally, enhancements to the Multi-Tiered System of Supports (MTSS) will be made to ensure timely and effective interventions at all levels—Tiers 1, 2, and 3, so students receive the social-emotional and academic support they need. To build on positive momentum, the district will also continue expanding extracurricular and enrichment opportunities through the Expanded Learning Opportunities Program (ELOP), including increased access to elementary sports, wrestling, track, and various district-wide clubs. These offerings have contributed to rising student participation rates and a stronger sense of school pride. Furthermore, the Leader in Me program will remain a cornerstone of the district’s strategy for promoting student leadership and social-emotional learning (SEL), with SEL lessons embedded across classrooms. These ongoing strategies are expected to further improve school climate and foster a supportive, engaging educational experience. The district will monitor progress through student feedback, survey results, and stakeholder engagement to ensure that these adjustments contribute to continuous improvement and measurable growth.|Met||2025-06-16|2025
54718370109009|Summit Charter Academy|6|The Burton School District administers an annual Student Local Climate Survey to students in grades 3–12 to assess school conditions and guide decisions that foster a positive and inclusive learning environment. The survey, based on a 5-point rating scale, provides both overall and item-specific insights. Results are analyzed to inform district policies and practices aimed at enhancing student experiences and outcomes. In the 2023–24 school year, the aggregate survey score from the May 2 administration was 3.75 out of 5. For 2024–25, the overall score slightly increased to 3.79, reflecting continued positive student perceptions of school climate. Disaggregated data and student group comparisons are reviewed internally to identify trends and address any disparities. Survey results reveal notable strengths across the district, with several items scoring 4.0 or higher. Students reported that learning is important, their teachers care about them, their principals are effective leaders, and their teachers challenge them to think critically. Students also indicated that they feel they have opportunities to succeed, that their families are treated respectfully, and that they enjoy participating in electives. These consistently high scores demonstrate strong engagement and support for students across multiple dimensions of the school experience.|The Burton School District’s 2024–25 Student Experience Survey provides valuable insights into school climate and areas for continued focus and growth. The overall mean score increased slightly from 3.75 in 2023–24 to 3.79 in 2024–25, indicating a modest but positive trend in student perceptions across the district.  Students continue to feel that learning is important (4.21), that their teachers challenge them to think (4.10), and that their principals are strong leaders (4.28). High scores were also noted in students’ belief that they have opportunities to be successful (4.19), enjoy their electives (4.12), and that their families are treated respectfully at school (4.15). These findings affirm that students generally experience supportive, respectful, and academically challenging environments. While some areas remain opportunities for continued growth, the data also reflects encouraging progress compared to previous years. Notably, school connectedness (e.g., feeling like they belong) improved to a score of 3.52, and student perceptions of overall safety rose to 3.72, both reflecting upward trends. Although student-to-student respect (3.00) and perceptions of school cleanliness (3.12) remain among the lower scoring areas, they have also shown improvement over time. These gains indicate that the district's targeted efforts to enhance campus culture, safety, and relationships are having a positive impact. Continued focus on fostering respectful peer interactions, enhancing campus cleanliness, and promoting a stronger sense of belonging will further support student engagement and well-being.|Based on the analysis of local data and the key learnings identified through the 2024–25 Student Experience Survey, the Burton School District has determined the need to refine and strengthen several plans, policies, and procedures to better support student success. While overall student engagement remains high, the data highlights areas for continued improvement, including fostering stronger peer relationships, enhancing campus cleanliness, and increasing student connectedness. To address these areas, the district will continue to invest in student safety by allocating resources to maintain clean and secure learning environments. Additionally, enhancements to the Multi-Tiered System of Supports (MTSS) will be made to ensure timely and effective interventions at all levels—Tiers 1, 2, and 3, so students receive the social-emotional and academic support they need. To build on positive momentum, the district will also continue expanding extracurricular and enrichment opportunities through the Expanded Learning Opportunities Program (ELOP), including increased access to elementary sports, wrestling, track, and various district-wide clubs. These offerings have contributed to rising student participation rates and a stronger sense of school pride. Furthermore, the Leader in Me program will remain a cornerstone of the district’s strategy for promoting student leadership and social-emotional learning (SEL), with SEL lessons embedded across classrooms. These ongoing strategies are expected to further improve school climate and foster a supportive, engaging educational experience. The district will monitor progress through student feedback, survey results, and stakeholder engagement to ensure that these adjustments contribute to continuous improvement and measurable growth.|Met||2025-06-16|2025
54718520000000|Columbine Elementary|6|Columbine is 88% Hispanic. The other categories don't have enough responses for a valid survey.  100% of the student surveys indicate that the campus is safe.  95% of the student surveys indicate they feel cared for and welcome at school.|The school continues to provide a climate where students are safe, and they know that the staff cares about them.|None|Met||2025-06-12|2025
54718600000000|Cutler-Orosi Joint Unified|6|Cutler-Orosi Joint Unified School District administers the California Healthy Kids Survey annually with grade level responses for the 24-25 school year from 5th, 6th, 7th, 9th, and 11th grade students. Here are the key indicators linked to success in school, career, and life disaggregated by grade level, students groups, and gender:  Survey participation was strong across grade levels. In elementary, 77.7% of 5th-grade students responded, with 55% identifying as female and 77% identifying as Hispanic or Latino/a. At El Monte Middle School, 78.6% of 6th graders and 92.9% of 7th graders participated. Gender and identity responses reflected increasing diversity, with students identifying as male, female, nonbinary, or “something else.” At Orosi High School, participation included 78.9% of 9th-grade students and 99.6% of 11th graders. Most high school students (91–93%) identified as Hispanic or Latino/a.  Elementary School Highlights (5th Grade)-Students in 5th grade reported high levels of support and engagement: 78% felt connected to school 84% showed academic motivation 76% identified caring adults at school 84% perceived strong social-emotional learning supports  Safety perceptions were also positive, with 77% feeling safe at school. However, 24% reported experiencing cyberbullying. In terms of behavior and climate, 88% noted clear school rules and 82% felt students are treated with respect. Substance use and mental health responses showed 21% had tried alcohol or drugs in their lifetime, and 21% reported frequent sadness, while 77% felt well most of the time. Connectedness, academic motivation, and SEL supports all showed slight gains from the previous year.  Middle School Highlights (6th–7th Grade)-While engagement indicators were lower in middle school, they revealed areas of promise and growth. School connectedness: 52% (6th), 43% (7th) Academic motivation: 65% (6th), 56% (7th) Caring adults: 59% (6th), 48% (7th) Perceptions of safety varied, with 60% of 6th graders and 41% of 7th graders feeling safe. Cyberbullying and harassment affected roughly 30% of students. Encouragingly, reported drug use in 6th grade declined from 7% to 4%, and feelings of life satisfaction among 7th graders increased to 65%.  High School Highlights (9th–11th Grade and Alternative Education)-Older students reported mixed experiences with school climate: School connectedness: 44% (9th), 49% (11th) Academic motivation: 61% (9th), 64% (11th) Caring adults: 44% (9th), 59% (11th) Perceived safety improved among 11th graders (59%, up from 54%) and was especially high (80%) in alternative education settings. Cyberbullying affected about 11–16% of students. Drug use was relatively low (8% for 9th, 5% for 11th), and life satisfaction was reported at 64% and 72%, respectively.  Positive trends included increased relationships with caring adults and improved school safety among 11th graders compared to the previous year.|Based on the 2024–25 California Healthy Kids Survey (CHKS), key learnings across Cutler-Orosi Joint Unified School District (COJUSD) highlight both strengths and areas needing attention. Data from 5th, 6th, 7th, 9th, and 11th grade students such as disaggregated by gender and ethnicity provides insight into student experiences with school climate, engagement, safety, and well-being.   Strong Participation Rates: Survey participation ranged from 77.7% in 5th grade to 99.6% in 11th grade, demonstrating the district’s strong commitment to student voice and yielding a reliable dataset for analysis.  Elementary Engagement: Fifth-grade students reported high levels of: Academic Motivation (84%). Social-Emotional Learning Supports (84%) and School Connectedness (78%)   These results suggest that elementary schools are successfully fostering a supportive, engaging environment.  Growth in Key Indicators:  Caring Adults in School increased for 6th grade (48% to 54%) and 11th grade (53% to 59%) Perceived Safety improved for 6th grade (52% to 60%) and 11th grade (54% to 59%) Life Satisfaction rose to 65% for 7th grade Substance Use (6th grade) decreased from 7% to 4%   These improvements indicate positive trends in student well-being and school support systems.  Low Substance Use Rates: Self-reported alcohol or drug use remained low:  4-6% in middle school 5-8% in high school.  This reflects the effectiveness of district prevention efforts supported by student services, school leadership, and community partners.  Areas of Need Middle & High School Engagement: A decline in student engagement was noted as students advanced:  School Connectedness: 43% (7th), 44% (9th)  Having a Caring Adult Relationship: 48% (7th), 44% (9th)  This indicates a need for stronger, more intentional relationship-building strategies at secondary levels.  Safety & Bullying:  Perceived Safety: 41% (7th), 48% (9th) Harassment/Cyberbullying: 30% of middle schoolers; 10–16% of high schoolers  Strengthening anti-bullying programs and promoting a positive climate will be essential moving forward.  Mental Health & Emotional Well-being: Social-Emotional Distress: 65% (6th), 22% (7th) Frequent Sadness: 21% (5th grade)  These findings highlight increasing mental health needs, particularly during transition years.  Equity & Inclusion: Disaggregated data shows growing diversity in student identities. Reports from students identifying as nonbinary or selecting “something else” stress the importance of inclusive practices that affirm all identities and create safe, welcoming environments.  COJUSD shows strong elementary-level engagement and positive growth in high school well-being. However, the data signals a clear need to improve connection, safety, and mental health supports—especially in middle school. Continued investment in relationship-building, inclusive practices, and wellness initiatives will be critical to supporting all students across the district.|Based on the key learnings and identified needs from the analysis of the school climate data, changes to existing plans, policies, and procedures that the school/district will implement for continuous improvement include:   Student Engagement/Connectedness: Revise and enhance curriculum and instructional strategies to increase relevance, project based learning, student voice and choice. Provide opportunities for staff to build capacity in supporting the whole child through social-emotional training in areas such as trauma informed practices and PBIS/MTSS practices integrated in everyday instruction.  Enhance student mentoring/advisory programs to build stronger student-staff relationships and sense of belonging. Continue to administer universal screeners that support our student services in identifying the social and emotional needs of all students. Review policies around disciplinary practices and provide professional development to staff and administrators to ensure their practices are restorative rather than punitive in nature.  School Safety/Anti-Bullying:   Update bullying/harassment prevention and intervention policies and provide training for staff, students and parents. Continue to Implement anonymous reporting (SAY SOMETHING). Partner with community organizations for additional counseling/support services for students who are victims of a crime.  Mental Health/Well-being: Provide ongoing professional development opportunities to build the capacity of our student service department team. Continue to build and enhance current systems of direct student support through our MTMDSS model. Provide professional development for teachers on trauma-informed practices, social emotional learning and PBIS.    Enhance our current menu of social-emotional learning curriculum to ensure equity.   Parent Involvement: Continue efforts in promoting parent and family voice through various methods such as paper surveys and online. Promote family and parent involvement at school through parent engagement events fostering a positive partnership aimed at student success. Review current parent communication and event policies to identify barriers.  Establish better systems for addressing parent concerns in a timely manner.  Data Analysis: Provide data analysis training to ensure effective use of data for continuous improvement planning. Include progress monitoring of site goals and data based decision making quarterly to ensure that district support and feedback is provided in moving towards site goals and data.|Met||2025-06-18|2025
54718940000000|Ducor Union Elementary|6|Students are extremely pleased with the current conditions at the school, with the district score 100% in most areas. Their areas of concern include the dress code, and their ability to use their cell phones on campus.|Students feel safe coming to school on a daily basis as indicated by our 96% attendance rate. They also feel safe discussing their issues with professional staff on campus. They like attending a small school environment.|There is a need to pursue ongoing training and awareness to prevent cyberbullying. Students feel comfortable coming to staff, but this area is growing in sophistication, and the district needs to remain proactive.|Met||2025-06-10|2025
54719020000000|Earlimart Elementary|6|We administered the California Healthy Kids Survey annually to students, staff and parents.  The following scores were reported by students in the following areas:   School Safety:      Elementary Schools (Alila & Earlimart): 89%           3rd grade: 97%           4th grade: 90%           5th grade: 81%      Middle School: 48.33%           6th grade: 48%           7th grade: 43%           8th grade: 54%  School Connectedness:       Elementary Schools (Alila & Earlimart): 64%           3rd grade: 74%            4th grade: 67%           5th grade: 51%      Middle School: 45%           6th grade: 47%           7th grade: 42%           8th grade: 46%  Caring Adult Relationships:      Elementary Schools (Alila & Earlimart): 59%           3rd grade: 74%            4th grade: 63%           5th grade: 42%      Middle School: 57.33%           6th grade: 60%           7th grade: 60%           8th grade: 57.33%  Academic Motivation:      Elementary Schools (Alila & Earlimart): 78%           3rd grade: 87%            4th grade: 78%           5th grade: 69%      Middle School: 57.33%           6th grade: 58%           7th grade: 54%           8th grade: 57.33%|Earlimart has demonstrated positive results in the area of  We are working to continue this work as we implement Goal   of our LCAP and Actions   briefly include descriptions  Our results showed that safety continues to be a high priority for our all educational partners. We have dedicated Local Control and Accountability (LCAP) Goal 2: Increase student attendance and engagement in a safe environment. (State Priority 5: Pupil Engagement & Priority 6: School Climate). This goal includes metrics such as suspension, expulsion, student attendance, chronic absenteeism, and surveys regarding safety and connectedness. Our Local Control and Accountability (LCAP) actions and services include health supports, student social-emotional learning supports, student behavior supports and leadership, student engagement and attendance supports, student safety, student support services, educational opportunities such as study trips, student promotion events, county and district student events, campus beautification, and staff culture. These activities include school site visitor monitoring systems, an ActVNet safety contract and site safety staff. We have recently updated our intercom systems to provide announcements, two way communication, visual notices and early earthquake detection measures. We support students with our counseling staff and are working to continue our safety training efforts and communication. We plan to deepen our work iwth the district safety committee to support our safety protocols and systems. We identified this need based on the results of our California Healthy Kids Survey connectedness baseline of 39.67% and 14.5% of students in grades 5-8 regarding the use of alcohol, tobacco and other drugs. Only 76% of students felt safe at school and 39.67% of parents felt it was a safe place. We were orange on the California Dashboard for suspension with a rate of 1.9% and red for chronic absenteeism. Our rate for absenteeism was 34.9% in the baseline year.|Earlimart continues to work to improve student support and safety. We will continue to work to deepen our implementation of MTSS efforts. We have recently adopted an SEL curriculum which includes student check in process to support student development of self-awareness, improve academic performance and build positive school relationships. We will continue to practice and refine safety processes and protocols. We are working to streamline staff check-in processes to help support safety responses. We continue to provide professional develoment in the areas of safety, social-emotional and behavior supports throughout the year and as key focus areas for our all staff professional development events.|Met||2025-06-17|2025
54719440000000|Hope Elementary|6|"CDE CA School Dashboard Indicators related to:  CONDITIONS & CLIMATE  - Suspension Rate: Overall,  0% of students suspended at least one day.  This was a decline of 2.1% No group was in the ""Red"" range on the California Dashboard   -Basics:  Teachers, Instructional Materials, Facilities: The district continues to meet this requirement -Parent and Family Engagement: The district continues to meet this requirement -Local Climate Survey: The district continues to meet this requirement  ACADEMIC ENGAGEMENT  -Chronic Absenteeism: Overall, 7.7% of students were chronically absent.  This represented a decline of 3.9% from the prior year. No group was in the ""Red' range.  -Access to a Broad Course of Study: The district continues to meet this requirement  ANNUAL LOCAL SURVEY RESULTS:  80% Parent feeling of connectedness 84% Student feeling of connectedness 90% Teacher feeling of connectedness  98% Parent feeling of safety 74% Student feeling of safety 90% Teacher feeling of safety  (2024-25 per survey results)  Disaggregated data is not available from these sources."|Our Educational partners, overall, feeling connected to and safe at school.  The level of connectedness for parents fell this year, while student and staff connectedness increased.  We are examining ways to enrich our parent engagement components. We plan to continue the ongoing work so all group levels remain high.    Chronic absenteeism is still an issue, indicative of the need to more collaboration and improved culture of attending school regularly, but that has also been improving over the past three years.  We will continue to work on that area as well through increasing engagement of lesser represented families and parent education.  The improvement in use of suspension alternatives was particularly successful last year with 0% of students suspended during the year.|The LCAP focuses on the continued work in the areas noted above so we can sustain the continual progress, as we have in the past few years.|Met||2025-06-18|2025
54719510000000|Hot Springs Elementary|6|The district utilized a district generated survey in 2024-25. This survey showed: *Student sense of school safety--100% *Parent sense that school is a safe place--100% *Staff sense of the school as a safe place--100% *Student sense of positive connectedness to school--100% *Parent sense of positive student connectedness to school--100% *Staff sense of positive student connectedness to school--100% *Students that felt that bullying was taking place--16.7%|Overall, the survey shows that school is a safe place and that students feel connected to school. Bullying, even in a small school, can be an issue and is addressed anytime it is identified.|Although students feel safe and connected at school, the biggest need identified in our survey and meetings with our educational partners was the impact of not having a bus that runs and a daily driver available for student pick up and drop off. Based on this input, the school will be hiring a bus driver and possibly purchasing a newer bus.|Met||2025-06-12|2025
54719690000000|Kings River Union Elementary|6|"LOCAL DATA: 92.7% parents express satisfaction with our school. 69% agree the school offers help to them, to partner in supporting their child's learning 100-120 individuals received services from the social worker, 30 families were connected to resources, and 4 classes received mindfulness lessons.   62 families received services from our early childhood educator. 72% of parents felt connected/engaged by the school. 67% of staff felt connected/ engaged by the school. 75% of students felt connected/engaged by the school.  Disaggregated data:  English Learners-79%; SED-75%; Hispanic-76%; and Students with Disabilities-84%. 94% of students report feeling safe at school.  Disaggregated data:  English Learners-73.5%; SED-72.5%; Hispanic-72.5%; and Students with Disabilities-68.5% 94% of staff report feeling safe at school. 77% of parents state that school is a safe place to be. Facility maintenance rating ""Excellent"" STATE LEVEL DATA 0% drop out rate 0% expulsion rate Chronic Absenteeism: Performed in the ""Green"" range with 5.2% of students chronically absent- This is a decline of 4.8% from the previous year's levels. The homeless student subgroup was in the orange range for this indicator while Students with Disabilities was in the yellow range. Suspension Rate: Performed in the ""Green"" range with 0.9% of students suspended at least one day- This is a slight increase although it is indicated as ""maintained.""  Students with Disabilities performed in the ""Orange"" range."|Data from all surveys declined slightly from the previous year.  Instead of using the California Healthy Kids Survey, KRUE used Kelvin as the platform for obtaining information.  Because of this, the questions were worded differently.  We believe this may have skewed the data and will align during the upcoming school year.  The data collection obtained by the school social worker during the 2024-2025 school year was more specific than previous years and does not include data from intern support like previous years.  The disaggregated data reveals some disparity for student sense of safety.  While 94% of all students feel safe on campus, subgroup data is far less.  77% of parents sharing that school is a safe place to be is a point of concern.|KRUE's leadership team will analyze the survey questions to identify possible points of confusion.  The questions will be presented to advisory committees and to staff for feedback prior to sending out the surveys.  In addition, KRUE will provide a hard copy of the survey to parents to provide an alternative method for submission.    To increase communication around school safety, the school's safety committee will share current safety information and data quarterly.  This will update families on current data, steps toward improved safety, and reminders on how to report any concerns.  The school will continue to include the student SAFE Promise Club (Sandy Hook Foundation) to discuss strengths, weaknesses and concerns that will be shared with the safety committee.|Met||2025-06-24|2025
54719850000000|Liberty Elementary|6|Our most recent local climate survey, conducted in Spring 2025, gathered input from parents, staff, and students regarding safety, engagement, and connectedness at our schools. The results indicate a positive school climate across all groups:  - Safety:  98% of students, 99% of staff, and 86% of parents reported feeling safe at school. - Engagement:  95.3% of students, 92% of staff, and 96% of parents reported feeling engaged. - Connectedness:  96.9% of students, 99% of staff, and 84% of parents reported feeling connected to the school community. - Communication:  94% of parents agreed they receive adequate information about meetings, workshops, and events.  While the overall results are strong, the data also highlight areas for continued focus, such as increasing parents’ sense of safety and connectedness to match the high levels reported by students and staff. These results will guide our ongoing efforts to strengthen school climate and family engagement for all student groups.|Analysis of Spring Survey data shows strong school climate, with most students and staff reporting high levels of safety, engagement, and connectedness. Communication with parents is also a strength. However, fewer parents feel connected (84%) and safe (86%) compared to students and staff, highlighting a need to strengthen family relationships and address parent concerns. Continued focus on these areas will help ensure all groups feel supported and included.|To address identified needs, the LEA will increase flexible parent engagement opportunities, improve multilingual communication about safety, and provide staff training on family engagement. We will also monitor survey feedback regularly to guide ongoing improvements in parent connectedness and school climate.|Met||2025-06-24|2025
54719930000000|Lindsay Unified|6|In spring 2025, Lindsay Unified School District administered an anonymous local climate survey to learners in grades 3–12 to assess perceptions of school safety, connectedness, and overall learner wellbeing. While the survey did not collect personally identifiable information and could not be disaggregated by the learner  group, it was grouped by grade spans to allow trend analysis across developmental levels.  Overall, 87% of responses were positive, reflecting a favorable school climate districtwide. In terms of school safety, learners in grades 3–4 and 9–12 reported the highest levels of safety (88%), followed by grades 7–8 (82%), and grades 5–6 (79%). This indicates strong perceptions of safety among early elementary and high school learners, with room for improvement in upper elementary learners.  Similarly, school connectedness followed a parallel pattern. Grades 3–4 and 9–12 reported high levels of connection (87%), while grades 5–6 and 7–8 reported slightly lower levels at 79% and 81%, respectively. These results suggest a need to strengthen engagement and belonging for learners in transitional grade spans.  Additional insights from the survey reinforce a generally positive learner experience: 79% of learners agreed or strongly agreed that adults treat them kindly and fairly, and 87% reported that they enjoy coming to school daily.|Analysis of the 2025 climate survey data revealed key strengths and areas for growth in Lindsay Unified. A major strength is the overall positive learner sentiment, with 87% of learners expressing favorable views about their school experience. High levels of perceived safety (88%) and school connectedness (87%) were reported among grades 3–4 and 9–12, indicating strong support systems at both elementary and high school levels. Additionally, 87% of learners agreed they enjoy coming to school, and 79% felt that adults treat them kindly and fairly—further reinforcing a positive school climate.  However, the data also identified areas for improvement. Learners in grades 5–6 consistently reported lower levels of both safety (79%) and connectedness (79%), and grades 7–8 showed only modest gains in these areas. These findings suggest a need for increased focus on school culture and support for learners particularly in the upper elementary years.|While data remains very positive, there is an ongoing effort for continuous improvement in every area, including school climate. There is a district committee that meets regularly to examine social emotional learning efforts through lifelong learning standards. There are training sessions for elementary site administration around the whole child, specifically addressing connection, relationships, and wellbeing slated for the upcoming academic year beginning in June 2025. There will be training for 9-12 administration and staff around behavior techniques that support SEL practices beginning in August 2025. Administration will work to provide instruction and collaboration in these areas with site staff during professional learning sessions throughout the year. We will continue with learner wellbeing surveys as we check and adjust based on data we receive.|Met||2025-06-23|2025
54719930124776|Loma Vista Charter|6|In spring 2025, Lindsay Unified School District administered an anonymous local climate survey to learners in grades 9–12 to assess their perceptions of school safety, connectedness, and overall wellbeing. While the survey did not collect personally identifiable information and could not be disaggregated by specific learner groups, results were grouped by grade spans to support trend analysis across developmental levels.  Overall, 87% of responses were positive, indicating a favorable school climate in Loma Vista. Regarding school safety, learners at Loma Vista reported particularly high levels of perceived safety (88%).  A similar trend was observed in school connectedness, with 87% of Loma Vista learners expressing a strong sense of connection to their school community.  Additional survey findings further highlight a generally positive learner experience: 79% of respondents agreed or strongly agreed that adults treat them with kindness and fairness, and 87% reported enjoying coming to school each day.|Analysis of the 2025 climate survey data revealed key strengths and areas for growth in Loma Vista. A major strength is the overall positive learner sentiment, with 87% of learners expressing favorable views about their school experience. High levels of perceived safety (88%) and school connectedness (87%) were reported among grades 9–12, indicating strong support systems. Additionally, 87% of learners agreed they enjoy coming to school, and 79% felt that adults treat them kindly and fairly—further reinforcing a positive school climate.|While data remains very positive, there is an ongoing effort for continuous improvement in every area, including school climate. There is a district committee that meets regularly to examine social emotional learning efforts through lifelong learning standards. There are training sessions for elementary site administration around the whole child, specifically addressing connection, relationships, and wellbeing slated for the upcoming academic year beginning in June 2025. There will be training for 9-12 administration and staff around behavior techniques that support SEL practices beginning in August 2025. Administration will work to provide instruction and collaboration in these areas with site staff during professional learning sessions throughout the year. We will continue with learner wellbeing surveys as we check and adjust based on data we receive.|Met||2025-06-23|2025
54720090000000|Monson-Sultana Joint Union Elementary|6|Monson-Sultana Joint Union Elementary School District conducted a local climate survey during the current school year to assess perceptions of school safety, connectedness, and overall climate among students and families. The survey was administered in both English and Spanish to ensure accessibility and encourage broad participation.  Survey results indicate that 90% of students and families reported feeling safe and connected to our school. This reflects a strong sense of trust and belonging within our school community. The survey included questions aligned to school climate domains such as physical and emotional safety, relationships with staff, and student engagement.  Disaggregated data revealed consistent positive perceptions across most student groups. English Learners and students identified as socioeconomically disadvantaged also reported high levels of school connectedness and safety, with scores ranging between 87–91%, indicating that our efforts to create an inclusive and supportive environment are reaching diverse populations.  These results are supported by additional tools, such as informal feedback gathered during parent-teacher conferences and community meetings, as well as teacher reports from classroom climate observations. We continue to use this data to guide our social-emotional learning initiatives, student leadership programs, and family engagement strategies, with a focus on maintaining a safe and inclusive school culture for all.|Analysis of our local climate survey data revealed several key learnings for Monson-Sultana Joint Union Elementary School District. A major area of strength is the high percentage of students and families—90% overall—who reported feeling safe and connected to our school. This strong sense of belonging and trust reflects the effectiveness of our relationship-building efforts, inclusive school culture, and consistent communication practices.  Disaggregated data showed that English Learners, students with disabilities, and socioeconomically disadvantaged students also reported high levels of safety and connection (ranging from 87% to 91%), highlighting the district’s progress in fostering an inclusive environment for historically underrepresented student groups. These findings affirm that our targeted efforts—such as bilingual family outreach, social-emotional learning supports, and our new Community Resource Center—are having a meaningful impact.  However, the data also identified a need to strengthen student voice and engagement in decision-making, especially among upper-grade students. Some qualitative feedback from open-ended survey items suggested that while students feel safe, they would like more opportunities to express their ideas and contribute to school improvement efforts. Additionally, a small number of students reported inconsistencies in how behavior expectations are communicated or enforced across grade levels.  These insights will guide our next steps, which include expanding student leadership opportunities, improving consistency in behavior expectations, and continuing to create space for authentic student and family input as part of our continuous improvement process.|Based on the analysis of local climate survey data and key learnings, Monson-Sultana Joint Union Elementary School District has identified several targeted changes to strengthen areas of need and support continuous improvement. While survey results showed that 90% of families and students feel safe and connected, we recognize the need to improve student voice, behavior consistency, and engagement across all grade levels.  As a result, the district will implement the following changes to existing plans and procedures:  Student Voice & Leadership: We will expand opportunities for student input by forming a Student Advisory Council that meets regularly with school leadership. This council will provide feedback on school climate, engagement, and decision-making processes, especially at the upper-grade levels.  Behavioral Expectations: To improve consistency in behavior expectations across all grade levels, we are revising our PBIS framework and retraining all staff on common language, interventions, and classroom management protocols. A revised version of our PBIS matrix is also being adapted by grade span (TK–2, 3–5, 6–8) for improved clarity and student ownership.  Family Engagement: We will expand family input mechanisms by offering more focus groups, bilingual listening sessions, and informal engagement opportunities to ensure underrepresented families have meaningful ways to participate in school planning and provide feedback.  Ongoing Data Use: The district will integrate climate data review into our quarterly leadership and School Site Council meetings to ensure regular monitoring, reflection, and responsiveness to emerging trends.  These actions are designed to ensure that our school remains not only a safe and connected place, but also one where all students and families are empowered to participate meaningfully in shaping the school experience. These changes will be embedded into our upcoming LCAP revisions and monitored as part of our continuous improvement cycle.|Met||2025-06-17|2025
54720170000000|Oak Valley Union Elementary|6|I enjoy coming to school: 56% There is at least one adult on campus I can talk to when I feel sad, anxious or frustrated: 79% I feel safe at school: 76%  Data was unable to be disaggregated due to no longer using a vendor created survey. Surveys were given through the Superintendent Student Council.|On average 76% of 3rd-8th grade students feel safe at school which is up from last years 67%. District administration feels this is attributed to the increase percentage (79%) of kids feeling that they have at least one adult on campus they can talk to. There has been a consistent presence of the school counselor, along with the second year of the Wellness Room which is a safe place for students to go during recess and or visit one-on-one with the counselor during class time when needed.|Socio-emotional curriculum/activities has been slowly implemented at Oak Valley. Beginning the 25/26 school year 1st-3rd grade students will have Mindfulness training, 4th/5th grade students will have work with Why Try strategies, and 6th-8th grade students will interact with Mindflics curriculum weekly. A solid plan for SEL for the district. As students grow they will encounter a different SEL curriculum that will support their growth and development.   The Community Outreach Coordinator works diligently to provide organized sports at recess time for 3rd-6th grade students. This is the grade level that complains the most about missing out on competitive sports, which 7th/8th grade have access to. Theses activities along with the newly constructed playground structure for 3rd-8th grade has provide more opportunity for physical play outdoors.|Met||2025-06-24|2025
54720250000000|Outside Creek Elementary|6|"According to the local climate survey data, 96% of pupils feel safe ""most of the time"" or ""all of the time"".  The survey is anonymous which resulted in no available student group scores."|The key learning is that the high majority of all students (Unduplicated and Duplicated) have a sense of being safe at school.|Through the analysis of the data of the Healthy Kids Survey, there will be no changes to the plans, policies, or procedures, but there will be a continued emphasis on student behavior accountability and school safety procedures.|Met||2025-06-12|2025
54720330000000|Palo Verde Union Elementary|6|"Local Data related to climate/culture:  Drop Out Rate maintained at 0% Expulsion Rate maintained at 0%  Student extra-curricular participation rate maintained at 100%    State Data related to climate/ culture:  CA School Dashboard- December 2024  ACADEMIC ENGAGEMENT • Chronic Absenteeism: 2024 UPDATE: White students fell within the ""Red"" Range with 23.5% being chronically absent- a 9.2% increase over the previous year. Overall, the school had 9.8% chronically absent, an improvement of 5.6% from the previous year  • Access to a Broad Course of Study: The district continues to meet this requirement  CONDITIONS & CLIMATE • Suspension Rate: 2024 UPDATE: Overall, the school fell into the ""Green"" area on the dashboard with 0.9% suspended- an improvement of 0/7%. No student groups fell into the ""Red"" category on the dashboard.  • Basics: Teachers, Instructional Materials, Facilities: The district continues to meet this requirement • Parent and Family Engagement: The district continues to meet this requirement • Local Climate Survey: The district continues to meet this requirement"|Overall, Palo Verde is doing a good job of maintaining a positive culture and climate for students, families, and staff.  We would like to see some of the student numbers in the survey on engagement, connectedness, and safety higher and will work on those areas with additional PBIS development. Another area we would like to increase is the parent feeling of engagement.  We would like that over 90% and will continue our outreach efforts in that area.|The new Community Schools Partnership Program is being implemented beginning in 2024-2025 to provide increase agency services to families to help with health, mental health, social service agency referrals, and direct services to families at our school locations.  We feel this will support many of the areas with student and family needs and increase the awareness of the school site as a central and supportive agency for our community needs.|Met||2025-06-18|2025
54720410000000|Pixley Union Elementary|6|In the recent annual survey, 69.5% of students, 93.3% of parents, 81.8 % of Teachers report feeling they strongly agree or agree that they feel school is a safe place. CHKS SURVEY results for climate: Feeling of school connectedness – 62% of 6th graders and 58% of 7th graders Academic motivation- 7% of 6th graders and 23% of 7th graders School is really Boring- 9% of 6th graders and 14% of 7th graders School is worthless and a waste of time-21% of 6th graders and 35% of 7th graders Monthly absences of 3 or more- 53% of 6th graders and 62 of 7th graders Maintaining focus on schoolwork- 68% of 6th graders and 75 of 7th graders Caring adult relationship- 34% of 6th graders and 34 of 7th graders High expectations- 56% of 6th graders and 33 of 7th graders Facilities upkeep- 67% of 6th graders and 62% of 7th graders Promotion of parental involvement in school- 75% of 6th graders and 56% of 7th graders Experienced harassment or bullying-22% of 6th graders and 27% of 7th graders Had mean rumored or lies spread about you- 27% of 6th graders and 29% of 7th graders Been afraid of being beaten up- 19% of 6th graders and 23% of 7th graders Been in a physical fight- 3% of 6th graders and 8% of 7th graders Seen a weapon on campus- 7% of 6th graders and 5% of 7th graders Cyberbullying- 15% of 6th graders and 29% of 7th graders PARENT SURVEY: 53.6% of our families report that their child participates in the after school program. 92.3% are happy with the services in the after school program. 82.1% are aware of the family resource center services 33.9% have utilized the services of the family resource center 69.6% were satisfied with the services when they used the family resource center 82% of special education parents were happy with the services of that program (1 parent responding had a negative experience)|Responses on parent surveys indicated overall improvement in engagement, culture, campus issues, and safety. The only survey question that did not improve overall was attendance at parent conferences, which remained at 97% (the highest event participation). 100% of our parent responses were unduplicated student families. Data was not available for further disaggregation by group.|Pixley plans to continue reaching out to families, provide additional safety training for staff next year in crisis response, and expand family resource services through the new Community Schools Partnership grant and program. Expansion of opportunities for teachers to meet and discuss curriculum, assessment, and instructional issues has been done this year with the new expanded CIA team that began meeting in Winter, 2024. This continued as a focus in 2024-2025.|Met|Additional narrative: Pixley... communicates the importance of respecting all cultural beliefs and practices. 91% agree promptly responds to my phone calls, messages, or e-mails. 100% agree is a safe place for students and families. 95% agree has adults t|2025-06-24|2025
54720580000000|Pleasant View Elementary|6|Pleasant View School District recognizes the vital importance of school climate in supporting student success. A positive school climate fosters academic achievement, emotional well-being, and long-term student outcomes. As a result, the district regularly assesses climate through surveys and direct student support services. Each year, students in grades 4 through 8 participate in a comprehensive School Climate Survey. The survey captures students' perceptions about their school environment and how supported they feel by adults on campus. This data is reported to the Local Governing School Board and informs the district’s Local Control and Accountability Plan (LCAP), particularly within Goal 6, which focuses on student engagement, well-being, and connectedness. The district has set a target of 90% agreement or higher for positive responses in key areas. Recent survey results show that a large majority of students feel connected to their school community and supported by staff. Notably: 5.7% of students disagreed or strongly disagreed that everyone is respected regardless of race, ethnicity, or gender. 2.3% disagreed that everyone has an equal chance to learn. 14.8% disagreed that school rules are enforced equally. 1.1% felt adults didn’t care about them or support them personally. 3.4% disagreed that adults would help them with emotional needs like sadness or anxiety. 6.9% disagreed that staff help resolve conflicts. 1.1% disagreed that they are made to feel capable of learning anything they put their mind to. These results highlight both strengths and areas for growth, particularly in perceptions of fairness and disciplinary equity. In addition to survey data, the district also tracks mental health services provided by its school psychologist. During the 2024–2025 school year, 39% of students received direct services—well above the district’s target of 15%. This reflects a strong commitment to student well-being and proactive intervention. The district believes self-efficacy is a key predictor of student success. All 4th through 8th grade students took a self-efficacy survey in 2024 and again in 2025. The survey used a 1–4 scale to assess four key areas: Academic Achievement: 3.29 (2024) ? 3.20 (2025) Social: 3.17 ? 3.08. Self-Regulated Learning: 2.77 ? 2.82. Enlisting Social Resources: 2.97 ? 2.82. Although there was a post-pandemic decline, the district has seen improvement in most areas, suggesting recovery efforts are having an impact. These data points help guide efforts to build stronger classroom communities and help students access academic and emotional support more effectively. Through regular evaluation and input from educational partners—students, families, and staff—Pleasant View continues to evolve its strategies. Survey data and student services inform planning, budget decisions, and LCAP actions. The district remains committed to creating environments where every student feels valued, supported, and empowered to succeed.|Although the feedback from Pleasant View students about school support was quite positive overall, a few of the representative comments some students wrote in to support their low agreement ratings could be informative:  Equal enforcement of rules:   “Some teachers have favoritism on a specific gender.”  “The youngest gets to do things that the upper graders can't.”  “Some teachers play favoritism because there will be a student not doing work and they get in trouble but there is a group or one kid just not doing their work and they don't get in trouble.”  Bullying:  “The adults wouldn’t do anything if a student was getting bullied, they would just brush it off and tell the students that they would do something about it when in reality they don't do anything and just forget about it.”  “Students can bully other students where staff can't see them.”  Sharing personal information without judgement:  “I don't think that I could trust them if I did tell them”  “I haven't seen or heard someone talk about their feeling to a teacher or aids.”  Help with hunger or clean clothes:  “They don’t need to know.”  “They would just tell us to wait until lunch [if hungry]; some kids are too embarrassed to tell them.”  Specific Areas of Concern Identified by Students: Feedback from students highlighted concerns regarding equal enforcement of school rules, bullying incidents, trust in sharing personal information with adults, and access to basic needs such as food and clean clothes. Students expressed perceptions of favoritism among teachers, ineffective responses to bullying, and hesitancy to seek help for personal issues due to fear of judgment or embarrassment. Implications for Action: The data underscores the importance of addressing issues related to equity, bullying prevention, mental health support, and trust-building between students and adults. Strategies to improve school climate may include implementing consistent disciplinary practices, enhancing support systems for students facing mental health challenges, and fostering a culture of openness and trust within the school community. Additionally, efforts should be made to ensure that basic needs such as food security and access to clean clothes are addressed sensitively and effectively. In summary, the survey data provides valuable insights into the perceptions and experiences of students at Pleasant View School District, highlighting areas of strength as well as areas for improvement in creating a supportive and inclusive school environment.|Based on an analysis of local data and identified needs, Pleasant View School District (PVESD) recognizes the importance of revising plans, policies, and procedures to support continuous improvement. The district is committed to fostering a positive school climate, enhancing student well-being, and improving academic outcomes.  MTSS Monitoring System: Beginning in fall 2024, PVESD will implement a more comprehensive Multi-Tiered System of Supports (MTSS) monitoring system. This system will allow staff to provide timely, data-informed interventions tailored to individual student needs.  Equity and Discipline: In response to student concerns regarding fairness in school discipline, PVESD will review and revise its policies to ensure consistency and equity across all student groups. Staff will receive training to raise awareness of implicit biases and promote fair disciplinary practices.  Bullying Prevention: To proactively address bullying, the district will implement a comprehensive prevention program with clear protocols. Staff will be trained to identify, address, and respond effectively to bullying behaviors, ensuring a safe environment for all students.  Mental Health Support: Recognizing the growing need for mental health services, PVESD will expand access to school-based counseling and increase collaboration with community mental health partners. These efforts aim to support students with a broad range of emotional and psychological needs.  Trust and Communication: PVESD values strong, trusting relationships between students and adults. The district will promote open communication through student-led forums, peer support programs, and adult ally initiatives. The goal is to create a school culture grounded in empathy and understanding, where students feel safe sharing concerns.  Basic Needs Support: To support student well-being, PVESD will address basic needs such as food and clothing. The district plans to partner with local organizations to provide resources like on-campus food pantries and clothing closets, helping ensure all students are ready to learn.  Monitoring and Evaluation: PVESD will monitor the impact of these initiatives through ongoing data collection and analysis. Progress will be assessed regularly to guide adjustments and ensure efforts remain aligned with the district’s vision for equity, inclusion, and student success.  Through these strategic actions, PVESD demonstrates its commitment to responding to community feedback, fostering a safe and supportive school climate, and driving continuous improvement across all areas of student support.|Met||2025-06-17|2025
54720820000000|Richgrove Elementary|6|"RSD conducts surveys to gather data on the feelings on school climate by our Educational Partners. The California Healthy Kids Survey was given to both 6th and 7th graders and an overall survey was giving to our Educational Partners to gather various information. Based on the CHKS it was determined that 56% of 6th graders and 52% of 7th graders felt ""connected"" to our school. In the area of safety, 51% of 6th graders and 42% of 7th grades felt safe on our campus based once again on the CHKS. In the survey of our Educational Partners 81% had a positive feeling of RSD and 75% felt the campus was safe. 2024 CDE Dashboard Information- Chronic Absenteeism All Students- 12.6% (declined 5.4%) English Learners10.9% (declined 3.6%) Hispanic- 12.3% (declined 5.6%) SED- 13.1%- (declined 5.4%) SWD- 18%- (declined 4.4%) LTEL- 9.2%- New Baseline 2024 CDE Dashboard Information- Suspensions All Students- 12.6% (declined 5.4%) English Learners2.4% (maintained) Hispanic- 2.9% (increased 0.6%) SED- 3%- (increased 0.8%) SWD- 3.8%- (declined 0.2%) LTEL- 6.2%- New Baseline 0% Dropout Rate- CALPADS Data 0% Expulsion Rate"|The overall percentage for the 6th and 7th graders was a much lower number than we had hoped to see. The low percentage in the area of safety is also of concern. The percentage we saw with the survey that went out to all Educational Partners, including students, was where we anticipated landing in that area. This alerts us to our need to dive deeper into both of these areas to see if the CHKS was an anomaly or if we need to look for areas of concern with our students and hold some dialogue sessions with students to see how we can better these numbers and provided for more connection to students and a safer environment.|"RSD will have to make it a practice to have more dialogue with our student population on school safety and connectedness. the district believes it is important to define ""connectedness"" so that we are comparing the proper feelings. School safety and connectedness will have to be addressed in more detail that allows for more precise feedback in the area of examples so that administration can best determine where to begin to correct this problem. More follow up questions and open answers will be put into our surveys. RSD will also have to do a better job of teaching our students how to use our online reporting system ""Sprigeo"" in the hopes of getting more information on unsafe places on campus and any bullying that makes students feel unsafe. We continue to update and review our Bullying Policy along with reaching out Educational Partners to make them aware that if they know of any concerns to please contact the school."|Met||2025-07-16|2025
54720900000000|Rockford Elementary|6|Data sources: Biannual local survey based on local needs and specific LCAP actions and services; forums; meetings; conferences; California Healthy Kids Survey Data aggregation: It is the responsibility of the superintendent and/or designee to assure that data sources are developed and implemented as planned and that data are aggregated for evaluation purposes. Disaggregation by race,ethnicity, national origin and other group factors is generally not included in surveys, but it confirmed through personal interaction by staff and subgroups. Rockford is 51.4% Hispanic origin and 41.5% White. Over 85% of parents, staff and students express feeling safe and connected to Rockford School.|Meaning: Rockford continues to enjoy very strong parent, staff and student support. We measure responses to questions about: Safety and Connectedness at our school. Supports available to students to excel in school. The availability of caring adults at our school. Expectations of adults at the school. Structures available to connect students to school • Parent involvement opportunities and expectations at the school. Academic support and motivation. Responses are overwhelmingly “high” in all of these areas with specific suggestions for improvements that have annually been and continue to be included in our LCAP.|Changes to existing plans and expansion of programs and services result from the surveys. These include after-school tutoring, additional co-curricular field trips to connect classroom learning with real-world applications, improved learning stations in classrooms and on campus, and enhanced safety measures. All educational partners report that Rockford School provides a safe, welcoming school climate for teaching and learning and continue to support improvements. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate.|Met||2025-06-18|2025
54721080000000|Saucelito Elementary|6|LOCALLY CALCULATED DATA: % of students participating in co-curricular or extracurricular activities 100% Survey results of students, staff and parents reporting feeling safe at school Parents: 77.8% Staff: 80% Students: 85%  Survey results of students, staff, and parents reporting feeling connected to school Parents- 90% Staff- 100% Students- 100% CA SCHOOL DASHBOARD DATA Culture indicators at our school include a Chronic Absenteeism rate of 34.7% in the 2022-23 school year which we have managed, through numerous programs and LCAP funding, to reduce to 13% in 2023-24. Our English Learner subgroup, however, has a 17.6% rate, and our White subgroup a 15.4% rate. In the area of suspensions, our rate increased from 1.3% in 2022-23 to 7.2% in 2023-24 overall, with Socioeconomically Disadvantaged student rate at 8.3%. CHKS RESULTS On the most recent California Healthy Kids Survey, only 56% of our students reported feeling connected to school. 38% said they had 3 or more absences in the past month, 64% perceived the school as very safe, and 42% had experiences harassment or bullying. In the areas of mental health, 22% reported social emotional distress and 25% chronic sadness/ hopelessness. 17% said they had considered suicide and only 44% felt a feeling of optimism.|Chronic absenteeism increased greatly for us in 2022-23, but we applied a number of interventions and increased communication with our families with astounding single year reduction of this in 2023-24. We will be continuing this work. Saucelito continues to be committed to implementing behavioral supports and social-emotional interventions. We have seen suspension rates fall, and then rise again. The small population makes changes in percentage extreme, but we are still analyzing every event and how we work with students and families to intervene in behaviors in ways that keep children in school, and productive members of our school community.|We will continue to strengthen our actions in Goal 2 of our LCAP, dedicating resources to behavior interventions, mental health services, communication with families, and engaging students in order to reduce suspension rates.|Met||2025-06-10|2025
54721160000000|Sequoia Union Elementary|6|"Sequoia Union Elementary School District survey data was collected anonymously to encourage true responses from the student, staff, and parents.  Though this is the case, the data collected was beneficial to direct our improvement efforts.    Some of the highlighted questions were:  Overall satisfaction with the school:  73.3% agreed  When asked ""Do you feel safe at school?"": 91.1% agreed  The staff respects my child: 84.4 agreed  School staff model respectful behavior: 86.6% agreed  The school sets high expectations for all students: 73.3% agreed"|Overall results show students feel a level of safety and connectedness. Communication of rules and expectations was graded low therefore we have some work to do in our communication efforts. Additionally, maintenance did not score exceptionally high prompting more of a focus in that area for the future.|There will always be room for improvement in our school culture and with the information gathered from the surveys, we will be more able to affect change.|Met||2025-06-24|2025
54721166054340|Sequoia Elementary Charter|6|"Sequoia Union Elementary School District survey data was collected anonymously to encourage true responses from the student, staff, and parents.  Though this is the case, the data collected was beneficial to direct our improvement efforts.    Some of the highlighted questions were:  Overall satisfaction with the school:  73.3% agreed  When asked ""Do you feel safe at school?"": 91.1% agreed  The staff respects my child: 84.4 agreed  School staff model respectful behavior: 86.6% agreed  The school sets high expectations for all students: 73.3% agreed"|Overall results show students feel a level of safety and connectedness. Communication of rules and expectations was graded low therefore we have some work to do in our communication efforts. Additionally, maintenance did not score exceptionally high prompting more of a focus in that area for the future.|There will always be room for improvement in our school culture and with the information gathered from the suveys, we will be more able to affect change.|Met||2025-06-24|2025
54721320000000|Springville Union Elementary|6|The LEA used a local climate survey to assess School Climate in 3rd through 8th grades.  These results will help to inform on areas of need and where the district is performing well in providing a safe and caring environment.  Survey Response Data: 89.5% - Safe at school. 24% - Harassed at school. 39% - Witnessed harassment at school. 70% - Comfortable approaching teachers and staff with safety concerns. 73% - Engage in extra curricular activities. 71% - Feel connected to classmates. 81% - Trust and can confide in adults at school. 86% - School ensures safety. 8%  - Avoid certain areas of school. 77% - School encourages a feeling of belonging. 87% - Participating in classroom. 21% - I feel excluded from peers at school. 36% - Students are respectful to each other. 84% - Resources and support systems in place for students with safety concerns. 84% - School encourages open conversations about safety concerns. 83% - Overall atmosphere of school in terms of safety and connectedness. 83% - Effective safety drills. 63% - School effectively addresses and resolves conflicts between students. 80% - School provides a caring and welcoming environment.|Overall, the data reveals a strong foundation of safety and trust within the school, supported by effective engagement and supportive relationships. However, addressing the significant issues of harassment and exclusion, fostering a more respectful student community, and improving conflict resolution strategies are critical steps forward. By focusing on these areas, the district can further enhance the school environment, ensuring that all students feel safe, included, and valued.|The district will focus in increasing and improving peer-to-peer relationships through growing opportunities for them to build voice and confidence, leading to increased successful participation in learning discussions, conflict resolution, constructive discourse, and personal growth.  This will be facilitated in part through the implementation of Paideia.|Met||2025-06-11|2025
54721400000000|Stone Corral Elementary|6|Students were given a survey to measure perceptions of school safety and engagement. The  survey was a modified California Healthy Kids Survey given to students in grades 4-8. Student (both younger and older) survey responses demonstrated a uniformity of perceptions related to school safety and connectedness. Parents and the school community was given a survey that measured their perception on the climate of the school.|In analyzing the survey, the following conclusions could be presented: The physical dimension of school climate: ·	Appearance of the school building and its classrooms- Students felt that the school was a  clean and safe learning environment ·	School size and ratio of students to teachers in the classroom- Students felt that the small  size of the school and class size helped them learn because they felt there could be more of a  focus on each individual student. ·	Order and organization of classrooms in the school- Students liked their classrooms and felt  the classrooms were safe and conducive to learning. ·	Availability of resources- Students felt they had adequate textbooks, library books, support  material, and access to technology. ·	Safety and comfort- Students felt safe. They felt that the staff cared. If there were academic or  behavioral problems the teacher or other staff members were there to take of them.  The social dimension of school climate includes: ·	Quality of interpersonal relationships between and among students, teachers, and staff- The  students felt that the staff was dedicated to teaching all students. The staff made learning  interesting, they gave encouragement, and noticed when they were doing a good job. ·	Equitable and fair treatment of students by teachers and staff- Students felt that the  teachers, students, and staff were treated with respect and gave respect. Students felt that  adults in this school apply the same rules to all students equally. The academic dimension of school climate includes: ·	Quality of instruction- Students felt their teachers gave good, engaging lessons and activities.  Students felt the teachers gave them encouragement ·	Teacher expectations for student achievement- Teachers let the students know what was to  be learned and how to show that they learned it. ·	Monitoring student progress and promptly reporting results to students and parents- Students felt the teacher noticed when they were doing a good job or were having difficulties  and let them know it. Teachers and staff communicated with parents about academic and  behavior progress.|1. How can we get students more engaged in making their school’s climate more positive? Action: Create a Student Leadership Team or School Climate Council where students regularly meet with staff to identify areas for improvement and lead peer-led initiatives (e.g., kindness campaigns, peer mentoring, spirit days).  Policy/Plan: Incorporate student voice into school climate plans and include climate improvement as a standing agenda item in leadership or site council meetings.  2. How can we get teachers to focus more on differentiating instruction and learning activities for students? Action: Provide ongoing professional development on Universal Design for Learning (UDL), differentiation strategies, and culturally responsive teaching.  Policy/Plan: Include differentiation expectations in lesson planning templates and observation tools, and provide teacher collaboration time to design tiered lessons.  3. How can we get teachers and staff to make students feel even more safe and the school’s climate more conducive to learning? Action: Implement consistent social-emotional learning (SEL) lessons and positive behavior supports schoolwide.  Policy/Plan: Develop and enforce clear, consistent behavior expectations and anti-bullying policies. Regularly survey students on perceptions of safety and use the data to guide changes.  4. What other learning resources could we get for students to learn? Action: Survey students about learning needs and interests; expand access to digital tools, academic games, books, hands-on materials, and tutoring.  Policy/Plan: Include student resource priorities in LCAP and budget planning. Pursue grants or community partnerships to fund supplemental materials and online platforms.  5. How can we get teachers and staff to build closer rapport with our students? Action: Promote “2x10” relationship-building strategies (2 minutes a day for 10 days focused on individual students), advisory periods, and morning meetings.  Policy/Plan: Include relationship-building as part of teacher evaluation rubrics and provide time in the schedule for informal teacher-student connections.  6. How can we get our staff to teach all students with respect and dignity? Action: Offer equity and inclusion training and invite students to share their experiences and ideas in structured forums.  Policy/Plan: Embed culturally responsive teaching in staff development plans and adopt a district equity statement that holds all staff accountable for inclusive, respectful practices.  7. What are some simple, yet effective ways for teachers and staff to improve instruction? Action: Encourage use of strategies like exit tickets, small-group instruction, student choice in assignments, and frequent checks for understanding.  Policy/Plan: Provide time for peer observation and instructional coaching focused on student engagement and high-yield strategies.|Met||2025-06-25|2025
54721400136507|Crescent Valley Public Charter II|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 99% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-06-05|2025
54721570000000|Strathmore Union Elementary|6|This year, SUESD piloted a new survey platform, ParsecReal, which allowed students to respond through video, voice, or text, resulting in a mix of quantitative and qualitative feedback. We are still learning how to best aggregate these results, but the platform has already provided deeper insights than traditional Likert-scale surveys. From the initial analysis, 70% of students overall reported positive perceptions of school climate, with higher ratings in grades 3–5 compared to grades 6–8. Disaggregated data shows that English Learners and students with disabilities reported slightly lower feelings of connectedness and adult support than their peers. Students highlighted relationships with trusted adults and peers, engaging activities like art and sports, and supportive staff as key strengths, while also pointing out concerns such as supervision in restrooms and hallways and a desire for clearer expectations around behavior.|Several important takeaways emerged from this year’s data. A major strength is the strong sense of safety and belonging reported by many students, especially younger grades, who praised caring teachers, friendships, and hands-on learning opportunities. The open-ended responses in ParsecReal revealed thoughtful student perspectives on what makes them feel supported. At the same time, the data points to growth areas: older students and some underrepresented groups reported a need for more consistent supervision, clearer discipline practices, and greater reassurance that adults understand and act on their needs. These findings underscore that while relationships are a strength, continued attention is needed to ensure all students feel equally included and heard.|SUESD is using these insights to guide concrete actions. Schools are enhancing supervision schedules to cover identified “hot spots” like bathrooms and transition areas, and principals are working with staff to ensure discipline practices are communicated clearly and applied consistently. Professional learning for teachers will include additional strategies to build connections with older students and better support English Learners and students with disabilities. As we continue with ParsecReal, staff are exploring ways to use student voice clips and written reflections in planning, valuing the depth of short-answer feedback to inform enrichment opportunities and campus culture initiatives. These steps are integrated into ongoing site and district improvement plans to ensure that student input drives meaningful change.|Met||2025-06-16|2025
54721730000000|Sundale Union Elementary|6|Sundale counselors and administration periodically survey our middle school students to ensure they have a positive outlook and well-being, in addition to the annual survey to all 4th - 8th grade students to ensure their safety, well-being, and positive outlook. For the 2024-2025 year there were 100% of our students who indicated they felt safe and supported by staff. Sundale continues to emphasize positive character amongst students as well as staff building positive relationships with students.  Data Year 2024-2025: All Students: 100% of students who feel safe, 90% of students feel connected, 84% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  EL students:   100% feel safe, 93% feel connected, 85% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  SED students:   100% feel safe and 86% feel connected, 89% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  Homeless/Foster students:   100% feel safe and 92% feel connected, 100% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  Student with Exceptional Needs: 100% feel safe and 94% feel connected, 85% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  Hispanic students: 100% feel safe and 91% feel connected, 82% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning|The Sundale staff works hard to make sure that there is inclusivity for students, so that students feel connected, empowered and positive about learning. We also continually ensure that students feel safe at school through our See Something, Say Something program as well as check-ins with our two full time counselors. With these supports our students and student groups show that 100% have positive conditions for teaching and learning, 90% feel connected, and 100% feel safe at school, which is our strength. The area of need identified through this data is in the area of empowerment. We want all students to feel empowered to speak their mind, and have input in class discussion and learning. These percentages were below 80% last year but have improved to 84%, but will still be an area to continue to grow in for all of our students but especially our Students with Exceptional needs, English Learners, Low Income, and Hispanic students. This will be an area that we need to address and improve on with our teachers through targeted training and professional development. Data Year 2024-2025: All Students: EL students:   100% feel safe, 93% feel connected, 85% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  SED students:   100% feel safe and 86% feel connected, 89% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  Homeless/Foster students:   100% feel safe and 92% feel connected, 100% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  Student with Exceptional Needs: 100% feel safe and 94% feel connected, 85% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning  Hispanic students: 100% feel safe and 91% feel connected, 82% feel empowered to have input in class and their learning, 100% of students felt positive with the conditions for teaching and learning|The plan that we have developed focuses on teacher training and professional development. In order to address this need that was identified we will ensure that part of that training and professional development is geared to first making teachers aware of the issue, teaching them strategies to encourage student voice, and continuing to survey our students so that we can monitor progress and make improvements where needed.|Met||2025-06-17|2025
54721810000000|Sunnyside Union Elementary|6|Sunnyside School recognizes the importance of ensuring that all families—especially those who are underrepresented—have opportunities to engage meaningfully in school decision-making processes. While a small number of families consistently participate in advisory groups and school events, the district acknowledges the need to broaden participation so that a more diverse and representative group of voices is heard.  To address this, the school will prioritize targeted outreach to underrepresented families in the 2025–2026 school year. Social workers, psychologists, and administrators will take an active role in building trust and forming personal connections with families who may not traditionally engage with the school. These staff members will encourage participation, offer support, and communicate the value of parent input in shaping decisions that directly affect student success and school improvement.  Efforts will also be made to ensure that more families are aware of upcoming meetings, advisory opportunities, and input sessions, and are encouraged to attend through personal invitations, accessible communication methods, and inclusive practices. By expanding outreach and intentionally inviting new voices to the table, Sunnyside is committed to creating a more equitable and responsive system of family engagement.|Strengths - Almost 95% of the students have a positive mood about school - 70% feel motivated to do their best - Students are comfortable sharing opinions on improvement and concern  Weaknesses -  57% of the students state they feel safe at at school -  50% of the students believe that equal consequences are unfair -  Many of the suggestions of interest and motivation revolve around giving things to students|Planned Revisions and Actions for Continuous Improvement  Based on the analysis of local data and feedback collected through stakeholder input and needs assessments, Sunnyside Union Elementary School District has identified several key areas for improvement and will implement revisions to existing policies, plans, and procedures to address them.  Key Areas of Need Identified: Student supervision structure and consistency  Perceptions of unequal or inconsistent behavioral consequences  The need for more positive, proactive adult-student interactions  Strengthened school climate through relationship-building and engagement  Planned Revisions and Actions: Restructuring Student Supervision  The district will review and revise its current student supervision model to ensure better coverage, consistency, and adult presence during key unstructured times (e.g., recess, lunch, transitions).  Roles and responsibilities of supervision staff will be redefined, and additional training will be provided to ensure equitable enforcement of expectations and procedures.  Addressing Perceptions of Unequal Consequences  Administration will work with staff to review current discipline procedures and perceptions of fairness.  A restorative practices framework will be explored and potentially implemented to ensure that student behavior is addressed through consistent, relationship-centered responses.  Staff will receive refresher training on behavioral expectations, implicit bias, and equitable discipline practices to improve transparency and alignment in responses.  Enhancing Positive Adult-Student Interactions  The district will explore and implement strategies to increase adult engagement with students in proactive, positive ways, such as through:  Staff-student mentoring opportunities  Increased use of “positive check-ins”  Structured engagement during supervision times  All staff members will be encouraged to participate in activities that build rapport and promote a culture of respect and belonging.  Ongoing Monitoring and Adjustment  These revisions will be monitored throughout the year as part of the district’s continuous improvement cycle.  Feedback from student, staff, and parent surveys will be used to guide further refinement.  The Vice Principal and Superintendent-Principal will lead implementation efforts, supported by the leadership team and School Site Council. These actions reflect Sunnyside’s commitment to fostering a supportive, safe, and inclusive environment where all students feel known, respected, and ready to learn.|Met||2025-06-24|2025
54721990000000|Terra Bella Union Elementary|6|Students are concerned with school safety and school engagement.  Via the student surveys students asked for more social activities.|Strengths Our student surveys indicate that 75% of students feel happy at school and 91% feel they are treated fairly at school. Challenge 80% of our students feel safe at school and only 66% of students feel they can talk to an adult about a personal problem. Barriers Student survey results indicate only a small percent of students feel the rules regarding smartphones are fair.|The district will focus on adding monthly engagement and enrichment activities for students next year and work on a social-emotional framework across grade levels. The district added additional social-emotional support staff and additional student supervision staff this year which yielded minimal physical interactions among students.|Met||2025-06-12|2025
54722070000000|Three Rivers Union Elementary|6|2024-25 Data  Attendance Rate                        87.97% as of P1 Reporting  Chronic Absentee Rate               10.3% overall (improved 5.2%)                                                                                                                          Suspension Rate                         0% overall (improved 3.1%) Drop Out Rate                             0%  Expulsion Rate                            0%   2024-25 Spring Survey Results  Student, parent, and staff sense of school safety Annual Survey and CHKS Survey 90.9% of Parents 90% of Students 100% of Teachers  Student, parent, and staff sense of school connectedness 100% of Parents 80% of Students 100% of Teachers|We continue to maintain high levels of sense of safety for our students, families, and staff.  Overall school connectedness is very high for parents and staff but we want to increase it for students.|We will continue implementing our three year LCAP plan which includes PBIS and student engagement activities to increase student engagement/ connectedness|Met||2025-06-26|2025
54722150000000|Tipton Elementary|6|"The local climate survey administered to 5th–8th grade students at Tipton Elementary provides valuable insights into perceptions of school safety, connectedness, support, and engagement. Disaggregated by grade level, the results highlight both strengths and areas for improvement.  School Safety and Adult Support: A majority of students reported feeling safe at school, with 84% of 5th graders, 82% of 7th graders, and 84% of 8th graders indicating they ""always"" or ""most of the time"" feel safe. However, only 48% of 6th graders felt the same, signaling a need for targeted support in that grade. Perceptions of adults caring about student safety followed a similar pattern, with 90–95% agreement in most grades, but only 67% among 6th graders.  Student Engagement: Engagement indicators were mixed. While 69% of 5th and 62% of 6th graders said they enjoy school ""always"" or ""most of the time,"" this dropped to 38% in 7th and 8th grade. Participation in extracurricular activities was highest among 5th (69%) and 6th graders (62%), declining in 7th (46%) and 8th (59%) grades, indicating waning engagement in middle school.  Academic Confidence and Relevance: Academic confidence was high, with over 84% of 5th–7th graders and 70% of 8th graders agreeing they understand what they’re expected to learn. Similarly, 84–88% across grades felt supported by teachers when they struggled. However, fewer students—particularly in grades 6–8—felt that what they learned was relevant to real life (below 54%).  Student Voice and Inclusion: Fifth (72%) and 8th (70%) graders felt adults listened to them, but only 44% of 6th graders agreed. Similarly, just 24% of 6th graders felt their opinions mattered, compared to 53% in 5th and 52% in 8th, highlighting a gap in perceived inclusion for 6th grade students.  School Environment and Family Engagement: Seventy-three percent of 7th graders felt the school was clean and well maintained, the highest among grades. Fifth graders reported the most positive responses around family engagement, such as school communication and encouragement to get involved, with a noticeable decline in upper grades.  Social-Emotional Learning (SEL): Only 6th graders responded to the item on SEL supports, with 84% expressing at least some agreement that more help is needed in this area.  Conclusion: Overall, Tipton Elementary maintains a positive climate, especially in lower grades. However, 6th grade emerges as an area of concern, with lower perceptions of safety, support, engagement, and voice. Strengthening student inclusion, making learning more relevant, enhancing family engagement, and expanding SEL support—particularly in middle school—could significantly improve school climate for all students."|Areas of Strength: Adult Support and Safety: A substantial majority of students in grades 5, 7, and 8 reported feeling safe at school, with over 80% indicating they feel safe “always” or “most of the time.” Perceptions that adults care about student safety were very strong in 5th (90.6%), 7th (78.9%), and 8th (95.5%) grades. Students generally believe that adults encourage them to do their best—over 84% of 5th and 88.6% of 8th graders responded positively. Teacher Support for Learning: Across all grade levels, students reported that teachers help them when they don’t understand material, with 74–84% indicating “always” or “most of the time.” Most students (70–87%) said they knew what they were supposed to be learning in class, demonstrating strong instructional clarity.  Resource Availability: Over 90% of 6th, 7th, and 8th graders reported they have access to the books, computers, and materials they need to learn, suggesting effective resource distribution. Family Engagement (Lower Grades): 5th-grade students consistently reported the highest levels of family engagement and communication, indicating strong foundational relationships between home and school in early upper elementary. Identified Needs:  6th Grade Climate Concerns: A significant decline was observed in nearly all areas for 6th graders, including perceived safety (48%), adult support, enjoyment of school, and voice. Only 24.5% of 6th graders felt their opinion mattered at school, and just 44% felt adults listened to what they had to say. Student Voice and Inclusion: Perception of student voice decreases in middle school, with less than half of 6th and 7th graders feeling that their opinions matter. Although 8th graders showed improved results, this trend indicates a need to embed more inclusive decision-making structures that elevate student voice schoolwide. Real-World Relevance:  While most students feel confident about academic learning, far fewer (especially in 6th–8th grades) believe that what they learn applies to real life—only 38–54% indicated agreement. This disconnect highlights the curriculum's need for more project-based learning, real-world connections, and career awareness.  School Cleanliness and Environment: Perceptions of school cleanliness and maintenance were lowest in 6th and 8th grades, with less than half reporting positively, compared to over 73% of 7th graders.   Social-Emotional Support: Among 6th-grade students, 84% expressed the need for more counseling and SEL services, pointing to an essential gap in mental health and social-emotional resources. Conclusion: Tipton Elementary demonstrates strong practices in adult-student relationships, instructional support,   Perception of student voice decreases in middle school, with less than half of 6th and 7th graders feeling that their opinions matter. Although 8th graders showed improved results, this trend indicates a need to embed more inclusive decision-making structures that elevate student voice schoolwide.|TESD has increased the number of days our school psychologist is available to better support student needs. In addition, we have contracted with the county to provide expanded services through a school psychologist and a behavior specialist. Addressing students' social-emotional learning (SEL) needs remains a top priority. The district also offers Caresolis as a supplemental resource for students, parents, and staff. A full-time social worker is available five days a week to provide ongoing support to students.|Met||2025-06-12|2025
54722230000000|Traver Joint Elementary|6|Three surveys were done throughout the year, Parent/Community, Student and Staff surveys.  There three main foci in responses to the surveys, they wanted to make sure the school provided a safe learning environment, attendance (due to our online and physical notes being sent home) and social emotional well being. 65% of parent surveys returned or submitted online, 85% of parent surveys respondents reports feeling that school provides a safe environment.  85% of parent survey respondents report feeling that school provides a caring engaging environment. 92% of students surveys were submitted online 93% of students surveys respondents reports feeling that school provides a safe environment. 96% of students surveys respondents report feeling that school provides a caring engaging environment. 90% of staff surveys were submitted online 100% of staff surveys respondents reports feeling that school provides a safe environment 100% of staff surveys respondents report feeling that school provides a caring engaging environment.|The district will continue to work on attendance and test scores.  The district fell into the RED category for Chronic Absenteeism for English Language Learners, Hispanic students and Socioeconomically Disadvantaged students.  The district was also RED in Math for our English Language Learners, English Language Learner Progress and Long Term English Language Learners.|The district is looking to revise the surveys being given out and how best to desegregate the data.|Met||2025-06-24|2025
54722310000000|Tulare City|6|TCSD students in grades 3rd - 8th were administered the Climate & Culture survey in the Spring of 2024 . Strengths that were indicated on the survey include: support for academic learning (3.92), connectedness (3.73), knowledge and fairness of discipline and rules (3.77) and safety (3.73). Feeling safe at school received an  average score of 3.7.  Under the category of School Connectedness, students reported that their families are treated nicely with respect at their school with a score of 4.13. Students scored being cared for by their teachers as a 4.03. Student group scores were closely related with no scores below the 70% (3.5) threshold.|There continues to be a strong need for Social and Emotional Learning  and building positive relationships with students.|In response to the need for continuous improvement, each site will have an MTSS Team (Multi-Tiered Systems of Supports ) that will meet bi-monthly to discuss student needs and current data.  The team will include sub teams for attendance, academic progress, behavior and Social-Emotional well being. These sub teams are tasked with following up on referrals from staff, students and parents. The team meets regularly to discuss student needs and progress made. The attendance team will focus on making daily attendance calls to stay in contact with families. The Academic team will focus on supporting students in connecting with their teachers and receiving additional tiered supports as indicated by data. For Social Emotional Learning, TCSD has adopted Studies Health & Wellness Curriculum for K-6 grade students. Character Strong is implemented in grades 7th-8th as well as Leader in me at Alpine Vista. The district will continue our 5th year of Positive Behavior Intervention Supports (PBIS) implementation with an emphasis on teaching shared behavior expectations. Continuous improvement will be the focus of early release Wednesdays each week to develop school site initiatives.|Met||2025-06-24|2025
54722490000000|Tulare Joint Union High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2025 was 2,241 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (64.3%) in our district indicated that they are happy to be at school, with only 8.6% of the students disagreeing or strongly disagreeing. Over seventy-four percent of the students feel like they are respected and treated fairly by staff (74.5%) and over seventy percent by students (70.4%) while less than 4% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (77.8%) and the necessary instructional materials (90.3%). Finally, 5.9% of our students feel like they do not have a person on campus who really cares about them. This is down from 6.9% last year, and significantly down from 41% in the 20-21 school year.|Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being.  The District's Community Center has made a great impact on our parents, providing opportunities for parents to access resources and participate in parent education seminars to learn how to better support their students at school and at home.|Met||2025-06-12|2025
54722490130708|Sierra Vista Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2025 was 2,241 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (64.3%) in our district indicated that they are happy to be at school, with only 8.6% of the students disagreeing or strongly disagreeing. Over seventy-four percent of the students feel like they are respected and treated fairly by staff (74.5%) and over seventy percent by students (70.4%) while less than 4% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (77.8%) and the necessary instructional materials (90.3%). Finally, 5.9% of our students feel like they do not have a person on campus who really cares about them. This is down from 6.9% last year, and significantly down from 41% in the 20-21 school year.|Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being.  The District's Community Center has made a great impact on our parents, providing opportunities for parents to access resources and participate in parent education seminars to learn how to better support their students at school and at home.|Met||2025-06-12|2025
54722490133793|Accelerated Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2025 was 2,241 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (64.3%) in our district indicated that they are happy to be at school, with only 8.6% of the students disagreeing or strongly disagreeing. Over seventy-four percent of the students feel like they are respected and treated fairly by staff (74.5%) and over seventy percent by students (70.4%) while less than 4% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (77.8%) and the necessary instructional materials (90.3%). Finally, 5.9% of our students feel like they do not have a person on campus who really cares about them. This is down from 6.9% last year, and significantly down from 41% in the 20-21 school year.|Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being.  The District's Community Center has made a great impact on our parents, providing opportunities for parents to access resources and participate in parent education seminars to learn how to better support their students at school and at home.|Met||2025-06-12|2025
54722560000000|Visalia Unified|6|"As a part of our commitment to creating more positive and supportive learning environments, all students in Grades 5 through 12 will participate in a short survey intended to gather valuable student perception data on school climate. Measuring school climate is critical for improving the practices and support staff provide to students to create a positive school climate and culture. The focus of the district was ""belongingness"".  The data shared reflects the district's focus."|87% of the students completing the survey feel their teacher cares about them 65% regularly participate in extra-curricular activities 77% feel they are part of the school.|"To help with data and identification of support needed the district has create processes that identify every student's ""engagement"" activities.  The district has restructured the district office to and has a coordinator to support student engagement."|Met||2025-06-12|2025
54722560109751|Visalia Charter Independent Study|6|Due to its smaller size and limited classes being offered in person, VCIS is uniquely positioned to address school culture as many families choose VCIS specifically because they appreciate the personal and one-on-one attention and direct sense of belonging that our supervising teacher one-on-one student learner meetings create. VCIS is looking to improve surveys this year for our students, families, and staff to monitor the school's connection to them in supporting a positive school climate and culture. Our student activities class has worked diligently to foster a more positive and connecting school culture through connection activities when students come on campus for their weekly meetings on in-person classes.  Many students and families choose VCIS because previous experience at large comprehensive high school settings with over 2,000 plus students has not worked for them in the past. Students find comfort in the smaller class sizes and the 1 on 1 nature of our program.  In reviewing last year’s data, VCIS was again in the top half of the yellow or green tier.  Regarding “diversity and inclusion”, VCIS scored 4.43, placing them in the green tier. In “cultural awareness and action” the score was a bit lower at 3.25, at the top end of the yellow tier.  In “sense of belonging” the score was 3.45 again on the top end of the yellow tier.     In addition to administering the Visalia Unified School District Annual School Climate Survey via Qualtrics, Visalia Charter Independent Study administers an annual survey to all students in grades 9-12 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Questions #5 (I am treated fairly by staff) and #7 (I feel safe and secure on the school campus) were used to measure the students' perception of school safety and connectedness. According to the 2024-25 spring survey, 99% of students felt staff treated students fairly, which is a 3% increase from the previous year. 98% of students feel safe and secure while on campus, which is a 4% increase from the previous year.|VCIS continues to demonstrate strength in fostering a positive school climate, as student survey data indicates that the majority of students feel connected to and supported by the adults on campus. This sense of connection encourages students to seek support when challenges arise and contributes to a safe, inclusive environment that is conducive to learning. Students also reported that the small school setting promotes stronger relationships and a sense of belonging, which has positively impacted their academic engagement and success. These strong relationships help sustain a culture of high expectations and mutual respect. Based on a review of the most recent school climate data, VCIS has identified two key areas for growth: enhancing structured support systems and increasing opportunities for meaningful student engagement on campus. The school is committed to refining these systems to ensure that every student feels valued, connected, and empowered to thrive both academically and socially.|Based on our current school climate data and ongoing input from students, staff, and families, VCIS will implement several updates to strengthen student connectedness and school culture. We will continue using the weekly 1:1 teacher-student meetings as a primary space for building strong relationships and trust. To further enhance this time, staff will develop and integrate structured relationship-building prompts and check-in tools that promote deeper connection and emotional support. One of our key goals is to improve the percentage of students who report feeling fairly treated by all adults on campus.  In response to identified needs around clarity and consistency in communication—particularly with parents—VCIS has transitioned to School Messenger, a communication system integrated with PowerSchool. This change ensures streamlined and timely communication around attendance, academic expectations, and support services for students in independent study. The shift also helps families remain informed and better equipped to support their child’s success, ultimately reducing the number of students who are referred back to their comprehensive sites.  These adjustments represent our ongoing commitment to responsive school improvement. Progress will be monitored through student and parent feedback, staff collaboration, and periodic review of engagement and academic performance data.|Met||2025-06-12|2025
54722560120659|Visalia Technical Early College|6|"VTEC uses local climate survey data, including student and parent surveys administered quarterly, to assess school conditions, student engagement, and sense of belonging. These surveys include a mix of Likert-scale and open-response questions that provide valuable insight into school climate and student well-being. While VTEC does not currently administer the California Healthy Kids Survey, our local survey tools provide actionable data aligned to similar domains such as safety, connectedness, academic motivation, and adult-student relationships. Survey results indicate that most students feel safe and supported at school, and a majority report having at least one trusted adult on campus. When disaggregated by student groups, socioeconomically disadvantaged and Hispanic students, who comprise a significant portion of our student body, express slightly lower levels of belonging and engagement, informing our efforts to strengthen Tier 1 supports and targeted interventions. In response to this data and feedback from educational partners, VTEC has implemented several proactive strategies to improve climate and reduce exclusionary discipline. Suspension rates have decreased significantly due to small-group, proactive, and restorative meetings with students who have been previously suspended, as well as ongoing support provided through our Tier 2 intervention team. These supports address social-emotional needs and connect students with campus mentors and services tailored to their circumstances. Our focus on student ownership is central to our 2025 schoolwide motto: ""Every Student, Every Minute, Every Day."" This motto reflects our commitment to building a learning environment where every student feels known, valued, and supported. Efforts to strengthen climate and culture are embedded in advisory, teacher-student interactions, and student voice opportunities such as the Principal's Round Table and School Site Council. As we continue to review quarterly survey data, we are refining strategies that support underrepresented student groups and ensuring that all students benefit from a safe, inclusive, and empowering school environment."|"Through the analysis of local climate survey data, stakeholder input, and disaggregated student data, VTEC has identified several key learnings, areas of strength, and areas for growth. Areas of Strength: Favorable School Climate: Most students report feeling safe, respected, and supported in their school environment. Local survey data indicate that students overwhelmingly agree they have access to trusted adults on campus, a finding reinforced by the strength of advisory programs and staff-student relationships. Improved Suspension Rates: A significant strength is the reduction in suspensions, achieved through proactive Tier 2 interventions, including small-group restorative sessions for students who have been previously suspended. These efforts, led by our Tier 2 team, are grounded in student need and emphasize social-emotional support over punitive responses. Student Voice and Ownership: VTEC continues to make progress in student engagement and leadership. Forums like the Principal's Round Table and School Site Council, paired with our new schoolwide focus—""Every Student, Every Minute, Every Day""—have increased student ownership and involvement in shaping their learning environment. Identified Needs: Belonging and Engagement for Underrepresented Students: While the overall school climate is favorable, disaggregated survey data show that Hispanic and socioeconomically disadvantaged students report slightly lower levels of school connectedness and voice in decision-making. This highlights the need for more intentional outreach, inclusive engagement strategies, and culturally responsive practices. Two-Way Communication with Families: Educational partner input, particularly from underrepresented families, suggests a need to enhance communication and feedback mechanisms. Parents want clearer pathways to share input and see how their voices impact school decisions. Academic Confidence and Readiness: Student self-reports reveal varying levels of academic confidence, especially in college and career readiness. This reinforces the importance of early four-year planning, expanded access to COS support, and exposure to real-world career experiences through internships and mock interviews. In summary, VTEC's analysis of climate and engagement data confirms the existence of strong student-staff relationships and effective Tier 2 supports, while also identifying the need for more inclusive practices and deeper family engagement to ensure equitable outcomes for all students. These findings directly inform our next steps in refining our MTSS structures and strengthening our culture of student-centered ownership."|Based on an analysis of local data and key learnings, VTEC has identified several changes to existing plans and procedures to address areas of need better and advance continuous improvement efforts. 1. Strengthening Two-Way Communication with Families To address the identified need for more inclusive and effective engagement with underrepresented families, VTEC will revise its Family Engagement Plan to include: Regular quarterly family surveys with multilingual access, shorter response times, and distribution across multiple platforms (email, text, and paper). A structured “You Said, We Did” feedback loop that will be shared in newsletters and parent meetings to show how family input informs site decisions. Expanded outreach by counselors and trusted staff to encourage participation in School Site Council, advisory meetings, and student support planning. 2. Enhancing Student Voice Across All Groups While VTEC has strong structures for student leadership, we will broaden student input opportunities beyond formal roles to ensure all voices are heard. Revisions include: Incorporating focus groups and classroom-based feedback activities, especially with underrepresented student groups. Adding student reflection surveys to advisory periods, aligned to school culture, academic confidence, and support systems. Ensuring student feedback informs Tier 1 instructional practices and sitewide initiatives aligned with our motto: “Every Student, Every Minute, Every Day.” 3. Refining Tiered Supports Based on Social-Emotional Data To sustain our progress in reducing suspensions and supporting student well-being: Our Tier 2 team will expand small group interventions focused on conflict resolution, emotional regulation, and goal setting. We will utilize climate and behavioral data to create a more responsive MTSS calendar, aligning supports with key transition points (e.g., quarter ends, exam preparation). Staff will receive additional training in restorative practices and trauma-informed strategies, integrated into ongoing PLC and PD time. 4. Career Pathway Alignment with Community Needs As part of our K12SWP-funded Advanced Manufacturing pathway: We will implement advisory board feedback loops that incorporate parent and student voices throughout the development process. New procedures will include formalizing the student internship/externship application process to ensure equitable access across all student groups. Ongoing community feedback will shape the evolution of the pathway to reflect high-wage, high-demand local industry opportunities. These changes reflect our commitment to equity, responsiveness, and continuous improvement, ensuring that every VTEC student is supported academically, socially, and emotionally in a learning environment built on partnership and ownership.|Met||2025-06-12|2025
54722560135863|Global Learning Charter|6||||Not Met|||2025
54722566116909|Charter Home School Academy|6|Charter Home School Academy administers an annual survey to all students in grades K-8 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture.  Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures.|Areas of Strength:  Individualized Learning and Flexibility: Families consistently cited the ability to tailor education to their child’s learning pace and needs as a primary strength. CHSA’s flexible schedule, combined with one-on-one and small group instruction, is highly valued across student groups, including students with IEPs and those experiencing anxiety or challenges in traditional classrooms.  Supervising Teacher Meetings: Weekly teacher meetings are a core strength, providing parents with consistent feedback, guidance on instruction, and reassurance that their children are progressing academically. Families across all student groups expressed that these meetings increase confidence in teaching at home and help maintain accountability.  Safe and Supportive Environment: Many families transitioned to CHSA due to bullying or anxiety in traditional settings. Survey comments demonstrate that students, particularly those with social-emotional needs, feel safer and more supported in the smaller, structured CHSA environment.  Opportunities for Socialization and Classroom Exposure: Weekly academic classes allow students to interact with peers while reinforcing academic content, supporting both social-emotional growth and academic development.  Identified Needs:  Expanded Enrichment and Extracurricular Opportunities: Families expressed interest in additional programs such as art, music, robotics, science labs, tutoring, and physical education to supplement the current curriculum. These requests were particularly frequent among parents of students in the younger grades and those needing more hands-on engagement.  Increased Social and Peer Interaction Opportunities: While families appreciate current academic classes, several requested more structured social events, clubs, and parent groups to build community and support student development.  Ongoing Communication and Feedback Visibility: Parents requested clearer communication on how their feedback through surveys and meetings informs school decisions, to strengthen trust and encourage continued engagement.|Based on the identified needs and feedback trends, CHSA will implement several revisions and continuous improvement actions to strengthen student outcomes and family engagement:  Expand Enrichment and Social Opportunities  Plan and implement additional elective offerings, including art, music, STEM/robotics, and physical education opportunities.  Increase structured social opportunities such as student clubs, Friday programs, and parent groups to foster community connection and peer interaction.  Enhance Family Communication and Input Integration  Introduce a “You Said, We Did” communication cycle to demonstrate how survey input and SSC feedback directly inform decisions regarding programming, scheduling, and resource allocation.  Offer more frequent informal check-ins or mid-year surveys to capture ongoing input from all families, including underrepresented groups.  Provide Targeted Supports for Students with Greater Needs  Continue and expand tutoring, interventions, and social-emotional support services to address academic gaps and build confidence for students transitioning from challenging traditional school experiences.  Collaborate with supervising teachers to ensure families of English learners and students with IEPs receive personalized invitations to participate in enrichment and decision-making opportunities.|Met||2025-06-12|2025
54722640000000|Waukena Joint Union Elementary|6|"LOCAL DATA:  Feeling of connectedness to school:  Students =   56%              Parents =45%                      Teachers = 70% Feelings of safety at school: Students =    93%             Parents =   45%                   Teachers = 70%  STATE DATA: Middle School Dropout Rate 0% Expulsions: 0%  ACADEMIC ENGAGEMENT -Chronic Absenteeism: Overall, the students fell into the ""Yellow"" category with 12.7% chronically absent.  This represented a decline of 5.3% from the prior year. No group was in the ""Red' range.  CONDITIONS & CLIMATE - Suspension Rate: Overall, students fell into the ""Red"" category with 6.1% suspended at least one day.  This was an increase of 4.8% from the prior year.  All groups, including English Learners, Hispanic, and Socioeconomically disadvantaged students were in the ""Red"" range."|Chronic absenteeism continues to be higher than we would want it, but with great movement from last year.  Suspensions increased, which will need ot be addressed through preventative and Social-Emotional learning measures.|We have included plans for social-emotional / mental health interventions in our new LCAP, as well as additional health services.  Funding for home to school communications including parent workshops to partner with them in improving students social-emotional skills is also included.  We will continue our attendance interventions as well as the incentive program that had great effect this last year.|Met||2025-06-24|2025
54722980000000|Woodville Union Elementary|6|Chronic Absenteeism Rate 12.2% overall- (increased 1.9%), SWD declined, all other groups increased, Attendance Rate 96.3% as of December 31, 2024. Drop Out Rate 0% Maintained Expulsion Rate 0% Maintained Suspension Rate 3.4% overall (decreased 1.7%) All groups decreased Annual Survey Results 80% of parents, 76% of students, and 86.3% of staff state the school is a safe place|Suspension rates are still higher than we would like to see, although they are coming down due to our current actions. Chronic absenteeism continues to rise and fall, and last year's increases have pushed us into deeper analysis on an individual basis to meet diverse needs and be more targeted in our approach.|We will continue to implement the actions related to Goal 3 in our new LCAP to address the school climate areas of need.|Met||2025-06-10|2025
54753250000000|Farmersville Unified|6|The District conducted the California Healthy Kids Survey for 3rd, 5th, 7th, 9th and 11th grade students. The (CHKS) core module indicators were used to assess school climate, pupil engagement, and student supports during the 2022-2023 school year. The (CHKS) provides Farmersville Unified School District with essential data to determine the degree to which we provide the conditions and supports for Farmersville students to developmentally thrive and succeed in learning. The (CHKS) indicators are also utilized to assess school connectedness, developmental supports (e.g., caring adult relationships), and safety, including bullying and victimization. In addition, the CHKS Core Module provides data to help understand the degree to which schools address the needs of the whole child. Following are elementary grade key indicators of school climate: School connectedness, 67 percent of 3rd grade students and 50 percent of 5th grade students feel connected to the school program and what the school offers. Academic motivation: 82 percent of 3rd grade students and 65 percent of 5th grade students feel motivated by their academics. Social and emotional learning supports, 80 percent of 3rd grade students and 52 percent of 5th grade students feel supported by our SEL supports. School safety, 71 percent of 3rd grade students and 46 percent of 5th grade students feel our schools create a safe learning environment. High expectations from adults at school, 81 percent of 3rd grade students and 65 percent of 5th grade students feel that the adults at school have high expectations of the students. Students treated with respect, 86 percent of 3rd grade students and 61 percent of 5th grade students feel the school disciplinary environment is clear and responsive with the student as the priority.|Following are Secondary key indicators of school climate: School connectedness, 43 percent of 7th grades students, 46 percent of 9th grade students, 45 percent of 11th grade students and 45 percent of Deep Creek Academy students feel connected to school. Academic Motivation, 54 percent of 7th grades students, 62 percent of 9th grade students, 58 percent of 11th grade students and 43 percent of Deep Creek Academy students feel motivated by their academics. High expectations from adults at school, 58 percent of 7th grades students, 62 percent of 9th grade students, 64 percent of 11th grade students and 66 percent of Deep Creek Academy students feel that the adults at school have high expectations of the students. Caring adult relationship, 46 percent of 7th grades students, 51 percent of 9th grade students, 53 percent of 11th grade students and 50 percent of Deep Creek Academy students have maintained a caring relationship with an adult at school. School safety perception, 45 percent of 7th grades students, 43 percent of 9th grade students, 52 percent of 11th grade students and 60 percent of Deep Creek Academy students perceive school as safe. Social emotional distress, 18 percent of 7th grades students, 25 percent of 9th grade students, 23 percent of 11th grade students and 19 percent of Deep Creek Academy students feel social emotional distress. Life satisfaction, 61 percent of 7th grades students, 62 percent of 9th grade students, 63 percent of 11th grade students and 45 percent of Deep Creek Academy students feel they have been satisfaction with their life.|The elementary, middle, and high school surveys contain common indicators that will enable our District to gain a sense of the developmental trajectory in these indicators and explore what programs at the elementary and secondary school levels to help mitigate problems that are evident. As a district, we will continue to support our MTSS teams, counselors, and staff to help meet these needs. We will continue to utilize the Suite 360 SEL curriculum to address self-regulation areas identified in the survey. The district will continue to focus on these actions for the 2025-26 school year.|Met||2025-06-24|2025
54755230000000|Porterville Unified|6|The Panorama Student Survey is used to elevate student voice and assess key dimensions of school climate, teaching and learning, and relationships. Developed in collaboration with the Harvard Graduate School of Education, the Panorama Survey is a nationally recognized and research-based tool that enables schools to measure students’ perceptions in areas shown to be strongly correlated with academic success and social-emotional well-being. Topics include Sense of Belonging, School Safety, Teacher-Student Relationships, Emotion Regulation, Self-Efficacy, and Student Voice, among others.   In Spring 2025, over 9,600 PUSD students across grades 3–12 participated in the survey. Results from grades 3–5 reflected a generally positive school climate. 68% of elementary students rated Teacher-Student Relationships favorably, placing PUSD in the 60th–79th percentile nationally. Additionally, 55% reported a strong Sense of Belonging and 59% felt safe at school, signaling a supportive environment in the early grades. Students in these grades also demonstrated moderate confidence in their social-emotional abilities, with 43% favorable responses on Emotion Regulation and 40% on Self-Efficacy.  However, the data for grades 6–12 highlight areas of concern. Just 37% of secondary students reported a strong Sense of Belonging, and only 47% gave favorable ratings for Teacher-Student Relationships, ranking in the bottom national quartile. While 56% of secondary students felt safe, specific items revealed worry about bullying and perceived disrespect among peers. Self-efficacy dropped to 33%, and Emotion Regulation scored only slightly higher at 47%, reflecting struggles with confidence and emotional coping in older students.  A closer item-level analysis adds nuance. For example, although 75% of secondary students said teachers were respectful, only 28% believed those same teachers would be concerned if they came to class upset. Similarly, while most students said teachers ask, “How are you?”, fewer believed those questions were asked with genuine interest. This contrast suggests that professional interactions are common, but deeper relational trust is underdeveloped in upper grades.  In response, PUSD is prioritizing strategies like advisory redesign, mentorship programs, increased student leadership roles, and restorative practices to rebuild connections and foster a sense of belonging. Additionally, Panorama data is being used by school teams in regular cycles of inquiry (e.g., MTSS, PLCs, SSC) to inform targeted supports and equity-driven improvement.|Areas of Strength  A consistent strength across PUSD is evident in Teacher-Student Relationships in grades 3–5, where 68% of students responded favorably, placing the district in the 60th–79th percentile nationally. Students in these grades also reported strong perceptions of teacher respect (84%), and many expressed confidence that their teachers care about them and would be concerned if they were upset. Similarly, Sense of Belonging among younger students reached 55%, and School Safety was rated positively by 59%—both signaling a generally supportive and caring environment at the elementary level. At the secondary level, while the overall favorability ratings declined, 75% of students in grades 6–12 still felt respected by their teachers, indicating that courteous and professional relationships are being maintained across grade spans.   Identified Needs  The data reveal significant declines in student perception as they transition into secondary school, particularly in the areas of belonging and relationship depth. The Sense of Belonging in grades 6–12 dropped to just 37%, ranking in the bottom 19th percentile nationally, while Teacher-Student Relationship scores fell to 47%. Further analysis of item-level responses points to a possible disconnect: while teachers are seen as respectful, fewer students believe their teachers are genuinely interested in how they feel or that they would be concerned if a student was upset.   The Panorama SEL Competency data adds further context. Emotion Regulation and Self-Efficacy were notably low in both elementary and secondary levels, but particularly concerning in grades 6–12, where Self-Efficacy scored 33%—suggesting that students lack confidence in their ability to succeed academically and navigate challenges independently. For example, only 26% of secondary students felt sure they could do the hardest work assigned, and just 30% believed they could understand complex ideas. These gaps point to the need for targeted academic support, growth mindset development, and SEL instruction, particularly for students at risk of disengagement.   Disaggregated Group Trends  While the current Panorama reporting does not provide full subgroup-level breakdowns, disaggregated needs are implied through grade-span differences and mirrored in districtwide priorities. Local narrative input from school sites suggests that English learners, students with disabilities, and students experiencing trauma or chronic absenteeism may be more likely to experience disengagement and decreased connection to school, especially when support services overlap with enrichment offerings or core instruction. For example, at Santa Fe Elementary, special education services delivered only in English have disrupted access to the school’s dual language immersion program, impacting bilingual development and inclusion.|Based on the analysis of local Panorama survey data and key learnings from student feedback, PUSD has identified several possible revisions and action steps to strengthen relationships, engagement, and student voice—particularly in secondary grades and among underrepresented student groups.   To address declining Sense of Belonging and Teacher-Student Relationships in grades 6–12, the district is considering the advisory periods and mentorship structures. Schools may investigate shifting from purely academic check-ins to intentional, relationship-centered advisory models that integrate social-emotional learning (SEL), student goal-setting, and consistent teacher-student interaction. Staff are receiving professional development on adolescent relationship-building and trauma-informed practices to support meaningful connections with students who report feeling disconnected.   In response to low Self-Efficacy scores (33%) and limited confidence in academic success, the district is expanding its implementation of a Multi-Tiered System of Support (MTSS). MTSS teams are being used to align academic, behavioral, and SEL supports, allowing school sites to proactively monitor student progress and personalize interventions. These teams will use disaggregated Panorama data, along with academic and behavioral indicators, to prioritize supports for students most at risk of disengagement.   Additionally, the district attempts to enhance student voice to address feedback that students feel heard but not always seen as partners in school improvement. Training to facilitate student focus groups and conduct listening sessions that lead to visible action is currently a consideration. A key procedural consideration includes the practice that schools report back to students about what was heard and what will change—a feedback loop designed to build trust and ownership in school culture initiatives.   To support students’ emotional needs, PUSD is investigating expanded access to mental health services and school-based wellness supports. This includes continued partnerships with Hazel Health and Heart, as well as increased staffing of school counselors and social workers.   At the policy level, the district is examining scheduling practices, especially for students receiving interventions, ELD, or special education services. Feedback from families and educators revealed that these services sometimes conflict with access to enrichment or elective courses. In response, schools are piloting flexible scheduling models that reduce these conflicts and preserve a full, inclusive course of study for all students.   Finally, Panorama data will continue to be used as a core accountability and reflection tool in site planning and district LCAP development. Leadership teams across schools are using survey insights in their data cycles, ensuring that student voice informs strategic decisions around climate, instruction, and support.|Met||2025-06-26|2025
54755230114348|Butterfield Charter|6|Butterfield administers the Panorama Student Survey to elevate student voice and assess key dimensions of school climate, teaching and learning, and relationships. Developed in collaboration with the Harvard Graduate School of Education, the Panorama Survey is a nationally recognized and research-based tool that enables schools to measure students’ perceptions in areas shown to be strongly correlated with academic success and social-emotional well-being. Topics include Sense of Belonging, School Safety, Teacher-Student Relationships, Emotion Regulation, Self-Efficacy, and Student Voice, among others. These insights are critical to Butterfield’s continuous improvement efforts under LCFF Priority 6 and directly inform the work of Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision-Making. Overall outcomes for the year:  •Responses: 189 •Emotional Regulation: 57% •Self-efficacy: 52% •School Safety: 88% •Sense of Belonging: 60% •Teacher-student Relationships: 82%|The Spring 2025 Panorama Student Survey for Butterfield Charter offers a meaningful window into students’ perceptions of their social-emotional learning (SEL) strengths and challenges, providing a basis for identifying both celebrated areas of progress and those in need of strategic attention.  A primary strength for Butterfield is evident in the domain of emotion regulation, where 57% of students responded favorably. This result places the school in the 80th–99th percentile nationally and notably above the Porterville Unified School District average of 47% . Students expressed relatively strong confidence in their ability to manage emotional responses—63% indicated they could control emotions when necessary, while 62% reported being able to relax after getting upset. Furthermore, students showed moderate confidence in staying calm during adversity and thinking before acting, each garnering just over half of students responding favorably. These outcomes point to a learning environment that appears to support emotional awareness and self-regulation, even if marginal improvements are still needed, especially as the metric declined slightly by one percentage point from the winter survey.  The data on self-efficacy paint a more complex picture. With 52% of students reporting favorable views of their ability to succeed academically, Butterfield finds itself in the 20th–39th percentile nationally. This represents a decline of three percentage points since Winter 2025 and suggests an area that that could benefit from more targeted support. Although over three-quarters of students expressed confidence in completing assigned schoolwork—one of the highest individual item scores—their belief in retaining knowledge long-term, understanding complex ideas, and tackling the most difficult work was significantly lower. For instance, only 38% of students felt sure they could succeed at the hardest tasks, and just 44% believed they could grasp complicated concepts. These results suggest that while students are managing day-to-day academic tasks, they may not be developing the deeper confidence needed to persist through challenging coursework or to build mastery over time.  Contextualizing these findings with other SEL metrics from the school summary provides further clarity. Butterfield excels in school safety and teacher-student relationships, with 88% and 82% favorability ratings, respectively—both well within the top national quartile. This strong interpersonal and structural foundation likely contributes to the school’s success in emotion regulation and general student well-being. Moreover, a 60% favorability rating in sense of belonging, placing the school in the 60th–79th percentile, suggests a moderately strong school climate in which most students feel accepted and valued, though opportunities remain to make that experience universal.|Based on the analysis of the Spring 2025 Panorama Student Survey, Butterfield Charter may consider several areas in plans, policies, and procedures in order to address the identified needs—particularly in the area of academic self-efficacy—and to build upon its existing strengths for continuous improvement.   Although the data show that students at Butterfield feel safe and connected to adults on campus, as reflected in the exceptionally high ratings for school safety (88%) and teacher-student relationships (82%), these positive conditions have not yet translated into strong confidence in academic ability. With self-efficacy at 52%—well below national averages and showing a decline of three points from the winter survey—this disconnect points to a need for intentional adjustments to instructional practices and student support systems that more directly reinforce academic confidence.   One possible revision the site may pursue involves embedding structured academic reflection and goal-setting opportunities into the regular instructional program. Teachers could incorporate short, weekly exercises that prompt students to track progress, reflect on academic setbacks, and articulate strategies for improvement. These routines could be supported through advisory classes or sessions that build academic confidence as a schoolwide SEL priority.   In tandem with classroom-based strategies, the school might consider revising intervention protocols to include more personalized academic mentoring for students who indicate lower self-efficacy on survey measures or who demonstrate inconsistent academic performance. A tiered mentorship model, where students meet regularly with assigned staff or peer mentors, could provide targeted encouragement, feedback, and skill-building aligned with each student’s needs.   From a policy perspective, Butterfield could re-evaluate its assessment practices to ensure we allow for revision, mastery, and student agency—key conditions that support a growth mindset. Practices might be revised to include standards-based grading or increased opportunities for re-assessment in subjects that require abstract reasoning or complex problem-solving. These shifts could be coupled with professional learning for teachers on feedback techniques that reinforce effort and strategy use rather than outcome alone.   In terms of sitewide procedures, the leadership team might establish a continuous improvement cycle focused specifically on SEL-to-academic transfer. This could include quarterly data reviews that look not just at academic performance, but at how SEL measures like self-efficacy correlate with achievement, engagement, and behavior. Findings from these reviews could then inform modifications to classroom instruction, schoolwide events, and family engagement strategies, helping ensure a cohesive approach that supports students’ academic confidence across multiple contexts.|Met||2025-06-26|2025
54755230116590|Harmony Magnet Academy|6|Harmony administers the Panorama Student Survey to elevate student voice and assess key dimensions of school climate, teaching and learning, and relationships. Developed in collaboration with the Harvard Graduate School of Education, the Panorama Survey is a nationally recognized and research-based tool that enables schools to measure students’ perceptions in areas shown to be strongly correlated with academic success and social-emotional well-being. Topics include Sense of Belonging, School Safety, Teacher-Student Relationships, Emotion Regulation, Self-Efficacy, and Student Voice, among others. These insights are critical to Harmony's continuous improvement efforts under LCFF Priority 6 and directly inform the work of Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision-Making.   The Panorama student survey was administered during the academic year • Responses: 469 • Emotional Regulation: 56% • Self-efficacy: 42% • School Safety: 76% • Sense of Belonging: 47% • Teacher-student Relationships: 48%|Based on the analysis of the Panorama Student Survey reports from Spring 2025 for Harmony Magnet Academy, a clear narrative emerges around both student strengths and areas requiring focused attention. The data from the Emotion Regulation, Self-Efficacy, and School Summary reports provide valuable insights into the social-emotional well-being and academic confidence of students.   One of the most notable strengths identified in the data is the school's performance in emotion regulation. With 56% of students reporting favorably on this measure, Harmony Magnet Academy ranks within the 80th to 99th percentile nationally—well above the district average of 47%. Students generally expressed confidence in their ability to manage emotions, with a particularly high number (67%) indicating they are able to control their emotions when necessary. More than half of the respondents also reported being able to relax when upset and to stay calm when things go wrong. However, there was a slight decline of two percentage points compared to the Winter 2025 survey, and a closer look reveals that only 49% of students feel they can consistently pull themselves out of a bad mood.   In contrast, self-efficacy emerged as an area of concern. The survey revealed that 42% of students expressed confidence in their ability to succeed academically, placing the school in the lowest national quartile for this competency. Although this represents a modest improvement of one percentage point since Winter 2025, the low percentage overall highlights a persistent challenge. Students reported a lack of confidence particularly in their ability to remember what they learned across years, to understand complex concepts, and to succeed at the most difficult schoolwork. While more than half felt sure they could complete routine schoolwork or grasp general subject matter, far fewer believed they could manage higher-order tasks or retain their learning long term. This disconnect points to a need for strategies that build not just basic academic confidence but a deeper belief in students' capacity to tackle rigorous material and apply knowledge across time and context.   Other components of the student experience, as outlined in the overall school summary, help contextualize these patterns. The perception of school safety remains high, with 76% of students reporting favorably, once again placing the school in the top national quartile. This strong sense of physical and emotional safety likely contributes positively to students’ ability to focus and regulate emotions. However, Harmony Magnet Academy’s results in the areas of sense of belonging and teacher-student relationships were notably lower, both falling below the 50% favorability mark and landing in the bottom half of national percentiles. These social dimensions are closely linked to self-efficacy; when students do not feel connected to peers or adults on campus, their academic motivation and belief in themselves may suffer as a result.|In response to the findings from the Spring 2025 Panorama Student Survey, Harmony Magnet Academy considers adjusting plans, policies, and procedures to more directly support the areas of need identified—particularly in the domains of self-efficacy, student belonging, and teacher-student relationships. These adjustments should align with the school’s commitment to continuous improvement and its broader mission of supporting whole-child development.   A central shift that Harmony could consider is enhancing its academic support systems to directly address low self-efficacy. The data indicate that while students are generally confident in completing routine academic tasks, they struggle with more complex and long-term academic confidence. This points to a need for more intentional instructional practices and support programs that promote mastery, persistence, and reflective learning. One potential change is the integration of structured goal-setting portfolios into core classes, particularly in subjects students often find challenging. Teachers could build in regular time for students to articulate personal academic goals, reflect on progress, and adjust strategies. In tandem, advisory or homeroom periods could incorporate self-reflection journals and “growth circle” discussions that encourage students to share academic struggles and triumphs in a safe, peer-supported environment.   In addressing the concerning scores in teacher-student relationships and sense of belonging, Harmony may determine that revisions to staff development and engagement strategies are warranted. One decision could be to adopt a more deliberate approach to relationship-building as part of instructional and behavioral expectations. Professional development opportunities could be expanded to include training on relational pedagogy, trauma-informed practices, and culturally responsive teaching. Additionally, teachers might be asked to implement consistent relationship-building routines—such as weekly one-on-one check-ins, community circles, or classroom climate surveys—to ensure that every student has a trusted adult connection on campus.   Procedurally, Harmony might also consider refining its advisory or mentorship programs to provide students with a greater sense of individualized support and visibility. Creating or strengthening a system where each student is paired with a designated staff advocate can ensure that no student feels invisible or unsupported, particularly during critical academic or emotional moments. School-wide events and classroom practices could be revised to emphasize inclusivity and student voice, perhaps by incorporating more student-led initiatives, cultural celebrations, or peer mentorship structures.|Met||2025-06-26|2025
54755230137968|Porterville Military Academy|6|Porterville Military Academy (PMA) administers the Panorama Student Survey to elevate student voice and assess key dimensions of school climate, teaching and learning, and relationships. Developed in collaboration with the Harvard Graduate School of Education, the Panorama Survey is a nationally recognized and research-based tool that enables schools to measure students’ perceptions in areas shown to be strongly correlated with academic success and social-emotional well-being. Topics include Sense of Belonging, School Safety, Teacher-Student Relationships, Emotion Regulation, Self-Efficacy, and Student Voice, among others. These insights are critical to PMA’s continuous improvement efforts under LCFF Priority 6 and directly inform the work of Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision-Making. Overall outcomes for the year:  • Responses: 203 • Emotional Regulation: 50% • Self-efficacy: 40% • School Safety: 75% • Sense of Belonging: 44% • Teacher-student Relationships: 57%|The Spring 2025 Panorama Student Survey results for Porterville Military Academy (PMA) provide a thoughtful snapshot of student perceptions regarding their social-emotional skills, revealing both encouraging progress and ongoing challenges that deserve attention. Across key domains such as emotion regulation, self-efficacy, school safety, teacher-student relationships, and sense of belonging, a mix of positive momentum and areas of need emerged through analysis.  One of the notable strengths for PMA lies in the area of school safety, where 75% of students reported favorably—a figure that places the school within the 80th to 99th percentile nationally. This high level of perceived safety is an important foundation for student learning and engagement, as it fosters a secure environment where students can focus on academic and personal growth. In fact, this metric saw one of the most significant positive changes compared to the Winter 2025 survey, reflecting successful implementation of safety-related programs or improvements to campus climate.  Emotion regulation also stands out as a relative strength for PMA, with a 50% favorability rating that situates the school between the 60th and 79th percentile nationwide. While this represents a small dip of three percentage points since winter, students generally indicated a moderate level of confidence in managing their emotions. For example, 58% reported being able to control their emotions when needed, and around half expressed the ability to relax when upset or recover from a bad mood. These findings suggest that many students possess foundational emotional regulation skills, though there remains room for growth in how consistently they can apply these skills under stress.  In contrast, self-efficacy continues to be a challenge for PMA students. With only 40% of students responding favorably, this area ranks in the bottom national quartile—despite showing a notable gain of three percentage points from the previous survey. A closer examination of item-level data reveals particularly low confidence in long-term academic retention and the ability to succeed with challenging content. Only 30% of students felt confident they would remember what they had learned in the following year, and just 35% believed they could do the hardest schoolwork assigned.  Additional SEL indicators provide further context. Although teacher-student relationships and sense of belonging showed slight improvements—rising to 57% and 44% favorability, respectively—they remain in the lower national percentiles (20th–39th), indicating that a significant portion of students still do not feel deeply connected to staff or peers. These relational gaps may be contributing to students' lower academic confidence and should be considered in any whole-school improvement efforts.|Based on the analysis of the Spring 2025 Panorama Student Survey for Porterville Military Academy, the site may reflect on existing plans, policies, and procedures to address areas of need—particularly in the domains of academic self-efficacy, student belonging, and relational trust—while sustaining and building upon current strengths such as school safety and emotional regulation.   One of the most pressing areas identified is the low self-efficacy among students, which, despite a slight improvement, still falls within the bottom national quartile. To address this, the site may revise instructional support plans to embed explicit self-efficacy development strategies across content areas. This could involve implementing evidence-based practices such as structured goal-setting, academic reflection routines, and self-monitoring tools that help students track growth and develop a clearer sense of progress.   PMA may also revise its professional development calendar and focus areas to include training in metacognitive teaching practices, differentiated instruction, and student-centered feedback. These strategies not only support struggling learners but also empower teachers to recognize and affirm student effort and persistence—key drivers of increased academic self-belief.   In light of the moderate levels of teacher-student connection and sense of belonging, PMA could also consider changes to school culture initiatives. For example, procedural adjustments might include the implementation of relationship-building frameworks that require all staff to engage in routine check-ins or mentorships with a designated group of students. Additionally, advisory periods could be restructured to include relationship-centered SEL curricula, cultural responsiveness activities, and opportunities for student-led discussions that elevate diverse voices and shared experiences. This would support the development of inclusive, emotionally safe classroom environments where students feel seen, respected, and encouraged to take academic risks.   Policy revisions might also extend to student support services. Porterville Military could adopt an integrated Multi-Tiered System of Supports (MTSS) framework that combines social-emotional and academic data, ensuring that interventions are responsive to both domains simultaneously. This would allow staff to intervene earlier and more precisely when students exhibit signs of disengagement, low self-confidence, or limited belonging. As part of a broader continuous improvement plan, PMA may institutionalize quarterly SEL data reviews and ensure that school site teams use Panorama data in combination with behavioral, attendance, and academic metrics to guide responsive actions. Establishing this routine would create a data-informed culture of reflection and adaptation, promoting accountability and the agile refinement of practices.|Met||2025-06-26|2025
54755310000000|Dinuba Unified|6|Each year, Dinuba Unified staff and Board of Trustees members meet with high-school students from the district in a Student Voices Forum to hear their thoughts and opinions on school climate, school safety, and other topics. During the most recent Student Voices Forum, students reported that Dinuba Unified's schools are clean and well-kept and that students feel safe. Students indicate they are proud of their schools and that they are supported by school administration and staff. They feel the school rules are fair and are communicated to them appropriately. Students feel they are treated fairly and with respect.  According to a climate survey distributed to students and families, 62.5% of students who responded indicated they felt safe or very safe at school, 75% indicated there are caring adults at school, and 62.5% indicated they like going to school.|Dinuba Unified would like the data indicated above to be at higher percentages. While all of these areas are important, the perception of being safe at school is of utmost importance.|"The District has continued to make improvments to facilities and school safet measures.  Dinuba Unified is addressing school climate by providing students with clean, well-kept campuses, as well as by providing co-curricular and extra-curricular activities to motivate students to do well academically. After-school sports are offered to students in 6th-12th grades. Student participation is encouraged, and their grades are monitored to ensure their eligibility. Being a ""Student Athlete"" is Dinuba's goal, being a student first, then an athlete."|Met||2025-06-26|2025
54767940000000|Woodlake Unified|6|The LCAP includes key metrics that track student perceptions in three critical areas: (1) Feel safe at school, (2) Feel there is an adult that cares about them at school and (3) Feel they are part of the school. Due to the challenges of administering the California Healthy Kids Survey (CHKS) and delays in receiving results, Woodlake Unified developed a customized student survey beginning in 2024 to gather more timely and targeted feedback. In May 2025, the district administered its updated student survey. Results showed positive growth across all three focus areas: 61.8% of students agreed or strongly agreed that they feel safe at school (a 3% increase from the previous year), 72.4% felt there is an adult at school who cares about them (up 6.8%), and 62.5% felt they are part of the school community (up 5.6%). These improvement|In 2025, student perceptions across three key areas—feeling safe at school, feeling that an adult cares about them, and feeling a sense of belonging—showed positive increases compared to the previous year. According to the 2025 Social Worker Impact Survey, 60.2% reported feeling emotionally better, 47.8% felt better about themselves, and 89.9% rated social workers as responsive to their needs and concerns. These improvements and positive responses reflect Woodlake Unified’s ongoing efforts to foster a safe and supportive learning environment. To prioritize student safety, the District holds monthly Safety Committee meetings in collaboration with the Chief of the Woodlake Police Department to address concerns and establish consistent safety procedures. The District implements the A.L.I.C.E. (Alert, Lockdown, Inform, Counter, Evacuate) protocol for lockdown and intruder situations, with all staff receiving annual training and participating in regular drills coordinated with local law enforcement. In 2024–25, the district also launched the Raptor emergency alert system, which provides instant communication during emergencies and enhances the ability to manage active threats. In addition to physical safety, Woodlake Unified continues to support student well-being through ongoing programs like Positive Behavior Interventions and Supports (PBIS), the Juvenile Diversion Program, Save Our Students (SOS), and prevention education initiatives such as Mending Fences and Joven Nobles.|For 2025–26, Woodlake Unified will continue to sustain key support personnel funded through the LCAP, including four district social workers, two academic counselors, and one Prevention Education Coordinator. Each school site is assigned a dedicated social worker, while one academic counselor supports the middle school and the other serves both the comprehensive high school and alternative education program. The district’s successful $5.7 million Community Schools grant, awarded over five years, enabled the addition of a Lead Social Worker in 2024 to coordinate services districtwide. Social workers will continue delivering social-emotional lessons in grades TK–8, and additional resources will be allocated for materials and training to meet student needs.  A new district wide social-emotional curriculum, Wayfinder, is planned for implementation in 2025–26 to enhance support for student well-being. The Prevention Education Coordinator will maintain oversight of group-based preventative programs, including Joven Nobles and Mending Fences, with funding allocated to sustain and expand these efforts—such as incorporating field trips. The district will also maintain its School Resource Officer position using LCAP funds following the conclusion of previous grant support. Additionally, part-time yard duty aide roles will be restructured to include dedicated collaboration time and leadership of lunchtime activities, aimed at increasing student engagement and promoting a positive school culture|Met||2025-06-18|2025
54768360000000|Exeter Unified|6|"Exeter Unified School District (EUSD) monitors and evaluates school climate using data from the California Healthy Kids Survey (CHKS), an annual survey administered to students, parents, and staff. Key findings from the Spring 2025 administration are as follows:  Perceptions of Safety and Bullying - 89% of parents/guardians reported that their child's school is a safe place, a 3% increase in those who responded ""strongly agree."" - 62% of students reported feeling safe while at school, a 4.3% increase from the previous year. (Disaggregated - Latino: 62.4% and White: 65.4%) - Fewer than 24% of students reported experiencing harassment or bullying at school; this marks a 4.4% decrease from the year prior. (Disaggregated - Latino: 21.3% and White: 26.1%)  Student Substance Use - Alcohol use reported by students declined by 4.2%, with 10.7% of respondents indicating recent alcohol or drug use. (Disaggregated - Latino: 10.3% and White: 10.1%) - Marijuana vaping saw a 4.3% decrease, with 3.1% of students reporting current use. (Disaggregated - Latino: 2.3% and White: 4.7%)  School Connectedness and Relationships - 55.8% of students reported feeling connected to school, a 2.4% increase from the prior year. (Disaggregated - Latino: 56.7% and White: 54.6%) - 63.8% of students reported having a caring adult at school to whom they feel comfortable turning for support, a 4.8% increase. (Disaggregated - Latino: 63.4% and White: 66.9%)  Student Mental Health and Well-Being - 21.8% of students reported feeling chronic sadness or hopelessness, which is a 6.5% decrease, indicating improved emotional wellness. (Disaggregated - Latino: 19.8% and White: 26.0%) - 66.4% of students reported experiencing positive well-being and life satisfaction, a 4.1% increase from the previous year. (Disaggregated - Latino: 68.4% and White: 63.0%)"|Key learnings from the Spring 2025 California Healthy Kids Survey highlight several strengths and emerging needs within Exeter Unified School District (EUSD). The district’s efforts to foster safe and inclusive environments appear to be having a positive impact. Perceptions of school safety have increased among both students and parents, while reported incidents of bullying and harassment have declined. Students also reported stronger connections to school and knowing a caring adult, both of which are critical factors in supporting engagement and resilience.   Mental health indicators showed improvement, with fewer students experiencing chronic sadness or hopelessness and more reporting a sense of well-being and life satisfaction. Encouragingly, substance use rates for both alcohol and marijuana decreased, reversing prior upward trends. However, these findings are met with some skepticism, as the district has seen increased suspension rates related to marijuana vaping, suggesting that the data may underrepresent actual usage or reflect gaps in self-reporting.  Disaggregated data show relatively consistent patterns across student groups, with Latino students reporting slightly higher school connectedness and emotional wellness than their White peers. Despite these gains, the data also underscore the continued need for investment in school-based mental health supports and targeted strategies to close any gaps in student experiences, particularly in areas such as connectedness, safety, and well-being.|To strengthen student well-being, improve behavior, and support overall school climate, Exeter Unified School District will focus on the following strategic actions:  Mental Health and Social-Emotional Support - Maintain one School Psychologist and one Social/Emotional Counselor at each comprehensive school site. - Sustain the District Behavior Team to train site staff in delivering targeted behavioral interventions. - Continue collaborating with teachers, students, administrators, staff, and parents to refine a comprehensive Multi-Tiered System of Supports (MTSS) that addresses attendance, behavior, academics, social/emotional well-being, and mental health needs.  Staff Capacity and Professional Development - Provide professional development for classified and certificated staff focused on restorative practices and student behavioral skill development.  School Climate and Peer Leadership - Continue the district-wide Kindness Matters anti-bullying campaign. - Implement Link Crew and Where Everyone Belongs (WEB) peer ambassador programs for students in grades 6–12. - Provide school sites with LCAP funding earmarked for promoting and nurturing a positive school climate.  Student Safety and Supervision - Increase Campus Supervisor positions: two at the middle school and two at the comprehensive high school. - Maintain use of the Securly check-in/check-out system to monitor campus visitors and track student movement on and off campus, enhancing safety and accountability.  Student Attendance and Engagement - Continue the district-wide Attendance Campaign, with site staff working to understand and address the root causes of student absences. - Sustain the Kindness Campaign, engaging students, staff, and families in creating welcoming and positive school environments that support student belonging and motivation.|Met||2025-06-18|2025
55105530000000|Tuolumne County Superintendent of Schools|6|What we can determine from 2024-25 CHKS results is that while these results show improvement, there is a continuing concern about substance use: 56% of respondents report current alcohol or drug use, 32% report current binge drinking, and 56% report current vape use (all of these are an increase from previous year). Social and Emotional Health is also a continuing concern: 24% of respondents have considered suicide and 44% of respondents experience chronic sadness/hopelessness (both of these are a decrease from previous year). There are not enough students enrolled in TCSOS programs to receive results disaggregated by student groups. Overall responses to the California Healthy Kids Survey (CHKS) administered in March, 2024 reflect that 92% of students responded that they feel safe at school, and 67% feel there is a feeling of school connectedness (both are an increase from previous year).|Meaning: These survey results underscore the importance of providing mental health resources through our own staffing options – ERMS, counselor/therapists, and other services at the site and embedded in the classroom.|TCSOS staff continue to work on all aspects of school safety and building positive relationships with students and families. In 2024-25, 100% of staff attended professional development on Trauma Informed Practices, and 80% of staff were enrolled in professional development in MTSS certification. The results also emphasize that in order to address academic performance issues, students must have additional support to address issues around depression, anxiety, and substance abuse. In the TCSOS LCAP, these are addressed by providing licensed mental health providers embedded in the programs to address student and family issues as they arise. In addition, those mental health providers are able to work with staff to help them adjust their thinking and responses to student behavior which can be challenging and perplexing. The data also provides TCSOS leverage in seeking grants to help bring more resources to our county to serve our most at-risk students.|Met||2025-06-24|2025
55723060000000|Belleview Elementary|6|"LCAP STUDENT SURVEY 2025 ""I feel safe at school"" - 70% 1-2nd grade students agree, 82% of students 3rd-8th grade agree, 93% of Parents agree. ""My teachers care about me"" - 75% K-2nd grade students agree, 88% of 3rd-8th grade students agree. CALIFORNIA HEALTHY KIDS SURVEY 2024 5th Grade (75% response rate) School Connectedness = 85% Academic Motivation = 96% Caring Relationships = 94% High Expectations = 97% Perceived School Safety = 92% 7th Grade: (75% response rate) School Connectedness = 59% Academic Motivation = 95% Caring Relationships = 65% High Expectations = 69% Perceived School Safety = 69%"|According to student surveys, approval ratings are very high for students feeling safe at school. Additionally, results indicate a high approval rating for caring relationships from teachers and staff. Belleview's small class sizes and close-knit community continue to create a positive school culture. Data from the California Healthy Kids Survey indicate 94% of 5th grade students and 65% of 7th grade students identify caring relationships at school. School connectedness is rated low, at 85% of 5th graders and 59% of 8th graders, indicating an area of growth.|Belleview's LCAP goals are focused on addressing school connectedness as an area of growth. Specifically, one of the goal's states that equity is at Belleview's core with support for the whole child that includes a positive school environment and a learning climate that incorporates instructional practices that support the academic, social- emotional and physical needs of its students. Another goal addresses plans to provide enrichment opportunities for students. Plans to provide continued social-emotional supports and enrichment opportunities will allow the district to assess improvements in student perceptions of school connectedness.|Met||2025-06-23|2025
55723480000000|Columbia Union|6|On the 2024-25 CHKS Student Survey, the following responses are highlights of areas of need identified by the district in 2023-24:  75% of students have a connectedness to the school. 68% of students have a caring relationship with adults at the school. 36% of students have meaningful participation in school.   33% of students feel chronically sad or hopeless. 34% of Hispanic students feel social emotional distress and 23% have considered suicide.  Comparatively, for all other students this is 34% and 15%, respectively.  On the 2024-25 CHKS Parent Survey, the following responses are highlights of areas of need by the district:  36% view harassment or bullying as a problem.  On the 2024-25 CHKS Staff Survey, the following responses are highlights of areas of need by the district:  82% of staff need professional development or training to support students exposed to trauma or stressful life events. 82% of staff believe there is a moderate or severe problem with disruptive student behavior. Over 40% of staff repeatedly cited student depression, mental health, and harassment or bullying among students as a moderate or severe problem.|Analysis of the 2024–25 California Healthy Kids Survey (CHKS) results revealed critical insights into both areas of strength and ongoing need for Columbia Union School District, as perceived by students, families, and staff.   These data points serve as a foundation for the district’s continuous improvement efforts in fostering safe, supportive, and engaging learning environments.  One of the most encouraging findings is that 75% of students report a sense of connectedness to the school, and 68% indicate they have a caring relationship with adults on campus. These metrics suggest that students generally feel seen and supported by school staff, reflecting positively on relationship-building practices, social-emotional learning implementation, and the district’s commitment to fostering a welcoming climate. However, only 36% of students report meaningful participation in school activities, indicating a need to expand student voice, leadership, and extracurricular opportunities, particularly for middle-grade students.  A key area of concern is student mental health. 33% of students reported feeling chronically sad or hopeless, and disaggregated data reveal that 34% of Hispanic students reported social-emotional distress, with 23% having considered suicide—a notably higher percentage than the 15% reported by non-Hispanic peers. These disparities underscore the need for culturally responsive mental health supports, early intervention strategies, and a more robust referral and counseling infrastructure.  Addressing these issues with targeted programming, additional behavioral health staff, and greater family engagement in mental health awareness will be essential.  From the parent perspective, 36% indicated that bullying or harassment is a concern, reinforcing the need for more visible anti-bullying initiatives, improved communication about behavioral expectations, and consistent implementation of Positive Behavior Interventions and Supports (PBIS).  Staff survey results highlight a pressing need for systemic support. 82% of staff reported needing more professional development to support students exposed to trauma, and the same percentage believe that disruptive student behavior is a moderate or severe issue.  Over 40% of staff identified student depression, mental health, and peer harassment as ongoing concerns. These findings suggest that while staff are invested in student well-being, they need additional training, time, and collaborative structures, such as professional learning communities and behavior intervention teams, to effectively address these challenges.  In summary, the data show that Columbia Union School District is making progress in creating a school climate rooted in care and connection. However, persistent needs in student mental health, equitable access to meaningful engagement, and staff capacity to respond to trauma and behavioral issues must remain a focus.  Disaggregated student data, especially for Hispanic students, reinforces|"Based on the analysis of the 2024–25 CHKS data and related local input, Columbia Union School District has identified several targeted revisions and actions necessary to address areas of need and promote continuous improvement.  These changes reflect a commitment to responding thoughtfully to educational partner feedback and student experience data, particularly in the areas of student well-being, staff readiness, and equitable access to engagement opportunities.  To respond to the growing concerns around student mental health and social-emotional distress, particularly among Hispanic students and other vulnerable subgroups, the district will revise its mental health support structure.   This includes the planned expansion of school-based mental health services through the addition of contracted counselors and increased access to behavioral health personnel.  The district is also exploring new partnerships with community organizations to provide culturally responsive counseling services and trauma-informed care training for staff.  Additionally, the referral and support process for students in emotional crisis will be streamlined, ensuring earlier intervention and clearer communication with families.  Given the high percentage of staff indicating a need for more training to support students exposed to trauma and manage disruptive behavior, the district will update its professional development plan to include a more sustained and job-embedded focus on trauma-informed practices, de-escalation strategies, restorative approaches, and classroom management.  This will be paired with expanded implementation of professional learning communities (PLCs), providing staff with structured time to collaboratively review student data, co-develop intervention plans, and reflect on progress.  To address the gap in student perceptions of meaningful participation in school (reported at just 36%), Columbia will enhance opportunities for student leadership, clubs, electives, and extracurricular programming.  Plans include new middle school electives aligned with student interests, expanded after-school programming via the ""Opportunity Hub,"" and increased student involvement in advisory groups and schoolwide decision-making. These actions aim to increase student agency, build school connectedness, and support whole-child development.  In response to family and staff concerns around harassment and bullying, the district will revise its bullying prevention procedures to include a more proactive, transparent reporting system and ensure consistent implementation of PBIS and restorative practices across all grade levels.  The district will also provide clearer communication to families about how incidents are handled and how to report concerns, further strengthening trust and accountability.  Finally, the district will enhance its stakeholder engagement strategy, particularly for underrepresented families."|Met||2025-06-16|2025
55723550000000|Curtis Creek Elementary|6|California Healthy Kids survey was given to the fifth and seventh grade students. Results are shared with our educational partners.  In addition a parent survey was given with over 20% participation.|"A lower percentage of students reported feeling safe on campus last year as compared to the year prior.  Parents reported that they felt the school had improved since last year and was on the ""right track."""|The school is modifying its student discipline plan to increase expectations on student respect and improve student climate.  Additionally, the district has increased the club stipend in a effort to establish more clubs on campus.  The goal is to get students to be more involved in campus groups and therefore feel more connected and safe.|Met||2025-06-25|2025
55723630000000|Jamestown Elementary|6|Jamestown School District administered the California Healthy Kids Survey to students in Grades 5, 6, and 7 to assess school climate across three key areas: School Engagement, School Safety, and Social Emotional Health.  Grade 5 Summary School Engagement Indicators:  School Connectedness: 55%  Academic Motivation: 67%  Caring Adults at School: 67%  High Expectations from Adults: 73%  Antibullying Climate: 59%  School Safety Indicators:  Feel Safe at School: 60%  Feel Safe Traveling To/From School: 63%  Experienced Cyberbullying: 52%  Social Emotional Health Indicators:  Frequent Sadness: 32%  Wellness: 61%  Grade 5 Participation by Race/Ethnicity:  American Indian or Alaska Native: 6%  Asian: 3%  Hispanic/Latinx: 20%  White: 49%  Multiracial: 20%  Other: 3%  No data reported for subgroups with fewer than 10 respondents.  Grades 6–7 Summary Participation rates: Grade 6 – 33%; Grade 7 – 52%  School Engagement and Supports:  Grade 6:  School Connectedness: 72%  Academic Motivation: 77%  Caring Adult Relationships: 78%  High Expectations: 93%  Meaningful Participation: 51%  Grade 7:  School Connectedness: 58%  Academic Motivation: 58%  Caring Adult Relationships: 65%  High Expectations: 79%  Meaningful Participation: 29%  School Safety:  Grade 6:  Feel Safe at School: 80%  Experienced Harassment or Bullying: 40%  Cyberbullying: 20%  Grade 7:  Feel Safe at School: 59%  Experienced Harassment or Bullying: 36%  Cyberbullying: 36%  Social Emotional Health:  Grade 6:  Chronic Sadness/Hopelessness: 33%  Considered Suicide: 20%  Life Satisfaction: 79%  Grade 7:  Chronic Sadness/Hopelessness: 55%  Considered Suicide: 32%  Life Satisfaction: 49%  Grades 6–7 Participation by Race/Ethnicity:  American Indian or Alaska Native: Gr. 6 – 7%; Gr. 7 – 5%  Hispanic/Latinx: Gr. 6 – 33%; Gr. 7 – 32%  White: Gr. 6 – 33%; Gr. 7 – 41%  Multiracial: Gr. 6 – 27%; Gr. 7 – 18%  Other: Gr. 7 – 5%  Subgroups with fewer than 10 respondents not reported.  Other Identified Subgroups:  Special Education: Gr. 6 – 13%; Gr. 7 – 18%  English Learners: Gr. 6 – 7%; Gr. 7 – 9%  Other Living Arrangements: Gr. 6 – 7%; Gr. 7 – 19%  “Do not know or prefer not to say” responses were recorded across multiple subgroups.|School Climate Survey Overview – Spring 2025  Survey Tool: California Healthy Kids Survey (CHKS) Grades Surveyed: Grade 5 (80% response rate), Grade 6 (33%), Grade 7 (52%) Domains Assessed:  School Engagement and Supports  School Safety  Social Emotional Health  Reporting Metric: % of students responding “Pretty much true/Very much true” or “Agree/Strongly Agree”  Areas of Strength 1. Caring Adult Relationships & High Expectations  Grade 5: Caring Adults – 67%, High Expectations – 73%  Grade 6: Caring Adults – 78%, High Expectations – 93%  Grade 7: Caring Adults – 65%, High Expectations – 79% Students feel supported and challenged, especially in Grade 6.  2. Academic Motivation  Grade 5: 67%  Grade 6: 77% Younger students show high motivation, indicating strong foundational engagement.  3. Life Satisfaction  Grade 6: 79% Majority of 6th graders report a strong sense of personal well-being.  Identified Needs 1. School Connectedness & Participation  Connectedness: Grade 5 – 55%, Grade 6 – 72%, Grade 7 – 58%  Meaningful Participation: Grade 6 – 51%, Grade 7 – 29% Significant drop in engagement in Grade 7 highlights the need for increased middle school supports.  2. School Safety & Cyberbullying  Feel Safe at School: Grade 5 – 60%, Grade 7 – 59%  Cyberbullying: Grade 5 – 52%, Grade 6 – 20%, Grade 7 – 36% Safety perceptions decline in upper grades; cyberbullying is a concern, especially in 5th and 7th grades.  3. Social-Emotional Health & Mental Health Concerns  Chronic Sadness/Hopelessness: Grade 5 – 32%, Grade 6 – 33%, Grade 7 – 55%  Considered Suicide: Grade 6 – 20%, Grade 7 – 32%  Life Satisfaction: Grade 7 – 49% (down from 79% in Grade 6) 7th grade students report significantly higher emotional distress, pointing to a need for early intervention and stronger mental health services.  Participation & Representation Well-Represented Subgroups: Hispanic/Latinx, White, Multiracial  Other Subgroups: Special Education (13–18%), English Learners (7–9%)  Underrepresented Groups: African American, Asian, and students with other living arrangements had responses below the reporting threshold.  Note: Grade 6 response rate was low (33%), limiting a complete analysis of student responses.  Key Takeaways Students generally feel supported by staff and held to high expectations, particularly in Grades 5 and 6.  School engagement, connectedness, and life satisfaction decline in Grade 7.  Perceptions of safety are moderate, with cyberbullying more prevalent in younger and upper middle grades.  Mental health concerns increase sharply in 7th grade, highlighting the need for targeted support.  Expanded mental health services and proactive middle school engagement strategies are priorities moving forward.|In response to the key learnings identified from the California Healthy Kids Survey, the District is taking a multifaceted approach to strengthening school climate, safety, and student well-being. To address issues around bullying, harassment, and safety, the I Understand behavior management program will enter its third year, reinforcing consistent expectations and consequences. Simultaneously, the District will continue expanding positive incentive structures through the HERO program, assemblies, enrichment opportunities, and field trips to increase engagement and connectedness—particularly in middle school, where there was a decline. To meet the rising mental health needs, especially among 7th grade students, the District has added an additional mental health clinician and will continue offering mental health education for both students and families. Plans also include increasing instruction on cyber safety and digital literacy to combat high rates of reported cyberbullying.  In addition, the District is strengthening its MTSS framework to respond more strategically to Universal Screening data and better support students’ academic and emotional needs. To improve student engagement and voice, especially in upper grades, the District will explore new student leadership and peer mentoring opportunities. Recognizing the important role of families, increased parent education will be offered around mental health and digital awareness. Finally, targeted supports will continue to be prioritized for high-need subgroups, including English learners and students with disabilities, to ensure all students feel connected, supported, and ready to succeed.|Met||2025-06-25|2025
55723710000000|Sonora Elementary|6|This goal was developed in response to the needs identified through data analysis and input from educational partners.  This goal addresses the following objectives in the Sonora Elementary School Strategic Plan.  2024 Dashboard Chronic Absenteeism 14.5%  White 14.4% Two or More Races 12.1% Hispanic 17.2% Students with Disabilities 16.7% Socio Economically Disadvantaged 19.3% Homeless 28.8%  Attendance 91.41%  4.9 % suspended at least one day All students- High Two or more races 2.9% Homeless 1.8% White 4.3% Socio Economically Disadvantaged 6.8% Hispanic 6.7% Students with Disabilities 10.1%   2023 Dashboard Chronic Absenteeism 25.7% English Learners 20% White 24.8% Two or More Races 29.4% Hispanic 31.5% Students with Disabilities 32.7% Socio Economically Disadvantaged 35.6% Homeless 42%  Attendance 90.14%  4.6 % suspended at least one day All students- High Two or more races 0% Homeless 1.7% English Learners 2.7% White 3.8% Socio Economically Disadvantaged 6% Hispanic 9.3% Students with Disabilities 10.5%    Basics: Teachers, Instructional Materials, Facilities- Met Implementation of Academic Standards -Met Parent and Family Engagement- Met Local Climate Survey - Met Access to Broad Course of Study - Met   Spring 2025                   Grades    3-5         6-8			 I like school.	  Always	           17.1%	     7.9% Often	           30.3%	     32.1% Sometimes	   46.1%       39.3% Never	           6.5%          7.9%  Good Behavior is noticed at my school  Always	          18.4%	    4.3% Often	          34.2%	    39.3% Sometimes	   44.7%       45% Never	           2.7%        11.4%  There is an adult at school that will help me if I need it.  Always	           38.2%	     31.4% Often	           26.3%	     35.7% Sometimes	   32.9%       27.9% Never	           2.6%          5%  Spring 2025 35% of 5th graders and 62% of 7th graders reported feeling of school connectedness.   38% of 5th graders and 59% of 7th graders reported feeling safe at school.   56% of 5th graders and 63% of 7th graders feel academically motivated  63% of 5th graders feel safe on the way to and from school|This goal was developed in response to the needs identified through data analysis and input from educational partners.  This goal addresses the following objectives in the Sonora Elementary School Strategic Plan. Chronic Absenteeism 14.5% Attendance 91.41% 4.9 % suspended at least one day All students- High  7	Mental and Socio-emotional Wellness	Objective	The full realization of one's mental, and social-emotional potential, which is attuned to wellness attitudes and practices. Focusing on how aware people are of their current emotional          state, and with tools, how they push through life challenges. Instruction will focus on the principles and         practices of individual, family, and community health.  8	Clean, safe, functional, attractive classrooms, facilities, and grounds. 	Objective	Facilities and grounds maintained in good repair that are clean, safe, functional, and attractive.  9	Student Decision Making Objective Student decision making and behavior are the core of school/district culture, as demonstrated by students making choices, setting goals, and assessing/selecting the best choice for the desired          outcome, resulting in safe, respectful, and responsible and kind actions. A district’s culture is measured          and defined by its student attendance, suspension, and expulsion rates, and by the surveying of the attitudes demonstrated by each student.  10	Family Engagement Objective Foster a shared commitment, between parents and school, to improve communication, increase awareness of  accountability of parents’ roles in student achievement, and presence at school events.  14	Physical Health Objective Committed to promoting the physical health and well-being of our students by providing comprehensive nutrition education curriculum content. Our program is designed to equip students with the           knowledge and skills necessary to make informed choices about their diet and lifestyle, including healthy eating          habits, essential nutrients and food safety practices. Through evidence-based theories and methods, we aim to empower our students to achieve optimal physical health and overall wellness.   Sonora Elementary exited Differentiated Assistance (DA) from the County Office of Education in December of 2023 after being in DA for four (4) years, for we made significant growth in the areas of chronic absenteeism and suspensions.|STRATEGIC PLAN OVERVIEW The Sonora Elementary School District Strategic Plan, adopted by the Board of Trustees, is the management plan for the District.  The Plan was originally developed in collaboration with representatives from Constituent groups within the District.  The following is a description of the purpose, components, definitions, process, and timelines related to the plan.  The Strategic Plan is a political, accountability, compliance, and inspirational document that serves three main purposes.  First, the plan engages Constituents and provides the Board’s political direction and accountability in addressing the District’s vision, mission, ranked objectives, annual outcomes, metrics, and actions.  Second, the Strategic Plan provides the source document used for preparing the Local Control Accountability Plan (LCAP), which provides for compliance with the requirements established by the State.  Lastly, the Strategic Plan, with action taken by the Board in the ranking of the objectives, provides clarity and inspiration to the Superintendent and staff in addressing the priorities of the Board and community.  MTSS Plan During the 2022-2023 school year administration with collaboration from teachers and a consultant created a MTSS plan that was implemented during the 2023-2024 school year.  Implementation Priority 1: Develop and implement a multi-tiered system of support in which students' needs are identified and specific interventions are provided in response to those needs. Universal Screening The foundation of a multi-tiered system of support is the identification of student needs.  Universal screening is the process in which all students are assessed multiple times per year to identify areas of need.  A Universal Screening process is proposed for grades K-8 and will screen in the areas of reading, mathematics, and social-emotional-behavioral.  The Universal Screening process will be multifaceted and include both norm referenced benchmark assessment data as well as teacher provided information through a proposed Student Data Review Team (SDRT) process.    LCAP Goals Based on the Strategic Plan and MTSS plan as well as feedback, data and student need: Goal 1 Increase Student Achievement Through Multi-Tiered Systems of Support (MTSS) increase student achievement/performance via strong instructional supports, such as staffing, curriculum based on standards, and the use of technology. Goal 2 Increase Student Engagement and Conditions and Climate Through Multi-Tiered Systems of Support (MTSS) create a clean, safe, well maintained,  positive learning environment focused on student engagement. Goal 3 Increase Student Engagement through course access. Goal 4 Provide professional development to staff to increase student academic performance, student engagement, and conditions and climate.|Met||2025-06-12|2025
55723890000000|Sonora Union High|6|The California Healthy Kids Survey (CHKS) for the academic year 2024-25 provides insights into students' perceptions of their school environment, focusing on school connectedness and safety. Grade 9: School Connectedness: 55% of 9th graders feel connected to their school. School Safety: 58% of 9th graders perceive their school as safe or very safe. Grade 11: School Connectedness: 49% of 11th graders feel connected to their school. This is a significant decline from last year. School Safety: 56% of 11th graders perceive their school as safe or very safe.|Analysis of 2024-25 Results: School Connectedness: 9th Graders: A majority feel connected, indicating that freshmen are generally integrating well into the school community. 11th Graders: A lower percentage feel connected, pointing to a potential decline in engagement and belonging as students progress through high school. Although the rate students reported feeling connected increased from 40% to 49%. School Safety: 9th Graders: A significant majority feel safe, suggesting that new students perceive the school environment as secure. 11th Graders: A significant majority feel safe, The rate students reported feeling connected increased from 45% to 56%.|"Actions Taken and Planned: Specialized Academic Counseling Services: The district will provide specialized academic counseling for ""at-risk"" students, including foster youth, English learners, and low-income students. This will be facilitated through a campus Learning Director at Sonora High School. This targeted support aims to improve school connectedness and academic success for vulnerable student groups. Campus Supervision: Increased funding for supervision on all district campuses will be maintained to promote a safe and productive learning environment. This includes funding for campus supervisors at both Sonora High School and the Alternative Education Campus. Enhanced supervision will address safety concerns, particularly for 11th graders who reported feeling less safe. Student Support Center: The Student Support Center will continue to facilitate behavior interventions and provide a supportive environment for addressing student behavior. This center plays a crucial role in ensuring that students feel connected and safe. Sonora Friends Program: Continued support for the Sonora Friends program, which helps incoming freshmen and new students connect with the positive culture at Sonora High School, will be prioritized. This initiative is crucial for maintaining the high level of connectedness reported by 9th graders. Positive Behavioral Intervention and Support (PBIS): The district will sustain the implementation of PBIS practices to teach, model, and affirm expected student behaviors. This approach helps create a positive school culture that enhances student safety and connectedness. Extra-Curricular Programs: Funding for extra-curricular programs will continue to promote student health and wellness, as well as increase participation. These programs are vital for keeping students engaged and fostering a sense of belonging throughout their high school years. Wellness and Behavior Support: Focused wellness and behavior support for English learners, low-income, and foster students will be enhanced through increased clinician support. This will address the specific needs of these groups, improving their overall school experience and safety."|Met||2025-06-23|2025
55723970000000|Soulsbyville Elementary|6|Our school uses two climate surveys; the California Healthy Kids Survey (CHKS) and our local Site Council Survey.  Both surveys results are reviewed and shared with board and staff and made available to families.  School connectedness has consistently improved over the prior three years and has now declined over the past year.  High expectations, meaningful participation, perceived school safety, positive behavior, parent involvement in schooling, and facilities upkeep all reported above state average.  Frequent sadness has shown and increase over 30% which is above the state average in 2025.  Adults at school care about you is up from 56% in 2022 to 66% in 2025.  Students feeling safe at school was at 68%; parents who say their children feel comfortable as school was 85% and 84% parents report a welcoming environment for parents.|The key leanings are that students, parents, and staff have the perception and experience of a safe, inviting environment here at Soulsbyville School.  Information provided to us through surveys shows that out school creates and values a healthy atmosphere to conduct high quality educational programming in a positive climate for all.  One identified need is a school climate indicator for Caring Relationships that reported 60% in 2024 and now has declined to 55% in 2025.|The school will continue to provide a high quality educational experience for families to include academic and social emotional learning opportunities in a safe, welcoming environment.  To implement improvement and address the below state average for Caring Relationships, the school will become familiar with the following questions asked of students regarding their input on Caring Relationships: 1) do teachers and other grown-ups at school care about you?  2) listen when you have something to say?  3) make an effort to get to know you?  4) who notices when you're not there?  Staff are to periodically throughout the year check in with students for feedback on these questions in order to learn if Caring Relationships are developing strongly between school adults and students.|Met||2025-06-17|2025
55724050000000|Summerville Elementary|6|For the past ten years, Summerville Elementary School has administered the California Health Kids survey biannually (every other year) to students in grades 5th and 7th. Beginning in 2019, Summerville Elementary began administering the survey annually to students in grades 5th and 7th. In 2021, the survey was expanded to grades 5th, 6th, and 7th so that the school would be able to track cohort responses annually in addition to gathering school-wide climate impressions.  Annually, the Summerville Elementary administrative team analyzes the data, looking for trends, new developments, and typical responses. Data is compared to the previous year for analytical comparison and discussion points with staff. Data is annually presented to the Governing Board at a public meeting. Staff receive a copy of the data and discuss the data and its implications throughout the year during professional learning sessions. Data is shared with parents through parent committee meetings. Highlights and key findings are discussed to engage parents and understand how they can partner with the school to support student learning.|The 2025 administration of the California Healthy Kids Survey (CHKS) had a relatively low participation rate, averaging 78% per grade level, comparable to the 2024 completion rates but lower than earlier years. Despite the lower response rate, the data provided valuable insights into student perceptions and well-being.  Survey results indicated that 76% of students reported feeling connected to the school, and 77% expressed strong academic motivation. A large majority (83%) perceived the school environment as clean and well-maintained, and 67% of students indicated that they have supportive relationships with caring adults on campus.  However, the data also revealed a continued area of concern around meaningful student participation. Only 33% of 6th-grade students and 15% of 7th-grade students reported feeling they have meaningful opportunities to be involved in school decision-making or activities beyond academics.  In terms of student safety and substance use, self-reported drug (8%) and alcohol use (17%) remained relatively low. However, the school noted a concerning increase in reported vaping use, which rose to 17%—up from 6% in prior survey administrations. This upward trend highlights the need for continued health education and preventative efforts focused on vaping and substance use.  Summerville Elementary will use these findings to inform program planning, support services, and outreach efforts to better engage students and improve overall school climate.|In response to this data, attention needs to be given to fostering student participation and voice in the classroom and school. Specific intervention techniques need to be investigated regarding drug, alcohol, and vaping awareness. The administrative team, with the counseling team, will target these areas during the 2025-2026 school year.|Met||2025-06-18|2025
55724130000000|Summerville Union High|6|The California Health Kids Survey Data is included for the 2024-2025 school year. Our sampling for 7th grade students is a very small sample as we have 12 students in the 7th grade. Students feel the school is a safe place to be  7th = 64% 9th = 64% 11th = 63%  Adults have high expectations for learning 7th = 73% 9th = 69% 11th = 68%  I try hard to make sure that I am good at my school work 7th = 90% 9th = 73% 11th = 65%  There is an adult at school that wants me to do my best 7th = NA 9th = 76% 11th = 75%  School violence perpetration 7th = 10% 9th = 6% 11th = 4%  Students reporting never having vaped 7th = 91% 9th = 86% 11th = 83%  Areas to Continue to work on include: Chronic Sadness or hopeless feelings in last 12 months 7th = 55% 9th = 36% 11th = 32%  Promotion of parental involvement in school 7th = 52% 9th = 48% 11th = 41%  I am happy with/to be at this school 7th = 63% 9th = 47% 11th = 46%  Teachers communicate with parents about what students are to learn in class 7th = 45% 9th = 53% 11th = 40%  Students feel a meaningful participation in school 7th = 33% 9th = 22% 11th = 34%|Through the data collected in the CHKS it appears that students are finding themselves in a good place according to the majority of the CHKS statistics. There are still some evident areas where students are struggling. Specifically, the data from the chronic sadness or hopelessness question. Although the percentage of students in the 11th grade reporting chronic sadness or hopelessness has decreased , the data shows more than half of our 7th graders and more than 1/3 of our 9th grade students report this feeling. There was a nice increase of students and parents reporting that they feel there is a promotion of parental involvement in the school. The data also reflects that teachers are communicating with parents about what the students are to learn in class at a greater rate. Students are reporting that they feel a greater meaningful participation in school, but that percentage is still only about a third of the population feeling that way. Fewer students are reporting that they have never used a vape than in previous years. That is an area of concern and the District has purchased and installed vape sensors in the restrooms. Areas of celebration also include: more students feel that adults have high expectations for learning, students are trying hard to make sure they are good at their school work, and there is an adult at school that wants the students to do their best.|The implementation of the Wellness Center this past year has brought another place with people trained and certified to support student needs. The District hired a Career and College Counselor for the 2024-2025 school year to work along side the GLCs and Crisis Counselor to support social-emotional learning, academic opportunities and academic success. The Student Services team meetings are held monthly to discuss students that are in need of additional supports. This includes the GLCs, Crisis Counselor, Psychologist, SARB Coordinator and other adults that work directly with the individual student. The most important determiner of campus-wide success for students and staff is providing for good, open-lines of communication. Supports can be put in place, we rely on our our students and parents to let us know about the needs.|Met||2025-06-25|2025
55724130112276|Gold Rush Home Study Charter|6|Gold Rush Home Study Charter administered the California Healthy Kids Survey (CHKS) to middle school students to assess school climate and conditions. The survey results reflect strong student perceptions of connectedness, safety, and engagement. Overall, students at Gold Rush reported more favorable school climate outcomes than the 2021–23 state averages.  Key School Climate Indicators (Percentage of Positive Responses): School Connectedness: 85% Academic Motivation: 79% Perceived School Safety: 74% Caring Adult Relationships: 82% High Expectations: 89% Meaningful Participation: 74% Promotion of Parental Involvement: 88% Facilities Upkeep: 76% No Substance Use at School: 100% No Harassment: 82% No Mean Rumors: 82% No Fear of Getting Beaten Up: 88% Two or Fewer Absences per Month: 43%  Disaggregated Data Highlights (Selected Indicators Compared to State Averages):  Indicator Gold Rush (%) State Avg (%) Try hard on schoolwork 83 79 Feel a part of the school 84 48 School is really boring 26 36 School is worthless and a waste of time 5 12 Harassed or bullied at school 26 40 Parents feel welcome at school 74 47 School is usually clean and tidy 76 37 Experienced chronic sadness/hopelessness 11 34 Three or more absences/month 11 20 Analysis: The CHKS results indicate a positive school climate across multiple domains. Students report feeling safe and connected to the school, supported by caring adults, and motivated academically. Reports of bullying and emotional distress are significantly below state averages. School cleanliness, student engagement, and parent perceptions are also stronger than the California norm. These findings demonstrate that Gold Rush Home Study Charter is fostering a safe, inclusive, and engaging learning environment for its students.|"Through the analysis of school climate survey data collected via the CHKS, Gold Rush Home Study Charter identified both areas of strength and critical needs that will inform school improvement efforts. Disaggregated data provided valuable insights into how different student groups experience school conditions and climate. Areas of Strength High Levels of School Connectedness and Belonging: 84% of students agreed that they feel like they are part of the school—significantly higher than the statewide average of 48%. This sense of connection was reported across student groups, suggesting that the school fosters a welcoming and inclusive environment for all students. Positive Perceptions of Adult Support: 82% of students reported having caring adult relationships at school, and 89% reported that adults at the school have high expectations of them. These relationships are critical for student engagement and social-emotional development and represent a consistent strength across grade levels.  Low Levels of Reported Substance Use, Harassment, and Emotional Distress: Students reported significantly lower levels of: Substance use at school (0%), compared to the state average of 4% Harassment or bullying (26%), below the state average of 40% Chronic sadness/hopelessness (11%), well below the state average of 34%  Positive Learning Attitudes: 83% of students reported trying hard on schoolwork, and only 5% felt school was ""worthless and a waste of time,"" compared to 12% statewide. These results suggest a strong culture of academic effort and purpose.  Identified Needs and Areas for Growth Chronic Absenteeism and Attendance Patterns: Only 43% of students reported having two or fewer absences per month, well below the state average of 80%. Although this indicator may reflect home-based learning flexibility, it points to a need for increased monitoring and supports to promote regular engagement, particularly for high-needs student groups.  Violence Prevention and Peer Conflict: While overall safety perceptions are strong (74% feel safe), 26% of students still reported being harassed or bullied, and 18% experienced mean rumors. This highlights the need for continued SEL supports, peer mediation programs, and anti-bullying initiatives, particularly for vulnerable groups such as LGBTQ+ students, English learners, and students with disabilities.  Disaggregated Needs – Student Groups: Students with Disabilities (SWDs): Historically underrepresented in survey data, SWDs may benefit from targeted supports to ensure their safety, sense of belonging, and meaningful participation in school activities. Socioeconomically Disadvantaged Students: Engagement efforts (e.g., parent participation and school connectedness) appear effective, but this group remains at higher risk for chronic absenteeism and emotional distress and requires sustained attention."|Based on the analysis of the California Healthy Kids Survey (CHKS) data and the identification of key learnings, Gold Rush Home Study Charter has identified several areas where policy and practice adjustments are necessary to strengthen school climate and promote continuous improvement. Revisions and Planned Actions for Continuous Improvement 1. Strengthening Attendance Supports Identified Need: Only 43% of students reported two or fewer absences per month—well below the state average of 80%. Action: Implement a proactive attendance support system that includes more frequent outreach to families, home visits, and individualized attendance action plans for students with recurring absences. Launch attendance incentive programs tied to monthly participation and academic engagement benchmarks. Enhance data tracking protocols to flag early signs of chronic absenteeism, especially among high-needs student groups (e.g., English learners, students with disabilities). 2. Expanding Social-Emotional Learning (SEL) and Mental Health Supports Identified Need: While only 11% reported chronic sadness/hopelessness, continued SEL development is essential, particularly given national post-pandemic trends. Action: Adopt a schoolwide SEL curriculum with tiered interventions and integrate SEL lessons into advisory blocks. Provide professional development for all staff on trauma-informed  practices and relationship-centered classroom management. Increase access to mental health services, including on-site counseling referrals and virtual support options. 3. Addressing Harassment and Peer Conflict Identified Need: 26% of students reported being harassed or bullied at school, and 18% experienced mean rumors. Action: Expand restorative practices and peer mediation to de-escalate conflicts and promote positive peer interactions. Revise schoolwide anti-bullying policies to include anonymous reporting tools, student-led awareness campaigns, and tracking of incident trends. Provide targeted supports and affinity spaces for groups more vulnerable to peer harassment (e.g., LGBTQ+ students, English learners). 4. Engaging Students and Families in School Climate Improvement Identified Need: Though family engagement was strong (74% of parents feel welcome), student feedback suggests opportunities for increased input. Action: Create a student-led climate council to gather ongoing input on school safety, culture, and engagement. Strengthen parent advisory and leadership roles, including increased representation of families of English learnersand students with disabilities.|Met||2025-06-12|2025
55724135530191|Connections Visual and Performing Arts Academy|6|The California Health Kids Survey Data is included for the 2024-2025 school year. Our sampling for 7th grade students is a very small sample as we have 12 students in the 7th grade.  Students feel the school is a safe place to be 7th = 64% 9th = 64% 11th = 63%  Adults have high expectations for learning 7th = 73% 9th = 69% 11th = 68%  I try hard to make sure that I am good at my school work 7th = 90% 9th = 73% 11th = 65%  There is an adult at school that wants me to do my best 7th = NA 9th = 76% 11th = 75%  School violence perpetration 7th = 10% 9th = 6% 11th = 4%  Students reporting never having vaped 7th = 91% 9th = 86% 11th = 83%  Areas to Continue to work on include: Chronic Sadness or hopeless feelings in last 12 months 7th = 55% 9th = 36% 11th = 32%  Promotion of parental involvement in school 7th = 52% 9th = 48% 11th = 41%  I am happy with/to be at this school 7th = 63% 9th = 47% 11th = 46%  Teachers communicate with parents about what students are to learn in class 7th = 45% 9th = 53% 11th = 40%  Students feel a meaningful participation in school 7th = 33% 9th = 22% 11th = 34%|Through the data collected in the CHKS it appears that students are finding themselves in a good place according to the majority of the CHKS statistics. There are still some evident areas where students are struggling. Specifically, the data from the chronic sadness or hopelessness question. Although the percentage of students in the 11th grade reporting chronic sadness or hopelessness has decreased , the data shows more than half of our 7th graders and more than 1/3 of our 9th grade students report this feeling. There was a nice increase of students and parents reporting that they feel there is a promotion of parental involvement in the school. The data also reflects that teachers are communicating with parents about what the students are to learn in class at a greater rate. Students are reporting that they feel a greater meaningful participation in school, but that percentage is still only about a third of the population feeling that way. Fewer students are reporting that they have never used a vape than in previous years. That is an area of concern and the District has purchased and installed vape sensors in the restrooms. Areas of celebration also include: more students feel that adults have high expectations for learning, students are trying hard to make sure they are good at their school work, and there is an adult at school that wants the students to do their best.|The implementation of the Wellness Center this past year has brought another place with people trained and certified to support student needs. The District hired a Career and College Counselor for the 2024-2025 school year to work along side the GLCs and Crisis Counselor to support social-emotional learning, academic opportunities and academic success. The Student Services team meetings are held monthly to discuss students that are in need of additional supports. This includes the GLCs, Crisis Counselor, Psychologist, SARB Coordinator and other adults that work directly with the individual student. The most important determiner of campus-wide success for students and staff is providing for good, open-lines of communication. Supports can be put in place, we rely on our our students and parents to let us know about the needs.|Met||2025-06-25|2025
55724210000000|Twain Harte|6|The School Climate Report Card was compiled using data from the middle school (7th grade) and elementary school (5th and 6th grade) California Healthy Kids Survey administered in March 2025.    Survey results indicate the following: School Connectedness:  Middle School = 56%, Elementary = N/A (too few responses) Academic Motivation:  Middle School = 55%, Elementary = N/A (too few responses) Two or fewer absences:  Middle School = 87% Caring Relationships:  Middle School = 62%, Elementary = N/A (too few responses) High Expectations:  Middle School = 71%, Elementary = N/A (too few responses) Meaningful Participation:  Middle School = 22%, Elementary = N/A (too few responses) Perceived School Safety:  Middle School = 57%, Elementary = N/A (too few responses) Low Violence Victimization:  Elementary = N/A (too few responses)|Survey results were equal to or greater than statewide results among our elementary school students.  Our middle school students however, were below state averages in most categories.|Increasing overall student wellness has been written as a goal in the LCAP.  This goal will help to address the mental and physical health outcomes of our students which will in turn improve academic achievement and increase student engagement and motivation outcomes.|Met||2025-06-19|2025
55751840000000|Big Oak Flat-Groveland Unified|6|The California Dashboard Local Indicators provide insights into various aspects of school performance and student well-being. The California Healthy Kids Survey (CHKS) is a tool used to gather data on students' perceptions of their school environment, including their sense of connectedness and safety. In this case, the survey was administered to students in grades 5, 6, 7, 9, and 11. However, the data for 5th grade was not reported due to an insufficient sample size, as a significant number of parents (60%) opted their children out of the survey. This opt-out rate left too few participants to generate reliable or reportable data for 5th grade.  The reported data for 6th, 7th, 9th, and 11th grades focus on two key areas:  School Connectedness: This measures how connected students feel to their school community, including their relationships with peers and teachers, and their overall sense of belonging. The results were: 6th grade: 65% of students reported feeling connected to their school. 7th grade: 53% of students reported feeling connected to their school. 9th grade: 39% of students reported feeling connected to their school. 11th grade: 36% of students reported feeling connected to their school. These results indicate that school connectedness is relatively high in 6th and 7th grade but drops significantly in higher grades, with less than half of 9th and 11th graders feeling connected to their school.  School Perceived as Safe: This measures students' perceptions of safety within their school environment, encompassing both physical and emotional safety. The results were: 6th grade: 83% of students perceived their school as safe. 7th grade: 50% of students perceived their school as safe. 9th grade: 50% of students perceived their school as safe. 11th grade: 47% of students perceived their school as safe. These results show that a majority of students in all three grades perceive their school as safe, but similar to school connectedness, the perception of safety decreases from 6th to 7th, 9th and 11th grades.|Key Learnings from Data Analysis:  The analysis of data from the California Healthy Kids Survey (CHKS) and the California Dashboard Local Indicators reveals critical insights into student well-being and school climate, particularly in the areas of school connectedness and perceived safety. A clear trend emerges showing that both school connectedness and feelings of safety decline as students progress from 6th to 11th grade.  Areas of Strength: 6th Grade students demonstrate the highest levels of both school connectedness (65%) and perceived safety (83%), suggesting that the transition into middle school is generally well-supported. The data show a strong school climate at the elementary and early middle school levels, indicating effective staff-student relationships and campus supports at these grades.  Identified Needs  A notable decline in both metrics occurs from 7th grade onward, with school connectedness dropping to 36% by 11th grade and perceived safety falling to 47%. This signals a pressing need to enhance engagement and support systems at the high school level.  Particularly concerning is the steep drop in connectedness in 9th grade (39%) and 11th grade (36%), suggesting students may feel increasingly disengaged and isolated as they advance through high school. The 50% or lower safety perception in grades 7, 9, and 11 indicates that students may feel emotionally or physically vulnerable, which can impact their overall academic success and well-being.  Additional Consideration:  The lack of reportable data for 5th grade due to a 60% parent opt-out rate highlights a need to improve communication with families about the importance of participation in surveys that inform support services and improvement efforts. In summary, while strengths are evident in early grade levels, there is a clear need for targeted interventions to increase connectedness and safety, especially at the high school level, and to engage families more effectively in data collection efforts.|Based on the current California Healthy Kids Survey (CHKS) data, the LEA has identified a critical need to address declining school connectedness and perceptions of safety as students progress into higher grade levels. As a result, several changes to existing plans, policies, and procedures are being implemented to address these concerns and support continuous improvement.  Revisions and Actions for Improvement:  1.Strengthening Secondary Student Engagement: The LEA will revise its student engagement strategies by increasing opportunities for meaningful student involvement in school activities, leadership, and peer mentoring programs at the middle and high school levels. The decline in connectedness from 65% in 6th grade to 36% in 11th grade signals a need to foster stronger relationships and a sense of belonging among older students.  2.Enhanced Campus Climate and Safety Measures: To respond to lower safety perceptions—especially the drop from 83% in 6th grade to 47% in 11th—the LEA will revise school safety protocols including additional surveillance cameras on all campuses, increase adult presence and supervision, and implement school-wide social-emotional learning (SEL) practices that promote emotional safety and trust. The district will also explore student safety advisory panels to provide feedback and co-develop solutions.  3.Improved Grade-Level Transitions:  Recognizing that the steepest drops in connectedness and safety occur between elementary and secondary grades, the LEA will create targeted transition support systems for incoming 7th and 9th graders, including orientation programs, student “buddy” systems, and regular check-ins.  4.Family Communication and Survey Participation:  Due to the 60% parent opt-out rate in 5th grade, which resulted in unreportable data, the LEA will revise its outreach strategy to families by clearly communicating the value and confidentiality of student surveys. This includes proactive messaging through school meetings, newsletters, and direct communication.  5.Ongoing Monitoring and Feedback Loops:  The LEA will implement regular monitoring of school climate indicators and create feedback loops with staff, students, and families to evaluate progress and adjust plans as needed. These changes will be embedded into the Local Control and Accountability Plan (LCAP) cycle to ensure alignment with district-wide goals. These actions represent a comprehensive approach to improving student well-being and school climate, ensuring that the LEA is responsive to data and committed to continuous improvement.|Met||2025-06-25|2025
56105610000000|Ventura County Office of Education|6|"During the 2024-25 school year, VCOE Schools and Programs administered the California Healthy Kids Survey (CHKS) to students in grades 6–12 to assess their perceptions of school climate. Overall, 38% of students reported feeling ""connected"" to their school. This measure was based on a set of five questions, with the highest levels of agreement seen in the statements: “The teachers at this school treat students fairly” (51%) and “I feel safe at this school” (52%)."|An analysis of the 2024–25 CHKS School Connectedness data revealed that while many students feel safe at school and supported by teachers, slightly fewer report a strong sense of belonging. Only 32% of students said they feel close to others at school and feel like they are part of the school community. At the same time, 43% of students reported that there is at least one teacher or adult on campus who cares about them. These findings offer valuable insight to help educational partners identify and target areas where additional support is needed to strengthen school connectedness.|Although the CHKS is just one tool VCOE uses to gather data on student needs, it provides valuable insights that help school staff and administrators offer targeted support and implement specialized programs. These efforts aim to create safe spaces—both physically and emotionally—where students feel supported and ready to engage in learning. In response to identified needs, VCOE continues to provide robust social-emotional supports across school campuses, including Social-Emotional Specialists, social-emotional learning and curriculum, Behavioral Support Specialists, wellness center spaces, expanded counseling services, and professional learning for staff in areas such as school safety, trauma-informed care, and social-emotional learning. In addition, increasing opportunities for student engagement remains a key focus, with intentional efforts to ensure students are actively connected to their school community through programs, activities, and inclusive practices. The VCOE team is committed to fostering safe, welcoming, and engaging learning environments that respond to the needs of all students.|Met||2025-06-26|2025
56105610109900|Vista Real Charter High|6|During the first semester of 2024-25, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience: *99% of the students reported that they felt safe *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 95% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2025-05-28|2025
56105610112417|Ventura Charter School of Arts and Global Education|6|87% of our 2nd - 5th graders report feeling engaged in their school work 86% of our 6-8 graders report feeling safe at school  86% of our 6-8 graders report that adults in their school respect people from different backgrounds. 68% of 6-8 graders think discipline at school is fair. 73% of 2-5 graders think their teacher cares about them.|This prompt has led us to continue our focus on discipline during the 25/26 school year. We need to have better behavior in classrooms for the benefit of all.|We are continuing the work we started on our discipline program, focusing on Tier 1 and Tier 2 discipline strategies.|Met||2025-06-26|2025
56105610121756|BRIDGES Charter|6|The LEA administers the Healthy Kids Survey once annually and a  local climate survey twice a year for 3rd-8th grade students. The climate survey provides a valid measure of perceptions of school safety and connectedness. We report the results to our local governing board and to our Charter Excellence committee at regularly scheduled meetings, to stakeholders and the public through the Dashboard and through community data talks. Our local surveys for  tracking social emotional wellness are strength-based surveys adapted from UC Santa Barbara's Covitality Lab. The SEHS for 3rd through 5th grade measures Covitality via: Gratitude, Zest, Optimism, and Persistence. The SEHS for 6th through 8th grade measures of Covitality, via: Belief in Self,  Belief in Others, Emotional Competence, and Engaged Living.|"Using our local climate surveys, we engage in a cycle of data analysis to assess the social and emotional well being of our students. On our climate surveys, an Average of 3 or more on the subscale or composite (typical response was in the “yes” range on each item) indicates that students are ""thriving"". High Thriving is an Average of 6 on the subscale or composite (all responses were highest level of agreement to the items). In Spring 2024, out of a scale of 5, our elementary students averaged  4.4 in overall Covitality, and our middle school students averaged 3.1 for overall Covitality. Elementary students regularly score the highest in Persistence and the lowest in Zest whereas middle school students scored the highest in Gratitude and the lowest in Self Control. Across subgroups of students, it is notable that our English Learners scored lower than average in the area of Peer and School Support. In the categories where students express lower scores, we implemented research based curriculum through whole class or small breakout group lessons and activities that target specific areas. For example, this year, we focused on Social and Emotional Lessons specifically for enhancing student gratitude, zest, and optimism. We will continue to focus on our sub populations to ensure that we are meeting their unique needs for social and emotional wellness."|We use these results to implement interventions and design social emotional programs and support. We also will increase hours for our school counselor and create a position for Director of Student Services that implements and oversees our MTSS program.|Met||2025-06-16|2025
56105610122713|River Oaks Academy|6|River Oaks implemented two surveys to measure the local climate: the Annual ROA Improvement Survey is given to all educational partners, and the Panorama Education Social Emotional Survey is given to high school and middle school students twice a year.  The Annual ROA Improvement Survey indicates that educational partners are satisfied with the quality of teachers and the personalized approach to education that River Oaks offers, as follows:  98% agree on the school's commitment to a non-violent, anti-bullying culture. 100% agree on the school's inclusivity regardless of background. 100% agree on the importance ROA places on social-emotional well-being. 98% agree on ROA's implementation of processes ensuring input and engagement from educational partners.   Middle and high school students were administered the Panorama Education Social Emotional Learning Survey during October and April. Over 77% of responding students reported a positive status in Social Awareness, Emotional Regulation, Teacher-student relationships, and Sense of Belonging levels.|The data shown in prompt one confirms ROA's efforts and commitment to a positive school culture. Analysis of survey data at ROA highlights several key strengths and needs. Educational partners overwhelmingly express satisfaction with the school’s inclusive, student-centered environment, citing strong teacher quality, personalized learning, and a commitment to social-emotional well-being. The Panorama Education Social Emotional Survey results affirm strengths in fostering a supportive school climate. Continued focus on maintaining and deepening social-emotional supports and inclusive practices across all student groups remains a priority at ROA.|ROA will continue to use Parent Square to communicate with all educational partners, use the ROA website for community members and families to access school wide information, scheduled turn ins with families and coaching teachers to reinforce the school-family connection, maintain the virtual and online Wellness Centers, send out monthly Wellness articles and activity suggestions and keep an open door/open ear for all educational partners to be heard.|Met||2025-06-04|2025
56105616055974|Meadows Arts and Technology Elementary|6|Each year, MATES surveys the fifth grade students. When asked, 95.3% of MATES fifth grade students feel that they belong, and 96.8% of them feel safe at school. Based on previous student survey data, MATES implemented a conflict resolution strategy called the HEART Highway. When this year's class was asked if they knew how to work out conflicts with their classmates, 98.4% of the students believed they can. 100% of students believe that their teacher cares about them, and 95.3% believe that their teacher listens to their ideas. 69.8% of students look forward to coming to school each day. 96.8% of students say that they can read with confidence, and 95.3% can do math with confidence. When asked if they can get help when they don't understand something 100% of students said they could. MATES has had a core values program, the HEART of an Eagle, in effect for 15 years. The program exemplifies what each student should strive to achieve. Also, MATES has developed a conflict resolution tool for students. This tool is a type of peace path called “The HEART Highway,” and provides students with steps to resolve conflicts with their peers. All staff members are trained to implement the HEART Highway, and the tool is available in all classrooms, specialist classes, and on the playground.|Last year, the MATES staff piloted the updated Second Step social-emotional learning program. In 2024-2025, MATES implemented the full program to increase empathy, inclusiveness, and conflict resolution. From the 2023-24 school year to the 2024-25 school year, the student survey showed a 4.4% increase of MATES fifth-grade students feeling that they belong at school, a 5.9% increase of MATES fifth-grade students feeling that they have friends, and a 9.4% increase of MATES fifth-grade students feeling they know how to work out conflicts with classmates.|MATES has a robust core values program -- the HEART of an Eagle. Adding the updated Second Step program has further enhanced the core values and social emotional skills necessary for student success. The MATES Curriculum Committee continues to monitor and evaluate the effectiveness of the Second Step program, and will pilot additional program options as needed.|Met||2025-05-19|2025
56724470000000|Briggs Elementary|6|"Briggs School District administered a mid-year, local climate survey with questions focused on safety, connectedness, and motivation to learn to students in grades 3-8. At the end of the year, a local climate survey was also administered with questions focused on safety, connectedness, and motivation to learn to students in grades 3-5 and the School Climate and Social Emotional Health modules of the California Healthy Kids Survey (CHKS) were administered in grades 7-8. The Core Module of the CHKS survey was not administered this year as it was not the required year for the district. On the local climate survey, students in grades 3-5 reported the following about feelings of safety: 64% of students responded ""Yes"", 32% of students responded ""Sometimes"" and 4% responded ""No"". On the local climate survey, students in grades 3-5 reported the following about feelings of connectedness: 66% of students responded ""Yes"", 29% of students responded ""Sometimes"" and 5% responded ""No"". On the local climate survey, students in grades 3-5 reported the following about motivation to learn: 81% of students responded ""Yes"", 17% of students responded ""Sometimes"" and 2% responded ""No"". On the School Climate module of the CHKS, 32% of students reported they ""agree"" or ""strongly agree"" with statements about positive Student Peer Relationships, 30% of students reported they ""agree"" or ""strongly agree"" with statements about having an Antibullying Climate, and 33% of students reported they ""agree"" or ""strongly agree"" with statements about Fairness and Respect. However, 59% of students ""agree"" or ""strongly agree"" that adults treat students with respect, but only 20% of students ""agree"" or ""strongly agree"" that students treat teachers with respect."|"One key finding from the local climate survey administered in grades 3-5 is the percentage of students reporting ""Yes"" and ""Sometimes"" to the questions about safety, connectedness, and motivation to learn decreases as the students move up in grades. Students in fifth grade reported lower percentages and this could be attributed to being on the middle school campus. Another key finding on both the local climate survey and the CHKS modules was needing to support positive peer relationships. Students on the local climate survey shared that while they feel connected to school and that staff members care for them, they do not feel strongly that their peers do. This was also evident on the CHKS School Climate module as only 32% of students either ""agreed"" or ""strongly agreed"" with statements about positive peer relationships. Moving forward, improving peer relationships is an identified need of the district."|Briggs School District will address the identified need of strengthening peer relationships through PBIS and counseling. Both school sites have a PBIS committee that is focused on improving school climate and will include addressing this need in the next school year. A school-based counselor is also available at both school sites to help navigate social issues, provide restorative justice conversations, and advise both students and staff.|Met||2025-06-05|2025
56724540000000|Fillmore Unified|6|Based on analysis of student survey data and educational partner input, Fillmore Unified School District (FUSD) has identified key strengths and areas for continued focus in promoting school safety and connectedness. In the 2024–2025 school year, students in grades 5, 8, and 11 participated in both a local mid-year survey and the California Healthy Kids Survey (CHKS). Mid-year results showed that: •	54% of students reported feeling connected to school •	61% reported feeling safe at school •	59% reported having a caring adult on campus •	72% reported knowing where to go for help or mental health support|These findings reflect positive perceptions of school climate and adult support, reinforcing the district’s ongoing efforts in social-emotional learning (SEL), cultural proficiency, and restorative practices. Survey feedback also revealed persistent barriers to accessing mental health services, including cultural stigma and financial limitations. In response, FUSD has opened student wellness centers at Fillmore High School, Fillmore Middle School, and two elementary schools. Each center is staffed with a social worker and counselor to provide direct support.|To further address student needs, FUSD will leverage state and federal funding to expand access to school counselors, implement ASCA-aligned lessons and training, and increase coordinated student activities. The district will also provide counselors at all elementary sites and strengthen partnerships with local agencies to reduce barriers to mental health care. Student information systems will be used to monitor key metrics related to school climate and well-being. FUSD remains committed to implementing Positive Behavior Interventions and Supports (PBIS) and SEL to create inclusive, supportive environments that foster academic success and student well-being.|Met||2025-06-03|2025
56724620000000|Hueneme Elementary|6|"HESD administers a local climate survey every year to obtain a valid measure of perception of school safety and connectedness. At a regularly scheduled meeting, the results are shared with all vital educational partners, including our local governing board. In Spring 2024, HESD administered the California Healthy Kids Survey (CHKS) to grades five and seven students. The following key indicators of school climate were measured:  * School Engagement and Supports * School Safety * School Disciplinary Environment * Substance Use * Mental Health  The results of the 2024-2025 administration of the California Healthy Kids Survey (CHKS) show that 70% of fifth-grade students reported: ""Yes, most of the time"" or ""Yes, all of the time"" on questions about school connectedness (no change). An average of 72% of grade five students reported feeling safe in school (no change).  In grade seven, 45% of the students taking the survey indicated ""Agree"" or ""Strongly Agree"" on questions about school connectedness (up 1%). 51% of respondents reported that they perceive their school site as ""Very safe"" or ""safe"" (up 7%).   Grade 5 * School Connectedness: 70% * Academic Motivation: 80% * Caring Adult Relationships: 68% * High Expectations: 84% * Meaningful Participation: 42% * School Safety (students feel safe at school): 72%  Grade 7 * School Connectedness: 45%  * Academic Motivation: 63% * Caring Adult Relationships: 53% * High Expectations: 70% * Meaningful Participation: 24% * School Safety (students feel safe at school): 51%"|Summary of Student Data – Grades 5 and 7  The data shows a noticeable decline in positive student perceptions from Grade 5 to Grade 7 across all categories, especially in school connectedness (from 70% to 45%) and school safety (from 72% to 51%). Meaningful participation is consistently low at both grade levels, significantly dropping from 42% in Grade 5 to 24% in Grade 7.  While academic motivation and high expectations remain relatively stronger, especially in Grade 5, the lower scores in caring adult relationships and connectedness in Grade 7 suggest a need to strengthen adult-student relationships and engagement as students transition to middle school.  Focus Areas Based on Data:  * Increase meaningful participation opportunities, especially in middle school.  * Strengthen relationships between staff and students in upper grades.  * Improve school connectedness and sense of safety for Grade 7 students.  * Continue building on strengths like academic motivation and high expectations.|Conclusion and Recommendations:  * Program Considerations: Enhance programs to improve school connectedness, especially during elementary to middle school transitions. * Mentorship and Counseling: Implement mentorship programs and strengthen counseling services to support caring adult relationships and address safety concerns. * Engagement Activities: Increase opportunities for meaningful participation through clubs, extracurricular activities, and student leadership programs. * Consistent Expectations: Ensure consistent communication of high expectations across all grade levels. * Safety Initiatives: Enhance school safety measures and create a supportive environment where students feel secure and valued.|Met||2025-06-09|2025
56724700000000|Mesa Union Elementary|6|Mesa Union School District regularly uses stakeholder feedback to understand the district/school climate and to evaluate the perceptions of community partners to evaluate practices and improve programming. Mesa Union School District understands that student perceptions are empirically linked to academic outcomes. Therefore, it is critical to have a complete understanding of the student, family and staff experience. Specifically, Mesa Union has administered the YouthTruth annual survey to students and families in grades 5-8 since 2017 and has utilized the results for the following aims:  - To help the district grow and innovate as a learning organization - To help us assess needs in the community and better target resources - For strategic planning and goal setting - To monitor the effect of changes/modifications - For professional learning, development and coaching - To inform decision-making as well as the school model, instructional, and/or leadership changes|As a result of input from learning partners, Mesa Union has identified a number of important trends. For the 2023-2024 school year, the following were key takeaways from the annual YouthTruth Survey administration and other input opportunities from district educational partners:  - Interest in greater sense of school safety and student well-being - Focus on connectedness and relationships - Interest in student-centered learning - Focus on rigor and high-academic outcomes - Focus on early childhood learning and programs - Need for expanded learning opportunities (after-school programming)|Mesa Union has implemented the following strategies to prioritize school connectedness, school culture and a focus on college and career readiness. Mesa Union School has implemented or will implement the strategies/activities below during to advance district goals in the areas of school culture, stakeholder engagement and student connectedness.  - Maintain an attendance rate of 96% or above. - Implementation of AVID (Advancement Via Individual Determination) to advance Mesa Union's Framework for the Future and Learner Profile. Implementation began in grades 5-8 during the 2023-2024 academic year, expanded into grades 3-4 in 2024-2025 and will extend into    grades TK-2 in 2025-2026.  - Student focus groups to gather input and feedback on school culture and climate based on the YouthTruth Survey results. - Focus on Early Childhood Learning, namely in the areas of literacy and numeracy; increased coordination of services, improved instructional materials and added personnel (teachers/paraprofessionals). - Coordinated mental health services through credentialed therapists and providers.  - Professional learning for teachers/certificated staff regarding student-centered learning grounded in the Mesa Union Framework for the Future. - Professional learning for teachers/certificated staff regarding the social-emotional health of students was informed and planned with the outcomes of the YouthTruth survey. - Continue school wide implementation of CHAMPS positive behavioral support program and Second Step as SEL curriculum. - Increase mental health/counseling services to support the health/social emotional needs of students - Implement a number of school wide strategies (i.e., Tiger Tags, Positive Behavioral Referrals, etc.) and activities (i.e., Kindness Week, Student Council, etc.) that have increased awareness of the effects of bullying and made a positive impact on student interactions.|Met||2025-06-12|2025
56724705630363|Golden Valley Charter|6|Golden Valley Charter School (GVCS) students are educated in their own homes and in the greater community through various vendors selected by parents for their students. To determine how connected students feel, GVCS created a student survey to gather input from our students this school year. Surveys were sent to all students and only four percent of our students participated in the survey. Results of grade level spans that participated in the survey included: 52% of TK-5 students; 22% of 6-8 students; and 30% of 9-12 students.|Based on survey results, 100% of GVCS students reported the School provides textbooks and learning materials to support their learning. Additionally, 91% of students reported that their EF encourages them to work hard, so they can be successful in school. While parent/guardians reported that 90% of their students feel connected to GVCS, only 44% of GVCS students that completed the survey feel connected to the School. Students reported that they feel connected to GVCS through EF engagement, school office visits, field trips, enrichment opportunities, and high school meet and greets. GVCS will continue to offer a variety of opportunities to find ways to help students feel more connected to GVCS.|GVCS will continue to offer a variety of opportunities to help students feel more connected to the School, including additional in-person activities next school year. To further build the partnership between students and GVCS, efforts will include Education Facilitator (EF) engagement, field trips, enrichment and outreach opportunities, and high school meet-and-greets. These activities will support the implementation of a continuous improvement plan focused on strengthening relationships between students Golden Valley Charter School.|Met||2025-06-18|2025
56725040000000|Mupu Elementary|6|In the 2024-25 school year, Mupu Elementary School District administered a local climate survey to both parents and students in grades 4-8 to gather updated feedback on school conditions and climate. While participation from parents increased slightly compared to the previous year, the response rate remained limited, so data continues to be reviewed with caution as it may not fully represent all families. The small sample size still limits the ability to disaggregate data by student groups such as English Learners or socioeconomically disadvantaged students.  Overall, 71% of parent respondents agreed or strongly agreed that they feel welcomed to participate at school, maintaining the previous year's response. 88% felt the school keeps them well informed about activities, reflecting consistent satisfaction with communication efforts. However, perceptions regarding social-emotional supports showed a continued area of need: only 47% felt that teachers are responsive to students' social-emotional needs, and just 33% felt that parents are provided with advice and resources to support their child’s social-emotional wellbeing.  On a positive note, 88% of parents reported that the school is a safe place for their child. These results align with feedback collected through the student climate survey and middle school focus groups, where students indicated they generally feel connected to school but highlighted areas for growth in peer relationships and access to enrichment activities.  The district will continue to administer climate surveys annually and is working to improve participation rates across all student groups to ensure a more representative data set moving forward. This data informs ongoing efforts under LCAP Goal 2 to enhance family engagement, improve social-emotional supports, and foster a positive and inclusive school climate.|Key learnings from the 2024-25 local climate survey and parent input indicate that Mupu Elementary School District continues to be viewed as a safe and welcoming environment. Similar to prior years, parents overwhelmingly feel their children are safe at school, with 88% affirming this perception. Additionally, communication about school activities remains a strength, as 88% of respondents felt well-informed—an improvement sustained from previous efforts to increase outreach via ParentSquare and Class Dojo.  However, a clear area of need remains in addressing students’ social-emotional well-being. Only 47% of parents felt teachers are responsive to their child’s social-emotional needs, and just 33% felt the school provides adequate advice and resources to help parents support these needs at home. This data reflects an ongoing gap between school supports and parent perceptions of guidance in this area.  Another key challenge identified is the continued low participation in surveys and input opportunities, with only 18% of families responding to the climate survey. This low turnout limits the district’s ability to fully understand the diverse experiences of all student groups, including EL and socioeconomically disadvantaged families. The data could not be disaggregated due to the small sample size, but educational partner feedback, including from the Mupu Parent Club and student focus groups, echoed concerns about student connectedness, peer relationships, and family engagement.  Moving forward, the district recognizes the need to strengthen social-emotional supports both for students and families, and to improve strategies for engaging more families in providing input. The upcoming “HEART at Home” family nights and the formalization of the EL Parent Committee are steps aimed at addressing these needs.|In response to the analysis of local data and educational partner input, Mupu Elementary School District will implement several updates and actions to support continuous improvement. Building on previous efforts, the district will continue offering family activity nights shaped by survey feedback to increase parental participation. These events will now include information on how families can get involved in advisory committees such as LCAP input sessions and the newly established EL Parent Committee, reinforcing the importance of parent voice in school decisions.  To improve consistency in home-school communication, the district is developing a formal communication plan with staff to set clear expectations on how and when teachers will provide progress updates to families. This includes more structured use of Class Dojo and promoting the use of ConnectEd so that all parents have access to real-time academic and attendance data. Teachers will provide regular updates on both academic progress and student behavior to ensure transparency and strengthen parent partnerships.  In the area of social-emotional support, the district expanded counseling services by hiring a new bilingual counselor and increasing availability to three days per week. The addition of a bilingual counselor enhances accessibility for all families, particularly Spanish-speaking parents, ensuring they can communicate comfortably about their child’s social-emotional needs. This counselor will also lead the Extended Learning Opportunities Program, where the newly purchased Kidgrit curriculum will be implemented to support social-emotional learning (SEL). Kidgrit lessons will be integrated into the school day by teachers and the counselor, with continued instruction three days a week in the extended learning program. To increase awareness of these services, the counselor will send an introductory letter at the start of the year to introduce herself and share information about available SEL programs and supports.  Finally, the district will launch the “HEART at Home” parent education series, beginning with a Parent Night that focuses on PBIS strategies and how families can reinforce positive behavior and social-emotional growth at home. These efforts align with LCAP Goal 2 and reflect Mupu’s ongoing commitment to strengthening family engagement, enhancing communication, and supporting the social-emotional development of all students.|Met||2025-06-18|2025
56725120000000|Ocean View|6|OVSD began implementing the Leader In Me program districtwide in 2024-2025. As part of this rollout, the district had all employees, students in 4th-8th grade, and families complete a detailed survey titled the Measured Results Assessment. This survey addresses needs sorted into three key areas: Academics, Leadership, and Culture. Results are analyzed as an overall organization and based on the feelings and opinions of each specific group. In the area of academics, the district scored an average of 74, which is an increase of .5 from the prior year's baseline. In the area of Leadership, the district scored 76, and improvement of 3.25 from the prior year's baseline. The Family and Community Engagement showed improvement from 71 in the Spring of 2024 to 75.75 in Spring of 2025. In the area of Culture, the district scored an overall score of 76.5, an improvement of .75 from the prior year's baseline. All areas are targeting a minimum score of 80.|Several items became very evident from the analysis of the MRA data and the triangulation of this data with other survey information, input at meetings, student academic performance data, and employee input.  First, Mar Vista consistently scores above the district average, which is promising because this school is one year ahead of the district in Leader in Me implementation indicating the other sites should follow that same trend. District highlights indicate strong performance in several key areas, particularly in staff engagement, school climate, and student empowerment. High scores in domains such as Staff Voice (80.25), School Climate (80.75), and Personal Development (79.5) reflect a supportive and inclusive environment for both staff and students. Mar Vista Elementary emerged as a standout site, consistently exceeding district averages across multiple measures, suggesting effective leadership and a positive school culture. These results point to a district-wide emphasis on cultivating a safe, empowering, and collaborative educational environment.|The district will continue to implement the plan as developed because we have seen growth. Our data at Mar Vista indicates that as implementation of Leader in Me continues, school climate will be strengthened.|Met||2025-06-24|2025
56725200000000|Ojai Unified|6|School Connectedness-Agree/Strongly Agree 7th-51% 9th-55% 11th-57% (2023-24) (California Healthy Kids Survey)|We are seeing increases in school connectedness since the pandemic. Schools have increased strategies to improve school connectedness and as well there have been increased strategies to improve school attendance which did improve from 23-24 to 24-25 school years.|The District will continue to target mental health supports, academic interventions and building strong relationships.|Met||2025-06-18|2025
56725205630405|Valley Oak Charter|6|Valley Oak Charter administered local climate surveys to students and families three times throughout the year to monitor school conditions, connectedness, and overall well-being. All surveys were anonymous and voluntary. Given our small enrollment of 50 students, disaggregating results by student group would compromise confidentiality and yield statistically insignificant subgroup data. Instead, we analyzed overall trends and looked closely for both areas of strength and opportunities for improvement.  Student responses reflect a generally positive school climate, with some key areas to monitor. When asked, “Have you felt bullied, teased, or isolated by other students at VOC?” 80% of students responded “never,” while 20% selected “sometimes.” While the majority feel safe and supported, this finding suggests a need to further strengthen our culture of inclusivity and ensure all students consistently feel safe and accepted.  In terms of school connectedness:  60% of students responded “yes” and 50% responded “yes, very” to the question, “Does the VOC campus feel welcoming?” indicating that 90% of students view the school environment positively.  90% of students reported feeling safe on campus.  Notably, 95% of students agreed with the statement, “I feel the staff and other adults at VOC treat me with respect, concern, and friendliness.”  These results affirm the strength of student-staff relationships and highlight the caring and supportive culture VOC has cultivated. Moving forward, efforts will focus on increasing peer-to-peer connection and strengthening student-led initiatives to further enhance school climate and eliminate experiences of social exclusion.|Valley Oak Charter recognizes that students learn best in environments that prioritize emotional safety, strong relationships, and a deep sense of belonging. As a small school with approximately 50 students, VOC is uniquely positioned to foster meaningful connections among students, staff, and families. Frequent, individualized interactions between teachers and families support an environment where students are known, seen, and supported.  Our climate survey data confirmed several key strengths, including:  A high level of respect and trust between students and staff, with 100% of students reporting that they feel treated with respect, concern, and friendliness by adults on campus.  A strong sense of safety, with 95% of students saying they feel safe at school.  A welcoming environment, with 90% of students reporting that the campus feels welcoming.  These strengths reflect the success of our small group instruction model, enrichment opportunities, and family engagement through our active Parent Advisory Council, which organizes community-building events like dances and school-wide celebrations. These activities help strengthen student connectedness and contribute to a positive campus climate.  However, the data also revealed a key area for growth. While 80% of students reported never feeling bullied or isolated, 20% responded “sometimes” to this prompt. This finding highlights the need for ongoing attention to peer relationships and inclusive social dynamics. As a result, VOC will focus on expanding student-led initiatives and restorative practices that promote empathy, kindness, and peer support across all grade levels.  Additionally, while data cannot be meaningfully disaggregated due to small group sizes, we remain committed to ensuring that the voices and needs of all students—particularly those from underrepresented or marginalized backgrounds—are heard and addressed through personal outreach, inclusive activities, and staff reflection.  Through these key learnings, VOC will continue to cultivate a safe, connected, and joyful learning environment that supports the whole child.|Based on the analysis of local climate survey data and the key learnings identified, Valley Oak Charter will implement targeted changes to strengthen student relationships and foster a more inclusive and emotionally supportive school environment.  To address the identified need for improved peer interactions and ensure that all students feel safe and socially connected, VOC will incorporate explicit instruction in social-emotional learning (SEL) into classroom practices and advisory periods. A key component will be the integration of conflict resolution strategies, including non-violent communication (NVC) and active listening techniques, which will be taught directly to students in developmentally appropriate ways.  In alignment with this student-centered approach, VOC will also expand supports for families and staff:  Parent education workshops will be offered to help families reinforce SEL practices at home and deepen their understanding of peer conflict, communication, and emotional regulation.  Professional development for teachers and staff will focus on trauma-informed practices, inclusive community-building strategies, and tools for modeling and reinforcing positive social behavior.  In addition to programmatic shifts, VOC will refine internal communication procedures to strengthen schoolwide consistency in addressing social conflicts, ensuring that student concerns are heard, addressed, and followed up on in a timely and supportive manner.  These changes reflect VOC’s commitment to continuous improvement and to cultivating a school climate where all students feel respected, safe, and connected. By integrating SEL into daily practice and engaging all educational partners in this work, VOC aims to create a stronger foundation for both academic and social success.|Met||2025-06-26|2025
56725380000000|Oxnard|6|The Oxnard School District administers a comprehensive school climate survey three times annually to gather meaningful insights from diverse student groups across the TK–8 continuum. This survey is designed to capture student perceptions of school safety, connectedness, and social-emotional learning. Teachers in kindergarten through grade 2 complete perception-based surveys, while students in grades 3 through 8 participate in a structured online assessment. This assessment measures student experience in seven critical domains: emotion regulation, sense of belonging, teacher-student relationships, social awareness, growth mindset, self-management, and engagement. Additionally, teacher perception surveys assess student self-management, emotion regulation, and social awareness.  In Spring 2025, 3,435 students in grades 3–5 and 3,269 students in grades 6–8 completed the Panorama Social-Emotional Learning (SEL) survey. Among students in grades 3–5, the results highlighted strong teacher-student relationships (67% favorable) and self-management (65%), with many students reporting they feel respected by teachers and able to stay focused in class. Social awareness (57%) and sense of belonging (56%) were also moderately positive, suggesting most students feel cared for and supported. Areas of concern included emotion regulation (44%) and growth mindset (49%), pointing to challenges in managing emotions and overcoming setbacks. Engagement scored at 50%, signaling a need to enhance student interest in classroom learning.  For students in grades 6–8, teacher-student relationships remained a relative strength at 61%, followed by self-management at 58%. Social awareness was rated 53%, while growth mindset held steady at 50%. However, emotion regulation dropped slightly to 42%, and engagement fell to 45%, suggesting reduced enthusiasm and participation in classroom activities compared to the elementary level. Most notably, sense of belonging was the lowest-rated domain among middle school students at just 40%, highlighting a significant opportunity to improve connection and inclusion during early adolescence.  To deepen analysis and enhance supports, the district uses the Panorama platform to integrate SEL survey results with academic, behavioral, and attendance data. This allows for powerful disaggregation by student group, grade level, and site, enabling school teams to identify trends and tailor interventions accordingly.  Through this layered data collection approach, the Oxnard School District ensures that its understanding of school climate is both comprehensive and actionable. These insights drive continuous improvement efforts focused on cultivating inclusive, emotionally supportive environments that promote well-being and academic success for all students.|Based on our analysis of local climate survey data, including results from the Panorama Social-Emotional Learning survey administered districtwide, several key insights have surfaced to guide the Oxnard School District's efforts in supporting student well-being and fostering a positive school climate. The data highlights a growing demand for social-emotional support, particularly evident in decreased engagement and sense of belonging among upper-grade students, alongside lower emotion regulation skills observed in primary grades. These findings underscore the critical need to prioritize social-emotional competencies across all grade levels.  In particular, the Panorama data has deepened the district's understanding of student experiences across multiple dimensions of school life, helping us identify both areas of strength and those requiring targeted support. The platform’s ability to disaggregate data by student groups allows school teams to develop more equitable, data-informed strategies that are responsive to the diverse needs of the district's student population.  In alignment with the Oxnard School District's commitment to continuous improvement, the district is evolving in how it monitors and responds to student needs. Beginning in the 2025–26 school year, the district will transition away from the Hatching Results framework and instead survey students twice annually. This change will provide more timely and actionable insights to guide and refine counseling services and school-wide climate initiatives.  Through these efforts, the district reaffirms its commitment to cultivating schools where students are not only academically prepared but also emotionally resilient and socially connected. By grounding strategies in student voice and comprehensive data, the district is fostering a culture of empathy, equity, and excellence.|In response to needs identified through climate survey data, the Oxnard School District (OSD) has initiated strategic changes to strengthen student support systems and promote a positive, inclusive school environment. Grounded in findings from the Panorama Social-Emotional Learning (SEL) survey, these changes are designed to drive continuous improvement across all schools.  A major focus has been the deeper integration of SEL into the curriculum. SEL lessons are provided annually at every grade level to build students’ self-management, social awareness, and emotion regulation skills. This responds directly to survey data indicating a need for increased SEL support, particularly in upper grades where student engagement and sense of belonging have declined.  To promote a safe and structured school culture, OSD has renewed its partnership with Safe and Civil Schools to strengthen implementation of the Positive Behavioral Interventions and Supports (PBIS) framework. This work helps schools set consistent expectations and create nurturing environments that foster social-emotional well-being.  Beginning in 2025–26, the district will refine its assessment strategy by replacing the Hatching Results framework with twice-yearly Panorama surveys. This will provide more timely, actionable data for school teams and counselors to monitor student well-being and proactively address emerging needs. The expanded behavior data section within Panorama will give leadership and PBIS teams deeper insights into student behavior trends, enabling development of more targeted, equity-focused interventions.  Panorama’s disaggregation of data by student groups helps OSD identify and address disparities in student experiences. These insights inform adjustments to MTSS practices, counseling services, and family engagement strategies to ensure responsiveness to the needs of all learners.  Through these initiatives, OSD demonstrates a strong commitment to continuous improvement and equity-driven decision-making. By centering student voice and using local data, the district is refining policies, practices, and systems of support to meet the diverse needs of students. These efforts are creating school environments that are not only academically rigorous but also socially and emotionally supportive, ensuring every student feels safe, valued, and empowered to succeed.|Met||2025-06-18|2025
56725460000000|Oxnard Union High|6|Oxnard Union High School District continues to use the YouthTruth Survey as its primary local instrument to assess school climate, student well-being, and engagement. The 2025 administration of the survey included students across all comprehensive and alternative high schools and provided comparative metrics in key domains: Engagement, Academic Challenge, Relationships, School Culture, and College & Career Readiness.  The results revealed both strengths and challenges. Engagement increased to 54%, up three points from the prior year, while Academic Challenge also rose to 57%, a three-point gain. Notably, relationships with staff improved by four points to 38%, and overall school culture rose to 36%, also up four points. These gains reflect the districtwide implementation of Wellness Centers and Tier 1 MTSS provided and led by site and district RIC Counselor teams, both of which were expanded to every site in 2024–25.  At the same time, growth remains uneven. Disaggregated data show that English Learners, Low-Income students, and Students with Disabilities continue to report lower-than-average perceptions of belonging and supportive adult relationships. Frontier High School, our alternative education site, reported the lowest overall school culture rating, while Oxnard Middle College High School reported the highest. Students identifying as Homeless or as Foster Youth also demonstrated lower indicators of perceived safety and connection to staff, underscoring the need for intensified and differentiated supports across these subgroups.  Conversely, College & Career Readiness increased to 41%, a two-point gain, suggesting that expanded efforts in dual enrollment, CTE access, and college advising are improving students’ sense of postsecondary preparedness.|A cross-analysis of the YouthTruth data and local program implementation reveals several important insights. First, students continue to value access to college and career planning tools and services. The improved perception of college and career readiness across nearly all sites is likely linked to the implementation of LCAP-funded programs such as EAOP, the expansion of dual enrollment opportunities, and increased counselor-led classroom presentations. Students in CTE pathways and early college programs rated their preparedness significantly higher than peers in traditional academic tracks, suggesting that meaningful, applied learning remains a promising lever for engagement.  At the same time, the overall drop in academic challenge and stagnation in students’ sense of belonging signals a broader concern about engagement and the instructional experience. Students across subgroups indicated that while more courses are available, they do not consistently experience instruction as rigorous, relevant, or personally affirming. Students with disabilities and English Learners rated their relationships with adults lower than their peers, highlighting a continued need for more inclusive, culturally responsive, and trauma-informed practices in general education classrooms. The survey identified gaps in students’ perceptions of safety and respect on campus, with male students and students identifying as LGBTQ+ reporting higher rates of social isolation and discomfort. These findings affirm the importance of school culture and adult-student relationships as key drivers of both academic outcomes and student wellness.|In response to these findings, the district is sustaining and enhancing several climate-focused initiatives aligned to LCAP Goal 3: Student Safety and Well-Being. The district’s wellness centers provide mental health support, conflict resolution services, and referrals to outside agencies. These centers now include full-time counselors and have adopted shared referral protocols to ensure students in distress are seen quickly and consistently. At the classroom level, the district is scaling professional development in restorative practices, culturally responsive teaching, and Universal Design for Learning (UDL) to support more inclusive and emotionally safe learning environments. These trainings are required for both certificated and classified staff and are tied to evaluation cycles where applicable.  To address concerns about academic challenge and relevance, instructional teams are re-engaging with site-based lesson study cycles that center on engagement, student discourse, and feedback. The Grading for Equity / Mastery 2.0 initiative, embedded in the LCAP, is also helping to ensure that grading practices are transparent, affirming, and mastery-focused. In addition, we are sustaining Student Voice Forums at each school, with student leaders meeting regularly with administrators to review disaggregated school climate data and recommend site-specific improvements.  Finally, in response to continued disparities for underserved student groups, site administrators are continuing to analyze and respond to disaggregated YouthTruth data through School Plan for Student Achievement (SPSA) revisions. Schools identified as having persistently low culture and engagement ratings are receiving additional coaching and resources through the Instructional Support Services, State and Federal Programs, and Wellness and Inclusivity Departments.|Met||2025-06-18|2025
56725460115105|Camarillo Academy of Progressive Education|6|CAPE sent out a survey to all families in the month of January.  The survey indicated that 91.3% of the population agree or strongly agree that they are well informed about their child's progress.  No parent strongly disagreed.  When asked if they feel welcomed and listened to when they are on campus, 97.2% agreed or strongly agreed.  No parent strongly disagreed.  When asked if their child feels connected to his/her school and teacher, 98.8% agreed or strongly agreed. And when asked if their child feels safe when they are attending school, 98.67% agreed or strongly agreed.  Students in grades 2-8 completed a social emotional check-in survey with weekly social emotional check-ins each week during the 2024-2025 school year.  Students had the opportunity to self-report their social emotional feelings and ask for help.  Administration, teachers and our SEL coach all have access to the results and are able to respond if needed.|The family survey was disaggregated by faculty, staff and parents.  The student surveys were disaggregated by grade level.  The results showed that our families do feel included and welcome in their child's education and CAPE is a safe space.  The student surveys also confirmed the same as the family surveys, with students reporting feeling connected to adults on the campus and feeling safe.  The students would like more opportunities to socialize with their peers.|Middle School students always request more time for socialization.  CAPE will look at incorporating more team building including bringing back Manic Monday activities once per month.|Met||2025-06-05|2025
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|6|ACE students are diverse and represent many different backgrounds and experiences. Annually, ACE implements a student voice survey to better understand our students, inform services for our students, and to inform our annual LCAP development.   Annual Surveys at ACE include a localized survey of: 1) Parents 2) Students 3) Staff  On tops of:  1) Climate and Conditions 2) School Curriculum  3) Structures of the School  Those questions included, but not limited to:  Question: Students graduate from ACE are college and or career ready?  Question: How much does the school care about diversity of student's backgrounds? Question: School projects at ACE are motivating to students?  Question: How helpful is the school environment to student learning at ACE? Question: ACE Charter High School students have access to technology tools that are helpful in learning? Question: ACE Charter High School students are provided with social and emotional care?  In addition to these questions, ACE implemented the CHKS in 2024/2025 to all 9th and 11th grade students.|One area of concern for ACE is the student’s expressed interest in the school and their sense of safety while at ACE. This includes a sense of if they like school or not. ACE asks several questions linked to the theme of equity and access, social and emotional wellness, and rigorous school programs.  On the whole, this data indicates ACE stakeholders feel ACE is safe and inclusive. They also feel the school is preparing them for adult life post-HS.  While the questions may be harder for the parents to answer, the parents stated that the school’s curriculum is inclusive and representative of personal family backgrounds at a higher rate than the student survey showed. The survey results showed that parents believe teachers go above and beyond for their students.  The survey results showed that the parents believe in the leadership of the school, but that they could do a better job of articulating their vision for the school to the parents.   Overall, this data indicates ACE students feel a sense of safety, joy, and comfort at the school. ACE is also interested in being more inclusive and responsive in its pedagogy for its students. ACE has set forth a goal of introducing a more culturally responsive curriculum for students across disciplines.   ACE has set forth a goal of introducing a more culturally responsive curriculum for students across disciplines. This work has included allowing students to vote on the establishment of new courses, the LCAP goal of establishing an Ethnic Studies course, increasing the number of diverse texts students read in their English classes, and further expanding on inclusionary pedagogical practices. ACE also annually surveys students regarding the effectiveness of having students see themselves in the curriculum. From there, the students feel the school provides opportunities for inclusion, but more work needs to be done to help students see their families' history in the curriculum.|Due to the general overall success of ACE's LCAP goals, as well as a change in school focus, as well as the suggestions from the school's educational partners, ACE moved away from a two goal model in favor of a three goal model begining in 2024/2025.   The ACE LCAP covers the local priority indicators within the scope of modernized goals and language. This includes several of the same student performance indicators. To better demonstrate student performance indicators on the CA State Dashboard, ACE is moving away from a two-goal model and toward a three-goal model that directly addresses (1) Student performance, (2) Student Participation, and (3) School Climate for 2024/2025.|Met||2025-06-23|2025
56725530000000|Pleasant Valley|6|In the spring of 2025, 5th and 7th grade students participated in the California Healthy Kids Survey. On the belongingness indicator, 75% (decrease of 3%) of 5th-grade students and 60% (increase of 4%) of 7th-grade students expressed a sense of belonging.  Student perceptions of safety were also measured for both 5th and 7th graders. In 2025, 3% (increase of 2%) of 5th-grade students and 9% (increase of 2%) of 7th-grade students reported not feeling safe at school. Approximately 25% (decrease of 5%) of 7th-grade students reported feeling sad or hopeless as reported on the 2025 California Healthy Kids Survey.|Overall, the results indicate that the majority of students continue to feel safe on campus; however, there was a slight increase in the percent at both grade levels of students feeling unsafe.  PVSD 5th-grade students have a strong sense of connectedness and belonging.  The results also indicate that 7th-grade students do not feel as engaged at school as students in 5th grade; however, the percentage of students expressing a sense of belonging did increase from the prior year. The efforts to provide opportunities for students to positively engage through clubs, interest groups, athletics, co-curriculars, and other activities is a possible reason for this positive increase.  The expression of feelings of sadness in our 7th-grade population decreased. The additional and varied social-emotional supports provided a targeted approach that clearly has had an impact.|The work that was done to address the social-emotional and behavioral needs of students did have an impact. In creating a multi-tiered response, there has been a constellation of supports that include different resources such as counselors, board-certified behavior analysts, and licensed clinical social workers. This year, there was access to counseling support after hours for students. Additionally, the Wellness Centers at the comprehensive middle schools provided another support mechanism.   Additionally, we continue to find ways to more purposefully engage students at school. We will keep providing connectedness activities and opportunities through our Local Control Accountability Plan (LCAP). Further, we will offer professional learning for staff to support greater student engagement through Universal Design for Learning (UDL) training.  PVSD continued to implement an off and out-of-sight cell phone policy during the instructional day to support positive student-to-student interactions. In addition middle schools implemented a “no tech” standard during unstructured time. A plan is being developed to decrease the amount of time students spend on technology.|Met|In 2024, PVSD reframed how the student safety indicator is reported moving from the percentage of students feeling safe to the percentage of students not feeling safe. In doing so, the prior statement on prompt 2 on the 2024 Dashboard mistakenly framed th|2025-06-19|2025
56725530139592|Peak Prep Pleasant Valley|6|As a virtual school, we naturally meet the physical location safety aspect.    Although we only had specific grade levels, the results represent only 6% of our student population; therefore, it is not a reliable survey.  Almost all students reported they felt teachers treated students fairly, in addition to communication, and parents felt welcome to participate.  Interestingly, almost all 5th & 6th graders reported feeling like they are part of the school; teachers care about them, while 7th-12th (40 students) had mixed results, along with them feeling there is a teacher who cares.  Only a couple of students reported using cigarettes, drugs, alcohol, etc.  Almost all students reported that 0 times in the last 12 months, spreading of lies, gossip, and other inappropriate comments/gestures.  Almost all students reported 0 times of bullying|"Again, the number of responses is minimal; therefore, it is difficult to conclude. In addition, there were about 10 of the 40 secondary students who claimed they were ""almost always truthful"" in answering the questions.   We looked at the survey as a whole due to the limited responses. Ultimately, the school could benefit from additional SEL and providing resources."|We do a variety of things to support our local climate. We have home homeroom teachers who are constantly checking in on students and families. In addition, we have a variety of coordinators that support various populations of students: EL Coordinator, SEL Coordinator, McKinney-Vento Coordinator. Also, we have a full-time school Psychologist and Counselor who monitor the climate, provide counseling, where needed, and assign SEL courses to students in need. Due to the increase of our enrollment, we are moving forward with 1-2 more counselors.   We are providing more clubs, field trips, and activities that will encourage students and provide a stronger culture of community. Lastly, we are doing parent education nights to support our findings while promoting the importance of checking in with their students to increase the sense of belonging and caring even more.   Additionally, we have provided professional development in SEL for a select group of our staff members and will continue to find useful ways.  We added a program that is geared towards chronic absenteeism and supporting students who miss school.|Met||2025-05-01|2025
56725536120620|University Preparation Charter School at CSU Channel Islands|6|Youth Truth Climate/Culture Survey given March 2025: Grades 6 - 8 Engagement: This summary measure describes the degree to which students/families perceive themselves as engaged with their school and their education. All Students: 3.19/4.14 English Learners: 3.20/4.14 Special Education: 3.03/3.14 Economically Disadvantaged: 3.18/4.14 Academic Challenge: This summary measure describes the degree to which students feel that they are challenged by their coursework and teachers. All Students: 3.48/4.35 English Learners: 3.56/4.35 Special Education: 3.42/4.35 Economically Disadvantaged: 3.47/4.35 Culture: This summary measure describes the degree to which students believe that their school fosters a culture of respect and fairness. All Students: 3.16/4.13 English Learners: 3.45/4.13 Special Education: 3.17/4.13 Economically Disadvantaged: 3.17/4.13 Belonging & Peer Collaboration: This summary measure describes the degree to which students feel welcome at their school and have collaborative relationships with their classmates. All Students: 3.39/3.92 English Learners: 3.29/3.39 Special Education: 3.21/3.92 Economically Disadvantaged: 3.46/3.39 Relationships: This summary measure describes the degree to which students feel they receive support and personal attention from their teachers. All Students: 3.26/4.32 English Learners: 3.48/4.32 Special Education: 3.00/4.32 Economically Disadvantaged: 3.23/4.32 Grades 3 - 5 Engagement: This summary measure describes the degree to which students perceive high expectations and feel engaged with their school and their education. All Students: 2.78/2.98 English Learners: 2.79/2.98 Special Education: 2.79/2.98 Economically Disadvantaged: 2.75/2.98 Academic Challenge: This summary measure describes the degree to which students feel their learning is challenging and relevant. All Students: 2.33/2.76 English Learners: 2.42/2.76 Special Education: 2.32/2.76 Economically Disadvantaged: 2.38/2.76 Instructional Methods: This summary measure describes the strategies and approaches students report their teachers use in class. All Students: 2.57/2.83 2025-26 Local Performance Indicator Self-Reflection for University Preparation Charter School at CSU Channel Islands Page 15 of 19 English Learners: 2.57/2.83 Special Education: 2.48/2.83 Economically Disadvantaged: 2.60/2.83 Culture: This summary measure describes the degree to which students experience an orderly, respectful classroom environment. All Students: 2.09/2.76 English Learners: 2.05/2.76 Special Education: 2.09/2.76 Economically Disadvantaged: 2.06/2.76 Belonging: This summary measure describes the degree to which students feel welcome at their school. All Students: 2.37/2.77 English Learners: 2.42/2.77 Special Education: 2.25/277 Economically Disadvantaged: 2.32/2.77 Relationships: This summary measure describes the degree to which students have strong, supportive relationships with their teachers. All Students: 2.63/2.93  English Learners: 2.67/2.93|We are pleased to see that our students in grades 3-5 are becoming increasingly engaged in school. They also reported higher satisfaction with the variety of instructional methods used in the classroom.|We believe that our work on Essential Practices, which we initiated last year, has led to improvements in certain areas, including engagement and connectedness. 1. Welcoming Routines 2. Relationship Inventory 3. Circles 4. Regulation Activities 5. Optimistic Closures The continued focus on LCAP Goal 3, regarding social-emotional well-being and student behavior, will provide teachers the tools to address classroom culture as it relates to students' behavior and respect for both teachers and fellow students.|Met||2025-06-24|2025
56725610000000|Rio Elementary|6|The district completed the Youth Truth Survey in October 2024 with all students in grades 3-8, staff, and families.  Data from the survey indicates overall growth in many areas.  At the elementary level, current data from student responses reflect a 3% positive growth in relationships, and a 1% growth in each of the following areas: culture, belonging, and instructional methods. Areas that need to be strengthened from the students' perceptions include engagement which decreased by 25 and academic challenge which decreased by 1%.  Current data from families surveyed reflect a 1% growth in relationships, 6% growth in communication and feedback, and 2% growth in resources.  One area of need from the family perspective is in culture which decreased by 1% overall.  On the other hand staff feel that culture has improved with an increase of 5% while engagement and relationships need to improve with a decrease of 2% and 3% respectively.  At the middle school level, students' surveyed indicated growth across the board with increases in all areas including engagement by 1%, relationships by 2%, culture by 2%, academic challenge by 2%, and belonging by 1%.  Parents of middle school students surveyed also indicated growth across the board with gains in all areas surveyed including: engagement by 4%, relationships by 5%, culture by 9%, communication and feedback by 8%, and resources by 9%.  Staff surveyed also demonstrated mainly growth with a 5% increase in engagement, a 1% increase in culture and a 14% increase in both school safety and professional development and support.  The one area in middle school that staff feel could improve is in relationships which decreased by 2% over last year's data.|The district appears to be making gains with students, especially in the middle school and relationships and culture are improving.  However, when looking at the bigger scale, there is still work to be done as relationships and belonging both fall below the 50%tile when compared with students at the state and national levels.  The district held a symposium on January 23, 2025 to review the data from the youth truth survey.  Students, parents, and staff reviewed the data and set three goals to improve.|In order to continue developing relationships, culture and belonging the district has opted to change surveys for the 25-26 school year and will be using the Leader in Me, Measured Results Assessment (MRA).  The MRA continues to provide measures in the area of culture, but also addresses leadership and academics.  Furthermore, the MRA directly relates to the social emotional learning curriculum of Leader in Me which has been adopted by the whole district.  This will enable to results and goals to be measured more affectively and staff will be able to see how implementation of specific curriculum can support school culture.  Finally, the coaches provided by Leader in Me are committed to coming to Rio to support with two district symposiums which will allow the district to set goals and better monitor progress towards those goals.|Met||2025-06-25|2025
56725790000000|Santa Clara Elementary|6|Santa Clara Elementary has administered different surveys in past years to students in grades 4th-6th. The district requires parent permission when administering student surveys, and all are anonymous. The surveys are used to gauge how the district is progressing in meeting LCAP goals related to school climate and safety and student engagement. Results have shown that 85% of students indicate a positive attitude toward school and feel safe while on campus. The district administered local, student surveys to students in grades 4th-6th in the 2024-25 school year. There were 23 students participating. Responses are confidential when reporting for fewer that 30 students. Teachers and the principal reviewed the responses. The California Healthy Kids Survey was administered to students with parent permission in grades 3rd-6th in the 2024-25 school year. There were 9 of 33 students participating with a 27% response rate.|The analysis identified several areas of strength, including students’ strong sense of safety and engagement. The highest reported scores were in school connectedness, academic motivation, and overall feelings of wellness, reflecting a positive and supportive school environment.|No changes to existing plans were identified through the analysis.|Met||2025-06-18|2025
56726030000000|Simi Valley Unified|6|Based on student data from a Likert scale (1 = strongly disagree; 5 = strongly agree): Academic Support (“If I struggle academically, I am supported…”) - District average: 3.02 Instructional Challenge (“If I am bored… I get more challenging activities”) - District average: 2.73 Teacher Expectations (“My teachers have high academic expectations”) - District average: 2.95 Safety & Respect (“I believe my school is physically safe”; “I am treated with respect”) - District average (safety): 3.05; District average (respect): 3.00 Belonging & Engagement (“I have at least one trusted adult at school”; “I have opportunities to join clubs”) - Trusted adult: 3.07; Clubs/Activities: 2.94|Overall Safety & Respect Students report a strong sense of physical safety (mean ˜ 3.0/5) and respectful treatment by adults (˜ 3.0/5). Disaggregated data show both middle (6–8) and high school (9–12) students consistently rate safety and respect above other domains, indicating effective schoolwide practices in campus supervision and restorative discipline. Trusted Adult Relationships Across all sites, the item “I have at least one trusted adult at school” scored highest (˜ 3.1/5 district-wide), with high school students reporting slightly stronger connections (˜ 3.2) than middle schoolers (˜ 2.9). This suggests that mentoring programs and advisory periods are yielding positive relationship-building results. Academic Support (for Struggling Students) The statement “If I struggle academically, I am supported…” averaged around 3.0/5 overall. High school students again rated support marginally higher (˜ 3.2) than middle school (˜ 2.8), indicating that Tier 2 interventions and tutoring structures at secondary campuses are relatively well-developed. Instructional Relevance & Challenge The lowest-scoring items district-wide relate to engagement: “If I am bored academically, I am provided opportunities to challenge myself…” (mean ˜ 2.7/5) and “My teachers explain how lessons apply to the real world…” (˜ 2.8/5). These low scores are especially pronounced at Valley View Middle School (˜ 2.5–2.6), pointing to a need for professional learning on differentiation and project-based learning at certain campuses. Facilities Modernization While overall facility maintenance receives middling scores (˜ 2.7–2.8), perceptions of “sufficiently modern” learning spaces (air conditioning, flexible labs, makerspaces) dip as low as ˜ 2.4 at older buildings. Disaggregated by school, campuses with legacy facilities (e.g., Santa Susana HS) report lower facility-modernity scores than newer sites, underscoring the need for targeted capital improvements. Early Grade Engagement Middle schoolers (Grades 6–8) consistently rate every domain about 0.2–0.3 points lower than high school peers, particularly in academic support and sense of belonging. This gap suggests that while high school programs (advisory, AVID, peer mentoring) are maturing, similar structures at the middle school level may need bolstering to ease transitions and improve early adolescent engagement.|Leverage Strengths in Safety & Relationships Build on the strong trust-and-safety foundation by integrating school connectedness into classes, reinforcing those adult–student bonds as a platform for deeper academic engagement. Targeted Professional Development Focus PD on differentiated instruction, culturally sustaining pedagogy, and real-world project design—prioritizing campuses and grade levels where boredom and relevance scores are lowest. Facility Investment Planning Use site-level facility ratings to sequence modernization projects, ensuring that legacy campuses receive HVAC upgrades, flexible classroom furnishings, and maker-space equipment in upcoming bond cycles.|Met||2025-06-24|2025
56726110000000|Somis Union|6|The California Healthy Kids Survey, demonstrates 31% of students feel chronic sadness.  It also shows 13% have considered suicide.  Both categories showed a decrease from the previous school year.  The University of Michigan, Monitoring The Future Survey was administered to 8th grade students.  It demonstrated over 40% of students feel they seldom feel excited at school.|Key findings indicate a significant percent of 8th graders do not feel connected to school and other students feel sense of sadness.  There is no significant difference between students in the above mentioned categories.|We will continue to survey students to find out what activities they would like to see at school and what are their areas of concern.  In addition, we will continue to provide professional development to staff in the area supporting student social emotional needs.|Met||2025-06-05|2025
56726520000000|Ventura Unified|6|2024-25 was not a California Healthy Kids Survey year. Chronic Absenteeism is declining in VUSD per the CA Schools Dashboard as are Suspension rates. Foster Youth is still a concern in both areas. LCAP Survey metrics related to school climate found on )VUSD's LCAP webpage: https://www.venturausd.org/about/lcap) demonstrate improvement in all areas related to climate (e.g., staff-student relationships, etc.) Student-student bullying remains a concern for all groups, particularly middle schools grades.|Alternate means of correction, site-based SAP services, Wellness Centers, Social Workers, ABAR processes/procedures, site attendance plans and campaigns, etc. appear to be having a positive impact on key school climate metrics.|No plans for changes exist given the improvements in these metrics. VUSD will continue with its current strategies that are demonstrating effectiveness.|Met||2025-06-24|2025
56737590000000|Conejo Valley Unified|6|The CVUSD is committed to providing all students with a safe learning environment that promotes participation and school connectedness. During the 2023-2024 school year, CVUSD measured student perceptions of school safety and connectedness via the annual, locally defined, student LCAP survey in grades 4 through 12. The locally-defined CVUSD LCAP feedback survey of students in grades 4 - 12 measured student attitudes toward school. Students feel their teachers care about them at a 98% rate in elementary, a 93% rate at middle and high school. Parents reported by 87% that students’ differences were treated with respect. Student bullying was indicated by 22% of middle and high school students. At the elementary level, 88% of students said they knew who to go to at school if they have a problem; 91% of middle and high school students report that a counselor is available when needed.|Students in targeted subgroups (SED, SWD, EL, Foster, McKinney-Vento) feel their teachers care about them at a 97% rate in elementary, a 91% rate at middle and high school. Parents reported by 91% that students’ differences were treated with respect. Student bullying was indicated by 27% of middle and high school students. At the elementary level, 90% of students in targeted student groups said they knew who to go to at school if they have a problem; 86% of middle and high school students in targeted student groups report that a counselor is available when needed.|Students and parents continue to feel safe on CVUSD campuses. Through the implementation of the CVUSD DEI Plan and the Inclusion plan, specific, coordinated actions will be taken to ensure that such high ratios of students and parents are provided the help and support needed to succeed.|Met||2025-06-18|2025
56738740000000|Oak Park Unified|6|Student LCAP Climate Survey Results: • 85.7% feel included and comfortable being themself at school • 89.8% keep up with their academic progress and ask for help when needed • 76.2% receive the help and support they need when struggling • 71.4% feel a sense of connection to their school and/or teachers • 89.2% feel safe at school • 78.8% report that classrooms and the campus are clean when they arrive in the morning • 50.2% report that restrooms are clean in the morning  Parent LCAP Climate Survey Results: • 92.7% report their child feels comfortable being themself at school • 91.1% keep up with their child's academic progress and know who to contact if they have concerns • 82.1% report their child receives the help and support they need when struggling • 90.5% report their child feels connected to their school and/or teachers • 95.6% report their child feels safe at school • 96.1% report that classrooms and the grounds are clean • 78.4% report that restrooms are clean when they're on campus  Staff LCAP Climate Survey Results: • 89.1% feel their input is valued at their site • 88.7% feel included and comfortable being themselves at work • 87.9% feel connected to their school site • 94.5% feel safe at their site • 85.2% report that their classroom or workspace and campus are clean when they arrive • 90.6% report that restrooms are clean each morning  California Healthy Kids Survey (CHKS) Results: Not administered in the 2024-25 school year.|Analysis of the 2024–25 LCAP Educational Partner Survey revealed key strengths and areas of need in school climate, based on disaggregated input from students, families, and staff.  Areas of Strength: • Perceptions of Safety: 89.2% of students reported feeling safe at school. This perception was echoed by 95.6% of families and 87.5% of staff, who agreed or strongly agreed that schools provide a safe environment for students. • Sense of Belonging: 85.7% of students felt included and comfortable being themselves at school. Similarly, 94.1% of families believed their child felt included and welcomed, and 87.5% of staff reported feeling respected and valued by colleagues. • Campus Cleanliness: 78.8% of students agreed that classrooms and campus areas were clean each morning. Families were even more positive, with 96.1% affirming cleanliness of classrooms and grounds, and staff noted improvements tied to enhanced maintenance procedures.  Identified Needs: • Restroom Cleanliness: Only 50.2% of students reported that restrooms were clean each morning, with 31.2% disagreeing or strongly disagreeing. Staff echoed this concern, with 17.8% disagreeing or strongly disagreeing that restrooms were clean, despite marked improvements in overall facility maintenance. This will be addressed by conducting a capital and facility needs assessment focused on district restrooms to prioritize repair, improvement and renovation needs. • Student Connectedness: 71.4% of students reported feeling connected to their school and teachers, down from 78.8% the prior year. Staff also identified student engagement and connectedness as a continuing area for focus, citing the importance of inclusive practices and positive school climate in open-ended feedback. This will be addressed through multiple measures, including a focus on the Universal Design for Learning (UDL) Principle of Engagement, the formation of the Superintendent's Student Leadership Committee, and a continued partnership with Challenge Success. • Support for Struggling Students: While 89.8% of students felt confident in tracking academic progress, only 76.2% said they received help when struggling. Families shared similar concerns, with 76.7% agreeing their child receives needed support—indicating an opportunity to strengthen intervention and support systems. This will be addressed through the addition of a third support day at Oak Park High School and the restructuring of the Medea Creek Middle School Homework Club to ensure adequate staffing and access for all interested students.  These findings affirm the importance of ongoing efforts to address school cleanliness, strengthen student engagement and connectedness, and expand access to support services.|To address areas of need identified through local data analysis, the district implemented the following LCAP action modifications for the 2025–26 school year as part of its continuous improvement efforts: • Restroom Cleanliness: Action 3.5 (Campus Cleanliness & Safety) was modified to include a capital and facility needs assessment of district restrooms to inform prioritization of repairs, improvements, and renovations. • Student Connectedness: Action 2.6 (Student Engagement in Decision Making) was updated to include a new Superintendent’s Student Leadership Committee. Action 2.9 (Partnership with Challenge Success) was expanded to include two webinars focused on student well-being and the college application process. Additionally, Action 1.8 (Professional Development to Support Students with Disabilities) was revised to establish a Universal Design for Learning (UDL) committee focused on the Principle of Engagement. • Support for Struggling Students: Action 1.2 (Tutoring for 6–12 Students) now includes an additional embedded support day at Oak Park High School. Action 1.3 (Homework Support for 6–12 Students) was revised to increase the number of Homework Club stipends at Medea Creek Middle School from three to five, ensuring adequate staffing to support English Learners, Low Income students, and students earning D/F grades.|Met||2025-06-17|2025
56739400000000|Moorpark Unified|6|MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, the MUSD survey had been administered to students in grades 5-11. This past year, students in grade 4 also participated. The data reported below is taken from the 2024-25 survey. 87% of students reported feeling safe at school  84% of students reported feeling connected to their school and teacher  87% of students feel that they have school staff that are involved and care about their academic progress  89% of students report feeling that adults at school encourage them to work hard so they can be successful  91% of students feel that their teachers believed that they could be successful in class|MUSD’s survey results, as listed above, demonstrate that an area of strength is a high percentage of students (87%+) reporting feeling safe at school, having school staff that are involved and care about their academic progress, and who feel that their teachers believe that they can be successful in school. Also, 84% of students reported feeling connected to school. MUSD continued the implementation of our in-person Wellness Centers at all school sites. Wellness counselors continue to be staffed in our Wellness Centers and Wellness Spaces. Our in-person Wellness Center at Moorpark High School has over 20 student peer mentors who help create a welcoming, safe, and inclusive environment and host monthly mental health workshops. MUSD also received three visits from the Compassionate Systems team from the Massachusetts Institute of Technology (MIT) to acknowledge the great work done by the Moorpark High School Wellness Center. National SEL expert Keith Matheny meets with and provides training to our MUSD wellness center/spaces counselors and district administrative teams to bolster the MUSD SEL efforts to support MUSD students and families. MUSD continues to sustain the highest stability rate of all unified school districts in the county at 95.7%. Additionally, MUSD continues to maintain low chronic absenteeism rates at 11.3%.|To continue engaging a larger student population, MUSD will continue to include elementary students (grades 4-5), middle school students (grades 6-8), and high school students (grades 9-11) in our yearly educational partner survey. All middle school students are provided with a yearly tour of the Wellness Centers at each of our middle school sites.|Met||2025-06-18|2025
56739400121426|IvyTech Charter|6|From surveys, observations, SSTs, and meetings, IvyTech's educational partners (teachers, parents, students) reported an unprecedented amount of personal stress, social support structure depletion/degradation, and feelings of isolation and depression which increased significantly starting with the 2020-21 school year. IvyTech Social/Emotional Wellness Survey 2024-25 Results 72% Find it easier to attend classes at ITCS. 65% Improved attitude/behavior at school at ITCS. 51% Find it easier to communicate at ITCS. 70% Feel they have more educational agency at ITCS. 36% Report experiencing emotional stress/difficulties that impeded schoolwork. CoVitality Score on Social Emotional Health Survey (SEHS) 2024-25 Results 80% Participation Rate 75% of students are classified as High Thriving, Moderate Thriving, or Getting By. 10% of students are classified as Vulnerable, Moderate Risk, or High Risk. Strength Indicators *Self-Awareness: 70% *Persistence: 36% *Self-Efficacy: 65% *Empathy: 82% *Emotional Regulation: 72% *Self-Control: 63% *Peer Support: 74% *School Support: 83% *Family Coherence: 68% *Gratitude: 51% *Zest: 22% *Optimism: 10% *Overall Life Satisfaction: Average *School Connectedness: Average *Response Analysis: Valid|ITCS has a strong school climate that provides emotional, intellectual, and physical safety. The ITCS community wishes to maintain that culture in the face of increases in social-emotional adversity for students and staff members. The IvyTech learning community is small enough that disaggregating data based on student groups would unfairly identify students and violate their individual privacy rights. For that reason, data has been left in the aggregate.|The school will be increasing funding to promote a healthy school culture. As part of LCAP Goals 2 and 3, IvyTech will be expanding SEL support and school extracurricular activities. Emphasis on a strong and supportive learning community will have a positive impact on students' perceptions of school and empower them to take control of their educational journey.|Met||2025-06-10|2025
56768280000000|Santa Paula Unified|6|The California Healthy Kids Survey (CHKS) was administered to all Santa Paula Unified School District (SPUSD) students in grades 5, 7, 9, 11, and all students enrolled in the alternative high school Renaissance High School (RHS) in the spring of 2025.  The district chose two areas of focus:  school connectedness and perception of safety at school.  Students answered a series of questions in these areas using a rating of strongly agree to strongly disagree.   The data indicated 75% of 5th graders, 48% of 7th graders, 50% of 9th graders, 47% of 11th graders, and 59% of RHS students agree or strongly agree that they feel connected to school.  In addition, 77% of 5th graders, 53% of 7th graders, 54% of 9th graders and 57% 11th graders, and 78% of RHS students agree or strongly agree that they feel safe in school.  When looking at significant subgroup data by Race/Ethnicity, 79% of 5th, 91% of 7th, 95% of 9th, 95% of 11th, and 93% of RHS students identified as ‘Hispanic or Latino/a’.  13% of 5th graders identified as ‘Something Else, non-Hispanic’ and 4% of 11th graders identified as ‘White’.  76% of 5th, 49% of 7th, 51% of 9th, 47% of 11th, and 59% of RHS ‘Hispanic or Latino/a’ students, as well as 76% of 5th grade ‘Something Else, non-Hispanic’ students and 62% of 11th grade ‘White’ students agree or strongly agree that they feel connected to school.  78% of 5th, 54% of 7th, 55% of 9th, 56% of 11th, and 78% of RHS ‘Hispanic or Latino/a’ students, as well as 79% of 5th grade ‘Something Else, non-Hispanic’ student and 82% of ‘White’ students agree or strongly agree that they feel safe in school. When looking at data by English Learner status, 71% of 7th, 66% of 9th, 80% of 11th, and 64% of RHS students identified as ‘Not English Learner’.   48% of 7th, 47% of 9th, 47% of 11th, and 57% of RHS ‘Not English Learner’ students agree or strongly agree that they feel connected to school.  52% of 7th, 54% of 9th, 56% of 11th, and 74% of RHS ‘Not English Learner’ students agree or strongly agree that they feel safe in school. When looking at data by Special Education status, 80% of 7th, 67% of 9th, 81% of 11th, and 67% of RHS students identified as ‘No IEP’.  47% of 7th, 47% of 9th, 50% of 11th, and 59% of RHS ‘No IEP’ students agree or strongly agree that they feel connected to school.  50% of 7th, 52% of 9th, 59% of 11th, and 82% of RHS ‘No IEP’ students agree or strongly agree that they feel safe in school.|An analysis of the 2025 California Healthy Kids Survey (CHKS) and feedback from student advocacy groups highlights both strengths and areas of need across the Santa Paula Unified School District (SPUSD), particularly in school connectedness and perception of safety—two areas aligned with the district’s 2025–26 LCAP Goal #3: to enhance student safety, well-being, and academic success. Strengths were most evident at the elementary level and at the alternative high school. Among 5th graders, 75% reported feeling connected to school and 77% reported feeling safe. At Renaissance High School (RHS), 59% of students reported feeling connected and 78% felt safe. These results suggest that school environments with smaller student-to-adult ratios or more individualized supports are making a positive impact. However, the data also reveals a significant decline in connectedness and safety as students progress through grade levels. Only 47% of 11th graders feel connected to school, and just 57% report feeling safe. Middle and high school settings need continued support to strengthen adult-student relationships and promote safe, inclusive environments. When disaggregated, the data exposes equity gaps. Among 11th graders, 62% of White students reported feeling connected to school compared to just 47% of Hispanic or Latino/a students—the district’s largest demographic group. Similarly, 82% of White students felt safe compared to 56% of their Hispanic or Latino/a peers. These findings point to a need for culturally responsive practices and student engagement strategies that reflect the lived experiences of all student groups. For students receiving special education services, outcomes varied. In grades 7 and 9, students with IEPs reported higher connectedness and safety than their general education peers. However, among 11th graders with IEPs, only 33% felt connected to school and just 32% felt safe. This sharp decline suggests a need for increased support for students with disabilities in upper grades, including stronger transition planning and targeted mental health resources. To address safety concerns and improve student well-being, SPUSD has implemented several measures: districtwide InformaCast emergency communication systems, Verkada guest screening systems, two school resource officers in partnership with the Santa Paula Police Department, monthly emergency drills, and the use of Bark and WeTip for digital monitoring and anonymous reporting. These tools are helping the district maintain a proactive approach to safety. Overall, the data supports continuing efforts to improve school climate through deeper student-adult connections, equity-driven programming, and robust mental health supports that meet the evolving needs of all students.|Based on the analysis of local CHKS data and the district’s key learnings, Santa Paula Unified School District (SPUSD) recognizes the need to refine and strengthen current plans, policies, and procedures to better support students’ safety, well-being, and sense of connection to school. In alignment with the district’s commitment to continuous improvement and LCAP Goal #3, SPUSD is actively pursuing several strategic enhancements to existing systems. To address identified needs around school safety and promote a welcoming yet secure learning environment, SPUSD is exploring the installation of Verkada Access Control systems at the front offices of all school sites. This would provide an added layer of protection by regulating visitor access and improving real-time oversight of campus primary entry points. While most district schools have already been equipped with InformaCast emergency communication systems, two remaining campuses are currently without this infrastructure. SPUSD is seeking supplemental funding to ensure all sites are equipped with this technology, which provides essential tools for rapid emergency response, internal communications, and sitewide alerts. In addition, SPUSD is in the process of replacing and updating all Automated External Defibrillators (AEDs) across school campuses. Ensuring each site is equipped with a functional, modern AED supports the district’s commitment to student and staff safety in cases of medical emergencies. The district also acknowledges the broader social and emotional impact that external events, such as immigration enforcement actions, have on students and families. In response to heightened community anxiety related to immigration raids by ICE, SPUSD is committed to reviewing and adjusting its school safety protocols to create safe spaces for all students. This includes providing trauma-informed support services and ensuring that school staff are trained to respond sensitively to the emotional needs of students who may be affected. Furthermore, to support students’ sense of belonging and connectedness—especially in the upper grades where survey results show a decline—SPUSD is evaluating current student engagement practices and exploring opportunities to enhance advisory periods, peer mentorship programs, and inclusive extracurricular offerings. These efforts aim to build stronger student-adult relationships and ensure every student feels seen, heard, and supported. Taken together, these actions reflect SPUSD’s dedication to using data-informed decision-making to improve conditions for learning and support the holistic development of all students.|Met||2025-06-25|2025
57105790000000|Yolo County Office of Education|6|At Cesar Chavez Community School, staff are intentionally fostering a culture of belonging, safety, and care. Central to this effort is the Sense of Belonging Survey, developed by Inflexion, a nonprofit organization that supports schoolwide implementation and data-informed MTSS practices. Administered regularly, the survey captures student voices to guide school goals and professional development, ensuring a responsive, student-centered environment. 100% of students feel that there is at least one adult at their school they can reach out to for help 93% of students feel safe on campus 89% of students agree or strongly agree that they care about other students and want to see them succeed 96% of students report that they know their personal strengths 70% of students feel they have the power to make a difference in how things are done at school 80% of students enjoy learning new things in more than half or all of their classes 85% of students express confidence that they can complete difficult school work if they don’t give up|Areas of Strength 1. Strong Relationships with Adults on Campus A critical strength is that 100% of students report having at least one adult on campus they can go to for help. This reflects CCCS’s intentional focus on building a safe and supportive school culture rooted in trust, compassion, and individualized attention. It affirms the impact of small class sizes, stable teaching staff, and programs like the Full-Service Community School initiative and Youth Advocate support roles.  2. Positive School Climate and Peer Culture 93% of students feel safe, and 89% express a desire to see their peers succeed, indicating a strong sense of physical and emotional safety and a positive peer culture. These findings support the success of restorative practices, trauma-informed approaches, and social-emotional supports that prioritize student well-being.  3. Self-Awareness and Growth Mindset With 96% of students reporting they know their strengths and 85% confident in their ability to complete difficult work if they don’t give up, student responses reflect a well-developed sense of self-efficacy and resilience. These indicators align with CCCS’s emphasis on personalized learning through Individual Learning Plans (ILPs), credit recovery supports, and project-based learning designed to affirm student voice and agency.  4. Engagement and Enjoyment in Learning 80% of students say they enjoy learning new things in more than half or all of their classes, indicating that instructional strategies, course content, and enrichment efforts (e.g., art classes, CTE, dual enrollment) are engaging students and contributing to academic recovery and growth. This is further supported by increased credit attainment from 14 to 28 credits per semester on average, as noted in the LCAP.  Identified Needs 1. Strengthening Student Voice and Leadership Opportunities While 70% of students feel they can make a difference in how things are done at school, nearly a third do not share that sense of empowerment. This gap indicates a need to strengthen student leadership structures and increase authentic opportunities for student input in school decisions, classroom practices, and program design.|Based on local survey data and the 2025–26 LCAP, Yolo County Office of Education (YCOE) identified key strengths in school climate, including strong student-staff relationships, high levels of safety, peer support, and student confidence. However, several areas for growth were also noted, prompting changes to policies and practices to support continuous improvement.  1. Expanding Student Voice and Leadership While 70% of students feel they have a voice in school decisions, nearly one-third do not. To address this, CCCS is implementing a student leadership team that meets regularly with administrators to provide feedback and co-plan school events. Additionally, student voice will be integrated into Individual Learning Plans (ILPs), and feedback from Student Voice Surveys will be reviewed during staff meetings to ensure student input informs action.  2. Increasing Engagement Students in Independent Study and the Chavez Extension Program have reduced access to collaborative, hands-on learning. In response, CCCS will offer on-campus enrichment days and increase in-person supports, including field trips, career workshops, and project-based learning. Transportation will be provided using a new school van, and participation data will be monitored quarterly to ensure equitable access.  3. Strengthening Restorative Practices and Climate Support Although 93% of students feel safe and suspensions have decreased, behavior systems will be refined to ensure consistency and equity. All staff are receiving expanded restorative practices training, and CCCS will implement a revised behavior expectations framework aligned with the school’s C.A.R.E. values. The Youth Advocate will provide real-time support to de-escalate incidents and promote student reflection.  4.. Deepening Belonging and Connection To build on the 100% of students reporting at least one trusted adult, CCCS will expand schoolwide events (e.g., Family Art Night, Open House), launch a peer mentorship program, and continue community-based partnerships to create meaningful connections.|Met|YCOE meets the standard in this priority, as evidenced by strong accolades in this year's WASC Accreditation and very positive results in the student survey the past year.|2025-06-24|2025
57105790132464|Empowering Possibilities International Charter|6|EPIC annually implements multiple school culture surveys to students (Grades 2-8), staff and parents through the Flippen Group Capturing Kids Hearts National Showcase School Survey as well as the Hanover Group LCAP Survey.  EPIC has been honored as a Flippen Group Capturing Kids Hearts National Showcase School for the past six years which is a testament to the outstanding school climate at EPIC.  Note:  See EPIC 2024-2025 CKH National Showcase School Survey data below compared to CKH National Showcase School baseline data for 2024-2025.   Data:  My teachers use activities to create connections and relationships with my classmates and I.        Baseline: 3.8    EPIC 4.7 My teachers greet me with a smile as I enter class each day.   Baseline: 4.5   EPIC 4.9 I have one or more teachers who know more about me than my grades.   Baseline 4     EPIC 4.8 My teachers ask questions about Good Things that we have shared.   Baseline 4    EPIC 4.8 My teachers ask me questions about things that I like (family, friends, activities, sports).   Baseline 3.7    EPIC 4.5 My teachers celebrate when students do something good.    Baseline 3.6    EPIC 5 Students have opportunities to celebrate each other.   Baseline  3.3   EPIC 5 I am comfortable talking to a teacher about a problem.    Baseline 3.5   EPIC 4.7 My teachers care about me.   Baseline  4.8     EPIC 4.9 My teachers treat me nicely.   Baseline 4.7    EPIC 4.8 We have developed and posted a Social Contract.    Baseline  4.8   EPIC 5 We refer to our classroom Social Contract.   Baseline 4.5   EPIC 5 I like my teachers.   Baseline 4.6   EPIC 4.8 I have good relationships with my teachers.   Baseline 3.8   EPIC 4.8 Students at this campus get along well.   Baseline 3.2   EPIC 3.8 I am comfortable talking to a teacher about my problems.   Baseline 3.3   EPIC 4.7 My teachers encourage me to be the best student I can be.   Baseline 4.6   EPIC 4.9|This survey data reflects that student perception of EPIC's school climate is overwhelmingly positive.  The survey data shows that staff have built strong relational capacity with students, which promotes student learning.  The survey results show that EPIC's focus on positive incentives combined with a progressive discipline system is sustaining a positive school climate at EPIC.|EPIC takes the results of this annual survey very seriously and compares the responses with past years.  A summary of the survey data is shared with all EPIC stakeholders - students, staff, and parents through the SSC/ELAC/DELAC for input and feedback.  Also, school administration and lead teachers set school-wide goals related to improving school climate after consulting with stakeholders and conducts individual goal setting with staff members in areas of the survey where improvement is needed through the employee evaluation process.|Met||2025-06-17|2025
57726780000000|Davis Joint Unified|6|One of our instruments used to measure school climate is the annual YouthTruth Survey. DJUSD has prioritized YouthTruth since 2015. Each year we survey all students in grades 3 through 12, our families and our staff. The survey occurred in November of 2024 and data across all participating schools and districts (regionally and nationally) were compared and disaggregated by particular student groups, grades, sites, and circumstances, which is an important data lens in our equity work.|The most general observation we can make is that student experiences have varied since 2019, and that during distance learning some measures were experienced more positively.  Our return to school seems to have exacerbated behaviors and sense of safety, especially for our most marginalized students.  We continue to  prioritize social emotional wellbeing and community building. Most notable in this aggregate is the culture bar for elementary, which on the surface can be explained as many of our 3rd-6th graders perceived their classmates as disrespectful of the teacher most of the time during school.  When disaggregated by site, there is much variability. Each school has its own strengths and challenges, and can present a very different student experience than another school across town. For this reason the value of Youthtruth is dependent on the depth of site discussions, analyses and inquiry.   Socio-economically disadvantaged students, who make up 15 and 17 percent of the junior and senior high respondents to YT, in very broad terms report experiencing schooling in ways similar to students who are not socio-economically disadvantaged. One example of a difference, and in an area we can continue to improve, is the reporting that issues of technology and internet access are obstacles to learning–16% of SED students report access to the internet as an obstacle to learning.  In secondary schools, students reported more distractions at home and Family Obligations as well as internet and technology access as obstacles to learning.  Of concern is that we saw an increase in self-reported depression and suicidal ideation scores.  Engagement and belonging  is notably lower for students in special education than non-special education students.  Interesting is that in our secondary schools English Learners reported higher Engagement, Culture and Academic Challenge than non-English learners.  In our secondary schools we saw lower qualities in Engagement (absolute bottom of the scale).  Junior High LGBTQ+ students agree or strongly agree to the statement: When I’m feeling upset, stressed, or having problems,there is an adult from school who I can talk to about it.  LGBTQ+ students report being more sad, more stressed, less happy, less relaxed and less content with their lives than non-LGBTQ students.|DJUSD leadership will be working with site leaders to continue listening tours, enable student leadership, and seek student perspective on policy, practices, and instruction.  This information will inform our “Year of Inquiry and Action -- focus on Mitigating Bias and UDL” as well as partnership with student advisory groups.|Met||2025-06-18|2025
57726780119578|Da Vinci Charter Academy|6|DVCA utilizes the YouthTruth Student Survey to assess key aspects of school culture and climate, including academic rigor, student engagement, relationships, safety, and college readiness. The survey is administered annually to all DVCA students, with a middle school version for grades 7–8 and a high school version for grades 9–12. Results from the two surveys are kept separate and are not aggregated. Survey results are reviewed annually by a small group of students, DVCA staff, the DVCA Advisory Board, and DJUSD District Office administrators. The data can be disaggregated by student subgroups and allows for comparison with other schools, including those within DJUSD. These results are used to inform policy and practice improvements at each DVCA site. At Da Vinci High School, the 2024–25 YouthTruth Survey results show the highest student ratings in Belonging, Peer Collaboration, and overall School Culture. The lowest ratings were in Engagement and College and Career Readiness, though both categories showed improvement from the previous year. In response to this feedback, DVCA has increased opportunities for students and families to connect in person with counseling staff and has added additional parent engagement events focused on post-secondary planning for both juniors and seniors. At Da Vinci Junior High, the 2024–25 results indicate the highest ratings in Belonging and School Collaboration, with lower ratings in Academic Challenge and Engagement. In response, DVJH will continue to build a strong, inclusive school culture through programs such as the Where Everybody Belongs (WEB) orientation and transition program, Restorative Practices for community-building and conflict resolution, and ASB Leadership activities throughout the year.|To address concerns around academic challenge, DVJH will continue aligning curriculum with California State Standards to ensure access to rigorous instruction. In addition, the school will introduce more opportunities for students who meet content standards to advance into more challenging academic activities. A key focus for staff collaboration will be the implementation of high-quality Project-Based Learning (PBL), with the goal of increasing fidelity to DVCA’s 5 phases of PBL instruction.  In addition, staff focused on embedding more opportunity for “sustained inquiry” to increase studnet engagement and voice and choice within projects.|Through data analysis, DVCA has identified key areas for growth and has begun implementing targeted actions to support continuous improvement. One major revision involves increasing student-driven inquiry in projects to foster deeper engagement and ownership of learning. Additionally, staff are explicitly supporting students in building collaborative skills, recognizing that teamwork is essential for both academic success and social development. DVCA has also expanded the use of peer mediation and restorative practices to help students navigate natural conflicts with greater empathy and accountability, promoting a healthier school climate. In response to data highlighting the need for stronger school culture and academic focus, DVCA has enhanced community building efforts and clarified academic expectations during extended time. These changes aim to reinforce a sense of belonging while supporting academic achievement. Early results indicate positive shifts in student engagement and collaboration, though DVCA continues to monitor progress to ensure sustained impact. These actions reflect the school's commitment to using data-informed strategies to meet student needs and improve outcomes holistically.|Met||2025-06-18|2025
57726860000000|Esparto Unified|6|EUSD annually administers the CHKS.  The results from 2023-24 are: School Connectedness- 5th 75%, 7th 55%, 9th 45% and 11th 48%.|Based on the data students at secondary sites are not as connected to the school. Staff needs to determine what the barriers are that are causing students to feel disconnected.|EMS has established a Wellness Center with a Wellness Coach to provide additional support to students|Met||2025-06-11|2025
57726940000000|Washington Unified|6|Washington Unified School District administered the California Healthy Kids Survey at the end of the 2024-2025 school year. The data from this survey is currently being analyzed and will be shared at a later date. WUSD utilizes the Kelvin platform to conduct the CalHOPE SEL Survey twice a year for 3rd-12th grade students.  This year, staff gathered additional school climate and culture data using a survey based on the goals of the Strategic Plan.  Together, these surveys generate data reports that enable staff to address students' social-emotional learning needs effectively.  The CalHOPE SEL Survey assists staff in identifying students requiring additional support and aids in monitoring school culture and climate.  CalHOPE SEL Survey Dimensions:  Emotional Experiences Resources for Coping Safety and Connection  Opportunities for Student Voice & Leadership Experiences with Culturally & Linguistically Responsive Environments   Overall Districtwide Participation: 78% Overall District Favorability: 78%  Experiences with Culturally/ Linguistically Responsive Environments: 82% Favorability  Resources for Coping: 79% Favorability Safety and Connection: 77% Favorability Emotional Experiences: 75% Favorability Opportunities for Student Voice and Leadership: 73% Favorability   Strategic Plan Survey Dimensions:  Student Engagement Student Supports & School Climate Quality Teaching & Learning Major Problems in School Representativeness of Materials (Grades 3-5 only) Support for Students with Diverse Characteristics (Grades 6-12 only)  Substance Use: High School - 93%, Middle School - 96%, Elementary - 77% School Safety & Bullying: High School - 87%, Middle School - 82%, Elementary - 78% Academic Motivation: High School - 65%, Middle School - 69%, Elementary - 76% School Disciplinary Environment: High School - 60%, Middle School - 61%, Elementary - 72% School Engagement & Supports: High School - 51%, Middle School - 55%, Elementary - 65% Mental Health: High School - 47%, Middle School - 50%, Elementary - 73%|CalHOPE SEL Survey Increased Overall Favorability - 4% since Spring 2024 Increased Favorability in All Dimensions - 3-4%  Culturally and Linguistically Responsive Environments - Highest favorability with a 4% increase since Spring 2024  Growth Area based on CalHOPE SEL Survey Opportunities for Student Voice & Leadership:  “I think that my answers on this survey will help make changes at my school.” Participation rate Increase overall participation from 78% to 90%  Strategic Plan Survey Increased Participation from 2021 Increased Overall Favorability in all dimensions for 9th-12th grades from 2021 to 2024  Major Problems in School decreased–Elementary and High School  Growth Area base on Strategic Plan Survey Opportunities to support our middle school students in all dimensions Major Problems in the Schools dimension: Racial discrimination or harassment-high school and middle school|Based on the analysis of local data and key learnings, the LEA has identified several areas for growth and is making the following changes to existing plans and practices to support continuous improvement:  To enhance school culture and climate, the LEA will incorporate student survey data into planning and decision-making processes. This includes using the data to inform and refine best practices for both the current and upcoming school year. In response to identified student needs, the LEA will implement a Social-Emotional Learning (SEL) curriculum across school sites to promote student well-being and connection.  Additionally, the LEA is prioritizing efforts to close the feedback loop with students by communicating how their input is being used to guide improvements. Survey results will also be shared with staff and families to ensure transparency and collaboration. Other local data points will continue to be reviewed regularly to adjust strategies, monitor progress, and guide ongoing refinements in support of a positive school culture and student success.|Met||2025-06-26|2025
57726940124875|Sacramento Valley Charter|6|Sacramento Valley Charter School (SVCS) uses a range of local climate surveys to gather feedback on school conditions and climate. These include a Parent Survey, Student Survey (Grades 5–8), and Staff Feedback Tools, aligned with LCFF Priority 6 requirements. Survey results are tracked by subgroups (EL, low-income, students with disabilities) when data is available.  From the 2024–25 Parent Survey, SVCS gathered key data on stakeholder perceptions:  100% of parents believe SVCS students are achieving—based on test scores, English learner progress, and readiness indicators.  95.2% agree that staff effectively communicate student progress.  95.2% agree SVCS encourages parental involvement.  100% believe SVCS maintains a positive school climate—emphasizing student safety and connectedness.  Over 90.5% approve of Common Core implementation, staff qualifications, materials, technology, and access to core subjects (including Punjabi as World Language).  100% are satisfied with their child’s overall educational experience at SVCS.  Student climate survey results (Grades 5–8) also indicate high levels of connectedness, perceived safety, and trust in adult staff. These results are supplemented with internal discipline data, attendance trends, and wellness referral tracking to measure overall school climate.  This data is used annually to identify schoolwide trends and inform decisions presented in the LCAP and CA School Dashboard.|Key findings from climate survey data indicate strong areas of success and opportunities for continued growth. Parent survey results reflect a high level of satisfaction in core academic offerings, school climate, communication, and involvement, with approval rates between 90.5% and 100%. This suggests a highly supportive parent community and a positive perception of student success and safety.  Student responses show a strong sense of belonging and perceived fairness from adults. Students report feeling safe in classrooms and around campus, and most express having a trusted adult on site.  However, chronic absenteeism data, paired with internal feedback and liaison outreach reports, reveal that some students—particularly from unduplicated groups—face challenges due to inconsistent attendance, social-emotional needs, or limited home support. These issues may impact consistent engagement and connection to enrichment programs or peer interactions.  Additionally, staff feedback points to a need for continued investment in SEL supports, student wellness, and proactive family engagement strategies to maintain a safe, inclusive climate for all.|In response to climate data and stakeholder input, SVCS has implemented several changes to improve school climate and better meet student needs. These include:  Hiring additional teachers and support staff to reduce student-teacher ratios and expand individualized academic and behavioral support.  Hiring a Human Resources Manager to strengthen staff recruitment, retention, and internal communication—ensuring SVCS maintains a highly qualified, professional team aligned with our student-centered culture.  Hiring an Extended Learning Programs and Student Data Coordinator, who serves as the Afterschool Program Coordinator, providing expanded learning opportunities, building student connection beyond the instructional day, and monitoring data to drive supports for high-needs students.  Hiring an Instructional Coach to support ongoing professional development, instructional quality, and consistency across grade levels.  Hiring an Assistant Principal (prior to school resuming on August 14) to provide direct support in instructional leadership, student discipline, and social-emotional initiatives, strengthening the overall climate and operations of the school.  SVCS has also increased liaison outreach to educate and encourage families to prioritize daily attendance and provide safe, stable home environments. This effort aims to reduce chronic absenteeism and address external barriers like bullying, focus issues, and low self-esteem.  Additionally, we have implemented new curriculum resources tailored to various learning styles, expanded use of EdTech tools (Exact Path, ThinkCentral), and added after-school enrichment, such as a theatrical production, to build student engagement.  We continue to refine the master schedule, improve use of shared spaces, and enhance intervention delivery models to protect access to both core and enrichment instruction.  These actions reflect SVCS’s commitment to providing all students with a safe, inclusive, and well-rounded educational experience—while addressing the whole child through academic, behavioral, and emotional supports.|Met||2025-06-26|2025
57726940131706|River Charter Schools Lighthouse Charter|6|According to recent local survey data, 88% of students reported feeling safe on campus and connected to their school. Additionally, 89% of students indicated that they trust their teachers and school staff. A strong majority 96%, expressed a desire to do well in school, and 88% agreed that teachers provide extra help when needed.|While these results reflect a generally positive school climate, they also highlight areas for growth—particularly in strengthening peer relationships and deepening connections between students and staff.|LCS provides robust student support services through a full-time counselor who works closely with students individually and in small groups. The counselor addresses students' social-emotional and mental health needs, ensuring they feel supported and connected. In addition, the vice principal plays a key role in promoting and reinforcing positive student behavior, fostering a safe and encouraging learning environment.|Met||2025-06-26|2025
57726940135939|Washington Middle College High|6|Kelvin Calhope student Survey Results for 2023/2024 resulted in 81% Favorable and 91% Participation.  All Categories were over 80% except Emotional experiences which was at 67%.  After a deeper dive of the responses, all categories were favorable including  feeling grateful, kind, happiness and proud.  The lowest score of 55% was I felt excited or felt like saying wow., 41% responded I felt sad, 20% I felt nervous.|After analyzing the data we felt that creating an online weekly google access form for students to quickly send a pulse of how they were feeling emotionally or stress related due to workload,  ability to ask for help if needed and all teachers have access we could quickly identify any concerns or areas to intervene with SEL.  This will continue in the coming school year.|We have incorporated a Youth Outreach Specialist to work with students, parents and teachers to support our school culture and climate and will continue to invest in this position as it is a critical role of support.|Met||2025-06-26|2025
57727020000000|Winters Joint Unified|6|In 2024-2025, Winters JUSD administered the Youth Truth perceptions survey to gather feedback on various aspects of the school experience, including perceptions of school safety, culture, and connectedness, academic engagement, and the overall learning environment. Families, staff, and students in grades 3 - 12 completed the survey [1035 students (88% response rate), 157 families (10% response rate), and 86 staff (51% response rate)].  2024-25 Youth Truth survey administration outcomes were: 333 students in Grades 3-5 (91% response rate) 375 students in Grades 6-8 (99% response rate) 314 students in Grades 9-1 (67% response rate) Overall, the District heard from 1022 Winters Students  255 Family Members (17% response rate) 145 Staff Members (64% response rate) Overall, the District heard from 400 Community Members.   2024-25 Youth Truth survey results surfaced the following trends:  Highest overall rated theme for students:  Engagement (55% positive, +4 percent change from prior administration)  Lowest overall rated theme for students:  Culture (27% positive, +8 percent change from prior administration) Highest overall rated theme for staff:  Relationships (88% positive, -3 percent change from prior administration) Lowest overall rated theme for staff :  Professional Development Support (51% positive, -4 percent change from prior administration)  Highest overall rated theme for families:  Relationships (84% positive, +11 percent change from prior administration) Lowest overall rated theme for families:  Engagement (56% positive, +7 percent change from prior administration)|Winters JUSD recognizes that safe and welcoming environments for learning enhance student connectedness and academic achievement.   The 2024–25 Youth Truth survey provided Winters Joint Unified School District with valuable insights from over 1,400 participants, including students (88% response rate), families (17%), and staff (64%). Analysis of the feedback identified both areas of strength and needs that inform district priorities.  Areas of Strength Student Engagement: Student responses rated Engagement highest among all themes (55% positive), with a +4% increase from the prior year, suggesting improved student involvement in learning and classroom activities.  Relationships: Both staff and families identified Relationships as a strong area, with 88% and 84% positive responses, respectively. This indicates that trust, connection, and care between school personnel and parents/guardians are core strengths across the district.  Growth in Culture Perceptions: Although still rated lowest by students, Culture increased by 8 percentage points (to 27% positive), demonstrating early signs of progress toward a more inclusive and respectful school environment.  Identified Needs School Culture for Students: Despite gains, student perception of Culture remains the lowest-rated theme, indicating ongoing concerns about belonging, respect, and inclusion.  Professional Development for Staff: Staff rated Professional Development Support the lowest at 51% positive, with a -4% decline. This suggests a need for more relevant, differentiated, and sustained opportunities for adult learning.  Family Engagement: While improving (+7%), family ratings of Engagement remain the lowest at 56% positive. This signals the importance of deepening two-way communication and co-creation of school experiences with families.  These findings will guide the district's continuous improvement efforts in creating engaging, inclusive, and supportive environments for all students and community partners.|As related to student perceptions of culture (i.e. lowest-rated student theme), in 2024-2025, Winters JUSD leaders participated in proactive Multijurisdicational Harassment training provided by the Office of Civil Rights. The District elected this training to sharpen the leadership team’s ability to identify and eliminate barriers to equal access to education programs and activities. Additionally, the District initiated a Culture and Climate Design Team and implemented the Liberatory Design Framework to address equity challenges.   The District began implementation of the previously ratified Graduate Profile. The adopted profile includes six prongs - Creativity, Collaboration, Critical Thinking, Communication, Community Engagement, and Cultural Awareness. The profile also incorporates a goal for graduates to develop resilience, or the necessary social-emotional competencies to adapt to challenges and overcome adversity. The profile’s emphasis on cultivating skills beyond traditional academic outcomes, is another means of enhancing school culture and student experiences.   As related to the instructional program, the District finalized an Ethnic Studies course of study as informed by a community Task Force, a Curriculum Review Group, and a Student Input Group. The semester-long ninth grade Ethnic Studies elective course will be implemented in the Fall of 2025. It is anticipated that the course will promote student engagement and improve cultural awareness.   Informed by family feedback regarding engagement (i.e. lowest-rated family theme), the District will sustain its two-way communication platform and continue to host site and district events and committees to improve connectedness and solicit feedback. Additionally, the district anticipates the addition of a classified bilingual community aide to support additional communication and outreach efforts.   In the area of professional development (i.e. lowest-rated staff theme), the District will utilize the Curriculum Assessment Instruction and Technology (CAIT) Committee to assess the effectiveness of professional learning opportunities and Professional Learning Communities (PLCs). The group will solicit input from staff at all sites to revise the district’s Professional Development Plan.|Met||2025-06-26|2025
57727020139436|Compass Charter School of Yolo|6|"This year, the school again used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. Results of the mental health and school climate questions:  Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me: Gr. 6-8: 56%,up from 23-24's 52%; Gr. 9-12: 56%, down from 23-24's 63% ""who notices when I’m not there"": Gr.6-8: 44% down from 23-24's 74%; Gr.9-12: 50%, down from 23-24's 63% ""who listens to me when I have something to say"": Gr. 6-8:69% down from 23-24's 96%; Gr. 9-12:75%, down from 23-24's 88%  I feel close to people at this school (Strongly Agree/Agree)... Gr. 6-8: 75%, up from 23-24's 48%; Gr.9-12: 80% up from 23-24's 56% I feel like I am part of this school (Strongly Agree/Agree)... Gr. 6-8 88%, up from 23-24's 82%; Gr.9-12: 93% up from 23-24's 88% I feel safe in my school. Gr. 6-8 100%, up from 23-24's 96%; Gr. 9-12: 100%, up from 23-24's 96% The data on student perceptions of safety and connectedness across different grade levels reveal key insights into the school environment. This data compares similar groups from last year. The drops in responses to ""notices when I'm not there"" and ""who listens to me when I have something to say."" are concerning, and contradict rising numbers in closeness, feeling a part of the school, and safety. While the sample size is small, these trends are worthy of evaluating our practices. One wonder if these could be related to ST switches or student attrition and enrollments throughout the year. Our academic leadership team will make this a priority for staff in the next school year. Compass is moving to internalize speech therapy positions, and last year contracted with Care Solace to provide additional mental health support. Further, Compass started weekly WIT (Whatever It Takes) meetings that focus on scholars identified by staff as needing attention. Our belief is that as these initiatives grow, the indicators on scholar connectedness will also improve."|While the overall perception of safety is strong, there are significant dips in students' feelings of connectedness and being noticed. To address these issues, schools should enhance attendance monitoring and responsiveness, implement programs to foster peer connections and a sense of belonging, particularly in middle school, and continue maintaining high safety standards. By focusing on these areas, the school can create a more supportive and connected environment for all students. It is also noteworthy that the sense of belonging, for a virtual school, is so high.|Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. This school year, Compass administered mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards getting more participation to surveys to support school climate. With consistent and present data, Compass will better leverage its engagement opportunities and support services.|Met||2025-06-21|2025
57727100000000|Woodland Joint Unified|6|The California Healthy Kids Survey (CHKS) was administered to students in 5th, 7th, 9th, and 11th grades and in an alternative education setting during March of the 2024-2025 school year. This survey is given yearly. The survey assessed student, staff, and family perceptions of school engagement, adult support, safety, discipline, and mental health. For these purposes, we are focusing on student perception. Data is disaggregated by grade level, gender, and race/ethnicity, giving meaningful insight into how student experiences vary across demographic groups. Overall, the data reveals a steady decline in positive climate indicators as students move from elementary to secondary school. For example, school connectedness starts at 69% in 5th grade but drops to 54% in 7th and 47% in 9th grade. A similar pattern follows in academic motivation, which falls from 80% in 5th grade to just 55% in 11th grade. The percentage of students who feel they have caring adults in school also declines, from 67% in elementary school to 48%–55% in secondary grades. While high expectations from adults remain relatively strong across grades—82% in 5th and around 60% in higher grades—the sense of meaningful participation is consistently low. Only 20–24% of students in grades 7–11 feel they participate meaningfully in school, and this drops to 17% at the alternative high school. Feelings of safety also decline, from 69% in 5th grade to 50–58% in upper grades, while the percentage of students reporting frequent sadness increases from 16% to 30% by high school. Disaggregated data highlight racial disparities. For example, 5th-grade Asian students report high connectedness (83%) and safety (100%), whereas students who identify with an “other” race report lower scores in both areas (61% and 60%). In middle school, American Indian/Alaskan Native students report the highest harassment rates (64%), and Hispanic students experience much lower rates of harassment in both middle (29%) and high school (18%) than their peers. Safety perceptions vary by group: only 29% of African American 9th graders feel safe, compared to 58% of Hispanic students. Gender differences are also apparent, with female students generally reporting higher sadness and lower connectedness in secondary grades. Students in alternative education show similar trends, but with slightly better perceptions of safety (69%) and high expectations (67%) than those in traditional high schools. However, they still report low participation and emotional well-being. This CHKS data highlights key climate indicators and provides a foundation for understanding student needs across school levels and demographic groups. It underscores the importance of addressing declining engagement, supporting student well-being, and closing equity gaps in school experiences.|Analysis of the California Healthy Kids Survey (CHKS) data reveals critical trends in student experiences across grade levels and demographic groups. Key findings highlight areas that need targeted support and strengths the district can build upon. One of the most significant concerns is the decline in student engagement over time. School connectedness drops from 69% in 5th to 47% in 9th grade, and academic motivation decreases from 80% to 55%. This trend indicates that their sense of belonging and drive to succeed diminishes as students advance in grade level.  Another area of concern is the consistently low level of meaningful participation reported across all grade levels and demographic groups. In 5th grade, only 40% of students feel they are meaningfully involved in school decisions or activities, and this drops even further in secondary schools to between 17% and 24%. Fifth grade’s perception of meaningful participation increased by 3% from the year before, while each of the other grade levels sustained or decreased, with the most significant decrease in 9th grade (8% decrease). This data suggests that many students do not feel their voices are heard or valued, contributing to disengagement and disconnection from the school community.  It is also possible that we are not finding the most relevant ways of connecting with this generation of students.  Mental health challenges also increase in higher grade levels. Feelings of frequent sadness rose from 16% in 5th grade to 27% in 7th grade and 30% in high school. Among 11th graders, 11% report missing school due to mental health issues such as stress, anxiety, or depression. This trend underscores the need for stronger mental health supports and services as students progress through middle and high school. The data also show disparities in feelings of safety and experiences of harassment, particularly among students of color. Only 29% of African American students in high school report feeling safe at school. Harassment rates are highest among Asian/Asian American students and multiracial students in middle school, both reporting experiences as high as 64% and 55%, respectively. These disparities indicate the need for culturally responsive school climate strategies and targeted interventions to ensure equitable student experiences.  Despite these challenges, there are strengths to acknowledge and expand. Students across all grade levels and demographic groups report that school adults maintain high expectations, with 82% of 5th graders and at least 60% of secondary students affirming this. Younger students also report strong relationships with caring adults in school—67% in 5th grade—correlating with higher safety and motivation scores. Additionally, students in alternative education settings, such as Cache Creek High School, report relatively high levels of safety (69%) and expectations (67%), suggesting that smaller or more personalized environments may help support students more effectively.|In response to the key findings from the CHKS analysis, the district is examining adjustments to its current plans and practices to improve school climate and student well-being. One focus is strengthening student engagement and participation. Given the significant decline in school connectedness and meaningful involvement across grade levels, the district will expand student voice initiatives, including student advisory panels at middle and high schools. This should extend beyond the current Youth Advisory Council and leadership groups. Additionally, extracurricular and leadership opportunities will be broadened to include more inclusive and culturally relevant activities that appeal to a broader range of students.  To address increasing mental health concerns, the district is prioritizing support services. This includes school counselors and mental health professionals.. The district will also continue implementing its Wellness Teams and a tiered support framework through a Multi-Tiered System of Supports (MTSS), ensuring that students receive appropriate interventions based on their level of need. Wellness campaigns may be introduced to reduce stigma and raise awareness of available resources for students and families.  Safety and harassment issues, particularly among students of color, will be addressed through continued staff professional development focused on anti-bias training and culturally responsive practices. Schools will continue to raise awareness about anonymous reporting systems so students can report bullying or harassment safely. Restorative justice practices will be used to build stronger relationships and provide alternatives to exclusionary discipline.  Recognizing the strong foundation of high expectations reported by students, the district plans to sustain and build on this strength by continuing professional development that promotes rigorous and supportive instruction for all learners. Strengthening mentorship opportunities will help students maintain meaningful connections with trusted adults, particularly in middle and high school.  To ensure these efforts are successful and sustainable, the district will continue to monitor CHKS data annually, disaggregated by student group. This data will be shared with school sites to inform site-level planning. Additionally, the district will gather student and family input throughout the year to refine and adjust actions. Through these changes, the district is committed to ensuring all students feel safe, valued, and supported throughout their educational experience.|Met||2025-06-24|2025
57727100121749|Science & Technology Academy at Knights Landing|6|Local Climate Survey Data Summary  SciTech uses a locally developed climate survey to monitor student perceptions of safety, respect, fairness, and overall school environment. The survey has been administered multiple times from April 2022 through May 2025, with student participation increasing from 83 to 125 respondents. The data show overall improvement in key areas, especially between Fall 2023 and Spring 2025.  Safety and Respect:  Feeling safe at school remained consistently high, averaging around 77%–85% over time, with a slight dip to 75% in May 2025.  Feeling safe in specific areas, such as classrooms (86%), cafeteria (86%), and playgrounds (75%), remained strong, although bathrooms showed lower safety perceptions (47%).  Adult support and respect scored high: 94% of students said an adult would help if needed, and 86% said other adults treat them with respect.  Behavior and Fairness:  Clear rules and consistent enforcement saw growth, reaching 87% in May 2025. However, fairness remains an area for improvement, with only 76% agreeing that rules and procedures are fair.  Recognition for good behavior increased to 68% by May 2025 after a previous low of 28% in January 2023.  Peer Interaction and Belonging:  The percentage of students agreeing that students treat each other well increased significantly to 86% in recent data.  However, 28% said they were called names or teased, an increase from 21% earlier.  Comfort with cultural diversity was high at 89%.  Engagement and Success:  Students who felt successful at school increased from 45% in April 2022 to 87% in May 2025.  The percentage of students who like coming to school remains an area of concern, improving from a low of 36% in Jan 2023 to 56% in May 2025.  The sense that classroom environments support learning dipped from 72% to 64%, indicating a need for continued focus.  Conclusion: The data show positive trends in safety, adult-student relationships, peer and student success. Areas for continued growth include student enjoyment of school, perceptions of fairness, peer respect, and feelings of safety in bathrooms. These insights are used to inform decisions around school climate and target support for student well-being. Disaggregated data by student groups is not currently included, but is a focus area for future analysis.|Analysis of the local climate survey data from April 2022 through May 2025 revealed several key insights into student experiences at SciTech. Strengths include steady improvement in adult-student relationships and a strong sense of safety in most areas of the school. For example, by Spring 2025, 94% of students said there is an adult who would help them if needed, and 86% reported feeling respected by adults on campus. Additionally, students reported higher feelings of success at school, with 87% agreeing, compared to just 45% in Spring 2022.  Safety remains a relative strength, with 85% of students saying they feel safe at school, and similarly high scores for feeling safe in classrooms, the cafeteria, and on school grounds. However, safety in bathrooms remains a concern, with only 47% of students feeling safe in those spaces.  One key area of need is peer interaction. The percentage of students who reported being called names, insulted, or teased at school increased from 21% to 28%, indicating a rise in negative peer behavior. This increase suggests a need for more focused efforts on peer-to-peer respect, social-emotional learning, and consistent enforcement of anti-bullying measures. While students’ perception that their peers treat each other well rose to 86%, the increase in reported teasing signals a disconnect between general perceptions and personal experiences of mistreatment.  Other needs include increasing the percentage of students who enjoy coming to school, which remains relatively low at 56%, and improving perceptions of fairness in how rules are applied, which, while improving, remains under 80%.  Disaggregated data by student group is not yet available, but future surveys aim to collect and analyze group-specific responses to better identify equity gaps in student experiences. Continued attention to student voice and targeted action based on these findings will be critical in addressing these areas of need.|Based on analysis of local climate survey data and identified trends, SciTech has determined several necessary changes to plans and procedures to support continuous improvement. One key area of change is addressing the increase in negative peer interactions, specifically teasing and name-calling, which rose from 21% to 28%. In response, the LEA will revise its Positive Behavior Interventions and Supports (PBIS) plan to include more structured peer relationship-building activities and expand classroom-based social-emotional learning (SEL) lessons. Additional staff training will focus on facilitating peer mediation and restorative practices.  To ensure all students feel connected and successful, SciTech will strengthen systems for recognizing positive behavior and academic growth. This includes revamping the student recognition program based on feedback that recognition has not been consistent or equitable. Additionally, staff will review and revise discipline and reward procedures to ensure they are applied fairly and transparently, supporting increased student trust and engagement.  Finally, the LEA will implement a disaggregated analysis of future survey data by student group to better identify and address equity gaps. This step is part of a broader effort to make data-driven adjustments that promote an inclusive and supportive learning environment for all students.|Met||2025-06-04|2025
58105870000000|Yuba County Office of Education|6|California Community School Partnership Program (CCSPP) conducts an annual needs assessment survey each Fall. The number of responses is numerically insignificant and therefore data is not disaggregated by student groups. The overall feedback indicates that there is a need to increase school connectedness. The data also suggests that students, parents and families see school as a safe, caring place and want to see an increase of engagement opportunities.|Overall feedback indicates that students, parents and families need the school to continue to offer engagement opportunities to support mental health and wellness, social emotional well-being, and pro-social youth engagement activities.|Additional actions were been added to the 2024-2027 Local Control Accountability Plan (LCAP) to increase parent and family engagement opportunities.|Met||2025-06-18|2025
58105870117242|Yuba Environmental Science Charter Academy|6|YES administered the California Healthy Kids Survey in a previous year, but received a response that our number of responses were too few to receive a report. We pivoted to administering our own surveys. The significant student groups at YES are 1) Low SES, 2) Hispanic and 3) White.|Key learnings in TK-5 are that students reported three areas of strength. These are:1) Participating in project based learning (PBL) including field trips, 2) Eating produce from the school garden in their school breakfasts and lunches, and 3) Participating in the push-in art and music classes. Students reported two areas of need. 1) They were sometimes “bullied” at recess. 2) The yard duty staff was not always able to help them resolve their interpersonal issues with other students. Key learning in 6th through 8th grades are that students perceived two areas of strength. These are: , 1) Supportive relationships with select teachers, and 2) Participating in push-in art classes. They reported three areas of need. These are: 1) Desire for improved PE, 2) The perception that cell phone policy is inconsistently enforced.|YES will train yard duty staff in de-escalation and conflict resolution facilitation skills. To improve middle and high school students’ PE experience, we have hired a new PE teacher and instituted a curriculum of high interest PE lessons. For example, we are in the planning stages of building a disc golf course. To improve the consistency of the enforcement of the cell phone policy, we created a protocol for cell phone collection and safe storage in the school office. This has created a centralized and consistent enforcement of the cell phone policy.|Met||2025-06-26|2025
58105875830112|Yuba County Career Preparatory Charter|6|Grades K-5 YCCPCS administered a PBIS climate survey to elementary grade levels. This small group of students had too few responses for the data to be considered reliable. Grades 6-12 YCCPCS is in year two of implementing the CoVitality Survey, an evidence-based survey that provides insights and recommendations to improve school climate and support students' thriving. This assessment uses the CASEL SEL evidence-based framework through a student self-reporting online survey tool. This tool measures 12 key strengths and assets to students' success. The survey does not disaggregate data by student groups. YCCPCS reports students in the three lowest risk groups: High Thriving, Moderate Thriving, and Getting By. These three groups, by publisher definition, have low or no concerns. YCCPCS is also tracking the following strength indicators in two subcategories that should significantly impact overall scores: Persistence and Gratitude. YCCPCS will also report the peer and school support subcategories, overall life satisfaction reported by students on a 1-100 scale, and the student average in school connectedness for this local indicator requirement. CoVitality provides individual student-level reports the counselor uses when meeting with students and parents. FALL TO SPRING 24-25 DATA The participation rate is approximately 70% of the 8-12 student population. • % of students not at risk: 47% (-19%) • % persistence as a strength: 26% (-4%) • % gratitude as a strength: 60% (+9%) • % peer support as a strength: 70% (-1%) • % school support as a strength: 83% (no change) • Life satisfaction score: 50 (+1)/ Low Average • School connectedness score: 56 (+1)/ Average|The 2024-2025 School Climate Report provides valuable insight into the student population's social-emotional health and overall school climate. The report does not include data disaggregated by specific student groups. 69% of the grade 7-12 population completed the survey. STRENGTHS School support is highly rated (83%), indicating a strong perception that teachers care about students. Peer support (70%) and family coherence (68%) are also strengths. The level of support for students fosters school connectedness and reflects positive teacher-student connections that can be leveraged to drive student achievement. Nearly half the student body is functioning well, indicating student well-being and academic and social success are supported. IDENTIFIED NEEDS 19% of students are in high-risk categories and need proactive support to build personal assets. Some may benefit from targeted mental health resources and support services. Only 26% of students are persistent, indicating that most struggle to maintain effort in the face of adversity. Interventions that build resilience and goal-setting skills (e.g., mentorship programs and SEL lessons on grit and perseverance) could support increases. The Overall Life Satisfaction average score of 69.83 continues to grow incrementally each year, indicating moderate happiness and mental health among the student population served. There is a continued need to improve students’ well-being to better support engagement and school success.|"In the coming year, YCCPCS will -continue increasing survey participation to 80%. Review and refine the tiered response to CoVitality data to address current needs and reduce the highest-risk population. -continue supporting overall life satisfaction with annual events highlighting gratitude and persistence and conduct informal check-ins. -continue to provide on-site mental health and SEL support. -embed schoolwide engagement and resilience in a campaign (""Positive Futures"") promoting dual enrollment, CTE opportunities, informational opportunities, etc. -train staff in techniques to foster zest and gratitude."|Met||2025-06-18|2025
58727280000000|Camptonville Elementary|6|California Healthy Kids Survey.|Participation numbers are too low to report|Results are reviewed by administration and shared with the School Board.|Met||2025-06-17|2025
58727286115935|CORE Charter|6|CORE Charter School annually asks its students to report on their sense of safety and connectedness through a school-wide survey. It does this because these are elements the school regards as highly important for its students. According to our 2024/25  survey of our TK-12 students, 58% say they usually feel a sense of connectedness to CORE Charter School and 29% say they sometimes feel a sense of connectedness to CORE Charter School. This is a significant decline in connectedness from the 2023/24 school year when 79.31% said they usually feel a sense of connectedness.  Students continue to feel safe at CORE Charter (Usually: 88.7%, Sometimes 9.67%) and feel like they can be themselves. Ninety-three percent of parents agree that CORE Charter is a safe place to learn. The surveys show that students appreciate the opportunity and thrive at the learning center and on field trips, where they may engage with peers and adults. CORE students demonstrate their respect for each other and their teachers to a remarkable degree. Students report strong connections to their teachers. Ninety-eight percent of students say they get the support they need from teachers and staff at CORE and 78.6% percent of parents surveyed felt that CORE staff and teachers have successfully created and maintained a learning environment that supports the social-emotional well-being of their student. Eighty-nine percent of parents stated that their student had a valuable experience at CORE this year and 96% of families would recommend CORE to others.|CORE strives to address the social-emotional learning needs of all our students and will continue to promote positive mental health in our interactions and plans. CORE seeks to add practical and meaningful SEL components to its program. In 2024-25, our school psychologist continued to provide small group sessions to offer support and promote healthy coping skills for students. CORE considers a healthy school culture an absolute to effective learning and therefore looks for opportunities to promote a safe and welcoming environment. CORE Charter will continue to provide opportunities to increase student sense of connectedness and belonging, including school activities, small class sizes, a variety of class choices and personalized attention to the needs of each student. CORE staff will continue to reach out to families not participating in our many in-person activities (classes, services, field trips, and events) to ensure that we eliminate any barriers to involvement.|Goal 3 in the 2025/26 LCAP contains numerous actions designed to improve school climate and the safety and connectedness of educational partners.  We plan to conduct a health awareness campaign to encourage positive habits; and offer anxiety support groups. In 2024/25 CORE participated  in suicide prevention training which was  offered to staff and student leadership.|Met||2025-06-26|2025
58727360000000|Marysville Joint Unified|6|Grade 5: MJUSD administered a PBIS survey to 5th-grade students to understand how our elementary students view school safety and connectedness. Students were asked questions using a 4-point Likert scale, where 1 was the lowest and 4 was the highest. Grade 7: MJUSD administered a PBIS survey to determine school connectedness and safety. Students were asked questions using a 4-point Likert scale, where 1 was the lowest and 4 was the highest. Grade 9 and 11: MJUSD administered a PBIS survey to determine school connectedness and safety. Students were asked questions using a 4-point Likert scale, where 1 was the lowest and 4 was the highest.|Grade 5: When considering the survey data, six of the eleven questions had an average response of more than three out of four possible points. Of these questions, students report that the school wants students to do well and that there are adults at the school who support students when they need help. In addition, students report that teachers treat students with respect and the school has clear rules for behavior. Four of the eleven questions had an average of less than three. Of these questions, students reported liking school and believing they are doing well in school. It was also reported that students treat each other well and that good behavior is noticed at school. These results suggest that, on the whole, elementary schools are working to create a supportive environment with high academic and behavioral standards. When considering the school building a culture of support, students were able to identify the efforts that contributed to it. When asked if these efforts are creating a positive experience for students, their scores slightly decrease, suggesting that students do not always feel that they are meeting the expectations. Grade 7: When considering the survey data, two of the eight questions scored three or higher out of four possible points. Of these questions, students report that the school has clear rules for behavior and that teachers treat them with respect. When considering responses that were less than three out of four points, students reported liking school, that the school had high standards, and an overall feeling of success. When considering questions about behaviors in the classroom and teachers recognizing good behaviors, students reported less than three out of four points. The results of the survey would suggest that schools are working at setting clear rules and expectations and treating students with respect; however, students' behaviors on campus and in classrooms are not yet meeting those expectations. Grade 9: When considering the survey data, one of the eight questions scored three or higher out of four possible points. The students report that teachers treat students with respect. However, all other questions scored less than three out of four points. All remaining questions scored between an average of 2.61 and 2.96. These questions include feelings of success and support in school, clear expectations for behaviors, and feeling supported by adults. This survey suggests that high school students understand the expectations, but it also suggests that they do not believe they are meeting them at a high level.|MJUSD recognizes the ongoing need for school connectedness and safety. As such, MJUSD continues to invest in and support the PBIS program, updating our facilities for safety and modernization. MJUSD also has invested in professional development around topics such as stress and resilience, conscious discipline, and trauma-informed practices.|Met||2025-06-24|2025
58727360121632|Paragon Collegiate Academy|6|Discussions with student representatives show that the student’s at Paragon Collegiate Academy feel safe and connected. The various extracurricular programs which have been implemented such as FFA and athletics have shown that students are more connected to the school due to the high volume of participation in said activities.|Discussions with student, parent, and school groups reveal strengths such as high academic and social expectations, caring staff, and strong administrative support. These discussions also address additional course offerings such as CTE courses, improvement of PE program, and improvement of elective courses.|Paragon Collegiate Academy is and will always be seeking strategies to improve on every facet of the institution. Paragon administrators believe strongly in educating the whole child and thus must continue to provide resources and opportunities for our students to be successful. Paragon will continue to build the FFA program, and solidify its athletic program and other extracurricular programs|Met||2025-06-25|2025
58727365830138|Marysville Charter Academy for the Arts|6|For the 23-24 school year, we used the CoVitality Spring School Climate Report Survey and 298 of our 367 students responded. CoVitality breaks students into eight groups--High Thriving (12.42%); Moderate Thriving (28.86%); Getting By (22.15%); Languishing (4.03%); Vulnerable (7.72%); Moderate Risk (1.01%); Highest Risk (13.09%); Inconsistent (10.74%). The Sub Domains summary showed that in the Belief-in-Self sub domain 55.37% had Strengths in Self-Awareness, 26.85% did in Persistence, and 58.05% did in Self-Efficacy, while 9.06% had Areas for Growth in Self-Awareness, 22.15% had them in Persistence, and 2.01% had them in Self-Efficacy. In the Emotional Competence sub domain, 78.52% had strengths in Empathy, 74.5% had strengths in Emotional Regulation, an 52.68% had strengths in Self-Control, while 3.36% had areas for growth in Empathy, 2.01% in Emotional Regulation and 6.04% in Self-Control. In the Belief-in-Others sub domain, 78.19% had strengths in Peer Support, 80.54% had them in School Support, and 60.07% had them in Family Coherence, while 6.04% had areas for growth in Peer Support, 2.68% had them in School Support and 10.74% had them in Family Coherence. Finally, in the Engaged Living sub domain, 53.02% had strengths in Gratitude, 21.14% had them in Zest, and 11.07% had them in Optimism, while 13.42% had areas for growth in Gratitude, 33.59% had them in Zest and 55.03% had them in Optimism. On the same survey, when our students were asked to describe their overall satisfaction with life, the student average was a T-Score of 50.65, in the Average range; School Connectedness was a T-Score of 55.63, also in the Average range. The breakdown of students who took this survey is: 62 7th graders, 58 8th graders, 52 9th graders, 44 10th graders, 38 11th graders and 44 12th graders. There were 107 male students, 131 female students, 22 transgender students, 7 gender non-conforming students, 18 gender non-binary students and 13 students who preferred not to answer their gender. We had 89 Latino/Hispanic students, 25 Asian, 10 Black or African American, 7 Native Hawaiian or Pacific Islander, 125 White, 1 American Indian or Alaska Native and 41 from Two or More Groups answer the survey.|Because of the way the data was prior to 23-24 and because we wanted to be able to do more with it, we contracted with CoVitality through the Mosaic Network last spring. Unfortuntately, this year they sold to another company and in the transition, customer service was lacking. We were unable to administer this survey again this year, but did administer the California Healthy Kids Survey and are awaiting word on whether or not they will be able to disaggregate our data from the district's so that it will be useful for us. Meanwhile, we are working on reestablishing with CoVitality to see if our contract can be extended another year so that we can actually avail ourselves of their services. Using 23-24 data and a deeper dive into the Aggregate Response Analysis Summary, we can see that of the sub domains, our highest ranking three in order for our students are Empathy, School Support and Emotional Regulation, while our lowest three in order (absolute lowest first) are Zest, Persistence and Optimism.|We need to address with our students how to improve each of these three lower-scoring concepts. (Persistence is the act of enduring in the face of difficulty. For example, this happens when a student struggles with a math concept until he or she understands it. Optimism is the tendency to believe that good things are to come and to have a positive outlook on the future. Zest is the degree of enthusiasm and energy with which a student approaches work.)|Met||2025-06-24|2025
58727440000000|Plumas Lake Elementary|6|The PLESD Parent Survey showed growth in the area of school climate. 88.3% of parents stated that their child felt very connected or connected to the school. 87.8% of parents were satisfied with PLESD's SEL Initiative, this was up 1.9% from last year. 79.2% of parents were satisfied with the Anti-Bullying/ Positive Citizenship Initiative, this is up 5% from last year. Riverside Meadows showed a 13.3% improvement in this area in 2024-25. PLESD administers and analyzes the California Healthy Kids survey every year for our 7th grade students. These surveys showed that overall we have very positive school climates at all three schools. They also gave us direction on developing an anti-bullying plan and implementing a social and emotional curriculum.|PLESD will continue to focus on the social and emotional growth of our students. Students continue to say that students are mean to each other more than they should. Students also report some bullying that takes place but most of what they encounter is students being mean to one another.|PLESD will continue its focus on the social and emotional development of our students. The anti-bullying initiative will continue to be a high priority for all school sites. Work will continue to build school cultures in which all students feel like they belong.|Met||2025-06-18|2025
58727510000000|Wheatland|6|The local climate survey data, gathered primarily through the California Healthy Kids Survey (CHKS), reflects overall student perceptions of school safety, connectedness, and engagement. The overall school climate score for all students indicates a positive perception of school conditions. When disaggregated by student groups, notable disparities emerged. English Learners reported a lower sense of school belonging and foster youth reported the lowest overall climate rating at 74%.|Analysis of the climate survey data revealed several key learnings for the district. A major area of strength is the overall sense of safety and connectedness reported by a majority of students, with most students expressing positive perceptions. Additionally, the data showed that students generally feel that adults on campus care about their well-being and reported feeling supported.  However, significant needs were identified among specific student groups. Students with disabilities, African American students, English Learners, and foster youth consistently reported lower levels of safety, belonging, and engagement. Some expressed a lower sense of inclusion, highlighting a need for improved communication, culturally responsive practices, and language support. These disparities point to an urgent need for targeted strategies to support the emotional, academic, and cultural needs of underrepresented student populations. These findings emphasize the importance of equity-focused initiatives and more inclusive decision-making processes moving forward.|Based on the analysis of local data and identified key learnings, WSD has determined there may be some necessary changes to existing plans, policies, and procedures to better support underrepresented student groups. One revision may include enhancing the district’s family engagement policy to prioritize multilingual communication and expand outreach to historically underserved communities, such as families of English Learners, foster youth, and students with disabilities.  Additionally, WSD will continue to prioritize school climate for improving safety and belonging for these student groups. This includes training for staff, expanding access to mental health services and counseling, and increasing family opportunities through advisory groups that reflect the district’s positives and needs for improvement  Procedurally, WSD will establish regular equity audits and require school sites to disaggregate climate and engagement data by student group during annual reviews. These actions are part of a continuous improvement cycle designed to monitor progress, ensure accountability, and adapt supports to meet the evolving needs of all students and families.|Met||2025-06-12|2025
58727516118806|Wheatland Charter Academy|6|The local climate survey data, gathered primarily through the California Healthy Kids Survey (CHKS), reflects overall student perceptions of school safety, connectedness, and engagement. The overall school climate score for all students indicates a positive perception of school conditions. When disaggregated by student groups, notable disparities emerged. English Learners reported a lower sense of school belonging and foster youth reported the lowest overall climate rating at 74%.|Analysis of the climate survey data revealed several key learnings for the district. A major area of strength is the overall sense of safety and connectedness reported by a majority of students, with most students expressing positive perceptions. Additionally, the data showed that students generally feel that adults on campus care about their well-being and reported feeling supported.  However, significant needs were identified among specific student groups. Students with disabilities, African American students, English Learners, and foster youth consistently reported lower levels of safety, belonging, and engagement. Some expressed a lower sense of inclusion, highlighting a need for improved communication, culturally responsive practices, and language support. These disparities point to an urgent need for targeted strategies to support the emotional, academic, and cultural needs of underrepresented student populations. These findings emphasize the importance of equity-focused initiatives and more inclusive decision-making processes moving forward.|Based on the analysis of local data and identified key learnings, WSD has determined there may be some necessary changes to existing plans, policies, and procedures to better support underrepresented student groups. One revision may include enhancing the district’s family engagement policy to prioritize multilingual communication and expand outreach to historically underserved communities, such as families of English Learners, foster youth, and students with disabilities.  Additionally, WSD will continue to prioritize school climate for improving safety and belonging for these student groups. This includes training for staff, expanding access to mental health services and counseling, and increasing family opportunities through advisory groups that reflect the district’s positives and needs for improvement  Procedurally, WSD will establish regular equity audits and require school sites to disaggregate climate and engagement data by student group during annual reviews. These actions are part of a continuous improvement cycle designed to monitor progress, ensure accountability, and adapt supports to meet the evolving needs of all students and families.|Met||2025-06-12|2025
58727690000000|Wheatland Union High|6|Prompt 1 (DATA): Local Climate Survey Data  Survey Data Summary  The local climate survey, which includes data from the Belonging, Connection, Engagement survey, provides insights into the school environment at Wheatland Union High School District. The survey disaggregates data by various student groups, including Hispanic, Black, Native American, students with disabilities (SPED), and English Language Learners (ELL).  Belonging:  Overall: High (68%), Low (13%) Hispanic: High (69%), Low (8%) Black: High (61%), Low (12%) Native American: High (55%), Low (30%) SPED: High (52%), Low (19%) ELL: High (69%), Low (13%)  Connection:  Overall: High (72%), Low (18%) Hispanic: High (63%), Low (19%) Black: High (65%), Low (26%) Native American: High (62%), Low (35%) SPED: High (39%), Low (26%) ELL: High (69%), Low (20%)  Engagement:  Overall: High (53%), Low (26%) Hispanic: High (53%), Low (23%) Black: High (42%), Low (22%) Native American: High (56%), Low (22%) SPED: High (39%), Low (38%) ELL: High (57%), Low (23%)|Prompt 2 (MEANING): Key Learnings and Identified Needs  Key Learnings:  Strengths: The data reveals that the sense of belonging and connection among students is a significant strength. A high percentage of students report moderate to high levels of belonging (87%) and connection (86%). Hispanic students, who are part of the historically underserved groups, reported higher levels of both connection and engagement, reflecting successful implementation of inclusive practices. Areas of Concern: The data highlights specific groups, such as Native American students, students with disabilities, and English Language Learners, who report lower levels of belonging and connection. Engagement levels across the school are concerning, with 26% of all students reporting low levels of engagement and only 53% reporting high levels. This is particularly notable among Black, Native American, students with disabilities, and ELL students.  Identified Needs:  Targeted Interventions: There is a clear need for targeted interventions to improve belonging and connection for Native American students, students with disabilities, and English Language Learners. Engagement Improvement: Strategies to increase overall student engagement, with a specific focus on the aforementioned groups, are necessary. This includes addressing the disparities in engagement levels to ensure that all students feel actively involved and invested in their learning.|Prompt 3 (USE): Changes to Existing Plans, Policies, or Procedures  Proposed Changes:  Continued Focus on Belonging and Connection:  Maintain and enhance current efforts in fostering a sense of belonging and connection within the school community. Implement universal strategies (Tier 1) across all classrooms to ensure a consistent and inclusive environment.  Targeted Interventions for Specific Groups:  Develop and implement specific group-based interventions (Tier 2) tailored to the needs of Native American students, students with disabilities, and English Language Learners. Conduct empathy interviews with small groups of students from these demographics to identify effective approaches.  Enhancing Student Engagement:  Embark on a multi-year initiative to transform the classroom experience to foster higher levels of student ownership and engagement in learning. Implement effective practices that support student voice and choice, inquiry, and project-based learning. Connect learning to students’ lives and communities to make education more relevant and engaging.  Professional Development:  Provide training for teachers and staff on inclusive practices and strategies to support student engagement. Focus on equity, inclusivity, mental health training, and targeted support for historically underserved groups.  Monitoring and Continuous Improvement:  Regularly assess the effectiveness of implemented strategies through surveys and data analysis. Use feedback from students, parents, and staff to make informed decisions and adjustments to plans and policies. By implementing these changes, Wheatland Union High School District aims to create an inclusive, engaging, and supportive learning environment where all students can thrive.|Met||2025-06-26|2025